Postgraduate Certificate in Education in Foundation Phase Teaching

Purpose

The Postgraduate Certificate in Education (PGCE) Foundation Phase Teaching (FP) is a capping qualification for persons wanting to become qualified as professional educators in schooling after having completed an appropriate Bachelors qualification (at least 360 Credits) other than a Bachelor of Education. The qualification aims to develop beginner-teachers who are creative, confident, competent, caring and reflexive practitioners who can teach in a variety of educational contexts. The Exit Level Outcomes and evidence needed for demonstrating competence are aligned with the Beginner Competencies outline in the Government Gazette No 38487 (February 2015). It is accepted that the outputs of the PGCE (FP) qualification are novice teachers who will still require time, experience and support to develop as fully-fledged extended professionals.

The development of teachers as extended professionals is promoted and enhanced through a model of teacher education located in critically reflexive practice. The latter is embedded in epistemological empowerment. This informs the design of the PGCE (FP) qualification in general and the curriculum in particular. It affirms the belief in praxis, and the importance of balance and integration between theoretical, practical and professional, and experiential learning.

Rationale

This qualification will give learners the opportunity to have a career in teaching. This qualification responds to the shortage of Foundation Phase teachers by developing the professional and pedagogical competence of beginner-teachers who have completed their undergraduate studies. While acknowledging the knowledge that learners with an undergraduate qualification bring to the programme, the PGCE (FP) prioritises both content knowledge in the Foundation Phase teaching subjects as well as pedagogical knowledge required in this phase.

Prospective learners for this qualification will be graduates in possession of at least a Bachelor's Degree, whose subject choices satisfy the admission of students to a PGCE qualification set out in the Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy (DHET, 2015, pp. 66-67).

The learning pathway in which this qualification resides is fully specified in the MRTEQ (2015, p. 17) policy document. This qualification offers one of two possible pathways to becoming professionally qualified teacher in the Foundation Phase (Grade R to 3) of formal schooling in the South African schooling system. The pathway requires a National Senior Certificate, followed by a recognized Bachelor's Degree qualifications (for example, BA, BSocSci, BSc, BCom, BJourn, BMus), and a PGCE.

Recognition of Prior Learning (RPL)

The institution recognises prior learning relevant to the cognate subjects/phases and from other qualifications at the same level, for credit-bearing purposes. The RPL policy of the institution applies for this purpose.

The committee will assess the evidence provided by the applicant, and submit a report to the Faculty, which will decide on a ruling to be implemented, based on the decision made by the committee. The learners have an opportunity to apply for RPL for exemption of modules. for example:

• Learners who have completed ICDL or Computer Science 1 will be exempted from doing Computer Literacy;
• Learners who are home-language speakers and who have completed the language module in their qualification for example the Afrikaans and isiXhosa language, will be exempted from a language module.

Entry Requirements

The minimum admission requirements for this qualification are

• Appropriate Bachelor's Degree, 360 Credits, NQF Level 7.

Or

• Appropriate Diploma, 360 Credits, NQF Level 6.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 124 Credits.

Compulsory Modules, Level 7, 124 Credits.

• Educational Studies, 20 Credits.
• Foundations of Learning (Foundation Phase), 9 Credits.
• Language, Learning and Cognition, 9 Credits.
• English Home Language (Foundation Phase), 10 Credits.
• IsiXhosa Home Language (Foundation Phase), 10 Credits.
• First Additional English Language Teaching (Foundation Phase), 8 Credits.
• Second First Additional Language (Afrikaans or isiXhosa), 8 Credits.
• Grade R Education, 5 Credits.
• Mathematics (Foundation Phase), 10 Credits.
• Life Skills (Foundation Phase), 8 Credits.
• Teaching Practice, 25 Credits.
• Education Technologies, 2 Credits.

1. Engage critically and reflexively with a wide range of philosophical, sociological and psychological orientations, theories and perspectives relevant to the field of education the phase specialisation, and the disciplines taught.
2. Understand a wide range of educational contexts and managing knowledge and competence in working with diversity in the classroom.
3. Adjust teaching and learning strategies in ways that meet the needs of all the learners in their classrooms and managing and administering learning environments and supporting learners and learning in ways that are democratic, stimulating and well organised.
4. Function responsibly within the education system, the school and the community.
5. Read, write and speak the language(s) of instructions competently in ways that facilitate the educators own academic learning in the classrooms.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate familiarity with the fields of knowledge which underpin the discipline (education), the area of specialisation and the subjects they teach.
• Explain the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in the area of specialisation.
• Demonstrate a commitment to the epistemic values and principles which characterise the fields of expertise in the area/s of specialisation.
• Address concerns related to the practice and children's learning through classroom-based investigations.
• Explain the success of teaching and learning strategies concerning critical educational concepts, the needs and abilities of the learners, and the demands of the specialisation.

Associated Assessment Criteria for Exit Level Outcome 2

• Select, adapt or design coherent learning programmes and lessons appropriate for the learners, context and specialisation, taking into account national, regional and school curriculum policies, learning contexts and learner differences.
• Select and design materials and resources appropriate to the learning programme, taking cognisance of issues such as content validity and differentiation.
• Plan lessons within teaching programmes, selecting proper teaching and learning strategies.
• Create expectations which make appropriate demands on the learners.
• Make judgments on the effect that language has on learning and, in that light, make the necessary adjustments to the teaching and learning strategies.
• Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners.
• Evaluate own and other's assessment strategies in terms of their validity, fairness reliability and sensitivity to gender, culture, language and barriers to learning and development.
• Justify selection and design of learning programmes in ways which show knowledge with the understanding of a range of theories on teaching, learning, child development and curriculum.
• Evaluate and improve learning programmes, lessons and materials based on experience and classroom research.

Associated Assessment Criteria for Exit Level Outcome 3

• Interpret curricular knowledge in practice, in the area(s) of specialisation, in terms of a broader understanding of the relevant knowledge field.
• Critically discuss the content of the curricular knowledge in their area(s) of specialisation, and apply appropriate values and conceptual frameworks to problem-solving in the relevant fields of expertise.
• Evaluate which learning material (including textbooks) to select, at what level, in what sequence, and how it should be assessed, in the area/s of specialisation (phase and subjects/learning area).
• Select and use teaching and learning strategies appropriate to the subject, phase and topic relevant to the needs of the learners in their classes.
• Select and use teaching and learning strategies which motivate the learners.
• Facilitate occasions where learners are taught in groups, pairs and as individuals.
• Accommodate differences in learning style, pace and ability in the planning and use of teaching and learning strategies.
• Identify and assist learners with special needs and barriers to learning and development.
• Use teaching and learning support materials to facilitate learner progress and development.
• Assess the teaching and learning strategies used in a particular context in the light of the extent to which the objectives of the learning experience achieved.
• Managing and organising the learning environment learning and learners.
• Perform administrative duties required for the effective management of the learning environment.
• Create and maintain learning environments which are safe as well as conducive to learning.
• Create learning environments that are sensitive to cultural, linguistic, gender and other differences.
• Manage learning environments democratically and in ways that foster creative and critical thinking.
• Discipline learners in ways that are growth-promoting and fair.
• Resolve conflict situations within classrooms ethically and sensitively.
• Assist learners in managing themselves, their time, physical space and resources.
• Take appropriate action to assist or refer learners to specialists (e.g. Social worker) to address personal or social problems.
• Evaluate, and where necessary, adjust their actions in ways that show knowledge and understanding of management and administration.
• Justify actions in ways which reflect experience with the knowledge of a variety of forms of managing individual learners and classes.
• Select, adapt and design assessment tasks and strategies appropriate to the specialisation and for a range of learning contexts.
• Explain the link between the method of assessment, the overall assessment purpose and the objectives assessed.
• Design and administer assessment tasks using clear language and instructions.
• Collect from a variety of sources sufficient confirming evidence of learner competence.
• Use a range of assessment strategies to accommodate differences in learning style, pace and context.
• Assess and record systematically the progress of individual learners.
• Used assessment results to provide feedback to inform future teaching, learning and assessment strategies.
• Justify choice and design of assessment strategies, methods, procedures in ways which show knowledge with understanding of the assumptions that underlie a range of assessment approaches and their particular strengths and weaknesses about age and learning area assessed.
• Provide for a deep and systematic understanding of current thinking, practice, theory and methodology in an area of specialisation.

Associated Assessment Criteria for Exit Level Outcome 4

• Maintain a sense of respect towards others in the learning environment.
• Co-operate in maintaining orderly learning environments.
• Initiate and maintain effective professional communication with parents, guardians and other members of the community and involve them in school affairs.
• Demonstrate an ability to engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices.
• Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on the national education and training landscape.
• Apply school policies and development plans to their own teaching.
• Organise curricular, cross-curricular and extra-curricular activities.
• Select, create, justify, deliver and reflect upon and improve extra-curricular activities.
• Behave in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.
• Promote the values and principles of the Constitution, particularly those related to human rights and the environment.
• Promote the practice of democratic values, attitudes and dispositions in the school, as well as in society at large.
• Encourage, create and maintain a supportive and empowering environment for learners.
• Evaluate the own professional progress effectively.
• Show a commitment to act in and actively promote the best interests of learners, parents, communities, colleagues and the profession.

Associated Assessment Criteria for Exit Level Outcome 5

• Co-operate professionally with colleagues in an institutional setting.
• Demonstrate an ability to engage critically with a wide variety of stakeholders.
• Use internal and external networking opportunities effectively.
• Practice and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude.
• Communicate effectively, both orally and in writing.
• Interpret numerical information in their learning area, subject or discipline.
• Apply the understanding of numerical and elementary statistical knowledge to educational issues, teaching, learning and assessment, and their own learning.
• Engage critically with theoretical texts and research within the field of education.

Integrated Assessment

Lecturers aim for a three-week turnaround period to mark and return assignments. Provision is made for formative assessments in that learners may submit draft assignments. Depending on the nature of the assignment - feedback may take the form of verbal feedback or a narrative. Summative assessment takes place in the form of final examinations written in November.

Work based learning (Teaching Practice) assessment is both formative and summative. Teaching Practice takes place twice a year in May and in September. Each Teaching Practice is a period of five weeks (10 weeks in total). The Teaching Practice structure rests on input from mainly three sources - the mentor teacher, the critiquing lecturer and the learner. Peers and the mentor teacher play a significant role in formative assessment and feedback. In collaboration with the beginner-teacher, the mentor teacher provides written feedback mid teaching practice. After Teaching Practice, the mentor teacher completes a confidential assessment form which is returned to the Teaching Practice coordinator. During second Teaching Practice, each learner receives three visits from lecturers. This is to observe lessons and to conduct formative assessment. This ensures maximum opportunity for learning, growth and general support. During third Teaching Practice, each beginner- teacher receives two visits from critiquing lecturers. Lecturers generally write a descriptive narrative on carbonised note pads as the lesson unfolds. The original copy is given to the beginner-teacher for her/his records and the copy is kept from which a formal report is submitted to the Teaching Practice coordinator.