Postgraduate Certificate in Foundation Phase Teaching

Purpose

This offering provides preparation for graduates who wish to develop focused knowledge and skills as teachers in the Foundation Phase. Having qualified trained teachers working with children in pre-school settings (for a substantial proportion of time, and most importantly as the pedagogical leader) had the greatest impact on quality, and is linked specifically with better outcomes for children in pre-reading and social/behavioural development. The qualifications aim to develop teacher with a more extensive knowledge in foundation teaching to enable the graduate to work competently with Grade R learners and prepares young children for formal learning. This qualification also equips learners to be effective practitioners and value the importance of quality and assist them develop new initiatives, particularly in disadvantaged communities.

Rationale

This is an initial professional teaching qualification for graduates who wish to develop focused knowledge and skills as classroom teachers for Grades R-3. Historically teachers in the Foundation Phase of schooling have been poorly qualified and have low professional status in South Africa. In order to address the apparent shortcomings of the South African schooling system more Foundation Phase teachers are required, particularly those who are qualified through the medium of an African language. There are few opportunities available nationally for graduates to become Foundation Phase teachers and none in the Western Cape.

Recognition of Prior Learning (RPL)

Candidates wishing to gain Recognition of Prior Learning will need to submit a detailed application that includes the following:

• A motivation/justification for admission to the qualification.
• Details of relevant work experience, highlighting skills that would be an advantage in the qualification.
• Leadership positions held or potential for this.
• Evidence of writing skills or involvement with the offering of training.
• An analysis of his/her strengths and limitations, and how the applicant intends to address these in the qualification.
• Any other proof (not mentioned above) that the applicant would like to offer in order to indicate that he/she should be considered for admission to this qualification.

Entry Requirement

The minimum admission requirement for the Postgraduate Certificate is an approved and recognised four-year Bachelor of Education Degree, or a three-year general Bachelors' Degree and a Postgraduate Certificate in Education (or a former equivalent), or (a) four-year professional teaching qualification(s) as well as a 120 Credit Level 7 Advanced Diploma in a cognate specialisation.

The qualification consists of compulsory modules at NQF Level 7 totalling 130 Credits.

Modules

• Education, 40 Credits.
• School Experience FP, 32 Credits.
• Childhood Studies FP, 10 Credits.
• Life Skills FP, 10 Credits.
• Literacy (HL and EFAL), 10 Credits.
• Special Studies in FP teaching, 10 Credits.
• Mathematics FP, 10 Credits.
• Xhosa communication for educators, 8 Credits.

1. Understand the importance of sound subject knowledge for teaching, and ways of accessing it.
2. Demonstrate an understanding of the context, curriculum and legislation guiding foundation phase teaching.
3. Apply effect strategies to teaching and learning to enhance learning at foundation phase.
4. Use effective communication, plan and report on learner progress to all stakeholders.

Associated Assessment Criteria for Exit Level Outcome 1

• The process on how learners acquire knowledge is understood and teaching is tailored accordingly.
• The knowledge on how to teach a subject(s) and how to select, pace and sequence content in accordance with both subject and learner needs is demonstrated.
• Strategies to manage differently resourced classrooms and schools in order to ensure conducive learning environments are described.

Associated Assessment Criteria for Exit Level Outcome 2

• Issues of diversity, inequality and social justice in South African education are understood.
• Understand the legislative framework in which teachers work as professionals is considered and understood.
• The school curriculum is identified and its specialised content is unpacked.
• Available resources are used appropriately so as to plan and design suitable learning programmes.
• Learners are assessed in reliable and varied ways and the results of assessment are used to improve teaching and learning.
• The ability to reflect critically, in theoretically informed ways and in conjunction with professional community of colleagues, on own practice in order to constantly improve it and adapt it to evolving circumstances is applied.

Associated Assessment Criteria for Exit Level Outcome 3

• Play roles are introduced to inspire interest among the learners.
• The impact and effectiveness of language in the phase is analysed.
• A clear description of classroom practices and the experiences is provided.
• Methods to develop meta-linguistic skills that assist children to identify and analyse specific sounds to allow learners to read or write are applied.
• Challenges encountered across contexts by both teachers and learners are identified.

Associated Assessment Criteria for Exit Level Outcome 4

• Effective communication with parents to enhance their understanding of their children's learning and development in order to fully explore their potentials is maintained.
• Children's learning progress is objectively analysed and evaluated with reference to information from various sources.
• Adequate and appropriate teaching resources are prepared and to make use of diversified play equipment.

Integrated Assessment

All modules have different assessment practices. Submission of all assignments is compulsory. The assessment for School experience comprises of an assessment of teaching practice and the portfolio. In teaching practice, students are expected to satisfy the teaching practice supervisors appointed by the School of Education, the school in which they teach and the external examiner, who will visit schools during teaching practice. The assessment is based on the supervisors' reports, confidential reports by schools, a student report and the examiner's reports. The mark for the course as a whole will be awarded jointly for teaching practice and the portfolio.