Bachelor of Education in Foundation Phase Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Purpose:
The Bachelor of Education in Foundation Phase Teaching is designed to equip teachers with the necessary knowledge and skills in the critical learning areas of literacy, numeracy, and life skills. The program focuses on integrating these learning areas into teaching programs effectively.
Key objectives of the qualification include:
- Providing teachers with subject and discipline knowledge.
- Offering pedagogical content knowledge.
- Developing self-reflective teachers with strong professional ethics.
- Empowering teachers to be active citizens responsive to student needs.
- Building skills in organizing and facilitating learning for all students.
The curriculum emphasizes academic and professional content while incorporating experiential learning opportunities. This ensures that teachers are well-prepared to create appropriate teaching and learning materials tailored to their students' needs.
Rationale:
The Bachelor of Education in Foundation Phase Teaching was developed to meet the requirements set by the Minimum Requirements for Teacher Education Qualifications (MRTEQ). This new qualification replaces the previous Bachelor of Education in Early Childhood Education and Foundation Phase.
The urgent need for well-trained teachers in South Africa, especially in the Foundation Phase, drove the development of this program. The country requires teachers who are capable of improving the education system and addressing teacher shortages effectively. The program includes extensive school experience activities to bridge the gap between theory and practical teaching skills, ensuring that graduates are work-ready and able to make a positive impact in schools.
Outcomes
- Demonstrate a keen understanding of the required knowledge for teaching in the Foundation Phase.
- Use and apply the skills and dispositions needed for teaching in the Foundation Phase.
- Explore, critique and apply a range of practices relevant to diverse teaching and learning contexts.
- Integrate knowledge acquired from a variety of subjects and disciplines.
- Act in keeping with the pedagogical content knowledge acquired.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Demonstrate knowledge about how foundation phase learners develop and learn.
- Demonstrate skill in working with children, including with their possible barriers to learning.
- Display professional ethics in the context of the school, classroom, and community adopted when working with children.
Associated Assessment Criteria for Exit Level Outcome 2:
- Develop and deliver appropriate learning programmes in languages, mathematics, and life skills.
- Observe, reflect on, and address children's learning and development needs.
- Reflect on classroom and other information and knowledge acquired to inform practice, planning, and referrals.
Associated Assessment Criteria for Exit Level Outcome 3:
- Understand and apply the key concepts and principles which inform the teaching and learning of languages, mathematics, and life skills.
- Integrate the knowledge so that it informs teaching practice in different contexts and of all children in a democratic and inclusive culture.
- Stay up to date with developments in the teaching and learning of languages, mathematics, and life skills.
Associated Assessment Criteria for Exit Level Outcome 4:
- Plan and implement curriculum and teaching activities taking into account the diverse needs of the foundation phase learner.
- Source materials, activities, and use media appropriately in order to integrate and manage effective learning in languages, mathematics, and life skills.
- Demonstrate self-reflexivity in designing and delivering language, mathematics, and life skills teaching is evident.
Associated Assessment Criteria for Exit Level Outcome 5:
- Employ a clear work ethic and community-centered approach to the learning context.
- Demonstrate the ability to work alone and collaboratively with others.
Integrated Assessment:
- Quality assessment is central to credible certification and recognition of learner achievement.
- The institution will ensure credibility in assessment through the application of clear and rigorous procedures and practices, in keeping with the principles of fairness, validity, reliability, and practicability.
- Integrated assessment is used extensively across the qualification, including in the School Experience modules.
- Self- and formative assessment takes place in various ways in the face-to-face context, including through classroom activities, assignments, and written work.
- Summative assessments are integrated into the learning in that they take place at the end of each of the constituent modules of the programme.
Qualification Details
- Type
- National First Degree
- NQF Level
- 07
- Min. Credits
- 480
- SAQA Source
- More Information
Education Cost Calculator
This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.