University of Limpopo

Bachelor of Education Foundation Phase Teaching

Education, Training and Development - Schooling

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Purpose and Rationale

Bachelor of Education Foundation Phase Teaching (B Ed (FP Teaching))

Purpose:

The purpose of the Bachelor of Education Foundation Phase Teaching [B Ed (FP Teaching)] qualification is to provide teachers with the requisite subject content knowledge base, educational theory, and methodology during training. By the end of the qualification, it is expected that teachers will be able to demonstrate competency and professionalism. They will be equipped to adapt to contextual changes within the education system, create and maintain a safe and caring child-friendly environment, and promote inclusivity.

Rationale:

The Bachelor of Education in Foundation Phase Teaching [BEd (FP Teaching)] is a four-year pre-service teaching qualification aimed at providing specialized learning opportunities for teachers focusing on the Foundation Phase (FP). This qualification addresses the high country-wide demand for competent and caring teachers in the Foundation Phase band. By specializing in this area, teachers can contribute effectively to the education system and meet the specific needs of students at this critical developmental stage.

Outcomes

  1. Read, write and speak the language of instruction in ways that facilitates their own academic learning and learning in their classrooms.
  2. Promote a child-centred pedagogy and teaching and learning process.
  3. Demonstrate Foundation Phase teacher professionalism.
  4. Demonstrate awareness of violence, safety, protection and effective discipline in relation to children through clear policies, guidelines and responsibilities.
  5. Promote the safety, security and protection of children within and outside school.
  6. Promote the health- related rights of children with respect to policy, environment, teachers' roles, children's status and health- promoting initiatives.
  7. Demonstrate an integrated approach to promote and ensure children's rights.
  8. Develop gender sensitive learning environments and curriculum.
  9. Promote the active participation of children, their parents and the community through the role of the teacher and school.
  10. Promote partnership between the school and the community.
  11. Interpret and use numerical and elementary statistical knowledge.
  12. Demonstrate a sound knowledge base underpinning all Foundation Phase subjects.
  13. Plan, design and reflect on learning programmes suitable for the FP learners and learning contexts.
  14. Select, use and adjust teaching and learning strategies in ways which meet the needs of the learners and their contexts.
  15. Manage and administer indoor and outdoor learning environments and support learners in ways that are sensitive, stimulating and democratic and well organised.
  16. Democratically monitor and assess learner progress and achievement in various FP subjects.
  17. Function responsibly within the education system, community and school.
  18. Show respect for and commitment to the educator profession.

Assessment Criteria

Associated Assessment Criteria for Exit Level Outcome 1:

  • Read and interpret written and graphic texts in the Foundation Phase.
  • Develop language skills such as listening, speaking, reading, writing, language structure, and use.
  • Use information and communications technology for learning.
  • Use teaching aids for effective teaching and learning.
  • Convey content in appropriate forms for learners' developmental level and language ability.
  • Assess learners in reliable ways and use assessment results to improve teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 2:

  • Promote child-centered pedagogy.
  • Demonstrate knowledge of children's learning styles.
  • Integrate life skills in the curriculum.
  • Understand children's developmental aspects.
  • Use exemplary teaching strategies.
  • Assess children's learning effectively.
  • Create flexible learning environments.

Associated Assessment Criteria for Exit Level Outcome 3:

  • Participate effectively in practice teaching.
  • Engage in active research for teaching improvement.

Associated Assessment Criteria for Exit Level Outcome 4:

  • Understand and apply child safety policies.
  • Recognize and support children affected by abuse.

Associated Assessment Criteria for Exit Level Outcome 5:

  • Address incidents of harassment, bullying, and discrimination.

Associated Assessment Criteria for Exit Level Outcome 6:

  • Promote physical and mental health in schools.
  • Ensure a safe and healthy environment for children.
  • Provide support for children affected by health issues.

Associated Assessment Criteria for Exit Level Outcome 7:

  • Promote children's rights and teacher responsibilities.
  • Eliminate discrimination in the classroom.

Associated Assessment Criteria for Exit Level Outcome 8:

  • Create gender-sensitive learning environments.

Associated Assessment Criteria for Exit Level Outcome 9:

  • Involve children, parents, and community in education.

Associated Assessment Criteria for Exit Level Outcome 10:

  • Engage stakeholders for school development.

Associated Assessment Criteria for Exit Level Outcome 11:

  • Interpret and apply numerical information in education.

Associated Assessment Criteria for Exit Level Outcome 12:

  • Demonstrate deep subject content knowledge.
  • Evaluate and select appropriate learning materials.

Associated Assessment Criteria for Exit Level Outcome 13:

  • Design learning materials and lessons based on various theories.
  • Evaluate and improve learning programs based on experience.

Associated Assessment Criteria for Exit Level Outcome 14:

  • Use teaching strategies appropriate to diverse learners.
  • Facilitate group learning and adjust for cultural differences.

Associated Assessment Criteria for Exit Level Outcome 15:

  • Create a safe and conducive learning environment.
  • Manage classrooms effectively.

Associated Assessment Criteria for Exit Level Outcome 16:

  • Design and administer assessment tasks.
  • Interpret assessment results for improvement.

Associated Assessment Criteria for Exit Level Outcome 17:

  • Cooperate professionally and maintain learning environments.
  • Apply school policies to teaching.

Associated Assessment Criteria for Exit Level Outcome 18:

  • Promote respect and responsibility in the teaching profession.
  • Evaluate professional progress effectively.

Integrated Assessment:

  • Continuous formative assessment is required.
  • Summative assessment is based on the achievement of Exit Level Outcomes.
  • Assignments are designed to integrate learning outcomes effectively.
  • Criterion-referenced assessment is used for Recognition of Prior Learning.

Qualification Details

Type
National First Degree
NQF Level
07
Min. Credits
480
SAQA Source
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University of Limpopo
University of Limpopo
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Description
The University of Limpopo is a comprehensive university located in the Limpopo province of South Africa. It was established in 2005 through the merger of the University of the North and the Medical University of South Africa. The university offers a wide range of undergraduate and postgraduate programs across various disciplines, including health sciences, natural and agricultural sciences, humanities, management sciences, and education. It is known for its commitment to providing quality education, conducting research that addresses societal challenges, and promoting community engagement. The University of Limpopo strives to produce graduates who are equipped with the knowledge and skills necessary to contribute to the development of the region and the country as a whole.
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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.