Bachelor of Education in Foundation Phase Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Purpose:
The Bachelor of Education in Foundation Phase Teaching aims to provide graduates with the necessary subject content knowledge, educational theory, and methodology to become competent and responsible beginner teachers. Emphasis is placed on principles and theory as foundational elements for a professional teaching career. Graduates are expected to demonstrate intellectual independence and research competence at an introductory level, particularly in the field of education - specifically focusing on teaching and learning. The program serves as a foundation for further studies in education at a postgraduate level and facilitates ongoing professional development within the teaching profession. It is designed to cultivate initiative and responsibility in academic and professional teaching settings.
Rationale:
The Bachelor of Education in Foundation Phase Teaching program is designed to produce classroom teachers equipped with specialized knowledge and skills tailored to effectively teach foundation phase learners. Graduates will possess the expertise needed to prepare students for a successful transition to the next phase of their education journey. Given the increasing recognition of the critical nature of the foundation phase, the program requires a depth of knowledge, specialization, practical skills, and hands-on experience to ensure that new teachers are able to confidently enter the profession and apply their learning in diverse educational settings.
Outcomes
- Demonstrate sound subject knowledge.
- Demonstrate how to teach the subject and how to select the sequence and pace of content in accordance with both subject and learner needs.
- Demonstrate an understanding of how learners learn and tailor teaching according to individual needs.
- Communicate effectively, in general and in relation to the subject, in order to mediate learning.
- Develop literacy, numeracy and Information Technology (IT) skills.
- Use available resources to plan and design suitable learning programmes.
- Demonstrate an understanding of diversity in the South African context in order to teach in a manner that includes all learners.
- Manage classrooms effectively across diverse contexts in order to ensure an environment conducive to learning.
- Assess learners in reliable and varied ways and use assessment results to improve teaching and learning.
- Demonstrate an understanding of teacher professionalism and display appropriate professional values, attitudes and behaviours.
- Critically reflect on own practice in theoretically informed ways in order to constantly improve and adapt to evolving circumstances.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Demonstrate an understanding of key concepts in tests and engage with key readings in class and assignments.
- Express the relationship between key concepts in a subject and provide real-world examples or case studies.
Associated Assessment Criteria for Exit Level Outcome 2:
- Provide a rationale for lesson, material, and assessment design considering learner diversity.
- Produce written lesson plans converting learning processes into coherent steps.
- Plan, deliver, and assess extended units of lessons for teaching practicum.
Associated Assessment Criteria for Exit Level Outcome 3:
- Explain general patterns of how children learn and develop based on key psychology theorists.
- Justify teaching approaches using theoretical knowledge.
- Tailor teaching to individual learners' needs through a reflective journal during practicum.
Associated Assessment Criteria for Exit Level Outcome 4:
- Articulate ideas clearly in assignments, tests, and examinations.
- Present lessons to children using clear, appropriate language.
- Show awareness of learners' language abilities and introduce subject-specific discourse.
Associated Assessment Criteria for Exit Level Outcome 5:
- Demonstrate computer skills through engagement with electronic resources and word processing.
- Engage with literature through guided and independent study of academic texts.
- Demonstrate numeracy through formal assessments.
Associated Assessment Criteria for Exit Level Outcome 6:
- Develop and modify teaching materials appropriate to school context and resources.
Associated Assessment Criteria for Exit Level Outcome 7:
- Interact productively with diverse learners through planned lessons in various school contexts.
Associated Assessment Criteria for Exit Level Outcome 8:
- Manage classes of various sizes in different environments.
- Work with learners from diverse backgrounds in practicum sessions.
Associated Assessment Criteria for Exit Level Outcome 9:
- Design appropriate assessment tasks and rubrics.
- Use assessment to inform teaching and improve learning.
- Analyze errors in learner work to motivate future lesson plans.
Associated Assessment Criteria for Exit Level Outcome 10:
- Act in the best interests of learners and teaching practice.
- Abide by professional ethics during practicum.
- Treat all individuals with respect and integrity.
Associated Assessment Criteria for Exit Level Outcome 11:
- Engage with professional identity and school context.
- Display insight into teaching practices through a Reflective Journal.
Integrated Assessment:
- Assessment through written assignments, tests, examinations, laboratory work, and practicum sessions.
- Formative assessment through portfolios, assignments, and research projects.
- Feedback on understanding of key concepts and writing quality.
- Summative assessment through written exams and continuous assessments.
Qualification Details
- Type
- National First Degree
- NQF Level
- 07
- Min. Credits
- 480
- SAQA Source
- More Information
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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.