Bachelor of Education in Senior Phase and Further Education and Training Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Qualification Description
Purpose
The purpose of the Bachelor of Education in Senior Phase and Further Education and Training Teaching is to provide a well-rounded education that equips graduates with the required subject content knowledge base, educational theory, and methodology. This enables them to demonstrate competence and responsibility as academically and professionally qualified beginner teachers. Emphasis is placed on principles and theory as a foundation for a professional teaching career, allowing teachers to exhibit initiative and responsibility in academic and professional teaching environments.
Rationale
This qualification aims to develop qualified classroom teachers proficient in teaching specific subject specialisations to senior phase and high school learners. It focuses on fostering a deep understanding and specialization in knowledge, practical skills, and workplace experience. This prepares successful teachers to confidently enter the teaching profession and apply their knowledge effectively in diverse school settings. Additionally, the program encourages intellectual independence and research competency at an introductory level within the education field, particularly in teaching and learning. This foundation enables graduates to pursue postgraduate studies in education and advance their professional growth as educators.
Outcomes
- Demonstrate sound subject knowledge.
- Teach subject(s), select, and determine the sequence and pace of content in accordance with both subject and learner needs.
- Understand how learners learn, and be able to tailor teaching according to individual needs.
- Communicate effectively in general, as well as in relation to subject(s), in order to mediate learning.
- Develop literacy, numeracy and Information Technology (IT) skills.
- Use available resources to plan and design suitable qualifications.
- Understand 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 a conducive learning environment.
- Assess learners in reliable and varied ways and use the results of assessment to improve teaching and learning.
- Demonstrate an understanding of teacher professionalism and display appropriate professional values, attitudes and behaviours.
- Reflect critically 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:
- Understanding Key Concepts: Articulate an understanding of key concepts in tests.
- Engaging with Readings: Engage productively with key readings in the subject during class and in the assignments submitted.
- Real-world Examples: Express the relationships between key concepts in a subject and provide examples of how these concepts enable understanding of real-world situations.
Associated Assessment Criteria for Exit Level Outcome 2:
- Lesson Design Rationale: Provide a rationale for the design of lessons, materials, and assessment taught.
- Consideration of Learner Diversity: Articulate how design considers both the learner diversity of the learners in class and is at an appropriate level that shows an understanding of content.
- Coherent Learning Process: Convert learning process into coherent steps.
- Extended Lesson Planning: Demonstrate ability to plan, deliver, and assess extended units of lessons taught for assessment during their teaching practicum.
Associated Assessment Criteria for Exit Level Outcome 3:
- Child Development Theory: Explain theoretically the general patterns of how children learn and develop in terms of the ideas of key psychology theorists in the field.
- Tailoring Teaching Approaches: Use theoretical knowledge to justify approaches to teaching and learning used during practicum sessions.
- Reflective Teaching: Demonstrate how to tailor teaching to the needs of individual learners by keeping a reflective journal during practicum sessions.
Associated Assessment Criteria for Exit Level Outcome 4:
- Clear Articulation: Articulate ideas and arguments clearly in assignments, tests, and examinations.
- Language Awareness: Use clear, appropriate language in presenting lessons to children, showing awareness of both learners' existing language abilities and the imperative to introduce them to subject-specific discourse.
Associated Assessment Criteria for Exit Level Outcome 5:
- Computer Skills: Demonstrate the aspects of computer skills infused into all university-based coursework.
- Engagement with Resources: Engage with electronic resources, standard word processing assignment submission requirements, use of online platforms for learning.
Associated Assessment Criteria for Exit Level Outcome 6:
- Material Development: Develop and modify teaching and learning materials in both well-resourced and under-resourced schools appropriate to the school contexts.
Associated Assessment Criteria for Exit Level Outcome 7:
- Delivery of Lessons: Deliver planned lessons over an extended period of time and in different school contexts.
- Interacting with Diverse Learners: Interact productively with learners with diverse learning needs and who experience different barriers to learning.
Associated Assessment Criteria for Exit Level Outcome 8:
- Class Management: Manage classes of various sizes in differently resourced environments.
- Diversity Awareness: Work with learners over a range of racial, cultural, religious, dis/ability diversities.
Associated Assessment Criteria for Exit Level Outcome 9:
- Assessment Design: Design appropriate formative and summative assessment tasks and well-conceptualised assessment rubrics in the phases/subjects taught.
- Learning Improvement: Use assessment to inform teaching and improve the quality of learning.
Associated Assessment Criteria for Exit Level Outcome 10:
- Ethical Standards: Appropriately adhere to ethical obligations in the classroom and in the best interests of teaching as a practice.
- Professional Conduct: Act with honesty and integrity in academic practices and treat staff, peers, colleagues, and learners respectfully.
Associated Assessment Criteria for Exit Level Outcome 11:
- Professional Identity: Engage with issues of professional identity and understand school context and learning process design.
Integrated Assessment:
- Assessment includes written assignments, tests, examinations, laboratory work, and practicum sessions in work-integrated learning.
- Formative feedback is provided early in modules to improve understanding of key concepts.
- Written feedback on writing quality is given to enhance writing competence.
- Formative feedback is given prior to summative assessments to optimize learning outcomes.
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.