Bachelor of Education in Foundation Phase Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Qualification: Bachelor of Education (Bed) in Foundation Phase Teaching
Purpose:
- Full-time four-year initial teacher education qualification
- Aims to produce highly skilled, well-rounded foundation phase educators
- Provides a strong knowledge base in a particular field/dicipline
- Equips learners to apply knowledge and skills in career contexts
- Prepares learners for specialized and intensive learning
- Focuses on science and technology in the Foundation Phase
- Develops research, innovation, and entrepreneurial skills
- Promotes responsible global citizenship
Rationale:
- Prepares learners for teaching in the foundation phase with expertise in language, mathematics, and life skills
- Aligns with Higher Education Qualifications Framework (HEQF) levels
- Addresses national priorities in Literacy, Mathematics, and Life Skills
- Aims to benefit children from disadvantaged backgrounds
- Supports economic development by bridging social and learning gaps
- Incorporates critical outcomes in design
- Develops competencies for independent and critical thinking
- Based on Revised Policy on Minimum Requirements for Teacher Education Qualifications
- Meets minimum entry requirements for advanced diplomas and postgraduate programs
- Addresses shortage of foundation phase teachers in the country
- Informed by the European Union Strengthening Foundation Phase project
- Focuses on Language, Mathematics, and Life Skills as national priorities
- Addresses the need for competent African language mother-tongue teachers in the Foundation Phase
Note:
- This qualification does not allow for early exits
- Market analysis supports the need for qualified foundation phase teachers
Outcomes
- Apply academic literacies, numeracy and Information Technology (IT) skills to mediate learning through effective communication.
- Demonstrate sound subject knowledge and be knowledgeable on how to select, sequence and pace the content according to the learners' needs, subject content and pedagogical content knowledge.
- Understand, nurture and practice commitment to the ideals of the teaching profession in a scholarly way.
- Assess competently within the foundation phase specialisations in order to improve teaching and learning.
- Know the school curriculum and unpack the specialised content.
- Manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
- Reflect critically on teaching and learning in the classroom and work collegially with stakeholders to improve their own practice.
Assessment Criteria
Exit Level Outcome 1:
- Read academic texts critically, integrate and use the knowledge in own studies and in teaching.
- Use information and communications technologies to further own learning and facilitate learning of others.
- Convey the content of subject in written, graphic and/or other forms appropriate to the learners.
- Apply understanding of numerical and statistical information to educational issues.
- Foster interactive communication with learners using non-judgmental language and mediation skills.
Exit Level Outcome 2:
- Demonstrate an understanding of the fields of knowledge underpinning subject specialisations.
- Use evidence, argument modes, and criteria appropriate to the fields of knowledge.
- Discuss curricula knowledge and apply appropriate values to problem-solving.
- Select and use teaching and learning strategies appropriate to learners' needs.
- Evaluate teaching and learning strategies based on educational concepts.
Exit Level Outcome 3:
- Cooperate professionally with colleagues and stakeholders.
- Engage critically with education policies and systems.
- Behave ethically and enhance the status of professional educators.
- Act in the best interests of learners and the profession.
Exit Level Outcome 4:
- Design assessment tasks appropriate to the specialisation and learning contexts.
- Collect evidence of learner competence from various sources.
- Evaluate assessment strategies for validity, fairness, and reliability.
- Interpret assessment results to inform teaching strategies.
Exit Level Outcome 5:
- Design learning programmes appropriate for learners and contexts.
- Plan lessons with appropriate teaching and learning strategies.
- Evaluate and improve learning programmes based on experience and research.
Exit Level Outcome 6:
- Create safe and conducive learning environments.
- Manage learning environments democratically and resolve conflicts sensitively.
- Assist learners with personal or social problems and adjust actions accordingly.
Exit Level Outcome 7:
- Reflect on learner progress and performance.
- Develop a plan for future action based on reflection.
- Evaluate professional progress effectively.
Integrated Assessment:
- Modules can be assessed through continuous assessment or examination termination modes.
- Formative Assessment informs learners of progress and supports development.
- Summative Assessment evaluates competence at the end of a module.
- School Based Learning is assessed in accordance with module details.
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.