Tshwane University of Technology

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

  1. Apply academic literacies, numeracy and Information Technology (IT) skills to mediate learning through effective communication.
  2. 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.
  3. Understand, nurture and practice commitment to the ideals of the teaching profession in a scholarly way.
  4. Assess competently within the foundation phase specialisations in order to improve teaching and learning.
  5. Know the school curriculum and unpack the specialised content.
  6. Manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
  7. 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
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Tshwane University of Technology
Description
Tshwane University of Technology (TUT) is a higher education institution located in Pretoria, South Africa. It was established in 2004 through the merger of three separate institutions. TUT offers a wide range of undergraduate and postgraduate programs across various fields of study, including engineering, business, science, arts, and technology. The university is known for its focus on practical and career-oriented education, providing students with the necessary skills and knowledge to succeed in their chosen professions. TUT also has a strong emphasis on research and innovation, contributing to the development of new technologies and solutions. With a diverse student body and state-of-the-art facilities, Tshwane University of Technology is committed to providing quality education and making a positive impact on society.

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.