Bachelor of Education in Foundation Phase Teaching
Education, Training and Development - Early Childhood Development
Purpose and Rationale
Bachelor of Education in Foundation Phase Teaching
Purpose
The purpose of the Bachelor of Education in Foundation Phase Teaching is to produce qualified learners who are able to integrate theory, principles, proven techniques, practical experience, and appropriate skills competently in the field of teaching. This contributes towards addressing the critical need for foundation phase teachers in the province and beyond. Graduates of this qualification will be able to teach at the Foundation phase of South African schools. The competencies expected of a novice teacher are developed through this qualification, as outlined in the Policy on the Minimum Requirements for Teacher Qualifications.
Key competences include:
- Sound subject knowledge and effective teaching methods considering learner and subject needs.
- Strong communication skills, advanced literacy, numeracy, and Information Technology skills.
- Ability to teach in diverse contexts, manage classrooms efficiently, assess learning reliably and in varied ways to enhance teaching and learning.
- Positive work ethic, critical reflection on personal practice, and professional community collaboration.
Rationale
This full-time, four-year initial qualification is designed for individuals seeking to become qualified educators in primary schools. It aims to provide educators with a solid understanding of education as a specialized discipline, along with the requisite competencies and attitudes to excel as Foundation Phase educators in the General Education and Training (GET) band. The qualification aims to equip learners with the necessary knowledge, skills, values, attitudes, and practical experience to pursue a teaching career effectively.
The Bachelor of Education in Foundation Phase Teaching helps position the institution as a key contributor to the development of South African society by producing well-trained foundation phase teachers. The qualification aligns with the National Development Skills Plan (2011) which emphasizes the importance of achieving good educational outcomes that meet societal needs and economic development goals. Addressing concerns raised by the Organisation for Economic Cooperation and Development (OECD) regarding the misalignment of higher education institutions and training programs with local and regional skill needs, this qualification becomes crucial.
Furthermore, the qualification addresses the growing shortage of school teachers which negatively impacts student transitions from secondary to higher education and training, leading to increased dropout rates at universities. Thus, the Bachelor of Education in Foundation Phase Teaching plays a vital role in meeting the demands of the education sector and societal needs.
(Document last updated: [Current Date])
Outcomes
- Demonstrate sound knowledge regarding the subjects they will be teaching.
- Demonstrate sound knowledge of how to teach their subject(s) and how to select, determine the sequence and pace content in accordance with both subject and learner needs.
- Demonstrate understanding of who their learners are and how they learn.
- Demonstrate competence in communicating effectively in order to mediate learning.
- Demonstrate sound knowledge about the school curriculum### unpack its specialised content.
- Ability to use available resource appropriately, to plan and design suitable learning programmes.
- Demonstrate competence with regard to understanding diversity in the South African context in order to teach in a manner that includes all learners.
- Manage classrooms effectively across diverse context in order to ensure a conducive learning environment.
- Assess learners in reliable and varied ways, as well as being able to use the results of assessment to improve teaching and learning.
- Demonstrate positive work ethic, display appropriate values and conduct themselves in a manner that benefit, enhances and develops the teaching profession.
- Reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues on their own practice.
Assessment Criteria
The following Associated Assessment Criteria are assessed in an integrated across all Exit Level Outcomes.
- Display knowledge, skills, values, principles, methods and procedures relevant to the phase, subject discipline or practice.
- Select and use different approaches to teaching and use them in ways that are appropriate for the learners and the context.
- Apply understanding of the knowledge appropriate to the specialisation.
- Mediate learning in a manner that is sensitive to the diverse needs of learners, including those with barriers to learning.
- Construct learning environments that are appropriately contextualised and inspirational.
- Communicate effectively, showing recognition of, and respect for the differences in others.
- Demonstrate sound knowledge of subject content and various principles, strategies and resources appropriate to teaching in a South African context.
- Interpret and provided learning programmes, design original learning programme, identify the requirements for a specific context of learning, select and prepare suitable textual and visual resources for learning.
- Select sequence and pace learning in a manner sensitive to the differing needs of both the subject and the learners.
- Make decisions appropriate to the level and participate in school decision-making structures.
- Manage learning in the classroom and carry out classroom administrative duties efficiently
- Achieve on-going personal, academic, occupational and professional growth, through pursuing reflective study and research in the field.
- Integrate assessment into the teaching and learning process.
- Provide helpful feedback to learners.
- Design and manage both formative and summative assessment in ways that are appropriate to the level and purpose of learning.
- Interpret and use assessment results to feed into process of the improvement of learning programmes.
- Practice and promote a critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others.
- Ability to develop a supportive and empowering environment for the learner and respond to the educational needs for the learner and fellow-educators.
- Develop supportive relations with parents and other stakeholders.
Integrated Assessment:
Formative Assessment involves integrated types of assessment, used to inform learners about their progress on a continuous basis through the whole year. Marks collected from this evidence are recorded for promotional purposes. Formative assessment includes types as:
- Assignments.
- Projects.
- Practical work.
- Informal assessment.
Summative Assessment refers to assessment that takes place at the end of a learning experience. Results are expressed in marks in terms of level of competence achieved, with regard to level descriptors, specific outcomes and assessment standards. This assessment is also used for promotional purposes.
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.