Bachelor of Education in Intermediate Phase Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Purpose:
The Bachelor of Education in Intermediate Phase Teaching (BEd (IP Teaching)) aims to:
- Develop qualified classroom teachers with focused knowledge and skills in specific specializations and/or subjects.
- Provide a basic understanding of education theory and its implications for classroom practice.
- Enhance teachers' subject knowledge and competence in the intermediate phase, with specialized pedagogical knowledge regarding the Curriculum Assessment Policy Statement (CAPS).
- Offer opportunities for teachers to apply knowledge in the classroom, extend learning, and enhance practice through critical reflection and self-evaluation.
- Deepen educators' understanding of the broader educational landscape and the complexities of the school and classroom environment.
- Develop academic literacy skills, including mathematical and information technology skills necessary for continuous learning.
Rationale:
The qualification is designed to:
- Produce capable, well-educated teachers with strong self-awareness, content knowledge, and pedagogical content knowledge relevant to the Intermediate Phase subjects.
- Equip learners with the knowledge and skills crucial for successful teaching and learning, including confidence, resilience, self-reliance, and critical reflection abilities.
- Foster caring, competent, and creative teachers who can make a positive impact in the educational field.
- Allow learner teachers to deepen their knowledge in a specific subject area, building a specialist knowledge base for teaching at the intermediate phase.
- Provide a part-time study option to support individuals who cannot afford full-time studies and may work as underqualified teachers or teaching assistants.
- Incorporate work-integrated learning to enhance learners' current work experience in schools.
- Comply with the Government Gazette requirements outlined in (No. 344670 of 15 July 2011) and the qualifications Level Descriptors to address the specific educational needs of the country.
Outcomes
- Engage critically and reflexively with a wide range of philosophical, sociological and psychological orientations, theories and perspectives relevant to the field of education, the phase specialisation, and the disciplines they teach### and Researching their teaching practice.
- Demonstrate understanding of a wide range of educational contexts, knowledge and competence in managing and working with diversity in the classroom.
- Select, use and adjust teaching and learning strategies in ways that meet the needs of all the learners in their classrooms.
- Function responsibly within the education system, the school where they are working and the community in which the school is located, and respect for and commitment to the education profession, a positive work ethic and display appropriate values.
- Function responsibly and ethically as young professionals.
Assessment Criteria
Exit Level Outcome 1:
- Familiarity with Knowledge Fields: Demonstrate understanding of the fields of knowledge that underpin education and their area of specialisation.
- Evidence and Argumentation: Show awareness of appropriate evidence, argumentation modes, and criteria of adequacy in their field of specialisation.
- Epistemic Values: Demonstrate commitment to epistemic values and principles in their practice.
- Classroom Investigations: Address concerns related to practice and children's learning through classroom-based investigations.
Exit Level Outcome 2:
- Learning Programmes Design: Select, adapt, or design coherent learning programmes and lessons considering learners' context, specialisation, and curriculum policies.
- Teaching Materials: Select or design appropriate materials and resources considering content validity and differentiation.
- Teaching Strategies: Plan lessons, select appropriate strategies, and adjust for language, cultural, and other differences among learners.
- Assessment Strategies: Evaluate assessment strategies for validity, fairness, and sensitivity to barriers to learning.
- Justification of Programmes: Justify selection and design of learning programmes based on teaching, learning, child development, and curriculum theories.
Exit Level Outcome 3:
- Curricular Knowledge Application: Interpret curricular knowledge in practice and apply values and conceptual frameworks to problem-solving.
- Teaching Strategies Selection: Select and use teaching strategies that motivate learners and accommodate differences in learning styles.
- Learning Support: Use teaching materials to facilitate learner progress and assess effectiveness of teaching strategies.
- Management of Learning Environment: Organise learning environments, resolve conflicts ethically, and assist learners with special needs.
Exit Level Outcome 4:
- Professional Communication: Maintain effective communication with parents, guardians, and community members.
- Engagement with Stakeholders: Critically engage with stakeholders and education policies impacting teaching practices.
- Promotion of Values: Promote democratic values, human rights, and professional accountability in teaching practices.
Exit Level Outcome 5:
- Professional Cooperation: Collaborate with colleagues and stakeholders, promote respect and responsibility, and engage in networking opportunities.
- Effective Communication: Communicate effectively both orally and in writing, applying numerical and statistical knowledge to educational issues.
- Integrated Assessment: Utilize content-based assignments, case studies, and action research to critically analyze teaching practices and improve subject teaching.
Integrated and Formative Assessment:
- Monitoring Learner Progress: Assessment mechanisms align with teacher roles and competencies, including content-based assignments, case studies, and action research.
- Formative and Summative Assessment: Formative assessment through continuous activities and summative assessment through written examinations at the end of each year, aligned with institutional assessment policies.
- Reflective Practice: Reflective practice demonstrated through portfolio assignments, integral to programme design.
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.