Bachelor of Education in Foundation Phase Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Bachelor of Education in Foundation Phase Teaching
Purpose:
The purpose of the Bachelor of Education in Foundation Phase Teaching is to train foundation phase teachers to have a strong content knowledge base and a high level and depth of professional judgement. It further aims to provide a well-rounded, broad education that equips teacher education learners with the subject content knowledge base, theory and methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified beginner teachers. The qualification is intended to train and develop quality qualified classroom teachers who can demonstrate focused knowledge and skills within the foundation phase teaching contexts. It will, in this manner, contribute to equipping beginner teachers to make a positive impact in improving the quality of education in the country.
Rationale:
To serve the national objectives of providing quality education, every qualification needs to have a sound theoretical underpinning. National policy will be a priority, but to achieve the qualification outcomes, there needs to be more than mere compliance to policy. Key considerations which need to be made in offering the qualification are the nature of the learners who will be enrolled, the attributes that need to be developed to ensure that the enrolled learners meet the requirements, how to ensure that these attributes are developed in the learners and the profile of the institution's teacher education graduate as outlined in the institutional mission and vision. The focus of this qualification should therefore be to cater for both the cognitive and affective attributes. The core values of the institution also provide valuable indicators of what the profile of a teacher graduate should be like in terms of both these important attributes. The key aspects should focus on a critical disposition, dialogical praxis and social activism, for the qualification to produce teachers who are adaptable and reflexive so that they can function optimally in a variety and complex educational contexts at the foundation phase (FP). The qualification envisions to produce a learner who can think critically and possesses the professional, technological and cultural knowledge to function optimally in respective diverse national, regional as well as international teaching contexts. Learners from this qualification also need to possess specific professional attributes and skills for the teaching profession in general, but with special emphasis at the foundation phase. It would thus not include only practical skills, but also deep knowledge to enhance the quality of their contribution in these contexts. The rationale for the qualification is therefore to provide a structured high-quality professional learning pathway for current and aspirant learners who want to become experts and specialists in teaching in the foundation phase. The qualification will not only equip learners with the appropriate knowledge and skills to teach in foundation phase (Grades R-3) and lay a sound foundation in education, but also promote the professional and academic development of graduates to enhance and promote quality education, developing high quality and innovate education and care for young children from Grade R to Grade 3. There is a huge demand at local, national, regional and international levels for this education. The qualification, therefore, aims to contribute in this regard towards achieving the national objectives of:
- Complementing the national efforts in foundation phase teaching and learning in schools by producing more and highly professionally and academically qualified and teachers.
- Producing qualifying learners with theoretical understanding and practical competencies at the foundation phase, with the ability to manage learners, oneself and others in the school and the wider school communities.
- Promoting life-long learning by encouraging learners in the qualification to further their studies.
- Producing qualifying learners who can organise and manage information, themselves and their activities responsibly and effectively.
- Communicating effectively using visual, symbolic and/or language skills in various modes that benefit young learners.
- Demonstrating an understanding of the world as a set of related systems and recognizing that problem-solving contexts do not exist in isolation.
- Participating as responsible citizens in the life of local, national, and global communities.
- Being culturally and aesthetically sensitive across a range of social contexts in a foundation phase school setting.
- Preparing learners with the required subject content knowledge, educational theories and methodologies that enable learners to demonstrate competence and responsibility as academically, professionally competent in the foundation phase.
- Training foundation phase teachers and equip them with an in-depth understanding of the subject matter (classroom activities), sound professional teaching skills, and ability to adapt to the ever-changing foundation phase educational needs in South Africa offering qualifying learners with a sound foundation in classroom management, methods of foundation phase teaching and learning, as well as skills for working with children at the age of five (5) through to nine (9) years.
Outcomes
- Evaluate and apply key terms, concepts, facts, principles, rules and theories interrelated to Foundation Phase teaching### and implement knowledge to improve teaching strategies and practices.
- Demonstrate knowledge and skills to plan, design, organise and manage foundation phase classroom in an operative and ethical manner.
- Demonstrate sound knowledge and competence to screen, identify, evaluate and address the barrier to learning in the Foundation Phase.
- Manage learning environments and support learners in ways that are sensitive, stimulating, democratic and well-organised.
- Acquire knowledge and skills in assessing and monitoring learners progress and achievement and develop appropriate learning strategies.
- Demonstrate advanced integrated knowledge in teaching subjects and information technology (IT) skills in the Foundation Phase.
- Develop and communicate ideas and opinions in well-formed arguments that are relevant and beneficial to the foundation phase of teaching and learning.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1
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Analyse and apply various theories in the foundation phase of teaching and learning:
- Compare and evaluate educational theories on child development in terms of their implications to early learning.
- Select and design learning programmes that demonstrate extensive knowledge and understanding of a variety of theories about teaching, learning, child development, and curriculum development.
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Identify and apply teaching and learning strategies:
- Effectively identify, analyse, and apply various teaching and learning strategies that will help young learners reach their full potential.
- Select and implement a variety of relevant study methods which address the learner's needs and develop them holistically.
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Engage critically with education policies:
- Engage critically with education policies and apply key terms, concepts, facts, principles, rules, and theories related to foundation phase teaching to enhance effective teaching and learning strategies and methods.
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Recognise learners' individual differences and diverse needs:
- Effectively assist learners to manage time, physical space, resources, whilst also sensitively recognizing their individual differences and diverse needs.
- Effectively recognise and acknowledge the emotional dimension of learners and demonstrate effective mediation skills.
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Apply knowledge in practical teaching situations:
- Apply and implement knowledge in the classroom during practical and situational teaching and learning situations.
Associated Assessment Criteria for Exit Level Outcome 2
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Assess lesson designs and teaching methods:
- Effectively assess lesson designs, learning and teaching methods, and materials through classroom research and personal experiences.
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Communication in the teaching and learning context:
- Develop and apply efficient relevant professional communication within the teaching and learning context.
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Select and adapt teaching strategies:
- Effectively select and adapt appropriate teaching and learning strategies designed in accordance with foundation phase subjects, content, grades, and learner needs.
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Design learning programmes:
- Select and develop or design learning programmes that demonstrate knowledge and understanding of relevant theories regarding teaching, learning, child development, and curriculum in the foundation phase.
Associated Assessment Criteria for Exit Level Outcome 3
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Administer learning tasks and programmes:
- Effectively administer learning tasks individually and in learning groups in an independent and ethical way to create and sustain a positive learning environment.
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Differentiated programmes:
- Recognise, design, and sustain differentiated programmes to address a variety of learning needs.
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Support learners with special needs:
- Critically identify, screen, assess, and support learners with special needs.
Associated Assessment Criteria for Exit Level Outcome 4
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Support early child development:
- Support early child development and learning in a variety of educational settings.
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Manage learning environments:
- Create and maintain safe and child-friendly learning environments sensitive to individual differences.
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Resolve conflicts:
- Manage and resolve conflicts in the classroom in an equitable, unbiased, ethical, and sensitive manner.
Associated Assessment Criteria for Exit Level Outcome 5
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Design assessment tasks and strategies:
- Design assessment tasks and strategies appropriate for the foundation phase level and specific learning contexts.
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Interpret assessment results:
- Correctly interpret learners' assessment results to effectively review future teaching, learning, and evaluation strategies.
Associated Assessment Criteria for Exit Level Outcome 6
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Language acquisition and development:
- Recognise and implement effective ways for language acquisition as part of the child's development.
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Incorporate literacy instruction:
- Incorporate socio-cultural theory and literacy instruction into lessons.
Associated Assessment Criteria for Exit Level Outcome 7
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Argumentation and speaking skills:
- Make an effective argumentation for specific alternatives or ideas in the foundation phase.
- Utilise speaking skills effectively to articulate and present information related to school, community, and research issues in the context of the foundation phase.
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.