Bachelor of Education in Foundation Phase Teaching

Associated Assessment Criteria for Exit Level Outcome 1:

• Distinguish between different philosophies on which education is founded (e.g., perennialism, essentialism, progressivism, reconstructionism).
• Differentiate between traditional and democratic ways of conceptualising education and display an understanding of democracy.
• Explain descriptive, meta-ethical, and normative enquiry in ethics.
• Evaluate democratic justice and reflect on the implications of ubuntu for dialogical forms of teaching and learning.
• Explain and justify African philosophy of education as both analytical and experiential.

Associated Assessment Criteria for Exit Level Outcome 2:

• Distinguish between physical, emotional, social, and cognitive development of learners in primary school.
• Analyse factors impacting development and learning of learners in primary school.
• Identify theories linked to child development.
• Apply knowledge of human development theories and contextual factors impacting learning and development.
• Reflect on the meaning of different intelligences for ethical and professional practices.
• Analyse neuroscientific perspective on learning and development.
• Reflect on creating various learning experiences to develop learner mind and memory.
• Differentiate between implicit and explicit memory systems and implications for learning.
• Reflect on ethical principles aligned with neuroscientific principles.

Associated Assessment Criteria for Exit Level Outcome 3:

• Describe young children's development through different theoretical lenses.
• Analyse theories impacting learning and development in the foundation phase.
• Discuss holistic development from an African perspective.
• Analyse domains of development (physical, emotional, social, cognitive) and implications for teaching.
• Discuss historical developments of Early Childhood Development (ECD) internationally and nationally.
• Evaluate the impact of quality teaching and learning on holistic development.
• Critique views on childhood and children from traditional and contemporary perspectives.
• Evaluate debates on how young children are viewed in society.
• Discuss learning through play and its implementation in the foundation phase.
• Compare quality learning environments to stimulate play pedagogy.

Associated Assessment Criteria for Exit Level Outcome 4:

• Compare curriculum as-plan and curriculum-in-practice.
• Discuss major ways of developing curriculum and underlying assumptions.
• Analyse how different curricula organize knowledge and its impact on learners.
• Differentiate between everyday and school knowledge and its importance for curriculum and classroom practice.
• Apply tools to analyse enacted curriculum and its dimensions.
• Explain multi-level teaching and its implications on curriculum.
• Reflect on ethical and professional practices in curriculum implementation.
• Identify teaching strategies for the foundation phase.
• Discuss broad approaches to teaching.

Associated Assessment Criteria for Exit Level Outcome 5:

• Discuss digital pedagogies and application of related theories in technology-integrated learning.
• Apply ICT in the foundation phase classroom.
• Identify and discuss common problems teachers face with ICT and suggest solutions.
• Discuss ICT use in assessment.
• Analyze studies on advantages and limitations of ICT in education.
• Describe cognitive and psychosocial development of children in the foundation phase and its implications for ICT use.
• Discuss how ICT can improve problem-solving skills.
• Explain benefits and challenges of using ICT in a multi-grade learning environment.

Associated Assessment Criteria for Exit Level Outcome 6:

• Reflect on learning from practice in the learning journey.
• Describe the effect of delivery on teacher identity, practice, and learning.
• Apply observation, reflective thinking, and critical thinking skills.
• Apply the effect of adaption on teacher identity, practice, and learning.

INTEGRATED ASSESSMENT:

• Formative assessment for recognising achievements and planning follow-up steps.
• Diagnostic assessment to identify learning problems for providing appropriate support.
• Practice assessment to develop mastery of skills, concepts, or techniques.
• Summative assessment to record and provide feedback on learner performance systematically.
• Assessment activities integrated into the learning process, measuring and developing learning outcomes.
• Criteria and standards set in advance for criterion-referenced grading.
• Design assessment activities challenging learners to deeper learning and demonstrating applied competence.