Bachelor of Education Honours in Foundation Phase Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Bachelor of Education Honours in Foundation Phase Teaching
Purpose:
The Bachelor of Education Honours in Foundation Phase Teaching serves to consolidate and deepen a learner's knowledge of the field of foundation phase education with a focus on child development, foundation phase teaching and learning, as well as assessment strategies that encourage inclusivity and address barriers to learning to accommodate learners' diversity and learning needs.
Upon completion of the qualification, the qualifying learner should have the capacity to:
- Problem-solving selection and application of problem-solving strategies to everyday educational problems as well as assessment and the application of the proposed solutions in a foundation phase context.
- Research by collecting, recording, analysing data and evaluating research theory and findings on various topics associated with foundation phase teaching and learning.
- Good teamwork and collaborative work in foundation phase school settings by applying relevant skills and knowledge.
- Responsibility in performing assessments competently and with commitment by critically reflecting on the performance of foundation phase learners and teachers on an on-going basis.
- Develop a macro vision and assess a shared vision for effective foundation phase classroom management, which is grounded in appropriate knowledge, values, skills, and attitudes.
- Manage diversity and promote an inclusive foundation phase classroom culture, based on a multicultural society.
- Advanced reflection on professional and personal development.
- A commitment to high ethical standards in the practice of teaching in the foundation phase.
Rationale:
The qualification aims to facilitate the development of competent educational leaders, managers, and researchers for the foundation phase school context. Learners who enrol for the qualification can become:
- Teachers
- Heads of departments
- Foundation phase education specialists
- Subject advisors
- District officials
- Leaders and managers in the foundation phase school context
The proposed qualification has been developed in line with the revised policy on the Minimum Requirements for Teacher Education Qualifications (Department of Higher Education and Training, Government Gazette No 34467, 15 July 2011) and the South African Standards for Principalship (18 March 2016).
Qualifying learners will benefit society by extending their critical thinking and problem-solving skills to their workplaces, building visionary educational communities, specifically in the foundation phase teaching and learning field. The qualification will serve as a critical bridge between pre-service professional education and advanced studies at master's level and beyond.
Consequently, a primary function of this qualification is to ensure that educators have the competence required for independent research at higher levels. The qualification will promote personal and professional growth and will give access to further education and training as it actuates to the NQF level 9 Master of Education in Foundation Phase Teaching.
Outcomes
- Demonstrate a sound knowledge base and critical understanding of education and of their area(s) of Specialisation.
- Analyse knowledge in their area(s) of Specialisation and contribute to systematic and disciplined thinking about educational matters and issues.
- Communicate effectively with academic and professional colleagues and collaborate with others in addressing educational problems.
- Acquire a sound knowledge base and critical understanding of education in general, and of their area(s) of Specialisation in particular.
- Critically analyse and evaluate knowledge in their area(s) of Specialisation and contribute to systematic and disciplined thinking about educational matters and issues, with reference to the area(s) of Specialisation.
- Conduct independent inquiry in a specialised field of education, training, or development, and report the findings in academically appropriate ways.
- Exhibit the potential to act as academic leaders and experts in the field of education, training, and development.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Understand contemporary educational conditions and policies in Southern Africa.
- Familiarity with major debates in education.
- Produce well-founded interpretations of literature.
- Use specialist knowledge appropriately.
- Display sensitivity to contextual knowledge.
- Interpret knowledge for reflection and action.
- Understand the relationship between theoretical and practical knowledge.
Associated Assessment Criteria for Exit Level Outcome 2:
- Understand principles and concepts in education.
- Write academically fluently.
- Analyse educational situations.
- Assess evidence for claims.
- Justify conclusions with appropriate arguments.
- Solve problems using critical and creative thinking.
- Display analytical skill.
- Produce theoretical judgements based on evidence.
Associated Assessment Criteria for Exit Level Outcome 3:
- Interpret principles in various contexts.
- Participate in debates.
- Initiate discussions effectively.
- Communicate from a leadership position.
- Recognise and foster educational rights and priorities.
Associated Assessment Criteria for Exit Level Outcome 4:
- Understand educational conditions and policies in Southern Africa.
- Use specialist knowledge appropriately.
- Show sensitivity to contextual knowledge.
- Interpret knowledge for reflection and action.
- Grasp the relationship between theoretical and practical knowledge.
- Apply knowledge in diverse educational contexts.
Associated Assessment Criteria for Exit Level Outcome 5:
- Understand principles and concepts in education.
- Write academically fluently.
- Analyse educational situations.
- Assess evidence for claims.
- Justify conclusions with appropriate arguments.
- Solve problems using critical and creative thinking.
- Display analytical skill.
- Make theoretical judgements based on evidence.
- Conduct research using various approaches.
Associated Assessment Criteria for Exit Level Outcome 6:
- Collect, analyse, and evaluate information.
- Use appropriate academic resources.
- Conduct basic research.
- Communicate research results effectively.
- Apply knowledge of research approaches in education.
Associated Assessment Criteria for Exit Level Outcome 7:
- Interpret principles in institutional contexts.
- Participate effectively in debates.
- Communicate with colleagues and collaborate.
- Balance rights and responsibilities.
- Communicate effectively as a leader.
- Foster recognition of educational rights and priorities.
Integrated Assessment:
- Credible assessment procedures.
- Variety of assessments including presentations, assignments, and exams.
- Final marks based on academic performance.
- Alignment with institutional policies and standards.
- Use of diverse assessment strategies.
- Detailed assessment criteria provided for each module.
Qualification Details
- Type
- Honours Degree
- NQF Level
- 08
- Min. Credits
- 120
- SAQA Source
- More Information
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