Bachelor of Education in Foundation Phase Teaching
Education, Training and Development - Early Childhood Development
Purpose and Rationale
Purpose
The Bachelor of Education in Foundation Phase Teaching (BEdFP Teaching) provides a well-rounded educational degree that equips graduates with the required subject content knowledge base, educational theory, and methodology. Its purpose is to develop qualified classroom teachers who can demonstrate focused knowledge and skills in teaching the foundation phase, including Grade R. The qualification is focused on developing practical competence, reflexively grounded in educational theory.
National Context
The BEdFP Teaching is an initial teaching qualification for learners to be registered as fully qualified professional educators in schooling, specifically in the Foundation Phase. It aims to develop qualified classroom teachers who can demonstrate focused knowledge and skills in teaching the Foundation Phase, including Grade R. The program aims to provide a relevant and contemporary learning experience in South Africa and assist prospective teachers in developing competencies to deal with diversity and transformation.
Rationale
The BEdFP Teaching aims to provide a relevant and contemporary learning program in South Africa, preparing students from diverse backgrounds to adapt to teaching in various contexts. The program aims to cultivate prospective teachers to encompass the eleven basic competencies of a beginner teacher, as gazetted in the Minimum Requirements for Teacher Education Qualifications (July 2011). The modules in the program ensure students acquire sound subject knowledge, understand teaching and learning, communicate and mediate learning effectively, develop literacy, mathematical, and IT skills, design learning programs using resources, manage diversity in classrooms, assess learners reliably, display positive work ethic and values, and reflect on their practice critically and constructively.
The Bachelor of Education in Early Childhood Development and Foundation Phase addresses critical challenges facing education in South Africa and aims to assist teachers in developing competencies to deal with diversity and transformation. The program is aligned with the new mission and vision of the University and the Department for Early Childhood Education to provide quality programs meeting the diverse needs of the South African context. The program complies with the Minimum Requirements for Teacher Education Qualifications published on July 15, 2011, ensuring the development of professional competence informed by sound knowledge and understanding of the specialization area, as well as providing educational theory to develop practical competence.
Outcomes
- Acquires and applies the relevant theories, knowledge and skills to be able to work competently with Grade R learners and lays the foundation for learning in Grade R as well as in the future phases.
- Prepares and executes lessons and reflections through work-integrated learning.
- Acquires knowledge and skills to be able to identify barriers to learning in the early years of schooling from Grade R to Grade
- Demonstrates competencies in language and linguistic abilities by being able to teach in the home language and demonstrate conversational competence in a second official language.
- Demonstrates the ability to take responsibility for own work and to evaluate and address own learning needs.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Understand individual needs of learners for tailored teaching
- Understand effective communication in mediating learning
- Understand pedagogical learning and theory in Foundation Phase modules
- Demonstrate practical application of assessing learning readiness using diagnostic assessment and curriculum adaptation
Associated Assessment Criteria for Exit Level Outcome 2:
- Select, sequence, and pace content according to subject and learner needs
- Demonstrate effective classroom management in diverse contexts
- Understand school curriculum and unpack specialized content
Associated Assessment Criteria for Exit Level Outcome 3:
- Understand diversity in the South African context for inclusive learning
- Identify and address learning and social problems in partnership with service providers
- Adopt differentiated programmes for diverse learning needs
- Understand conceptually-based curriculum and approaches for learners with barriers
- Understand varied learning contexts, policies, political and organizational contexts
Associated Assessment Criteria for Exit Level Outcome 4:
- Understand language structures, acquisition, and language policy
- Demonstrate skills to facilitate languages
- Communicate in diverse and multilingual contexts
- Understand strategies for dealing with multilingualism in a culturally diverse context
Associated Assessment Criteria for Exit Level Outcome 5:
- Display positive work ethic, values, and conduct for the teaching profession
- Improve teaching practices through critical reflection and consultation with colleagues
Integrated Assessment:
- Formative assessment provides feedback throughout the learning process
- Summative assessment assesses achievement of exit level outcomes
- Various assessment methods used, including written examinations, portfolios, and workplace feedback reports
- Practical professional competency assessed in authentic settings
- Teaching resource portfolio assessed by mentor lecturer after teaching practice period
- Final teaching practice includes an eight-week internship with assessment by a mentor
Qualification Details
- Type
- National First Degree
- NQF Level
- 07
- Min. Credits
- 508
- 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.