Bachelor of Education in Foundation Phase Teaching

Associated Assessment Criteria for Exit Level Outcome 1:

• FP teachers are taught in their home languages.
• Develop a well-rounded teacher with deep subject content and pedagogical knowledge, particularly in Literacy, Numeracy, and Lifeskills.
• Apply an understanding of child development in cognitive, emotional, social, and psycho-motor domains when teaching.
• Understand and critically engage with literature on theories relevant to literacy, numeracy, and life skills teaching.
• Integrate and apply constructs, concepts, and procedures in order to teach in the Foundation Phase.

Associated Assessment Criteria for Exit Level Outcome 2:

• Empower FP teachers with practical skills in areas such as lesson designing, preparing, and developing materials for the classroom.
• Design FP learning programmes and teach and assess lessons in the FP, reflecting on them.
• Share experiences and exchange information within groups, gaining confidence.
• Conduct micro teaching in key areas of FP (Literacy, Numeracy, and Lifeskills).
• Evaluate understanding and ability to apply work in different settings through presentations, micro teaching, and supervised teaching practice.
• Strengthen communication skills and develop a sense of independence.

Associated Assessment Criteria for Exit Level Outcome 3:

• Conduct research in FP classrooms based on one of the FP subjects to apply theoretical and practical knowledge.
• Examine, critically analyse, and apply theories of development and learning in the FP classroom.
• Challenge FP teachers to research their own practices in preparation for postgraduate studies in early childhood education.

Integrated Assessment:

• Assess learners' level of understanding and their ability to apply, analyse, critique, and evaluate knowledge as prospective teachers.
• Expose learners to academic writing through written assignments and research in FP classrooms.
• Provide observation opportunities in schools with experienced teachers.
• Place learners in schools for supervised teaching practice for at least seven to ten weeks.
• Assess FP teachers based on set criteria such as preparation quality, subject content knowledge, interaction with learners, use of teaching resources, assessment quality, critical thinking challenges, classroom management, and lesson reflection.
• Conduct formative assessment through continuous feedback, classwork, tests, assignments, presentations, projects, and micro teaching.
• Provide summative assessment through examinations in May/June and October/November each year to determine progression levels.