Bachelor of Education in Intermediate Phase Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Purpose:
The Bachelor of Education in Intermediate Phase Teaching aims to provide a well-rounded education that equips learners with the necessary subject content knowledge base, educational theory, and methodology. The primary purpose is to develop qualified classroom teachers who can demonstrate focused knowledge and skills in teaching Intermediate Phase learners. The qualification focuses on developing practical competence grounded in educational theory, enabling teachers to organize systematic learning, communicate effectively, employ various teaching strategies, and commit to professional development and reflection. Through various modules, the qualification aims to facilitate learning and ensure learners obtain sound subject knowledge, understand teaching and learning, communicate effectively, develop literacy, numeracy and IT skills, design learning programs, manage diverse classrooms, assess learners reliably, display positive work ethics and values, and reflect critically on their practice. Upon completion, learners will be able to manage diversity in the learning context, create conducive teaching environments, use different teaching approaches, understand teaching and learning for critical reflection, and facilitate multi-grade teaching methods.
Rationale:
The Bachelor of Education in Intermediate Phase Teaching aims to provide a relevant and contemporary learning program in South Africa, preparing learners from diverse backgrounds to teach in the Intermediate Phase within various contexts. Aligned with the eleven basic competences of a beginner teacher, the qualification enables prospective teachers to embody these competences and be registered as fully qualified professional educators in the Intermediate Phase. By addressing the challenges facing education in South Africa, the qualification assists prospective teachers in developing competencies to handle diversities and transformation within educational settings. It emphasizes the development of professional competence through sound knowledge and understanding coupled with practical skills informed by educational theory. This qualification is designed to meet stakeholder needs and contribute to the enhancement of teaching quality and effectiveness in the Intermediate Phase.
Outcomes
- Managing diversity in the learning context.
- Managing the Intermediate Phase classroom and creating an environment conducive to teaching and learning.
- Using different teaching approaches in different contexts, focusing on methods### interpretation of content### outcomes of teaching and multi-grade teaching.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Understanding and describing the theoretical perspective of a Transformative Inclusive Education framework.
- Displaying roles as a learner mediator, leader, administrator, manager, scholar, researcher, lifelong learner, community member, citizen, and pastoral figure.
- Challenging own identities in a diverse world by imagining possibilities for social responsiveness as agents of change.
Associated Assessment Criteria for Exit Level Outcome 2:
- Creating a conducive Intermediate Phase classroom environment for teaching and learning.
- Demonstrating creative planning, organization, and ensuring learner safety.
- Displaying sound pedagogic content knowledge.
- Demonstrating effective communication and utilizing ICT applications for learning.
- Planning and designing learning programs.
- Displaying accountability, responsibility, and building relationships in the classroom.
Associated Assessment Criteria for Exit Level Outcome 3:
- Understanding and applying different perspectives on learning, with an emphasis on constructivist and contemporary learning theories.
- Explaining and applying different types of learning such as situational, cooperative, problem-based, and transformative.
- Constructing powerful learning environments using various teaching methods.
- Introducing various learning styles and models (e.g. VAKT, Kolb, Gardner) and integrating them into classroom practices.
- Explaining and integrating barriers to learning into classroom practices.
Integrated Assessment:
- Viewing assessment as central to the learning and teaching process, providing formative and summative assessment opportunities.
- Requiring holistic, integrated assessment aligned with the qualification's overall purpose.
- Encouraging integration within modules, between modules, and across the qualification through teaching practice.
- School-based Work-Integrated Learning (WIL) is essential, with a minimum of 20 weeks and a maximum of 32 weeks in a supervised classroom over the four-year degree duration.
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.