University of Johannesburg

Bachelor of Education in Senior Phase and FET Teaching

Education, Training and Development - Schooling

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Purpose and Rationale

Bachelor of Education in Senior Phase (SP) and Further Education and Training (FET) Teaching

Purpose: The purpose of the Bachelor of Education in Senior Phase (SP) and Further Education and Training (FET) teaching is to deliver professionally qualified beginner teachers for the Senior and FET phase of schooling. This is achieved by providing teachers with a well-rounded education that equips them with specialized teaching competence in at least one school subject area (one SP subject and one FET subject and one FET subject or an additional learning support role), a nuanced understanding of the integrated nature of theory and practice in education, and the context of the teaching profession in South Africa.

Upon qualifying, learners will be able to:

  • Teach at three specializations (one SP subject and two FET subjects or one SP subject, one FET subject, and one support role) linked to the subject domains of Humanities, Science and Technology, Languages, and Business and Management.
  • Engage in learning support specializations such as School Guidance and Support, Physical Education, to support and nurture learning and development in diverse educational contexts.
  • Identify and address barriers to learning in the classroom.
  • Formulate a personal teaching philosophy and critically reflect on how it relates to teaching conduct.

Outcomes

  1. Teach at three specialisations (one Senior Phase (SP) subject and two Further Education and Training (FET) subjects or one SP subject, one FET subject and one support role) linked to the subject domains and learning support specialisations.
  2. Support and nurture learning and development in diverse educational contexts.
  3. Identify and address barriers to learning in the classroom.
  4. Formulate a personal teaching philosophy and critically reflect on their teaching philosophy and how it relates to teaching conduct.

Assessment Criteria

Associated Assessment Criteria for Exit Level Outcome 1:

  • Demonstration of knowledge about the adolescent as a learner, the teaching profession, education policies, communication, teaching as the practice of citizenship, classroom management, and information and communication technologies for the teaching profession.
  • Integration of teaching methodology and practicum.
  • Development of specialised pedagogical content knowledge and teaching competence in the chosen subject area.
  • Organisation of the curriculum to enable coherence and cohesiveness, and integration of theory and practice.

Associated Assessment Criteria for Exit Level Outcome 2:

  • Demonstration of sound subject knowledge in the chosen area.
  • Teaching the subject in accordance with subject and learner needs.
  • Development of literacy, numeracy, and Information Technology skills among learners.
  • Use of the school curriculum to plan and design suitable learning material.
  • Understanding of the diversity of the South African context to teach inclusively.
  • Demonstration of a positive work ethic and professionalism.
  • Designing effective learning and assessment opportunities to facilitate learner progress.

Associated Assessment Criteria for Exit Level Outcome 3:

  • Development of knowledge and skills to provide support to individual learners facing learning barriers.
  • Reliable and informed assessment of learners.
  • Effective classroom management.
  • Critical and theoretical reflection on teaching practice.
  • Investigation, analysis, and application of diverse learning styles in teaching and learning.
  • Identification and effective communication of barriers affecting teaching and learning to relevant stakeholders.

Associated Assessment Criteria for Exit Level Outcome 4:

  • Development of the ability to become critically-reflective practitioners.
  • Development of personal teaching philosophies.
  • Compilation and development of a resource portfolio to improve personal practice within the teaching and learning environment.

Integrated Assessment:

  • Minimum of three summative assessment opportunities per semester module and at least seven per year module.
  • One substantial summative assessment opportunity towards the end of a module.
  • Weighting of the substantial assessment opportunity should be at least 50% but not more than 60% of the final mark.
  • Availability of formative and summative assessment opportunities.
  • Internal and external moderation/examination to ensure quality and improvement in teaching and learning.

Qualification Details

Type
National First Degree
NQF Level
07
Min. Credits
504
SAQA Source
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University of Johannesburg
University of Johannesburg
Description
The University of Johannesburg (UJ) is a public university located in Johannesburg, South Africa. It was established in 2005 through the merger of the Rand Afrikaans University, Technikon Witwatersrand, and the Soweto and East Rand campuses of Vista University. UJ is one of the largest universities in South Africa, with over 50,000 students enrolled across its four campuses. The university offers a wide range of undergraduate and postgraduate programs in various fields, including arts, humanities, sciences, engineering, business, and health sciences. UJ is known for its commitment to providing quality education, promoting social justice, and fostering innovation and entrepreneurship.
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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.