Bachelor of Education in Foundation Phase Teaching
Education, Training and Development - Early Childhood Development
Purpose and Rationale
Qualification: Bachelor of Education in Foundation Phase Teaching
Purpose:
The purpose of this qualification is to provide learners with the relevant integrated knowledge and skill in foundation phase teaching. This will enable them to demonstrate applied competence, commitment, and responsibility as academically and professionally qualified foundation phase teachers. Another aim is to create learning spaces outside the classroom to challenge learners of different races, genders, cultures, and languages to work collaboratively and interdependently across various school contexts. Upon completion, learners will be able to:
- Demonstrate an understanding of the education system.
- Possess knowledge of the context of education.
- Exhibit attributes like passion, integrity, and commitment in enhancing education as a profession.
- Demonstrate appropriate pedagogical content knowledge and conversational language.
- Understand teaching and learning for the foundation phase in theory and practice.
Rationale:
The Bachelor of Education in Foundation Phase Teaching qualification aims to provide learners with insight, skills, appropriate attitude, and values related to teaching at the foundation phase level. It aligns with the national imperative to revise and re-design teacher education offerings in line with nationally developed policies. Research conducted by the Children's Gauge in 2009 revealed that teachers at the foundation phase lacked sufficient conceptual understanding in implementing the Numeracy Learning Programme. The curriculum is underpinned by various types of knowledge:
- Subject Content Knowledge: Conceptual factual knowledge of specific subjects essential for demonstrating subject competence.
- Curriculum Knowledge: Encompasses a range of modules supporting the teaching of a subject at a specific level.
- Pedagogical Knowledge: Includes knowledge of the child, learning, inclusiveness, and curriculum.
Integration of the above knowledge leads to Pedagogical Content Knowledge (PCK), enhancing teachers' abilities to teach specific subjects/phases. PCK connects subject content with teach-ability, empowering teachers to explain subjects comprehensibly to learners, contributing to the professionalization of teaching (Shulman, 1986).
Outcomes
- Demonstrate a practical understanding of teaching and learning for the foundation phase in relation to theory and practice.
- Demonstrate appropriate pedagogical content knowledge and conversational language.
- Demonstrate understanding of education system, knowledge of the context of education and attributes such as passion, integrity and commitment in enhancing education as a profession.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Identify areas where learning is required.
- Construct the most suitable situation/environment for learning.
- Facilitate learning within diverse educational contexts with implications for children.
- Work with colleagues, learners, and the community in an inter-dependent way and provide leadership.
- Act upon and contribute to changes in the curriculum for early education, the broader education context, and society.
Associated Assessment Criteria for Exit Level Outcome 2:
- Interpret and adapt learning programmes.
- Design and manage original learning programmes.
- Demonstrate knowledge of concepts, principles, and procedures relevant to the foundation phase.
- Demonstrate principles and practice of effective teaching and learning.
- Demonstrate clear and accurate use of language skills.
Associated Assessment Criteria for Exit Level Outcome 3:
- Transform subject competence into conceptual learning experiences.
- Reflect on professional practice based on an integrated knowledge base.
- Demonstrate a reflective critical disposition towards the history of the education context of diverse communities.
- Maintain a high level of work ethics with integrity.
Integrated Assessment:
- Ensures each learner can demonstrate achievement holistically across the exit-level outcomes.
- Specific assessment strategies for each module in compliance with institution rules and policies.
- Assess educator's competence through assignments, tests, examinations, or equivalent tasks.
- Continuous assessment activities include various tasks like tests, assignments, projects, presentations, etc.
Formative Assessment:
- Used for developmental purposes.
- Detailed feedback provided to learners.
- Opportunities scheduled for special tutorials to address performance deficiencies.
- Includes tests, assignments, group assignments, projects, presentations, and critique of lessons.
Summative Assessment:
- Records overall learner performance.
- Followed up with feedback to learners.
- Semester examinations for core modules, assignments for optional modules.
- Examinations written at outside centres in compliance with institutional rules.
Qualification Details
- Type
- National First Degree
- NQF Level
- 07
- Min. Credits
- 544
- 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.