Bachelor of Education in Foundation Phase
Education, Training and Development - Schooling
Purpose and Rationale
Purpose:
The Bachelor of Education in Foundation Phase (B Ed FP) qualification is designed to provide initial training for individuals who aspire to teach from Grade R to Grade 3. The primary goal of this qualification is to engage learners in critical questions related to what to teach, why to teach, and how to teach effectively. The aim is to equip prospective teachers with the necessary skills to be active, creative, and reflective practitioners in a constantly evolving educational landscape. The program also aims to instill an understanding of teaching as a professional practice.
The core areas of knowledge that underpin this qualification include:
- Knowledge of subject matter and effective teaching strategies.
- Understanding of learners and their development within social contexts.
- Familiarity with theories of learning and meta-cognition.
- Proficiency in classroom practices, curriculum design, teaching methodologies, and assessment techniques.
Through a comprehensive curriculum, the B Ed FP qualification intends to prepare beginner teachers with the following competencies:
- Development of subject knowledge and pedagogical content knowledge.
- Understanding of learners and effective classroom management techniques.
- Application of theories of learning and meta-cognition.
- Proficiency in classroom practices and curriculum construction.
- Cultivation of a professional disposition and commitment to ongoing professional development.
Rationale:
According to a report from 20 May 2013 by the Western Cape Minister of Education, it is projected that 41% of teachers in the province will retire within the next 15 years. This trend is observed in several other provinces as well. As the largest provider of teachers in the Western Cape region, the university is strategically positioned to address this impending shortage through its Bachelor of Education in Foundation Phase program offered at campuses in both urban and rural settings.
The university aims to attract teachers who can teach indigenous languages in primary schools, especially in underserved areas. By leveraging existing lecturer expertise at both urban and rural campuses, the university is committed to promoting equity and diversity within the education sector.
The B Ed FP qualification not only serves as an initial preparation for teachers but also lays a solid foundation for their professional growth and development. By fostering the acquisition of essential knowledge, skills, and values, the program sets the stage for lifelong learning and continuous professional development among educators.
Outcomes
- Understand, interpret and critically analyse the role of Grade R- 3 in the National Curriculum Statements (NCS) and Curriculum Assessment Policy Statements (CAPS) Protocol for Assessment documents, and mediate active learning.
- Promote, develop and manage a healthy and holistic learning and development environment in Grade R-
- Develop and evaluate the use of suitable resources (including technological) effectively for optimal learning in Grade R-
- Plan and assess developmentally appropriate learning activities and define and apply standards for assessment, development and education of learners.
- Compare and analyse different models of teaching Grade R- 3 in different contexts.
- Understand and plan the needs for a multilingual classroom.
- Participate in a knowledgeable and critical way in the debates around formal versus informal approaches, "school readiness" and multilingualism.
- Identify and intervene effectively with learning problems, apply theoretical principles of sound Grade R practices in the classroom and adapt according to the contextual challenges.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Apply and adapt policy documents and curriculum according to the needs of the target group and context.
- Interpret the role of Grade R-3 in relation to school curriculum, policy, and Department of Basic Education statistics.
- Create optimal learning opportunities in Grade R-3 classrooms.
Associated Assessment Criteria for Exit Level Outcome 2:
- Plan and teach sensory experiences to involve learners physically, cognitively, and emotionally.
- Use developmental theory to inform planning and teaching against the contextual background.
Associated Assessment Criteria for Exit Level Outcome 3:
- Use appropriate resources to integrate optimal learning.
- Create a set of criteria to evaluate the appropriateness of resources and their use in different contexts.
Associated Assessment Criteria for Exit Level Outcome 4:
- Use prescribed lesson plans, weekly planners, and yearly planners to demonstrate developmental progression and alignment with curriculum.
- Define and compare standards according to Curriculum Assessment Policy Statements (CAPS) minimum requirements in various contexts.
Associated Assessment Criteria for Exit Level Outcome 5:
- Identify models of Grade R-3 teaching within behaviorist, cognitivist, and constructivist paradigms.
- Compare and analyze models in terms of content, role of teacher, role of learner, materials, and role of environment.
Associated Assessment Criteria for Exit Level Outcome 6:
- Illustrate understanding of bilingualism, multilingualism, and models of teaching in multilingual classrooms.
- Use a variety of strategies and techniques to support learners who are not Home Language (HL) speakers.
- Interpret language policy of national/school and plan lessons/learning activities for multilingual classes.
Associated Assessment Criteria for Exit Level Outcome 7:
- Interpret academic literature on formal versus informal approaches to school readiness.
- Show understanding of theoretical underpinnings of different views on school readiness.
Associated Assessment Criteria for Exit Level Outcome 8:
- Define, diagnose, and plan follow-up on learning problems in the classroom.
- Show in-depth understanding of theoretical principles underpinning Grade R-3 practices.
- Develop teacher identity and reflect on own beliefs informing practice.
Integrated Assessment:
- Comply with institutional and faculty assessment policies.
- Include both summative and formative assessments.
Summative Assessment:
- Based on continuous assessment combined with final summative assessments.
- Assessments reflect the knowledge required to work effectively in education.
- Assessments align with subject-specific needs and conventions.
Formative Assessment:
- Use a variety of assessment techniques to accommodate different learning styles.
- Techniques include tests, portfolios, presentations, and research assignments.
- Provide opportunities to link assessments with the field of education.
School Experience Assessment:
- Comprise assessment of teaching practice and portfolio.
- Teaching practice criteria must be satisfied.
- Supervisors and external examiners will assess teaching practice in schools.
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.