Bachelor of Education Honours in Foundation Phase Education
Education, Training and Development - Schooling
Purpose and Rationale
Programme Overview
Purpose: To consolidate and deepen the student's knowledge of and expertise in particular disciplines of Foundation Phase education, and to develop research capacity in the methodology and techniques used in that discipline by capacitating learners as follows:
- Questions for further investigation in chosen area of research are outlined.
- Key elements involved in research design and data analysis are demonstrated with understanding.
- Key elements involved in research design and data analysis for education research are demonstrated with understanding.
- A critical stance towards the teaching and assessment of language and literacy is developed.
- Procedures for developing, monitoring, and evaluating a project research into an area of foundation phase teaching are developed.
- School literacy programmes are outlined.
- Mathematics education aims and methods are formulated, motivated, and communicated.
- Teaching, learning, and assessment of Foundation Phase mathematics are aligned.
- A coherent research proposal and successful defense are formulated.
Rationale: The BEd Hons (Foundation Phase Education) aims to expand and strengthen content knowledge and depth of professional judgment of teachers in Literacy and Mathematics for grades R to 3. The aim is to capacitate learners with the subject content knowledge and pedagogical content that will enable them to demonstrate competence and responsibility as academically and professionally qualified teachers and instructional leaders. The program will furthermore serve to build research capacity and develop critical thinking of students. Teachers assume a wide range of official and unofficial leadership roles such as lead teacher, master teacher, head of department, grade head, mentor, or coach. These teachers are expected to carry out a wide range of functions. These functions include, for example, stimulating the professional growth of colleagues, representing the school at the district level, and leading school improvement efforts. This BEd Hons (Foundation Phase Education) offers leadership capacity building for Foundation Phase teachers that will enhance a vision for leading, learning, teaching, and living that is culturally respectful and socially just.
Outcomes
- Outline the key elements involved in research design, field-specific research methods and data analysis and adopt a critical stance towards the teaching, assessment, monitoring and evaluating of a research-based whole school literacy and language programme.
- Formulate, motivate and communicate a grounded view of mathematics and effective mathematics education.
- Align teaching, learning and assessment of Foundation Phase mathematics.
- Formulate a coherent research proposal and successfully defend it.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Explain selected core concepts and practices in education using literature.
- Express an appreciation of the importance of multi-data production techniques.
- Comprehend the relationship between ethics and research.
- Demonstrate key features of appropriate research methods in Mathematics and Literacy Education and Leadership.
- Critically analyze the assumptions underpinning different research methods.
- Generate data and understand data collection techniques in Mathematics or Literacy Education and Leadership.
- Expand understanding of emergent and conventional literacy in primary school.
- Examine and investigate the reading performance of young learners.
- Outline a literacy instructional program and assessment system that integrates core elements of literacy.
Associated Assessment Criteria for Exit Level Outcome 2:
- Demonstrate an appropriate level of knowledge, understanding, values, attitudes, and skills in mathematics.
- Articulate historical, philosophical, cultural, theoretical, and practical perspectives in teaching and learning mathematics.
- Adopt a problem-centered mathematics approach.
- Demonstrate processes of mathematical learning.
Associated Assessment Criteria for Exit Level Outcome 3:
- Apply an appropriate level of knowledge, understanding, values, attitudes, and skills in crucial factors shaping meaningful mathematics teaching and learning.
- Demonstrate the role and implementation of learning trajectories in coherent mathematics learning.
Associated Assessment Criteria for Exit Level Outcome 4:
- Conceptualize a Literacy Education or Mathematics Education-related problem.
- Identify current and appropriate literature.
- Propose appropriate research design and methodology.
- Collect available literature that is context-sensitive.
- Collect appropriate data to the research problem ethically.
- Present results and conclusions in a coherent argument with consistent referencing.
Integrated Assessment:
- Continuous assessment through various methods such as assignments, written tests, oral presentations, discussions, peer and self-assessment.
- Formative assessments offered at least four times in each semester module.
- Final marks determined by a fixed formula based on class marks and examination marks.
- Compliance with the assessment policy of the institution.
Qualification Details
- Type
- Honours Degree
- NQF Level
- 08
- Min. Credits
- 120
- 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.