Bachelor of Education in Foundation Phase Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Purpose:
The core purpose of the qualification is to provide Teachers with a well-rounded, broad education that equips them with the subject content knowledge base, theory and methodology to be able to demonstrate competence and responsibility as academically and professionally qualified beginner teachers. The qualification will develop qualified Classroom Teachers who can demonstrate focused knowledge and skills in relevant teaching contexts. The qualification will enable teachers to think critically and to possess the professional, technological and cultural knowledge to function optimally in their respective diverse teaching contexts. Teachers will also develop specific professional attributes and skills for the teaching profession. It would thus not include only practical knowledge, but also deep-knowledge to enhance the quality of their contribution in these contexts. Lastly, the qualification will enable teachers to develop attributes like the ability to understand and manage change, to have self-knowledge, to have respect for the self and others and the ability to resolve problems and be committed to life-long learning.
Rationale:
The Bachelor of Education in Foundation Phase Teaching aims to provide a well-rounded education that equips teachers with the subject content knowledge base, theory, and methodology to enable them to demonstrate competence and responsibility as academically and professionally qualified teachers. The qualification is intended to train and develop qualified classroom teachers who can demonstrate focused knowledge and skills in their teaching contexts. It will, in this manner, contribute to equipping teachers to have a positive impact on improving the quality of education in our country and developing a more fair and democratic society. Therefore, the qualification is to produce teachers to teach in the Foundation Phase, that is, Teachers who will be able to teach from Grade R to Grade 3. Upon qualifying, teachers will be able to register with the South African Council for Educators prior to being appointed as an educator.
Outcomes
- Demonstrate focused knowledge and skills in the teaching of subjects in the foundation phase.
- Develop an appropriate day programme and learning experiences for Grade R to 3 classes based on theory, research, and examination of principles and approaches of the curriculum with the focus on the subject areas of Language and Literacy, Mathematics and Life Skills.
- Demonstrate an understanding of diversity in the South African context in order to teach in a manner that includes all learners.
- Understand teaching as a social practice of life-long learning and continuous professional development.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
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Designing Assessment Tools: Develop reliable assessment tools based on Barrett's Taxonomy to measure comprehension of texts.
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Understanding Texts: Understand the main characteristics of various language texts and how meaning is created, utilizing texts in teaching.
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Language Acquisition: Comprehend language acquisition as a component of child development.
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Theories on Language Acquisition: Discuss theories and approaches related to language acquisition and development.
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Socio-cultural Theory: Apply key principles of socio-cultural theory and literacy instruction.
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Phonics Instruction: Apply Phonics Instruction in the Foundation Phase.
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Visual Literacy: Understand observation and viewing as aspects of visual literacy.
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Handwriting and Language Structure: Discuss the development of handwriting and language structure and usage.
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Thinking and Reasoning: Apply thinking and reasoning in children's cognitive development.
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Teaching Listening and Speaking Skills: Critically discuss the teaching, learning, and assessment of language listening and speaking skills.
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Integration of Literacy Tools: Understand the importance and value of rhymes, poems, songs, music, and stories in emergent literacy teaching.
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Dramatic Concepts: Employ dramatic concepts to enhance learning through stories, folktales, poems, songs, music, etc.
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Adapting Learning Programs: Creatively adapt learning programs considering developmental aspects, learning theories, and contexts.
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Reflective Practice: Utilize reflective practice to gain insights into instructional complexities in South African schools while upholding children's rights.
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Teaching Personal and Social Wellbeing: Prepare and teach learners about personal, social wellbeing, and respect for diverse religious views.
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Multilingual Contexts: Demonstrate competent use of languages in multilingual teaching environments.
Associated Assessment Criteria for Exit Level Outcome 2:
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Practice-based Knowledge: Understand practice-based knowledge for professional teacher training.
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Lesson Design and Implementation: Demonstrate understanding in lesson design, implementation, observation, and evaluation in Grades R to 3.
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Professional Development: Reflect on teaching as a process of professional development.
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Classroom Administration: Perform general classroom and school administration.
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Social Practice of Learning: Comprehend teaching as a social practice of lifelong learning and continuous professional development.
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Mathematical Concepts: Develop understanding of fundamental Mathematical concepts in the Foundation Phase.
Associated Assessment Criteria for Exit Level Outcome 3:
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Diversity in Society: Understand diversity in society and appreciate diversity in the classroom.
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Learner Support: Provide support for learners with diverse learning needs, including disabilities.
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Social Justice Perspective: Approach learner diversity from a social justice perspective.
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Education Policy Initiatives: Discuss education policy initiatives related to learner diversity.
Associated Assessment Criteria for Exit Level Outcome 5:
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Promoting Wellness: Promote personal wellness and resilience within the demands of education.
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Ethical Conduct: Display appropriate values and conduct that enhance the teaching profession.
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Emotional Intelligence: Understand the principles of emotional intelligence.
Integrated Assessment:
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Formative and Summative Assessments: Conduct formative assessments through tests, assignments, projects, and summative assessments through formal examinations.
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Class Marks: Allocate class marks based on attendance, class work, and practical work.
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Final Mark Calculation: Calculate final marks based on a fixed formula of class mark and examination mark ratio.
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School-based WIL: Include supervised and assessed teaching practice in school settings for a minimum of 20 weeks over the qualification duration.
Qualification Details
- Type
- National First Degree
- NQF Level
- 07
- Min. Credits
- 490
- 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.