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All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION: |
| Bachelor of Education in Intermediate Phase Teaching |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 101493 | Bachelor of Education in Intermediate Phase Teaching | |||
| ORIGINATOR | ||||
| Stellenbosch University | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| CHE - Council on Higher Education | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National First Degree | Field 05 - Education, Training and Development | Schooling | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 480 | Not Applicable | NQF Level 07 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Reregistered | EXCO 0821/24 | 2021-07-01 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2028-06-30 | 2033-06-30 | |||
| In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise. |
This qualification does not replace any other qualification and is not replaced by any other qualification. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
This qualification focuses on key aspects such as: a critical disposition, dialogical praxis and social activism. The aim of the qualification is to train teachers who can be adaptable and reflexive so that they can function optimally in a complex context. The qualification envisions a teacher who can think critically and who possesses the professional, technological and cultural knowledge to function optimally in their respective diverse teaching contexts. Teachers also need to possess specific professional attributes and skills for the teaching profession. Thus, this qualification would not only include practical knowledge, but also deepen knowledge to enhance the quality of their contribution in these contexts. The qualification envisions a teacher to develop attributes like the ability to understand and manage change; who has self-knowledge; who has respect for the self and others; who are able to resolve problems and who has committed himself/herself to life-long learning. The architecture and purpose of the qualification does not only take the core purpose of Minimum Requirements for Teacher Education Qualifications (MRTEQ) as a point of departure, but it is also based on the premise that that teachers need to have the required subject knowledge, attitudes and skills. These attributes can enable them to make a contribution towards the development of the learners' potential, as well as to develop a more fair and democratic society. They need to be subject specialists with a sound knowledge base with regard to their specialist school subjects and who are able to function in a diverse (in its broadest sense) school context. The core purpose of the Bachelor of Education (BEd) qualification is thus to promote strong content knowledge and depth of professional judgment. It further aims to provide well-rounded, broad education that equips teachers with the subject content knowledge base, theory and methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified teachers. The qualification will 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 make a positive impact in improving the quality of education in our country. Rationale: The adoption of the Higher Education Qualifications Sub-Framework (HEQSF) has necessitated the alignment of all higher education qualifications with the Sub-Framework. In addition, teacher education qualifications need to satisfy the demands of the Minimum Standards for Teacher Education Qualifications (MRTEQ) that was promulgated by Government Gazette Vol 553, Number 34467 on the 15th July 2011. This qualification serves both these purposes. The process of redesigning the current qualification offered by the Faculty of Education has been a thorough and inclusive process over the years. This qualification has a clear logic and a sound theoretical underpinning. The following knowledge bases that inform teaching need to be developed: Who are the learners? What are the attributes that need to be developed to ensure that the teachers meet the requirements? How is it ensured that these attributes are developed? The focus is not only on the cognitive, but also on the affective attributes. The rationale of this qualification is thus to promote strong content knowledge and depth of professional judgment. It further aims to provide well-rounded, broad education that equips teachers with the subject content knowledge base, theory and methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified teachers. The qualification aims 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 enable teachers to make a positive impact in improving the quality of education in our country. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The qualification conforms to the University's policies on Assessment and Recognition of Prior Learning (ARPL). The policy document clearly states the procedures and processes to be followed, including those related to the Recognition of Prior Learning (RPL). The policy stipulates that the responsibility for implementation of the ARPL resides with the Dean of the Faculty. ARPL policy and practices at departmental level are subject to an in-depth and thorough process of self-evaluation and external peer evaluation as a compulsory requirement in the process of periodical and comprehensive departmental evaluation. The Faculty of Education has an ARPL policy, to which any application for RPL must comply. RPL may be used to grant admission to the qualification to learners who do not meet the minimum entry requirements and/or to grant exemptions from modules in the qualification. Entry Requirements: AND Afrikaans: If learner attended school in Afrikaans, they must have obtained the following minimum result in TWO of the following language subjects: > Level 5 for Afrikaans (Home Language or First Additional Language) and > Level 4 for English (Home Language or First Additional Language) or > Level 4 for Xhosa (Home Language or First Additional Language). English: If learner attended school in English, they have obtained the following minimum result in TWO of the following language subjects: > Level 5 for English (Home Language or First Additional Language) and > Level 4 for Afrikaans (Home Language or First Additional Language) or > Level 4 for Xhosa (Home Language or First Additional Language). AND |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of compulsory and elective modules at Levels 5, 6 and 7, totalling 490 Credits.
Compulsory Modules at Level 5: 60 Credits: Compulsory Modules at Level 6: 185 Credits: Compulsory Modules at Level 7: 185 Credits: Elective Modules at Level 7: 30 Credits (Choose two subjects to specialise in): And choose one of the following language subjects, 30 Credits: Or Or |
| EXIT LEVEL OUTCOMES |
| 1. Develop teaching skills by providing micro teaching as well as teaching practice opportunities Work Integrated Learning (WIL).
2. Demonstrate sound knowledge of Intermediate Phase Natural Sciences curriculum. 3. Demonstrate understanding, manipulative competence and the command of conceptual and cognitive tools to deal with Mathematics in the Intermediate and Senior Phases. 4. Acknowledge the role of languages as resources in education. 5. Use two of the following languages competently for academic purposes: English, Afrikaans and isiXhosa. 6. Demonstrate a working understanding of selected software applications such as word processing, spreadsheets and presentations that are necessary for communication and information purposes for teachers in schools. 7. Demonstrate critical thinking while evaluating and conducting reflective research on teaching practice and learners' learning in the home language context. 8. Demonstrate a holistic view of the nature and form of leadership and management issues within school contexts and their links to broader societal concerns. 9. Develop a thoughtful philosophical perspective on education. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: Integrated Assessment: Learner assessment is integrated in the whole system of a programme approach to teaching and learning and as such forms part of the institutional context. All faculties have to ensure that their qualifications are aligned with the Assessment Policy (2012-2017). The University has five examinations every year, namely the June examinations, first and second opportunities, the November examinations, first and second opportunities, and the January examination in cases where departments want to examine these modules in January. Assessment may take place through a system of examinations or continuous assessment. Undergraduate modules in the Faculty of Education can be assessed by means of a system of continuous assessment or formal examinations. The continuous assessment of learners is a process whereby a student's work is systematically assessed on successive occasions using a variety of assessment tasks during the semester (semester modules) or year (year modules). The pass mark is 50%. No formal university examination is written at the end of the module. In modules where a formal examination is required, a class mark is allocated during the course of the semester (for semester modules) or year (for year modules). A minimum class mark is required for admission to the examination. A learner's class attendance, class work and practical work (where appropriate) are taken into account to calculate a class mark. A learner's overall performance in a module is represented by a final mark. To determine the final mark, the results of examinations and class marks are taken into account in accordance with a fixed formula. This formula is a ratio of 40%:60% (class mark: examination mark) for semester modules and a ratio of 50%:50% (class mark: examination mark) for year modules. A final mark of 50% is required to pass a module. All these regulations are published in the General Calendar (Part 1) in the chapter "University Examinations". Every learner receives a copy of the Calendar at registration, which means that this information is communicated to learners before the commencement of every academic year. In the Faculty of Education, the Vice-Dean (Teaching) explains the above-mentioned information to all first-year learners during the orientation week at the beginning of the academic year. Learners are given a handout detailing the assessment policies and procedures and the timetable with the dates and times for tests and examinations. Experiential Learning: 120 Credits are allotted to Work-Integrated Learning (WIL). WIL consists of a combination of lesson-analysis during micro -teaching situations, as well as a school visits (a full school term during their 2nd, 3rd and 4th years). The learners are assessed by their peers and lecturers during the lesson-analysis opportunities where they observe their fellow-teachers implementing lessons. Teachers are bused in for this micro-teaching situation. Teachers will also assess learners and this will be taken into account. Teachers have to submit a portfolio after each school visit. All of these marks are taken into account when the final mark for WIL is determined. |
| INTERNATIONAL COMPARABILITY |
| This qualification is internationally comparable with:
Bachelor of Education (Middle Years of Schooling) - University of Queensland, Australia. The Bachelor of Education (Middle Years) is a four-year pre-service teacher qualification designed for effective teacher preparation in the unique contemporary context. The qualification develops capacities required by teachers working in the information age, a time of rapid change where education is recognised as playing an increasingly important role in society. The qualification develops specialist teachers across the levels 4-9 years, aligning with the Middle Phase of Learning. In particular, the qualification focuses on the development of skills, understandings and attributes that enable graduates to demonstrate specialist abilities with respect to: Teachers are required to complete 80 days of supervised practicum and 40 days of internship over the 4 years of the programme. To complete the qualification, a teacher must complete 64 units from the Bachelor of Education (B Ed) (MidYsSch) modules including: And Either. Or, Teachers can undertake the qualification on a part time basis. However, for periods of practicum placement, it is necessary for teachers to be substantially free during the day to meet practicum requirements attendance. |
| ARTICULATION OPTIONS |
| This qualification offers specific articulation opportunities with the following qualifications offered by Stellenbosch University:
Horizontal Articulation: Vertical Articulation: The qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements: Horizontal Articulation: Vertical Articulation: |
| MODERATION OPTIONS |
| N/A |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A |
| NOTES |
| N/A |
| LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
| NONE |
| PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: |
| This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here. |
| 1. | Stellenbosch University |
| All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |