SAQA 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 Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
101497  Bachelor of Education in Foundation Phase Teaching 
ORIGINATOR
Helderberg College 
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:
The purpose of Bachelor of Education in Foundation Phase Teaching qualification is to equip teachers with specialised knowledge, skills and competencies related to teaching Grades R to Grade 3 within the South African context.

This qualification will enable teachers to attain thorough knowledge in theories of teaching and learning and equip them with strong practical teaching skills. They will be able to integrate the subject content and pedagogical knowledge in order to facilitate effective learning in the classroom.

The qualification will provide a comprehensive understanding of the principles of education and its foundations pertaining to Grades R to Grade 3.

In addition, the qualification will enhance the development of research skills, enable graduates to pursue Postgraduate studies, and encourage lifelong learning. With this qualification graduates will be able to contribute towards the pool of foundation phase specialists who lay the important educational foundation for each learner in the country.

Rationale:
There is a regional and national need for teachers, as evidenced by the shortage of qualified teachers in the foundation phase. Furthermore, there is a need for training teachers with the necessary specialisation skills to meet the standards of foundation phase education in the country.

The Bachelor of Education in Foundation Phase Teaching Degree is thus aimed at contributing towards meeting the necessity for competent teachers in the country.

The institution welcomes any qualifying learner in South Africa and beyond irrespective of church affiliation, race, gender, age or nationality to register for this qualification. In addition, learners would be drawn from the constituency of the Southern Africa Union Conference (SAUC) of Seventh-day Adventists, which is a stakeholder directly involved with the institution.

Considering the various stakeholders of the qualification, this qualification will equip its graduates with skills which will enable them to function professionally within the context of the South African education system. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The structure of this qualification makes the Recognition of Prior Learning possible. This qualification may therefore be accessed and/or be achieved in part through the Recognition of Prior Learning, which includes formal learning and work experience.

Entry Requirements:
  • Senior Certificate with endorsement.
    Or
  • National Senior Certificate granting access to Bachelor's Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Levels 5, 6 and 7 totalling 532 Credits.

    Compulsory Modules at Level 5: 124 Credits
  • Conversational Language (Xhosa), 8 Credits.
  • End User Computing 1, 8 Credits.
  • Academic Writing, 8 Credits.
  • Mathematics l, 8 Credits.
  • Health and HIV/AIDS Education, 12 Credits.
  • English l, 8 Credits.
  • Pedagogy l, 12 Credits.
  • Education l, 8 Credits.
  • Afrikaans 1, 12 Credits.
  • Life Skills 1, 8 Credits.
  • Practice Teaching l, 8 Credits.
  • Values, Character and Personal Enrichment l, 8 Credits.
  • Values, Character and Personal Enrichment ll, 8 Credits.
  • Values, Character and Personal Enrichment lll, 8 Credits.

    Compulsory Modules at Level 6: 232 Credits
  • Reception Year, 12 Credits.
  • Mathematics ll, 8 Credits.
  • Pedagogy ll, 12 Credits.
  • Mathematics lll, 12 Credits.
  • English ll ( Method Grade R), 8 Credits.
  • Afrikaans ll, 12 Credits.
  • Pedagogy lll, 8 Credits.
  • Natural Science and Technology, 12 Credits.
  • Practicing Teaching ll A, 12 Credits.
  • Life Skills ll, 8 Credits.
  • Social Studies, 8 Credits.
  • Art, 8 Credits.
  • Practicing Teaching llB, 12 Credits.
  • Mathematics lV (Method Grade R), 8 Credits.
  • English lll, 8 Credits.
  • Afrikaans lll (Method), 12 Credits.
  • English 1st Additional Language l, 8 Credits.
  • Life Skills lll (Method), 8 Credits.
  • English lV (Method Grades 1- 3), 12 Credits.
  • Music, Movement and Drama, 12 Credits.
  • Mathematics V (Method Grades 1-3), 12 Credits.
  • English 1st Additional Language ll, 12 Credits.
  • Educational Psychology l, 8 Credits.

    Compulsory Modules at Level 7: 176 Credits
  • Pedagogy V, 12 Credits.
  • Education ll, 12 Credits.
  • Pedagogy V, 12 Credits.
  • Education lll, 8 Credits.
  • Practicing Teaching lllA, 16 Credits.
  • Education lll, 12 Credits.
  • Practice Teaching lllB, 16 Credits.
  • Research Methodology and Design, 12 Credits.
  • Practice Teaching lV A, 20 Credits.
  • Education V, 8 Credits.
  • Professional Ethics and Governance, 8 Credits.
  • Educational Psychology ll, 12 Credits.
  • Research Project, 8 Credits.
  • Practice Teaching lV B, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the acquisition of subject knowledge in Languages, Mathematics, and Life Skills.
    2. Demonstrate the ability to apply appropriate teaching methods for specialised subjects in the Foundation Phase and facilitate specific learning in Grade R through the emergent language, Mathematics, and Life Skills.
    3. Instil an awareness of the uniqueness and realities of South African society and the education system which presupposes the need for inclusivity in the classroom.
    4. Understand the concept of curriculum design particularly within the context of the National Curriculum Statement (NCS) and the Curriculum Assessment Policy Statement (CAPS).
    5. Demonstrate a thorough knowledge of the role and purpose of assessment in the teaching and learning process, and be able to design and implement the assessment process.
    6. Demonstrate professionalism and a positive work ethic, values and moral conduct.
    7. Demonstrate basic research skills.
    8. Facilitate the development of practical teaching skills through work-based learning, thus providing opportunities for the integration of theory with practice.
    9. Critically evaluate issues within the South African education system and context and develop approaches to address the diverse needs of the learner.
    10. Manage the classroom effectively and create an environment conducive to learning. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate a sound knowledge of the content of the learning areas.
  • Develop an understanding of the underlying concepts and principles in these learning areas.
  • Demonstrate an understanding of the fields of knowledge which underpin their subject/learning area/s of specialisation.
  • Confidently use the appropriate terminology and concepts in the areas of language, mathematics and life skills.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate competence in the appropriate methodologies of teaching and learning specialist subjects.
  • Integrate the areas of specialisation with learning in general and to make the link where applicable to other learning areas.
  • Reflect on the practices in teaching and learning of the specialisations in particular and review lesson planning and assessment.
  • Select appropriate learning materials for the areas of specialisation and choose at what level it should be used and the sequence in which it should be used.
  • Choose which teaching approach would be suitable when using selected learning materials, when teaching certain subjects.
  • Understand the learners in the class, with diverse learning styles and pace the learning when choosing a teaching and learning strategy to apply to the areas of specialisation.
  • Select support learning materials to facilitate learning.
  • Evaluate how the use of language has affected learning and appropriately adjust the language to facilitate learning.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify learners who have difficulties with learning.
  • Demonstrate the ability to assist learners who experience barriers to learning and refer these learners to experts who can help them deal with problems whether they be personal or social.
  • Understand the implications of barriers to learning and initiate the strategies to address them.
  • Understand the barriers to learning and how materials can be used to construct a flexible learning environment.
  • Facilitate learning in diverse learner groups and adapt teaching strategies accordingly.
  • Design, adapt or select appropriate resources suited to the age, language competencies and demographics of the learners.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate a thorough knowledge of the National Curriculum Statement (NCS) and Curriculum Assessment Policy Statement (CAPS).
  • Interpret learning or design programmes within a specific context of learning incorporating the appropriate sequencing of learning and assessment activities.
  • Reflect sensitiveness to the diverse needs of learners and strategies for addressing these needs.
  • Design lessons based on the NCS and CAPS as is suitable for the foundation phase.
  • Select appropriate teaching and learning strategies for these lessons, showing evidence of thorough knowledge of a variety of theories which underpin learning, child development and curriculum design.
  • Reflect on lessons taught using knowledge of the specialisations in order to improve learning.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Use different assessment practices which are largely formative and diagnostic.
  • Use fair, valid and reliable assessment that is appropriate for the age group.
  • Maintain efficient assessment records and provide constructive feedback for learners.
  • Understand the assumptions which underlie a range of assessment approaches and the principles underpinning different assessment tasks.
  • Understand the importance of using suitable language in reports so that it can be understood by the respective recipients.
  • Reflect on the appropriateness of assessment decisions made and use the results for the process of programme improvement.
  • Be cognisant of the diverse learning styles of the class and use a variety of assessment strategies to accommodate all learners.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Develop life-skills that are informed by a healthy lifestyle, positive relationships, demonstrate ethical commitment to professional behaviour.
  • Work with other practitioners as team players and form partnerships with those who offer professional services to support learners.
  • Relate with colleagues in a professional manner and with respect.
  • Communicate with stakeholders and community members in a professional manner.
  • Critically analyse educational policies and systems as well as teaching and learning practices and how they impact schools.
  • Be accountable towards all stakeholders in the school environment.
  • Cultivate a culture of teaching and learning which seeks to promote the best interest of learners and the school community at large.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Uphold academic excellence and integrity in all aspects of the teaching/learning process.
  • Read and analyse academic and professional texts critically.
  • Conduct and apply basic research to educational problems.
  • Understand learning as a holistic, creative and life-long process of interaction with current issues in the changing field of education within the national and international arena.
  • Understand how to access and use a variety of information sources (libraries, resource centres, internet, etc.).
  • Use effective study methods and writing skills.
  • Reflect critically on current issues in society, politics, environment, and religion and adapt professional practices accordingly.
  • Reflect on systems of ongoing professional development for existing and new educators.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Use the theories of teaching and learning and curriculum studies as well as knowledge and principles which underpin the specialised subjects in foundation phase and apply them in a school environment.
  • Prepare lessons and facilitate learning in a classroom in the foundation phase.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Show an appreciation of, and respect for, people of different values, beliefs, practices and cultures.
  • Understand the diversity of cultures and religions within the context of the developing constitutional democracy in South Africa.
  • Understand formative development and the impact of abuse at individual, familial, and communal level.
  • Understand common barriers to learning and the structures required to overcome these barriers.
  • Counsel and mentor learners with special learning and social needs.
  • Recognise and evaluate appropriate intervention strategies to overcome learning and other difficulties.
  • Construct a classroom atmosphere which is democratic but disciplined and sensitive to culture, race, gender and disabilities.
  • Understand the approaches to problem solving and the management of classrooms within a South African and developing world context.
  • Understand the constitutional commitments to human rights.
  • Have a good working knowledge of all the relevant professional bodies.
  • Critically examine a variety of management options and choices, defend these choices but adapt systems procedures and actions according to circumstances.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Manage classroom teaching of diverse groups.
  • Resolve conflicts in an ethical and appropriate manner.
  • Ensure that the learning environment is safe.
  • Identify appropriate learning environments.
  • Identify, prepare and use of resources in teaching.
  • Use the language of instruction or second language to explain and describe concepts.
  • Understand how language mediates learning.
  • Understand the socio-political and historical development of education in South Africa.
  • Reflect on the appropriateness of decisions and judgements made in learning/teaching situations and adapt or change accordingly.
  • Be sensitive to the diverse background of learners while creating an atmosphere for learning.
  • Use strategies which will enhance the learners' ability to manage their activities, their space and resources well.

    Integrated Assessment:
    Assessment practices will be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification. During integrated assessments, the assessor will make use of a range of formative and summative assessment tools and methods, and assess combinations of practical, applied, foundational and reflective competencies. In the assessment strategy, evidence will be demonstrated through a variety of options: case studies, problem-solving assignments, teaching practice in simulated and in situ contexts, portfolios of learning materials, projects, written and oral examinations.

    However, the final integrated assessment needs to have the following characteristics:
  • It will assess the extent to which candidates can teach competently and effectively in South African schools.
  • It will measure the extent to which candidates have integrated the roles and the knowledge and skills delivered through the different courses/modules which make up the educator development programme.
  • It will measure applied competence, in other words, it will assess whether candidates are able to integrate the ability to perform important teaching actions competently (a practical competence), understand the theoretical basis for these actions (foundational competence), and reflect on and make changes to teaching practices (reflexive competence). 
    		•

    INTERNATIONAL COMPARABILITY 
    Australia.

    This qualification is comparable with a Bachelor of Education (Primary) from the University of New England.

    These qualifications have a duration of four years and focus on grounding learners in Languages and Mathematics mainly in the first two years. In the ensuing years the focus is on teaching Languages and Mathematics (Literacy and Numeracy). However Life Skills is also foregrounded in this qualification. While Life Skills is not necessarily mentioned in the Bachelor of Education (B Ed) (Primary) but both qualifications have similar modules in Physical Education, Art and Science and Technology. Modules in curriculum studies and pedagogy are also found in both qualifications. In addition, special needs, inclusion and diversity are areas addressed in both qualifications. Professional Placement has a credit allocation of 18% and 19% respectively in the two qualifications.

    Conclusion:
    Both qualifications are comparable in terms of content and duration of study. 

    ARTICULATION OPTIONS 
    This qualification allows for systemic articulation, they are:

    Horizontal Articulation:
  • Advanced Diploma in Education, Level 7.

    Vertical Articulation:
  • Bachelor of Education (Honours), Level 8.
  • Postgraduate Diploma in Education, Level 8. 
    		•

    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. Helderberg College 


    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.