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
101568  Bachelor of Education in Foundation Phase Teaching 
ORIGINATOR
Nelson Mandela 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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
87244  Bachelor of Education: Foundation Phase  Level 6  NQF Level 07  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The qualification aims to provide teachers with the required knowledge, understanding and skills to enhance teaching and learning in all Foundation Phase subjects (Languages, Mathematics and Life Skills), from Grade R to Grade 3. Hence, the Exit Level Outcomes and the Associated Assessment Criteria are designed to prepare teachers for a high level of theoretical engagement and intellectual independence that will enable them to engage successfully with issues and challenges in school.

The Foundation Phase qualification aims to ensure that the graduates are well-rounded, critically and socially engaged graduates with necessary subject-content knowledge, pedagogical-content knowledge, educational theory and teaching methodologies that will enable them to participate and act responsibly as academically and professionally qualified teachers working towards a just, diverse and democratic society. This will allow our candidates to work across the South African context as agents of change, transforming the educational landscape.

Rationale:
The current challenges in education in South Africa are well documented, as is the poor performance of learners in critical learning areas. It is of paramount importance to ensure that future teachers are enabled with the requisite skills, knowledge, values and attitudes to attend fully to the needs of learners and the overall goals of education, including contributing to the building of a better, socially just society in which citizens can live a decent life. South Africa needs teachers who are responsible, accountable and highly motivated to teach their subjects - teachers who are empowered to not only apply theory to and in practice, but to critically reflect on the suitability and appropriateness of specific approaches, strategies and techniques within diverse learning contexts - teachers who can educate the 21st Century Learner.

The outcome of National Reviews of Teacher Education qualifications that took place in 2007/8, captured in the Report on the National Review of Academic and Professional Qualifications in Education, highlighted the need for the re-design of Bachelor of Education in Foundation Phase Teaching (BEd FP) qualifications. Recommendations from the national reviews as well as Soudien and Menon's report informed the new Minimum Requirements for Teacher Education Qualifications (MRTEQ) Policy 38487 (2015).

The South African schooling system is in a crisis, inter alia due to a vast shortage of properly qualified and competent teachers, within the Foundation Phase. This qualification aims to address this need by preparing competent and properly equipped newly qualified teachers for the Foundation Phase by providing a well-rounded education qualification that equips graduates to become passionate, engaged, knowledgeable, effective and compassionate Foundation Phase teachers, committed to applying knowledge, developing skills, and refining attitudes to advance social justice and public good.

This BEd FP Teaching will replace the current BEd FP and aims to address the increasing need for suitably qualified Foundation Phase teachers by improving the quality of teacher education and development in so-doing, improve the quality of teaching and learning in Foundation Phase classrooms. The BEd FP Teaching promotes increased understanding of the literacy and numeracy development and levels of Grade R to 3 learners, the instructional practices within classrooms, teacher preparation, and resources required for effective teacher education qualification s in the languages of learning. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Learners admitted to the Bachelor of Education in Foundation Phase Teaching (BEd FP) Teaching must be in possession of a recognised qualification at Level 4. By way of exception, learners may be admitted through RPL in terms of the institutions RPL policy.

Teachers who are in possession of a recognised certificate or diploma in education or another relevant field, may present their qualifications for entry into a BEd FP with a possibility of transfer of credits for cognate previous studies.

Entry Requirements:
The minimum admission requirement for this qualification is:
  • Senior Certificate (SC) with endorsement.
    Or
  • National Senior Certificate (NSC) granting access to Bachelor's Degree studies.
    Or
  • National Certificate Vocational (NCV), Level 4, granting access to Bachelor's Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Levels 5, 6 and 7 totalling 480 Credits.

    Compulsory Modules Level 5, 90 Credits:
  • Starting out as beginner teacher (PSBL100), 10 Credits.
  • The Self and Human Development, 20 Credits.
  • Introduction to Multilingualism in Education, 10 Credits.
  • Discovering Mathematics in Foundation Phase, 20 Credits.
  • Teacher and child in context, 20 Credits.
  • Introduction to Professional Development, 10 Credits.

    Elective Modules at Level 5 (Choose one as a LOLT), 30 Credits:
  • Emerging literacy: English, 20 Credits.
  • Emerging literacy: isiXhosa, 20 Credits.
  • Emerging literacy: Afrikaans, 20 Credits.
    And
    Choose One:
  • Introduction to IsiXhosa communication, 10 Credits.
  • Introduction to Afrikaans communication, 10 Credits.

    Compulsory Modules Level 6, 180 Credits:
  • Becoming a student teacher (PSBL200), 10 Credits.
  • The self, society and education, 20 Credits.
  • Being a student teacher (PSBL300), 20 Credits.
  • Multilingualism in Education (PFML200), 10 Credits.
  • Exploring Mathematics in the Foundation Phase, 20 Credits.
  • Learning in the Early Years, 10 Credits.
  • Arts Education for the Foundation Phase, 10 Credits.
  • Professional Development, 10 Credits.
  • Theories underpinning education, 20 Credits.
  • Continuous exploring of Mathematics in the Foundation Phase, 20 Credits.
  • Movement Education for the Foundation Phase, 10 Credits.
  • Natural and Life Sciences for the Foundation Phase, 20 Credits.

    Elective Modules at Level 6 (Choose One LOLT as chosen in Level 5), 40 Credits:
  • Method literacy: English, 20 Credits.
  • Method literacy: isiXhosa, 20 Credits.
  • Method literacy: Afrikaans, 20 Credits.
    And
    Choose One:
  • Afrikaans communication in Context (PFXC200) , 10 Credits.
  • IsiXhosa communication in Context (PFAC200), 10 Credits.
    And
    Choose One:
  • Afrikaans communication in Context (PFXC300), 10 Credits.
  • IsiXhosa communication in Context (PFAC300), 10 Credits.

    Compulsory Modules Level 7, 90 Credits:
  • Belonging to a community of practice, 40 Credits.
  • The Self as Reflective Professional Educator and Agent of Change, 20 Credits.
  • Inquiry-based learning of Mathematics in Foundation Phase, 20 Credits.
  • Life Skills for the Foundation Phase, 10 Credits.

    Elective Modules at Level 7 (Choose the same LOLT as selected for Level 5), 50 Credits:
  • Reflective literacy practice: English, 20 Credits.
  • Reflective literacy practice: isiXhosa, 20 Credits.
  • Reflective literacy practice: Afrikaans, 20 Credits.
    And
    Choose One:
  • Literacy across the curriculum: English, 20 Credits.
  • Literacy across the curriculum: isiXhosa, 20 Credits.
  • Literacy across the curriculum: Afrikaans, 20 Credits.
    And
    Choose One:
  • IsiXhosa communication in Context, 10 Credits.
  • Afrikaans communication in Context, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Critically engage with theoretical knowledge related to educational philosophy, sociology, history, psychology, politics and economics from an educational perspective.
    2. Select, organise, design, plan and implement systematic and effective teaching, learning and assessment in different educational context to respond to diverse learner needs.
    3. Coherently integrate educational theory, pedagogical content knowledge and subject discipline knowledge in praxis.
    4. Demonstrate the ability to teach effectively in English, Afrikaans or isiXhosa as Language of Learning and Teaching [LOLT].
    5. Demonstrate conversational competence in isiXhosa and Afrikaans.
    6. Mediate learning through developing numeracy, literacy and information technology skills and sound subject knowledge in Language, Numeracy and Life Skills. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1:
  • Explain, identify, compare, analyse, synthesise, evaluate and critically reflect on aspects pertaining to knowledge related to the 21st Century learners and their development in social contexts by using a variety of pedagogies.
  • Explain, identify, compare, analyse, synthesise, evaluate and critically reflect on aspects pertaining to knowledge of teaching for the 21st Century teacher by embracing humanising pedagogies.

    Associated Assessment Criteria for Exit Level Outcomes 2:
  • Select and sequence content effectively.
  • Plan, select and design appropriate teaching, learning and assessment strategies in response to learner needs.
  • Communicate effectively to mediate learning.
  • Implement ICT for teaching and learning.
  • Reflect critically as individual and in community on (in) effective teaching, learning and assessment strategies.

    Associated Assessment Criteria for Exit Level Outcomes 3:
  • Facilitate learning by implementing effective classroom management strategies.
  • Portray a positive and professional work ethic and values related to the teaching profession.

    Associated Assessment Criteria for Exit Level Outcomes 4:
  • Demonstrate the ability to teach effectively in English and Afrikaans or isiXhosa as Language of Learning and Teaching [LOLT].

    Associated Assessment Criteria for Exit Level Outcomes 5:
  • Converse at conversational level in isiXhosa and Afrikaans.

    Associated Assessment Criteria for Exit Level Outcomes 6:
  • Formulate knowledge and practice standards in terms of what and how literacy, numeracy and life skills that should be included and taught within a foundation phase classroom in order to improve the quality of literacy numeracy and life skills.

    Integrated Assessment:
    The procedures and requirements as stipulated in the institutions assessment policy will be followed. In the Bachelor of Education in Foundation Phase Teaching (BEd FP) Teaching, assessment will be used for a variety of reasons. These can be categorised as follows:
  • Diagnostic assessment: Assessment to establish the existing knowledge of Learners.
  • Formative Assessment: This is done on a continuous basis and used to provide feedback to learners on their progress. It also serves to assist lecturers in their planning of the teaching of the content.
  • Summative Assessment: Formal assessment activities which include Examinations, determining promotion and graduation.
  • Integrated Assessment: The School-Based Learning modules include integrated assessment where learners are required to develop an evidence-based portfolio reflecting their professional engagement in the educational context in which they have been practising.
  • Evaluative Assessment: To obtain feedback on the quality of the modules of the Bachelor of Education qualification.

    The nature of assessment will be based on the nature of the modules, including what the lecturer(s) facilitating the module deem most appropriate assessment for and of learning. A wide range of assessment activities will be employed, including:
  • Assignments.
  • Tests.
  • Projects.
  • Reflections.
  • Presentations.
  • Case studies.
  • Role play.
  • Posters.
  • Electronically delivered projects.
  • Reflections.
  • Journal writing.
  • Lesson planning.
  • Group assignments.
  • Online assessments.
  • School-based lesson presentations.
  • Formal final assessment.
  • Capstone portfolio. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is grounded in international theories and philosophies on teacher education for the 21st Century. Several national and international scholars (for example Shulman, Darling-Hammond, Feiman-Nemser, Cochran-Smith, Rusznyak, Morrow, Samuel, Nsamenang, Tchombe and so forth) have been consulted and their viewpoints, analysed, discussed and interrogated. The design of the Bachelor of Education in Foundation Phase (BEd FP) Teaching has also been informed by recommendations following the national reviews of Teacher Education qualifications conducted by the HEQC during the period 2005 - 2007. Universities in the USA, Africa and Australia that offer similar qualification s, include for example:
  • Early Childhood Education Degree at Saint Cloud State University, Minnesota, USA.
  • Bachelor of Education in Early Childhood and Primary Education at Moi University, Kenya.
  • Bachelor of Education (Early Childhood Education) at Macquarie University, Australia. 
    		•

    ARTICULATION OPTIONS 
    The qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

    Horizontal Articulation:
  • Advanced Diploma, Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours Degree, Level 8.
    Or
  • A cognate Postgraduate Diploma, Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. Nelson Mandela 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.