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 Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
101820  Bachelor of Education Foundation Phase Teaching 
ORIGINATOR
University of Limpopo 
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 the Bachelor of Education Foundation Phase Teaching [B Ed (FP Teaching)] qualification is to provide teachers with the requisite subject content knowledge base, educational theory and methodology during training. It is expected that at the end of the qualification, the teachers will be able to demonstrate competency and professionalism as teachers, who will be committed to adapt to contextual changes within the education system, and be able to create and maintain a safe and caring child-friendly environment and inclusivity.

Rationale:
The Bachelor of Education in Foundation Phase Teaching [BEd (FP Teaching)], is a four-year pre-service teaching qualification. It is designed to provide learning opportunities for teachers to specialise in teaching the Foundation Phase (FP) only. This qualification will contribute towards meeting the high country-wide demand for competent and caring teachers in the Foundation Phase band. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Student-teachers who are in possession of a recognised qualification or a Higher Certificate in Early Childhood Development at Level 5, may enter the B Ed (FP Teaching) qualification through the Recognition of Prior Learning route (RPL). The B Ed (FP Teaching) qualification may be achieved in part through the recognition of relevant prior learning and experience as per the University's RPL policy in general and the School of Education's RPL procedures in particular, which clearly outlines the structure and processes that must be followed to RPL a student when the need arises. Appropriate assessment tasks and tools are designed to assess individual candidates against the module outcomes on a case by case basis, with detailed records maintained.

Entry Requirements:
The Minimum entrance requirements are:
  • National Senior Certificate granting access to Bachelor's Degree studies and with appropriate subjects.
    Or
  • Higher Certificate in Early Childhood Development, Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Levels 5, 6 and 7 totalling 500 Credits.

    Compulsory Modules at Level 5: 104 Credits:
  • Teaching Practice in Pre- Foundation Phase 1, 8 Credits.
  • Academic and Computer Literacy 1, 12 Credits.
  • Reflecting on Teaching and Learning Environments, 12 Credits.
  • Introduction to Teaching, 12 Credits.
  • Child Friendly Schools and the Environment, 8 Credits.
  • Foundation Phase Literacy 1 English, 8 Credits.
  • Foundation Phase Board, Card and Chart work, 4 Credits.
  • Academic and Computer Literacy 2, 12 Credits.
  • Teaching and Learning Tools, 8 Credits.
  • Foundation Phase Mathematics 1, 8 Credits.
  • Foundation Phase Studies 1 (Introduction to the Foundation Phase), 12 Credits.

    Elective Modules at Level 5: 12 Credits:
  • Foundation Phase Literacy 1 (Xitsonga).
    Or
  • Foundation Phase Literacy 1 (Sepedi), 8 Credits.
    And
  • Conversational Language (Xitsonga).
    Or
  • Conversational Language (Sepedi), 4 Credits.

    Compulsory Modules at Level 6: 192 Credits:
  • Introduction to Philosophy of Education, 16 Credits.
  • Teaching Practice in the Foundation Phase 2, 12 Credits.
  • Curriculum Studies, 16 Credits.
  • Recreation and Creative Arts, 12 Credits.
  • Foundation Phase Mathematics 2, 12 Credits.
  • Reflective and Reflexive Practice, 12 Credits.
  • Foundation Phase Literacy 2 (English), 12 Credits.
  • Music, Dance and Movement, 16 Credits.
  • Foundation Phase Studies (Curriculum and Policy in the Foundation Phase), 16 Credits.
  • Teaching Practice in the Foundation Phase 3, 12 Credits.
  • Social Sciences, 8 Credits.
  • Special Needs Education, 8 Credits.
  • Foundation Phase Mathematics 3, 12 Credits.
  • Foundation Phase Literacy 3 (English), 12 Credits.
  • Community Engagement for Safe Environments, 16 Credits.

    Elective Modules at Level 6: 24 Credits:
  • Foundation Phase Literacy 2 (Xitsonga), 12 Credits.
    Or
  • Foundation Phase Literacy 2 (Sepedi), 12 Creditsl.
    And
  • Foundation Phase Literacy 3 (Xitsonga), 12 Credits.
    Or
  • Foundation Phase Literacy 3 (Sepedi), 12 Credits.

    Modules at Level 7: 156 Credits:
  • Psychosocial Issues in School Context, 16 Credits.
  • Foundation Phase Studies (Teaching Grade R), 16 Credits.
  • Educational Management and Law, 16 Credits.
  • Introduction to Research in Education, 16 Credits.
  • Religion, Life and Natural Sciences, 12 Credits.
  • Foundation Phase Literacy 4 (English), 12 Credits.
  • Foundation Phase Mathematics 4, 12 Credits.
  • Teaching Practice in the Foundation Phase 4, 56 Credits.

    Elective Modules at Level 7: 12 Credits:
  • Foundation Phase Literacy 4 (Xitsonga), 12 Credits.
    Or
  • Foundation Phase Literacy 4 (Sepedi), 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Read, write and speak the language of instruction in ways that facilitates their own academic learning and learning in their classrooms.
    2. Promote a child-centred pedagogy and teaching and learning process.
    3. Demonstrate Foundation Phase teacher professionalism.
    4. Demonstrate awareness of violence, safety, protection and effective discipline in relation to children through clear policies, guidelines and responsibilities.
    5. Promote the safety, security and protection of children within and outside school.
    6. Promote the health- related rights of children with respect to policy, environment, teachers' roles, children's status and health- promoting initiatives.
    7. Demonstrate an integrated approach to promote and ensure children's rights.
    8. Develop gender sensitive learning environments and curriculum.
    9. Promote the active participation of children, their parents and the community through the role of the teacher and school.
    10. Promote partnership between the school and the community.
    11. Interpret and use numerical and elementary statistical knowledge.
    12. Demonstrate a sound knowledge base underpinning all Foundation Phase subjects.
    13. Plan, design and reflect on learning programmes suitable for the FP learners and learning contexts.
    14. Select, use and adjust teaching and learning strategies in ways which meet the needs of the learners and their contexts.
    15. Manage and administer indoor and outdoor learning environments and support learners in ways that are sensitive, stimulating and democratic and well organised.
    16. Democratically monitor and assess learner progress and achievement in various FP subjects.
    17. Function responsibly within the education system, community and school.
    18. Show respect for and commitment to the educator profession. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Read and interpret written and graphic texts relating to the Foundation Phase.
  • Select and use study methods appropriate to their own needs as well as the demands of the Foundation Phase learner, develop language skills like listening, speaking, reading, writing, language structure and use.
  • Use information and communications technology to further their own learning and facilitate constructive learning.
  • Use teaching aids (concrete and technological) to facilitate effective teaching and learning (print literacy rich classrooms).
  • Convey the content of the Foundation Phase in written, graphic and other forms which are appropriate to the developmental level(s) and language ability of the learners.
  • Use the main language of instruction to explain, describe, discuss and relate key concepts in the Foundation Phase.
  • Use an additional language to explain, describe and discuss key concepts in a conversational style.
  • Assess learners in reliable and varied ways, as well as being able to use the results of assessment to improve teaching and learning in Literacy (MRTEQ, 2011: 53).
  • Understand the diverse South African context and teach in a manner that includes all (MRTEQ).
  • Commit to intensive preparation which includes planning of the language learning programme, work schedule and lesson plans.
  • Manage and arrange the Foundation Phase classroom to accommodate effective language teaching and learning.
  • Demonstrate competence in the use of varied language assessment methods, tools and techniques (strategies).

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Promote a child-centred pedagogy and teaching and learning process.
  • Outline children's varied learning styles.
  • Demonstrate theoretical and practical knowledge through context-based content on participatory teaching and learning strategies.
  • Demonstrate the effective integration and mainstreaming of life skills in the curriculum.
  • Ensure a critical understanding of the developmental aspects of children in relation to their education.
  • Use model exemplary strategies for activity-based teaching, creative problem solving, and the application of skills and knowledge to real-life situations.
  • Deliver through individual, pair and group based learning opportunities, involving problem solving, creativity, critical thinking and cooperation.
  • Apply progressive and innovative skills to assess children's learning.
  • Select and integrate locally available and purpose-made materials to promote active learning.
  • Effectively identify and adapt published resource materials and teaching aids to ensure that the needs of children are met.
  • Demonstrate the effective organisation and management of minimal classroom features, such as learning spaces, resources, furniture, materials and equipment to enable flexible learning environments.
  • Provide knowledge and skills for the development of extra-curricular activities.
  • Effectively use ICT, media and communication technologies to promote active enquiry, collaboration and self- directed learning among children.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Participate as an effective team player during practice teaching, including making group decisions and involving colleagues.
  • Take part in active research aimed at improving teaching and learning.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate deep knowledge on provincial and national policies and guidelines for ensuring the safety and protection of children in general, and how to apply these during conflicts and emergencies.
  • Recognise the types of abuse (physical, emotional, sexual, and neglect) in order to support and refer affected children or learner 'at risk' to relevant bodies.
  • Apply skills and knowledge based on the law, policies and non-violent alternatives to physical punishment of children.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate skills and knowledge of procedures for addressing inappropriate incidents of harassment, bullying and discrimination of children in school or on their way to school.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Demonstrate knowledge and skills for promoting the physical and mental health of children in schools.
  • Demonstrate knowledge and skills for promoting the school's proactive role in ensuring a safe, healthy and hygienic environment for children, and responding to health issues affecting children and the community.
  • Provide an exemplary model of a safe, protective and health-promoting environment.
  • Demonstrate research-based knowledge and understanding of health and hygiene related factors that influence children's enrolment, attendance, active participation, achievement and grade progression.
  • Access, mobilise and involve appropriate health professionals to encourage health-seeking behaviour among children.
  • Provide information related to policy and practices for the successful participation of children affected by HIV and AIDS and infectious or contagious diseases.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Include children's rights, and the obligations and the role of the teacher as a duty bearer.
  • Include practical activities to promote awareness of children's rights and the responsibilities of teachers, parents, communities and government.
  • Explore the implications of gender, race, religious, ethnic and cultural discrimination on the intellectual, social and personal development of children.
  • Demonstrate freedom from religious, gender, ethnic, cultural or geographical bias or stereotypes.
  • Ensure inclusive and non-discriminatory practice in the classroom.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Nurture the creation and sustained development of gender sensitive and gender responsive learning environments.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Involve children, their parents, the community and the school to ensure their experience of a quality education.
  • Create opportunities, channels and platforms for children to express their views, propose suggestions and inform their education.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Develop relationships through needs assessment and extensive consultation process to involve stakeholders such as parents and the community.
  • Facilitate community mobilisation, school and community visioning, and stakeholder contributions to school development planning.
  • Introduce child friendly school principles to the community.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Interpret numerical information in their subjects.
  • Apply an understanding of numerical and statistical information to educational issues, cross-curricular learning; and their own learning.
  • Apply mathematical understanding of numeracy and elementary statistics to manage classroom resources and monitor learner attendance; record, interpret and report on the academic progress and achievement of learners.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Demonstrate knowledge of the FP subject content knowledge.
  • Demonstrate a commitment to the epistemic values and principles of the FP field.
  • Use different kinds of evidence appropriate to FP field.
  • Critically discuss the content curricular knowledge.
  • Evaluate what learning material should be selected.

    Associated Assessment Criteria for Exit Level Outcome 13:
  • Select and design learning materials, taking cognisance of issues, such as teaching approach, and the conceptual adequacy and accuracy of the information of the content of the subjects.
  • Plan lessons and other learning experiences within teaching programmes, selecting appropriate teaching and learning strategies.
  • Justify the selection and design of learning programmes in ways which show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum.
  • Evaluate and improve learning programmes, lessons and materials on the basis of experience, action research, and demonstrate an understanding of the knowledge base underpinning the various FP subjects.

    Associated Assessment Criteria for Exit Level Outcome 14:
  • Select and use teaching strategies appropriate to the PF.
  • Create expectations that make appropriate demands on the learners.
  • Identify and assist learners who experience barriers to learning and development.
  • Facilitate occasions for learning in groups.
  • Adjust learning programmes, teaching and learning to cater for diverse cultures, gender, ethnic, language and socio- economic status.
  • Use teaching and learning support materials to facilitate learner progress and development.

    Associated Assessment Criteria for Exit Level Outcome 15:
  • Create and maintain a learning environment that is safe as well as conducive to learning.
  • Democratically manage learning environments in ways that foster the spirit of ownership, creative and critical thinking.
  • Evaluate, and where necessary adjust own actions in ways that show knowledge and understanding of management and administration.
  • Justify actions in ways which reflect knowledge and understanding of a variety of ways of managing individual learners and classes.

    Associated Assessment Criteria for Exit Level Outcome 16:
  • Select, adapt and design assessment tasks and strategies appropriate to the FP learner.
  • Explain the link between the method of assessment, the overall assessment purpose and the outcomes being assessed.
  • Design and administer assessment tasks.
  • Use a range of assessment strategies to accommodate differences in learning style, pace and context.
  • Evaluate own and others' assessment strategy in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and barriers to learning and development.
  • Assess and record systematically the progress of individual learners.
  • Interpret and use assessment results to inform parents/caregivers/guardians, and future teaching, learning and assessment strategies.

    Associated Assessment Criteria for Exit Level Outcome 17:
  • Maintain a sense of self-respect and respect towards others.
  • Co-operate professionally with others.
  • Maintain in an orderly manner the learning environments.
  • Engage with education and school policies.
  • Apply school policies and developmental plans to their own teaching.
  • Organise curricular, cross curricular and extra-curricular activities.
  • Select, create, justify, deliver and reflect upon and improve extra-curricular activities.

    Associated Assessment Criteria for Exit Level Outcome 18:
  • Practice and promote a sense of respect and responsibility towards the Teaching Profession.
  • Behave in the manner that enhances the status of the profession.
  • Promote and practice democratic values.
  • Encourage, create and maintain a supportive and empowering environment for learners.
  • Evaluate one's own professional progress effectively.
  • Promote the interests of learners.

    Integrated Assessment:
    Learning and assessment are integrated throughout this qualification. Continuous formative assessment is required to ensure that teachers get feedback on their progress towards the achievement of specific learning outcomes.

    Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the qualification. Such judgement includes integrated assessment which assesses the student-teachers' ability to integrate the larger body of knowledge, competencies and attitudes that are embedded in the Exit Level Outcomes, either as a whole or as components of the qualification.

    Assignments are designed to meet the requirements of integrated assessment are such as to achieve the following aspects:
  • An integration of the achievement of Exit Level Outcomes in a way that demonstrates that the purpose of the qualification as a whole has been achieved, either in totality or in the component parts of the programme of study.
  • Evaluation of teachers' performance to demonstrate applied competence.
    And
  • Criterion-referenced assessment, which is clearly explained to and understood by the student-teachers and that, can be applied in the Recognition of Prior Learning.

    The wide range of knowledge, skills, competencies and attitudes are integrated using innovative methods. In the assessment of outcomes due recognition is given to criteria and methods of assessment that assess these appropriately and adequately. 
    		•

    INTERNATIONAL COMPARABILITY 
    The outcomes and purpose of this qualification compares with qualifications in developed countries, such as United States of America, Australia and the United Kingdom. In Australia, the qualification is called Bachelor of Education Primary (B Ed. Primary). The qualification covers early and middle phases of learning. It enables graduates to demonstrate special skills with respect to literacy and numeracy, diversity and differentiated learning, leadership and research. Learners who want to proceed to honours studies can transfer into the honours qualification after completion of three years' full-time study in the Bachelor of Education (Primary) qualification. This B Ed (Foundation Phase Teaching) of South Africa aligns with these topics, and additionally includes a focus on child friendly schools and environments. Articulation pathways into relevant honours qualifications are in place.

    In the United Kingdom, the University of the West of Scotland offers a Bachelor of Arts (BA) in Childhood Studies. The qualification is designed to strengthen skills and knowledge of the prospective learners on issues of child development and care. The qualification comprises policies on such aspects as equality, inclusion, health and well-being. Furthermore, the qualification addresses issues of language, communication as well as early literacy skills. The curriculum content of the BA in Childhood Studies thus resonates well with the B Ed (Foundation Phase Teaching) in South Africa which focuses on child development, literacy, numeracy as well as child friendly schools and environments important for inclusion. Learners in the BA (Childhood studies) qualification are eligible for post graduate studies in the initial teacher qualification, as are the graduates of the B Ed (Foundation Phase Teaching) qualification.

    The University of Missouri (USA) offers a Bachelor of Science in Early Childhood Education which spans over three phases. Phase one provides educational foundational knowledge over all levels of development and considers various influences such as history, social and economic of the South African B Ed (Foundation Phase Teaching). The second phase focuses on support initiatives for development and learning in young children, as well as maths, science, and social studies with young children. The difference between this curriculum and that of South Africa is that it takes into consideration children from birth to 8 years old, whereas the South African curriculum focuses on children who are 5 years to 8 years, in agreement with the Foundation Phase descriptors as depicted in MRTEQ. Phase three, the last semester of the three-year study, comprises an internship. This, as well as the hours of work-integrated learning incorporated into the syllabus is similar to that of South Africa's B Ed (Foundation Phase Teaching) curriculum.

    The B Ed (Foundation Phase Teaching) qualification is comparable with similar qualifications offered by some Southern African Development Community countries. For examinationple, in Lesotho the qualification is comparable to an undergraduate qualification; a Bachelor's Degree, usually awarded after four years of successful study.

    In Botswana, there is a Bachelor of Education (Primary Education). The admission requirements for this Degree allow for learners to enter at different levels of the Degree, for examinationple, learners who have a Diploma in Primary Education, may enter the Degree. The curriculum differs in that it spans into intermediate phase disciplinary areas, but also has a focus on psychology and development, literacy, and numeracy, whilst including more social sciences topics than the South African curriculum. 

    ARTICULATION OPTIONS 
    This qualification offers articulation possibilities with the following qualifications:
    Horizontal Articulation:
  • Advanced Diploma in Education (Adv Dip (Ed)), Level 7.

    Vertical Articulation:
  • A Bachelor of Education Honours Degree, Level 8.
  • A 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. University of Limpopo 


    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.