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 | |||
101985 | Bachelor of Education in Intermediate Phase Teaching | |||
ORIGINATOR | ||||
University of Witwatersrand | ||||
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 Bachelor of Education (BEd) qualification has the primary purpose of providing a well-rounded education that equips graduates with the required subject content knowledge base, educational theory and methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified beginner teachers. Principles and theory are emphasised as a basis for entry into a professional teaching career. Rationale: The Bachelor of Education in Intermediate Phase Teaching qualification will develop classroom teachers who can demonstrate focused knowledge and skills in the teaching of particular subject specialisations to primary school learners. The qualification requires a specific depth of, and specialisation in, knowledge, together with practical skills and workplace experience to enable successful students to enter the teaching profession and apply their learning as beginner teachers in schools in varying contexts. Teachers should be able to demonstrate initiative and responsibility in an academic and professional teaching environment. The qualification also requires intellectual independence and the development of research competence at an introductory level in the field of education, specifically teaching and learning, in order to provide a basis for postgraduate studies in the field of education as well as for further professional development as a teacher. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Recognition of Prior Learning (RPL):
Student teachers who transfer their studies from another higher education institution offering initial teacher education to the institution's School of Education will need to supply their transcript, module outlines and other relevant documentation (e.g. study guides) to the Bachelor of Education (BEd) Programme Coordinator. Where there is convergence regarding content covered, and at similar levels of conceptual and cognitive demand, students will be given advance standing against applicable modules in this curriculum. Similarly, a student transferring from another Degree into teaching may be given advance standing where they bring modules that offer content knowledge in a teaching subject offered in the BEd qualification. Admission via alternative testing is to give mature age students, who have a grade 12 certificate but do not have the minimum points, a second chance to get into the School of Education via an alternative admissions process. Assessment of prior learning at Level 4 could also lead to entry or an advanced credit standing for courses. Entry Requirements: To gain admission into the Bachelor of Education in Intermediate Phase Teaching a potential student should possess: Or Or Or Or Or Or Or |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
This qualification comprises compulsory modules at Levels 5 to 7, and elective modules at Levels 5 to 6 totalling 480 Credits.
Compulsory modules, Level 5: 18 Credits: Elective modules, Level 5: Compulsory Modules, Level 6: 214 Credits: Elective Modules, Level 6: Compulsory Modules, Level 7: 198 Credits: |
EXIT LEVEL OUTCOMES |
1. Demonstrate sound subject knowledge.
2. Demonstrate the ability to teach the subject and how to select, determine the sequence and pace of content in accordance with both subject and learner needs. 3. Demonstrate an understanding of how learners learn and tailor teaching according to individual needs. 4. Communicate effectively, in general and in relation to the subject, in order to mediate learning. 5. Demonstrate literacy, numeracy and Information Technology (IT) skills. 6. Use available resources to plan and design suitable learning programmes. 7. Show an understanding of diversity in the South African context in order to teach in a manner that includes all learners. 8. Manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment. 9. Assess learners in reliable and varied ways, and be able to use the assessment results to improve teaching and learning. 10. Demonstrate an understanding of teacher professionalism and display appropriate professional values, attitudes and behaviours. 11. Critically reflect on own practice in theoretically informed ways in order to constantly improve and adapt to evolving circumstances. |
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: Associated Assessment Criteria for Exit Level Outcome 10: Associated Assessment Criteria for Exit Level Outcome 11: Integrated Assessment: Formative and summative assessment: The assessment of students in this qualification takes place through written assignments, tests, examinations, laboratory work and during the practicum sessions in work-integrated learning. Staff is committed to providing opportunities for students to get formative feedback on their understanding of key concepts through classwork/tutorial tasks early in modules. In general, staff provides written feedback to students on improving the quality of their writing so that the development of writing competence is a shared responsibility across the School of Education, though it is noted that some courses are more reading/ writing intensive than others. To optimise the value of formative feedback, it is expected that staff provide feedback to students prior to them taking summative assessments, like examinations. |
INTERNATIONAL COMPARABILITY |
The United Kingdom, Ireland and Australia were selected to research comparability for the Bachelor of Education (BEd) (Intermediate Phase Teaching) qualification since these countries also utilise a national qualifications framework.
Dublin City University in Ireland offers a four-year, full-time Bachelor of Education qualification which prepares students for a career in primary school teaching. The qualification equips teachers with subject knowledge, tools to motivate learners in the classroom, understanding of how children learn, the ability to navigate the school system, and develops classroom management abilities. All students take education modules and do 30 weeks of practical school placement. Additionally, students study a specialism relevant to teaching. In Years One and Two, students cover curriculum modules that prepare them to teach all the subjects of the primary curriculum using approaches that develop children's understanding and motivation. This is comparable to the BEd (Intermediate Phase Teaching) qualification where students are given grounding in all subjects and subject methodologies that they will be expected to teach in the Intermediate Phase. The Dublin City University qualification covers modules in Psychology, Philosophy, Sociology of Education and History of Education in the first two years of study. The education modules (Education 1-4) of the BEd (Intermediate Phase Teaching) qualification are grounded in these perspectives. In Year Three of the Dublin City University qualification, students work with understanding of classroom contexts, how to plan for rich learning experiences, working with learners in ways that are democratic and enable them to engage in an ethical way with the world. These aspects form a strong focus of the 'Diversity and Inclusion' and 'Pedagogy and Curriculum' modules of the education courses in the BEd (Intermediate Phase Teaching) qualification and are additionally addressed in modules such as Becoming and Being a Teacher. The Dublin City University qualification engages Year Four-students with issues such as social justice, inclusion and working in a school community, all of which find strong focus in the BEd (Intermediate Phase Teaching) qualification. A research project is included for the Year Four-students, which focuses on developing professional identity. In the BEd (Intermediate Phase Teaching), Fourth Year-students do a module called 'Being a Teacher' which has a similar focus. The Dublin City University students spend 30 weeks in school placements, beginning by observing the class teacher and building up gradually to teaching all day. Throughout the placements, support is provided by both university and school staff. This mirrors the teaching practice that BEd (Intermediate Phase Teaching) students engage with, as they too observe teachers in practice in their first year, building up to continuous teaching in their fourth year with the support of university and school staff. The BEd (Intermediate Phase Teaching) qualification includes six weeks of teaching experience per year. The University of Queensland in Australia offers a four-year, full-time Bachelor of Education (Primary) qualification which is comparable to the BEd (Intermediate Phase Teaching) qualification. The Bachelor of Education (Primary) develops capacities required by teachers working in the information age, and develops teachers across preparatory year to year 6, spanning the early and middle phases of learning. The qualification has a strong focus on the development of skills to teach Literacy and Numeracy, engage with diversity and differentiated learning, develop leadership and research capacity, and this is supported by extended and connected practicum in schools. In Year One, modules include 'Introduction to Education' and 'Education and Creativity: Pedagogical Content Knowledge' which are aligned with the first-year module, 'Becoming a Teacher', of the BEd (Intermediate Phase Teaching) qualification where students are introduced to concepts such as Pedagogical Content Knowledge. Students do two years of Teaching Mathematics and Teaching English. In the BEd (Intermediate Phase Teaching) qualification, students do four years of Teaching Mathematics and teaching languages (both home and additional language). Students also develop conversational competency in a third language preparing them to teach effectively in the South African context. Year Four-students at the University of Queensland do a module called 'Teachers as Professionals' which aligns with the BEd (intermediate Phase Teaching) module, 'Being a Teacher', offered in the fourth year. The BEd (Primary) qualification exposes students to subject content, as well as subject methodology, across humanities and sciences as does the BEd (Intermediate Phase Teaching) qualification. The focus on working in the information age is aligned with the imperative of the BEd (Intermediate Phase Teaching) to ensure IT competency for all students. Each year, Queensland students spend time in school placements as a practical component. For the BEd (Primary) qualification, students spend 80 days across the four years in schools, which is comparable to the yearly engagement with teaching experience of the BEd (Intermediate Phase Teaching) students. In the United Kingdom, the University of Dundee offers a Bachelor of Primary Education which qualifies students to teach children in the 3-12 years age range. This extends beyond the range of the BEd (Intermediate Phase Teaching) qualification. However, the Intermediate Phase is aligned with Key Stage 2 teaching. As with the BEd (Intermediate Phase Teaching) qualification, the focus of the University of Dundee qualification lies in modules aligned with developing disciplinary learning and pedagogic learning underpinned by practical learning throughout the Degree. |
ARTICULATION OPTIONS |
This qualification offers horizontal and vertical articulation opportunities.
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. | University of Witwatersrand |
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. |