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
101996  Bachelor of Education in Foundation 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 in Foundation Phase Teaching 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 to a professional teaching career. The qualification 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. Teachers should be able to demonstrate initiative and responsibility in an academic and professional teaching environment.

Rationale:
The Bachelor of Education in Foundation Phase Teaching qualification will develop classroom teachers who can demonstrate focused knowledge and skills in the teaching of foundation phase learners and have the ability to prepare teachers for successful transition to the next phase of schooling. In light of growing recognition of the importance of this phase, the qualification requires a specific depth of, and specialisation in, knowledge, together with practical skills and workplace experience to enable successful teachers to enter the teaching profession and apply their learning as beginner teachers in schools in varying contexts. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
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 qualification into teaching may be given advance standing where they bring modules that offer content knowledge in a teaching subject offered in the BEd (Foundation Phase Teaching) 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 modules. This means that the following teachers could qualify for admission:
  • Under-qualified teachers at Relative Education Qualification Value (REQV) 11 or 12 (holding, for example, the pre-2009 NQF Primary Teacher's Certificate).

    Entry Requirements:
    The entrance this qualification is either a:
  • Senior Certificate (SC) with endorsement.
    Or
  • National Senior Certificate (NSC) granting access to Bachelor's Degree admission with English Home Language or English First Additional Language.
    Or
  • National Certificate Vocational (NCV), Level 4 granting access to Bachelor's Degree admission with English Home Language or English First Additional Language.
    Or
  • A pre-2009 NQF three-year College of Education.
    Or
  • A Diploma or a National Professional Diploma in Education (NPDE).
    Or
  • An Advanced Certificate in Education.
    Or
  • A pre-2009NQF undergraduate Higher Diploma in Education.
    Or
  • A pre-2009 NQF Further Diploma in Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at Levels 5, 6 and 7 and elective modules at Level 5 with a minimum of 480 Credits.

    Compulsory modules, Level 5: 42 Credits:
  • Education IA, 6 Credits.
  • Introduction to Foundation Phase A, 6 Credits.
  • isiZulu First Additional Language IA, 12 Credits.
  • Sesotho First Additional Language IA, 12 Credits.
  • Teaching Experience I, 6 Credits.

    Elective modules, Level 5:
  • Physical Activity and Sports in Schools, 12 Credits.
  • Fun with Choir, 12 Credits.
  • School-based Support, 12 Credits.
  • Financial Planning and Entrepreneurship, 12 Credits.
  • ICT Literacy, 12 Credits.
  • South African Sign Language (Conversational Competence), 12 Credits.
  • isiZulu (Conversational Competence), 12 Credits.
  • Sesotho (Conversational Competence), 12 Credits.

    Compulsory modules, Level 6: 312 Credits:
  • Education IB, 18 Credits.
  • Education II, 24 Credits.
  • Mathematics for Primary School Teachers I, 12 Credits.
  • Mathematics for Primary School Teachers II, 12 Credits.
  • Literacy for Primary School Teachers I, 12 Credits.
  • Literacy for Primary School Teachers II, 12 Credits.
  • Childhood Studies I, 24 Credits.
  • Childhood Studies II, 24 Credits.
  • Introduction to Foundation Phase B, 6 Credits.
  • Arts for Teachers, 12 Credits.
  • isiZulu First Additional Language IB, 12 Credits.
  • isiZulu First Additional Language II, 24 Credits.
  • isiZulu First Additional Language III, 24 Credits.
  • Sesotho First Additional Language IB, 12 Credits.
  • Sesotho First Additional Language II, 24 Credits.
  • Sesotho First Additional Language III, 24 Credits.
  • Teaching Experience II, 12 Credits.
  • Teaching Experience IIIA, 18 Credits.

    Compulsory modules, Level 7: 174 Credits:
  • Education III, 24 Credits.
  • Education IV, 24 Credits.
  • Mathematics for Foundation Phase Teachers III, 12 Credits.
  • Mathematics for Foundation Phase Teachers IV, 12 Credits.
  • Literacy for Foundation Phase Teachers III, 12 Credits.
  • Literacy for Foundation Phase Teachers IV, 12 Credits.
  • Childhood Studies III, 24 Credits.
  • Childhood Studies IV, 24 Credits.
  • Teaching Experience IIIB, 6 Credits.
  • Teaching Experience IV, 24 Credits.

    The following modules are included but are not credit-bearing:
  • Additional Teaching Experience I.
  • Additional Teaching Experience II.
  • Additional Teaching Experience II. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate sound subject knowledge.
    2. Demonstrate how to teach the subject and how to select 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. Develop literacy, numeracy and Information Technology (IT) skills.
    6. Use available resources to plan and design suitable learning programmes.
    7. Demonstrate 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 an environment conducive to learning.
    9. Assess learners in reliable and varied ways and use 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:
  • Demonstrate an understanding of key concepts in tests, and engage productively with key readings in the subject during class and in assignments.
  • Demonstrate an understanding of subject knowledge by expressing the relationship between key concepts in a subject and providing examples of how these concepts enable understanding of real-world situations, examples or case studies.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Provide a rationale for the design of lessons, materials and assessment, and articulate how the design considers both learner diversity in the class (within different school contexts) at an appropriate level that shows an understanding of content.
  • Produce written lesson plans that demonstrate conversion of a learning process into coherent steps.
  • Demonstrate the ability to plan, deliver and assess extended units of lessons for the purpose of teaching for assessment during teaching practicum.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Explain theoretically theories the general patterns of how children learn and develop in terms of the ideas of key psychology theorists in the field.
  • Use this theoretical knowledge to justify an approach to teaching and learning used during practicum sessions.
  • Demonstrate how teaching is tailored to the needs of individual learners by keeping a reflective journal during practicum sessions.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Articulate ideas and arguments clearly in assignments, tests and examinations.
  • Use clear, appropriate language when presenting lessons to children during practicum sessions, showing awareness of both learners' existing language abilities and the imperative to introduce them to subject-specific discourse.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate computer skills through the engagement with electronic resources, standard word processing assignment submission requirements and the use of on-line platforms for learning.
  • Demonstrate literacy by engaging with literature through guided and independent study of key academic texts.
  • Demonstrate numeracy through achievement in formal assessments.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use, develop and modify teaching and learning materials appropriate to school context and resource provisioning.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Demonstrate the ability to interact productively with learners with diverse learning needs and who experience different barriers to learning through the delivery of planned lessons over an extended period of time and in different school contexts.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Demonstrate the ability to manage classes of various sizes, in differently resourced environments.
  • Demonstrate the ability to work with learners over a range of racial, cultural, religious and dis/ability diversities by undertaking practicum sessions in contrasting school contexts.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Design appropriate formative and summative assessment tasks and well-conceptualised assessment rubrics in the phases/subjects taught.
  • Use assessment to inform teaching and improve the quality of learning.
  • Motivate future lesson plans following an analysis of errors contained in learner classwork.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Act in the best interests of the learners in ones' classroom, and in the best interests of teaching as a practice Abide by codes of professional ethics whilst undertaking practicum sessions within school-based contexts.
  • Act with honesty and integrity in respect of academic practices.
  • Treat staff, peers, colleagues and learners with respect.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Demonstrate engagement with issues of professional identity, understanding of school context and understanding the design of learning processes.
  • Display insight into own teaching practices through entries in the Reflective Journal.

    Integrated Assessment:
    Assessment in this qualification takes place through written assignments, tests, examinations, laboratory work and during practicum sessions in work-integrated learning.

    Formative Assessment:
    Formative assessment takes a range of forms, i.e portfolios, academic assignments, research projects, etc.

    Teachers have the opportunity to get feedback on their understanding of key concepts through classwork/tutorial tasks early in modules. Written feedback is provided to teachers on improving the quality of their writing so that the development of writing competence is a shared responsibility across the institution's School of Education, although it is noted that some modules are more reading/writing intensive than others. To optimise the value of formative feedback, it is expected that students receive feedback on formative assessment tasks prior to them taking summative assessments, like examinations.

    Summative Assessment:
    A range of assessment practices are in place. Students are required to do summative assessments in the form of written exams and ongoing continuous assessments. 
    		•

    INTERNATIONAL COMPARABILITY 
    In South Africa, the National Qualifications Framework (NQF) underpinned by the National Qualifications Framework Act 67 of 2008 serves as a comprehensive system for the classification and registration of quality-assured national qualifications. Internationally, countries that utilise a NQF framework include amongst others the United Kingdom, Ireland and Australia. These countries were therefore selected to research comparability for the Bachelor of Education (BEd) Foundation Phase qualification.

    Queensland University in Australia offers a Bachelor of Education (Primary). As with this institution's BEd (Foundation Phase Teaching) qualification, the Queensland University Bachelor of Education (Primary) is a four-year, full-time pre-service teacher qualification. The qualification develops teachers who can teach across the early and middle phases of learning/the first six years of primary school. In contrast, the BEd (Foundation Phase Teaching) focuses on the early years. A different specialisation is available for the Intermediate Phase. The module content in both qualifications is similar. The Queensland BEd (Primary) develops skills, understanding and attributes related to literacy and numeracy, diversity and differentiated learning, leadership, research and a teaching practicum which is similar to the BEd (Foundation Phase Teaching) qualification. Teachers from both universities are required to take modules in education, mathematics, literacy and language, and methodology. A major difference is that Queensland University students are required to take an academic minor. This institution's BEd (Foundation Phase Teaching) qualification requires teachers to specialise in Foundation Phase subjects. Teachers will have more input on the teaching of literacy and numeracy as well as a major in Childhood Studies which is offered alongside the Education major. Individual modules will focus on the arts, inclusion, natural and social sciences, etc. Which are integrated into the Childhood Studies major in the BEd (Foundation Phase Teaching) qualification.

    Maynooth University in Ireland offers a four-year, full-time undergraduate Bachelor of Education qualification. As with the BEd (Foundation Phase Teaching) qualification, it prepares teachers to teach in primary schools where children are exposed to a broad and varied curriculum. Teachers are given input on content and school settings beyond Grade 3, whereas the BEd (Foundation Phase Teaching) qualification focuses on the early years only. Both universities require teachers to do teaching experience across the four years of the qualification. Whilst the institution's students are required to do a six-week continuous practicum, Maynooth students do three weeks each year as well as spend a day per week in schools for the first three years. Both universities require that students complete these practicum requirements in different schools each year.

    The module content for the two qualifications is similar. The modules at Maynooth deal with psychology, sociology and philosophy of education which align with the four-year major in Education that the BEd (Foundation Phase Teaching) students are required to take. Teachers at both universities take mathematics, language and literacy modules across the four years. There is an emphasis on additional language teaching at both universities. Students at Maynooth University take modules on inclusive education, whereas these are integrated into the Education, Childhood Studies, and Mathematics and Literacy modules in the BEd (Foundation Phase Teaching) qualification. Modules also cover the arts and methodologies pertaining to them. This is integrated into the Childhood Studies module in the BEd (Foundation Phase Teaching) qualification.

    Methodology is integrated into the BEd (Foundation Phase Teaching) qualification whereas some modules at Maynooth address specific methodologies. 

    ARTICULATION OPTIONS 
    This qualification offers horizontal and vertical articulation opportunities.

    Horizontal Articulation:
  • An Advanced Diploma, Level 7.

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