SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Education in Senior Phase and Further Education and Training Teaching

SAQA QUAL ID	QUALIFICATION TITLE
103108	Bachelor of Education in Senior Phase and Further Education and Training Teaching
ORIGINATOR
University of South Africa
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
Registered-data under construction		EXCO 0324/24	2024-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2033-06-30

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

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.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The qualification will develop qualified classroom teachers who can demonstrate focused knowledge and skills in the teaching of particular specialisations. 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. They should be able to demonstrate initiative and responsibility in an academic and professional teaching environment.

In order to prepare teachers for this comprehensive role, the Bachelor of Education in Senior Phase and Further Education and Training Teaching qualification seeks to:

Foster self-reflexivity and self-understanding among prospective teachers.

Develop the professional disposition and self-identity of students as teachers.

Develop students as active citizens and enable them to develop the disposition of citizenship in their learners.

Promote and develop the disposition and competences to organise learning among a diverse range of learners in diverse contexts.

Provide 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.

Develop educationally-focused disciplinary learning (foundations of education), general pedagogical learning, fundamental learning and situational learning. Fundamental learning at Level 5 is included. (These credits for Level 5 are not awarded through Recognition of Prior Learning).

Focus on the teaching specialisation phase and/or subject, including subject-focused disciplinary, pedagogical subject and practical learning.

Have graduates specialise in at least three teaching specialisations.

Enable newly qualified teachers to accommodate multiple learning levels amongst learners through curriculum differentiation.

Develop qualified classroom teachers who can demonstrate knowledge and skills in the teaching of a particular specialisation, phase and/or subject(s).

Develop and consolidate, in an integrated way, appropriate disciplinary, practical, pedagogical and situational knowledge.

Cultivate a practical understanding of teaching and learning in a diverse range of South African schools in relation to educational theory, phase and/or subject specialisation, practice and policy.

Provide a minimum of 20 weeks and maximum of 32 weeks in supervised and assessed school-based practice.

Rationale:
The Bachelor of Education in Senior Phase and Further Education and Training Teaching is a professional qualification that prepares the student to register as a professional teacher with the South African Council for Educators. The qualification focuses on the development and practice of teaching competence in an educational context. Teaching competence includes practising individual activities and understanding the school environment. This qualification is practice and profession based and empowers students to become effective teachers. The modules will be offered as semester modules, except for the subject methods and teaching practice modules (Work-Integrated Learning). This qualification is compliant with the Higher Education Qualifications Sub-framework, in line with the National Qualifications Framework (NQF) levels, NQF credits, designators and qualifiers as prescribed by the Department of Higher Education and Training and in adherence with the Minimum Requirements for Teacher Education Qualifications (RSA, 2015).

Principles and theory are emphasised as the basis for entry into a professional teaching career. The qualification is designed to lead to the development of all the competences required of a teacher. It is directed primarily at school-leavers wishing to enter the teaching profession but may also be accessed by serving teachers who lack formal, or have incomplete, teaching qualifications (and might be able to gain some credit through the Recognition of Prior Learning).

The qualification requires intellectual independence and the development of some level of research competence in the field of education and, 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.

The Bachelor of Education in Senior Phase and Further Education and Training Teaching is an initial comprehensive qualification for educators in schools teaching Grades 7 to 10 as it makes provision, in its structure, for the integration of academic school-related subjects and educational subjects for teacher preparation in both the Senior Phase and Further Education and Training teaching. The qualification is aimed at the preparation of students for a multitude of careers and/or further study.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
It is possible to access the qualification through a recognised Certificate or Diploma in education or another relevant field with the possibility of transfer of credits for cognate previous studies.

The qualification is primarily addressed at school-leavers wishing to enter the teaching profession. However, serving teachers with incomplete teacher qualifications, or with a Certificate and Diploma in teaching gained in the past, may apply for advanced standing in the Bachelor of Education in Senior Phase and Further Education and Training Teaching qualification in line with the University's RPL policy stipulation. Each application will be assessed on individual merit.

Entry Requirements
The minimum entry requirements are:

Senior Certificate (SC) with endorsement.

National Senior Certificate (NSC) granting access to Bachelor's Degree admission.

National Certificate Vocational (NCV) granting access to Bachelor's degree admission.
Or

An appropriate Higher Certificate, Level 5.
Or

An appropriate Certificate or Diploma in education or another relevant field.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory and elective modules at Levels 5, 6 and 7 totalling 480 Credits.

Compulsory modules, Level 5, 6 and 7:
Level 5:

Being a Professional Teacher, 12 Credits.

African Language Communicative Competence (elective), 12 Credits.
Or

Basiese Kommunikatiewe Vaardigheid in Afrikaans (elective), 12 Credits.

Level 6:

Sociology of Education, 12 Credits.

Teacher as Manager, 12 Credits.

Teaching Practice I, 12 Credits.

Computer Integration in the Classroom, 12 Credits.

Becoming a Teacher, 12 Credits.

Teaching Practice II, 12 Credits.

Research and Critical Reasoning, 12 Credits.

Level 7:

Psychology of Education, 12 Credits.

Instructional Studies in Context, 12 Credits.

Curriculum Studies, 12 Credits.

Assessment in Education, 12 Credits.

Philosophy of Education, 12 Credits.

Teaching Practice III, 12 Credits.

Physical Education and Sports Coaching, 12 Credits.

SA Education System, 12 Credits.

Inclusive Education, 12 Credits.

Environmental Education, 12 Credits.

Teaching Practice IV, 12 Credits.

Educational Studies, 12 Credits.

Elective modules, Level 7 (Choose minimum of 3 SP and FET modules):

Teaching Accounting in Further Education and Training, 12 Credits.

Teaching Agricultural Management, Science and Technology in Further Education and Training, 12 Credits.

Teaching Business Studies in Further Education and Training, 12 Credits.

Teaching Civil Technology, Electrical Technology and Mechanical Technology in Further Education and Training, 12 Credits.

Teaching Computer Applications Technology in Further Education and Training, 12 Credits.

Teaching Consumer Studies in Further Education and Training, 12 Credits.

Teaching Design, Dramatic Arts and Visual Arts in Further Education and Training, 12 Credits.

Teaching Economic and Management Sciences in the Senior Phase, 12 Credits.

Teaching Economics in Further Education and Training, 12 Credits.

Teaching Engineering Graphics and Design in Further Education and Training, 12 Credits.

Teaching English in Further Education and Training, 12 Credits.

Teaching Geography in Further Education and Training, 12 Credits.

Teaching History in Further Education and Training, 12 Credits.

Teaching Hospitality in Further Education and Training, 12 Credits.

Teaching Information Technology in Further Education and Training, 12 Credits.

Teaching Languages (Home Language, First Additional Language, Second Additional Language) in Further Education and Training, 12 Credits.

Teaching Languages (HL, FAL) in the Senior Phase, 12 Credits.

Teaching Life Orientation in Further Education and Training, 12 Credits.

Teaching Life Orientation in the Senior Phase, 12 Credits.

Teaching Life Sciences in Further Education and Training, 12 Credits.

Teaching Mathematical Literacy in Further Education and Training, 12 Credits.

Teaching Mathematics in Further Education and Training, 12 Credits.

Teaching Mathematics in the Senior Phase, 12 Credits.

Teaching Music in Further Education and Training, 12 Credits.

Teaching Natural Sciences in the Senior Phase, 12 Credits.

Teaching Physical Sciences in Further Education and Training, 12 Credits.

Teaching Religion Studies in Further Education and Training, 12 Credits.

Teaching Social Sciences in the Senior Phase, 12 Credits.

Teaching Technology in the Senior Phase, 12 Credits.

Teaching Tourism in Further Education and Training, 12 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate sound subject knowledge of the elected teaching subjects.
2. Teach the elected subjects and select, determine the sequence and pace content in accordance with both subject and learner needs.
3. Demonstrate knowledge of who learners are, how they learn, and understand learners' individual needs in order to tailor teaching accordingly.
4. Communicate effectively in general, as well as in relation to the subject(s), in order to mediate learning effectively.
5. Demonstrate highly developed literacy, numeracy and Information Technology (IT) skills.
6. Demonstrate sound knowledge about the school curriculum and unpack its specialised content, as well as use available resources appropriately so as to plan and design suitable learning programmes.
7. Teach in a manner that includes all learners based on sound understanding of diversity in the South African context
8. Identify learning or social problems and work in partnership with professional service providers to address these.
9. Manage classrooms effectively across diverse contexts in order to ensure an environment conducive to learning.
10. Assess learners in reliable and varied ways, and use the results of assessment to improve teaching and learning
11. Demonstrate a positive work ethic, and display appropriate values and conduct that befit, enhance and develop the teaching profession.
12. Reflect critically, in theoretically informed ways and in conjunction with the professional community of colleagues in practice, in order to constantly improve and adapt it to evolving circumstances.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Show mastery of the curriculum content of the specialisation (with no conceptual errors evident) through learning programmes and lesson plans.

Demonstrate, in observed lessons, mastery of the curriculum content of the specialisation (including facility in the revision of key underpinning concepts from the previous level for remedial support, as well as the ability to extend the curriculum to provide appropriate challenge for more gifted learners).

Demonstrate, through reflection on a planned and taught lesson, the ability to identify changes that need to be made for future practice informed by appropriate theory and policy.

Demonstrate an understanding of the fields of knowledge which underpin the subject/s or learning area/s of specialisation.

Demonstrate commitment to the epistemic values and principles which characterise the fields of knowledge in the area/s of specialisation.

Use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in the area/s of specialisation.

Use the characteristic language, terminology and concepts of the subject/s or learning area/s appropriately and with confidence.

Critically discuss the content of curricular knowledge in the area/s of specialisation and apply appropriate values and conceptual frameworks to problem solving in the relevant fields of knowledge.

Interpret curricular knowledge in practice, in the area/s of specialisation, in terms of a broader understanding of the relevant fields of knowledge.

Evaluate which learning material (including textbooks) should be selected, at what level, in which sequence, and how it should be assessed in the area of specialisation (phase and subject/s or learning area/s).

Associated Assessment Criteria for Exit Level Outcome 2:

Display appropriate sequencing, progression and time allocation in lesson plans.

Demonstrate, in observed lessons, the ability to adjust the lesson plan for a better fit with the learner and contextual needs.

Demonstrate, through reflection on a planned and taught lesson, the ability to identify changes that need to be made for future practice informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 3:

Make provision for different learner needs in the form of differentiated learning and assessment activities in lesson plans.

Demonstrate, in observed lessons, the ability to adjust the lesson plan for a better fit with individual learner needs.

Demonstrate, through reflection on a planned and taught lesson, the ability to identify changes that need to be made for future practice to ensure a more inclusive approach informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 4:

Communicate knowledge of the subject and practice effectively using diverse and appropriate means in written assignments.

Demonstrate, in observed lessons, the ability to adjust the classroom communications to suit different learning and learner needs.

Demonstrate, through feedback sessions with supervisors and school mentors, the ability to communicate knowledge of the subject and practice effectively using diverse and appropriate means informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 5:

Complete the on-line signature module, Being a Teacher, as well as the fundamental modules.

Make provision, in lesson plans, for different and appropriate use of media and technology suitable to content and learning needs.

Demonstrate, in observed lessons, the ability to utilise different and appropriate media and technology suitable to content and learning needs and adapt when the chosen media or technology is not serving the intended purpose.

Demonstrate, through reflection on a planned and taught lesson, the ability to identify changes that need to be made for future practice to ensure a more effective integration of appropriate media and technology informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 6:

Critically engage with the school curriculum and interpret it for different diverse contexts.

Demonstrate, in lesson plans, sound and critical engagement with the school curriculum and the ability to adapt to context.

Demonstrate, in observed lessons, the ability to adjust classroom practice to suit different learning and learner needs.

Demonstrate, through feedback sessions with supervisors and school mentors, the ability to critically review curriculum practice in order to identify possible future improvements informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 7:

Make provision, in lesson plans, for diverse learning needs in the classroom in the form of alternative activities and assessment and/or the provision of additional supportive human and other resources.

Demonstrate, in observed lessons, the ability to adjust classroom practice to suit different learning and learner needs in the process of teaching.

Demonstrate, through feedback sessions with supervisors and school mentors as well as teaching and assessment records, the ability to critically review practice in order to identify possible future improvements, make referrals and engage appropriate support from the School Based Support Team when/if needed.

Associated Assessment Criteria for Exit Level Outcome 8:

Demonstrate, in observed lessons, the ability to adjust classroom practice to suit different learning and learner needs in the process of teaching.

Make provision, in lesson plans, for appropriate identification and use of time, space and resources to meet learning needs and contextual realities.

Start and end observed lessons on time and use the full available lesson time for productive teaching and learning.

Pre-empt disciplinary problems and deal with those effectively when they do arise.

Demonstrate, through feedback sessions with supervisors and school mentors as well as teaching and assessment records, the ability to critically review practice in order to identify possible future improvements in classroom management informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 10:

Make provision, in lesson plans, for diverse learning needs in the classroom in the form of alternative activities and assessment tasks/strategies for different learning and learner needs.

Demonstrate, in observed lessons, the ability to adjust assessment practice to suit different learning and learner needs in the process of teaching and maintain appropriate assessment records.

Demonstrate, through feedback sessions with supervisors and school mentors as well as teaching and assessment records, the ability to critically review practice in order to identify possible future improvements in assessment practice informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 11:

Show awareness of professional guidelines, values and practices, such as the South African Council of Educators (SACE) Code of Conduct.

Demonstrate, through lesson planning, a professional commitment and interest.

Demonstrate, in observed lessons, appropriate values and behaviour such as punctuality, preparedness, non-discrimination, appropriate dress, behaviour and language.

Display appropriate values and conduct that befit, enhance and develop the teaching profession during feedback sessions with supervisors and school mentors and the ways in which reference is made to learners, other teachers, the school, union, education authorities and other stakeholders, such as parents.

Associated Assessment Criteria for Exit Level Outcome 12:

Show critical engagement with appropriate policy and theory in written assignments.

Demonstrate, through feedback sessions with supervisors and school mentors, critical engagement with appropriate policy and theory.

Integrated Assessment:
Integrated assessment includes formative assignments, as well as summative examinations, portfolios and lesson observations.

The student needs to complete practical assignments that require the application of the total knowledge base - applied competence - with all modules contributing to a well-rounded, balanced and well-informed professional teacher.

A portfolio completed for each of the four teaching practice modules is a visual tool to illustrate professional and personal growth over the periods and to enhance reflective competence as an emerging professional teacher.

With regard to conducting the actual teaching practice:
During Teaching Practice III and IV, students are expected to complete periods of five weeks of continuous (semi-) independent teaching in at least two diverse school contexts. The selection of schools for the purpose of teaching practice is done in accordance with schools identified by the Department of Basic Education that meet the criteria for placement. This data is then captured by the Teaching Practice Office (TPO) and made available to students upon registration.

As noted by the National Teacher Institute (2009:47-48), conducting actual teaching practice requires a phased intervention involving several role-players. They make the following recommendations which inform the work of the University's College of Education (CEDU) TPO:

Orientation of Staff Members: The coordinators, managers, supervisors, and mentor teachers should, first of all, undergo orientation before teaching practice to familiarise themselves with the requirements for this category of trainees on teaching practice.

Orientation of Student-Teachers: The course managers/supervisors and the cooperating teachers should orientate the student-teachers in areas such as the concepts, modalities, procedures and guidelines for organising teaching practice activities. This should last for the first week of the teaching practice.

Guided Teaching Practice: The orientation activities are followed by guided teaching practice in which the student-teacher works under the cooperating teacher in the planning, implementing, and evaluating of lessons. The guided teaching practice should be participatory, interactive, and collaborative. It should last two weeks of the semester that precede the teaching practice exercise.

Full Teaching Practice Sessions: The remaining teaching practice sessions are devoted to full teaching supervision in the sense of coaching and preliminary assessment of the students. These sessions should involve observation of lesson notes format, procedures, language and organisation; supervision and assessment of the lesson (introduction, presentation, activities, evaluation, summary and conclusion); immediate feedback after each lesson observed; and the return of the students' assessment forms with comment.

With regard to Work-Integrated Learning, the following is further outlined:
The TPO is responsible for administrative support to the academic departments by facilitating students' school placement and providing support during the teaching practice period (WIL). The TPO consists of the Manager and the coordinators. The role of the Manager is to manage the overall TPO operations, such as establishing partnerships with institutions of learning and government departments within and beyond South Africa, and the support of Teaching Practice students. The role of the coordinators is to provide support to the Manager and students through administrative assistance.

To ensure that students receive appropriate support while engaged in teaching practice, a mentor is appointed. The selection of mentors (experienced teachers) is done by the Principal of the respective schools who, in turn, act as mentors to the University's student-teachers. The institution relies on the integrity of the school principals to nominate the relevant and suitable Mentor Teacher based on the phase on which the student-teacher will be conducting his/her teaching practice. The reliance on the school principals is to strengthen relationships with the schools, respect school autonomy and avoid imposing on the school administration.

INTERNATIONAL COMPARABILITY

As background to the preparation of this curriculum outline, a comparative review of curricula at national, regional and international levels was done.

At regional level, reference was made to similar qualifications offered in Mozambique and Rwanda. The curriculum of the Catholic University of Mozambique was chosen because of its contemporaneity. The information was derived during a workshop in Beira in June 2007 and represented a new distance education teacher curriculum only recently approved by the Ministry of Education.

The curriculum of the Catholic University of Mozambique was finalised in 2007. It leads to the award of a 'Licenciatura' which is the equivalent of a Bachelor of Education and Bachelor of Education Honours, or a Bachelor's Degree and an Advanced Diploma in teaching, or Postgraduate Certificate in Education and a Bachelor of Education Honours in one programme. Following successful completion of the Licenciatura, students may proceed straight to Master's studies.

The curriculum of the Catholic University of Mozambique does not make a distinction between primary and secondary school teachers. Instead, the curriculum is subject-/discipline-based with specialisations in Portuguese Language, History, Geography, Mathematics, Physics, Biology, Chemistry and Design. There are "education" modules offered in common across these areas of specialisation. The first four years are the ones that would coincide with the institution's Bachelor of Education curriculum.

Rwanda was taken as another example because the information was current, stemming from an evaluation undertaken under the auspices of UNESCO in April 2006. The curriculum from Rwanda has the added value that it represents the outcome of a regional consultation process as part of the rebuilding of education following the 1996 genocide.

After an internet search, it was noted that the Bachelor of Education is interpreted differently in different regions:

In North America, the Bachelor of Education usually lasts two years, focuses on pedagogy and follows an undergraduate degree (thus working like an extended PGCE/ADT).

In the United Kingdom, the Bachelor of Education may last three or four years and is associated primarily with primary education, with secondary school teachers usually completing a first degree followed by a PGCE/ADT.

In Australia, a Bachelor of Education is a four-year qualification that includes education modules in Psychology, Sociology, History, Social Policy and Professional Practice. A Bachelor of Science in Education is also offered in the region but has very high entry requirements.

In India, the Bachelor of Education works like a PGCE, providing a teaching qualification for those who already have a Bachelor of Arts or Bachelor of Science Degree.

Taking this variety into account, the University considered the Bachelor of Education qualifications of the University of Hong Kong, Plymouth, Colorado (Denver) and Melbourne.

The comparison revealed that there is a wide range of ways in which institutions formulate curricula for teacher education qualifications. Nonetheless, the Bachelor of Education option outlined above maps quite well onto the range of approaches found in the sample. A comparison between current and proposed practice at the University and national, regional and international practice suggested the need to focus on three key areas for improvement which the University has tried to address in the revised curriculum outline:

Improving the depth and breadth of subject/discipline knowledge to which the student-teachers are exposed. This called for some rethinking of core modules of a general cross-cutting nature and an expectation of depth of coverage in the didactics and teaching practice modules of pedagogic content knowledge.

Formalising the integration of an educational enquiry agenda into the Bachelor of Education qualification. This strengthens the case for the teaching practice modules to be used to move students from informal reflection to critical reflection to involvement in action research as the programme progresses.

Trying to ensure greater programme coherence with teaching practice as the culminating golden thread integrating the other kinds of learning in the qualification.

ARTICULATION OPTIONS

This qualification offers horizontal and vertical articulation opportunities.

Horizontal Articulation:

Advanced Diploma in Education in a different specialisation, Level 7.

Vertical Articulation:

A cognate Bachelor of Education Honours degree, Level 8.

A cognate 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:

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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.

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