SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Diploma in Grade R Teaching

SAQA QUAL ID	QUALIFICATION TITLE
104741	Diploma in Grade R Teaching
ORIGINATOR
Rhodes University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Diploma (Min 360)	Field 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 06	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Registered"		SAQA 11122/18	2018-10-25	2021-10-25
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2022-10-25		2027-10-25

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 Diploma in Grade R Teaching is to develop teachers who can demonstrate general principles, as well as focused knowledge and skills appropriate for teaching Grade R learners. The qualification requires a depth of specialisation of knowledge, together with practical skills and experience in a Grade R classroom teaching context. As part of the qualification, teachers are expected to gain experience in applying such knowledge and skills in the context of working with Grade R learners in a school.

The qualification aims to develop all the competences of a beginner teacher as prescribed in the National Qualifications Framework Policy on the Minimum Requirements for Teacher Education Qualifications.

Rationale:
Given the shift in Early Childhood Development (ECD) policy and the unprecedented political will to substantially increase support of ECD, there is a window period within which universities should mobilise their efforts to capitalise on the opportunities that are currently presenting themselves in the form of increased interest in ECD. Universities have a significant role to play in the development of a Human Resource Capacity necessary to roll out and substantially increase access to quality ECD services.

The drive to achieve quality education in the post democracy has strengthened, with the emphasis being placed in foundation phase, more specifically in Grade R. The Government has validated this further with the introduction of a second year in Grade R and the rolling out of their 'Action Plan 2014' which identifies 27 national goals towards the 'Realisation of schooling 2025'. Goal 11 of the 'Action Plan 2014' seeks to improve the access of children to quality Early Childhood Development below Grade 1. Providing quality education across South Africa in our diverse teaching and learning contexts, requires training teachers of excellence.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning will only pertain to applicants who have some credits relating to a Level 5 qualification. These applicants will be required to:

Provide a statement of results, course curriculum and portfolio of evidence.

Write the Year 1 and Year 2 examinations at Rhodes University. To do this, they will be required to participate in the examination preparation sessions.

The above will be utilised to assess each applicant against the Level 5 Exit Level Outcomes.

Entry Requirements:
The minimum entry requirements are:

Senior Certificate without endorsement.
Or

National Senior Certificate (NSC) granting access to Diploma studies.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory and elective modules at Levels 5 and 6 totalling 360 Credits.

Compulsory Modules at Level 5: 160 Credits:

Education and Professional Studies 1A, 15 Credits.

Education and Professional Studies 1B, 15 Credits.

English for Teaching 1, 15 Credits.

isiXhosa for Teaching 1, 15 Credits.

Understanding the Social and Physical World 1, 10 Credits.

Education and Professional Studies 2A, 10 Credits.

Education and Professional Studies 2B, 10 Credits.

English for Teaching 2, 15 Credits.

isiXhosa for Teaching 2, 15 Credits.

isiXhosa First Additional Language 3, 5 Credits.

English First Additional Language 3, 9 Credits.

Mathematics 3, 8 Credits.

Life Skills 3, 8 Credits.

Holistic development of the child 1, 10 Credits.

Elective Module at Level 5:

Conversational isiXhosa, 12 Credits.

Compulsory Modules at Level 6: 200 Credits:

Content Knowledge for Teaching 1: A) Mathematics and B) Life Skills, 10 Credits.

Reflective Practice in Teaching, 10 Credits.

Education Studies 3, 15 Credits.

Professional Studies 3, 10 Credits.

IsiXhosa Home Language 3 OR Home Language3, 10 Credits.

Education Studies 4, 15 Credits.

Professional Studies 4, 10 Credits.

isiXhosa Home Language 4 OR English Home Language 4, 10 Credits.

isiXhosa First Additional Language 4, 9 Credits.

English First Additional Language 4, 5 Credits.

Mathematics 4, 8 Credits.

Life Skills 4, 8 Credits.

Holistic development of the child 2, 10 Credits.

Education Studies 5, 15 Credits.

Professional Studies 5, 15 Credits.

IsiXhosa Home Language 5, OR English Home Language 5, 8 Credits.

isiXhosa First Additional Language 5, 5 Credits.

English First Additional Language 5, 5 Credits.

Mathematics 5, 6 Credits.

Life Skills 5, 6 Credits.

Holistic development of the child 3, 10 Credits.

EXIT LEVEL OUTCOMES

1. Read, use and analyse a range of literature (academic and professional) relevant to Grade R teaching and learning.
2. Communicate key concepts and ideas related to Grade R teaching and learning.
3. Demonstrate general knowledge of the field of Grade R, including discourses of quality education, teaching and learning, especially as these pertain to the South African context.
4. Demonstrate sound knowledge of key concepts and theories of early childhood education (0-9 years), and their significance for Grade R teaching and learning.
5. Demonstrate an understanding of the holistic development of learners.
6. Demonstrate competence in mediating active learning.
7. Demonstrate competence in literacy development and acquisition in order to facilitate learners' emergent literacy.
8. Demonstrate competence in the development of early mathematics in order to facilitate learners' emergent mathematics.
9. Demonstrate competence in the development of learners' well-being.
10. Interpret, use and critically engage with the national curriculum to develop appropriate learning programmes and resources that accommodate diverse learning needs in the classroom.
11. Facilitate learning and development of children with barriers to learning.
12. Demonstrate competence in monitoring and assessing Grade R learners' progress with a view to improving learning and teaching.
13. Demonstrate general knowledge of effective classroom management and organisation strategies.
14. Demonstrate a positive work ethic and conduct oneself in a manner that is befitting of the profession and in the best interests of the learner.
15. Demonstrate a capacity to critically reflect on teaching and learning with a view to improving practice.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Review a range of literature relevant to Grade R teaching and learning in own institution and beyond.

Use and apply academic literacy and quantitative literacy skills in reviewing literature.

Produce academic and professional texts.

Associated Assessment Criteria for Exit Level Outcome 2:

Use Language of Learning and Teaching (LoLT) to discuss and critically analyse key concepts.

Write assignment and examinations in the Language of Learning and Teaching (LoLT).

Use the LoLT effectively in the classroom to promote learning.

Associated Assessment Criteria for Exit Level Outcome 3:

Understand how the economic, socio-cultural and agential characteristics condition Grade R teaching and learning in primary schools.

Explain the nature of Grade R teaching and learning in South Africa and internationally.

Draw on knowledge in the field to describe and reflect on Grade R teaching and learning.

Assist learners with the transition from pre-Grade R to Grade R and from Grade R to Grade 1.

Associated Assessment Criteria for Exit Level Outcome 4:

Discuss educational theory related to Grade R.

Describe and analyse practices in terms of theories of learning.

Apply education theory to the development of learning programmes, classroom organisation, and learning and teaching in Grade R.

Associated Assessment Criteria for Exit Level Outcome 5:

Theorise about children and their development in context.

Examine the role of play in the development of the child.

Choose appropriate media to enhance child development and foster learning.

Translate knowledge of child development into practice.

Recognise and respond to possible developmental delays.

Identify barriers to development and learning.

Display knowledge of health and safety to promote the well-being of learners.

Develop learner confidence and a productive disposition.

Associated Assessment Criteria for Exit Level Outcome 6:

Plan and develop developmentally appropriate learning programmes.

Implement a wide variety of strategies to promote learning with individual learners, small groups and whole class.

Select appropriate resources to promote learning.

Associated Assessment Criteria for Exit Level Outcome 7:

Understand how children learn to communicate orally, read and write.

Describe and implement a range of teaching strategies to support emergent literacy and language development.

Select appropriate texts for reading.

Understand and apply knowledge of how children learn to read in bi/multilingual contexts.

Associated Assessment Criteria for Exit Level Outcome 8:

Understand how children learn mathematics.

Describe and implement a range of teaching strategies to support emergent mathematics development.

Select appropriate resources to assist the development of children's emergent mathematics.

Understand the knowledge package for the development of number sense and special sense.

Associated Assessment Criteria for Exit Level Outcome 9:

Promote the safety and healthy development of each child.

Create safe and supportive learning environments.

Associated Assessment Criteria for Exit Level Outcome 10:

Understand the knowledge package for language, mathematics and life skills in Grade R, and as children move up the schooling system.

Plan, design and implement learning programmes that carter for the diverse range of learners in Grade R.

Differentiate curriculum in accordance with the diverse needs of the learners.

Make use of technology to support learning and teaching.

Associated Assessment Criteria for Exit Level Outcome 11:

Identify barriers to development and learning.

Support and develop appropriate learning contexts and strategies for learners with barriers to learning.

Challenge biases and discriminatory practices.

Create and maintain supportive networks with families, service providers, community organisations to support learners with barriers to learning.

Associated Assessment Criteria for Exit Level Outcome 12:

Explain different forms of assessments.

Analyse when it is appropriate to use different forms of assessment.

Use assessment to plan learning trajectories for learners.

Record and report on assessments to the relevant stakeholders.

Use assessments to inform planning, teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 13:

Implement efficient administrative systems.

Explain and analyse a variety of classroom management and organisation strategies.

Implement strategies appropriate to the context and learners.

Associated Assessment Criteria for Exit Level Outcome 14:

Behave in ways that enhance the status of the profession.

Show an awareness of roles and responsibilities of a teacher.

Promote the values enshrined in the constitution.

Know and understand various related education policies.

Have a positive disposition and be self-reflexive.

Read about education and learning and teaching with the view to improving practice.

Communicate effectively with parents/care-givers and community members with a view to establishing positive relationships and support for the learners.

Associated Assessment Criteria for Exit Level Outcome 15:

Reflect critically on teaching and learning in video-based lessons and in own classroom.

Reflect critically on own practice.

Conduct small-scale action research projects about teaching and learning.

Integrated Assessment:
Assessments include both formative and summative tasks.

Formative tasks are central to the assessment of students' competence as they offer an opportunity to provide feedback and inform learning and teaching in the Diploma for Grade R Teaching. Types of formative assessment used to assess the Exit Level Outcomes include: reflective assignments, oral presentations, development of learning programmes and resources, and poster presentations. The tasks can also be used as summative assessment, particularly in cases where students have been given an opportunity to respond to the feedback.

Summative assessment takes place the end of a period of learning, normally at the end of the academic year. These assessments usually take the form of examinations and portfolios of evidence.

Work Integrated Learning is assessed both formatively and summatively through classroom observations and portfolios.

Final marks for each module will consist of 50% Year Mark (i.e. marks given for the various assessment tasks throughout the year) and 50% Examination Mark.

INTERNATIONAL COMPARABILITY

The following course aims/outcomes for the Early Years Teacher Education programmes at 3 international universities were selected for comparison. However, these qualifications are at Level 7 (i.e. a B. Ed in Foundation Phase Teaching) and not at the same level as this Diploma. However, there is some comparability. All courses promote the view that learning is complex. Prospective teachers are required to understand the holistic development of the children, provide secure and nurturing learning environments, synthesise theoretical knowledge with practice, promote child-centred and culturally-responsive pedagogies, demonstrate excellent pedagogical knowledge and skill, build positive working relations with multiple stakeholders, and work in ethical and responsible ways.

The United Kingdom - Postgraduate Certificate in Education (PGCE) Early Primary (ages 3-7) - Cambridge University.

Pre-service teachers should understand the nature of young children's learning through:

Recognising and meeting the sometimes complex learning needs of children at the start of their educational career.

Understanding the nature of the holistic child as being integral to the provision of effective practice.

Knowing how to develop an emotionally secure, playful and nurturing learning environment.

Demonstrating a knowledge of key theoretical perspectives and how understanding of these underpin a pedagogy of excellence for young children.

Building positive working relationships within a team of professionals which will include colleagues across educational settings and external agencies.

Understanding and managing the importance of smooth transition between the Foundation Stage, Key Stage 1 and Key Stage 2 to facilitate continuity in provision.

Australia - Master of Teaching (Early Childhood and Primary) - University of Melbourne:

Synthesise in-depth, current knowledge and an integrated understanding of the theories, content and processes of learning and teaching in the field of early childhood education.

Articulate advanced knowledge and reflexivity regarding children's development and individual and social differences, including for Indigenous.

Australians:

Apply the cognitive, technical and creative skills and dispositions to create and maintain mutually respectful and socially just learning environments for children aged birth to 8 years.

Communicate respectfully with students, colleagues, parents and communities to enhance professional practice and student learning in the field of early childhood education.

Apply the cognitive, technical and creative skills to construct and assess inclusive and challenging curriculum for children aged birth to 8 years.

Demonstrate and apply sound knowledge of research principles and methods to execute a research based project in early childhood education.

Commit to ongoing professional learning to do with new discourses, debates and issues in education as they arise in the field of early childhood education.

Demonstrate dispositions towards relational and transformative education and a strong sense of themselves as agents, advocates and leading.

Professionals in the field of early childhood education.

ARTICULATION OPTIONS

Horizontal Articulation:

Advanced Certificate in Early Childhood Care and Education, Level 6.

Diploma in Early Childhood Care and Education, Level 6.

Vertical Articulation:

Bachelor of Education in Foundation Phase Teaching, Level 7.

Bachelor of Primary Education: Early Childhood Development, Level 7.

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.

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