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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education in Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
105109  Bachelor of Education in Foundation Phase 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   2034-06-30  

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 purpose of this qualification is to ensure that qualifying learners are able to facilitate Foundation Phase Teaching and Learning ethically, professionally and innovatively in both rural and urban landscapes. The purpose of this qualification is also to ensure that learners are able to demonstrate an appropriate collaborative attitude and value the involvement of multiple stakeholders that contribute to Foundation Phase Teaching and Learning success.

Qualified learners will be able to administer and manage Foundation Phase Teaching and Learning effectively through best classroom practice in stimulating learning amongst Foundation Phase learners. On completion of the qualification, learners will be able to implement and continuously adapt to national legislation/policies and guidelines governing and addressing Foundation Phase Teaching and Learning in a coherent and purposeful manner.

This is an initial qualification for Educators in schools. Teachers are members of a profession whose definitive aim is to enable systematic learning. In order to prepare prospective Teachers for this comprehensive role, this qualification seeks to:
  • 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.
  • Foster self-reflexivity and self-understanding among prospective teachers.
  • Nurture commitment to the ideals of the teaching profession and an understanding of teaching as a profession.
  • Develop the professional dispositions and self-identity of learners as teachers.
  • Develop learners as active citizens and enable them to develop the dispositions of citizenship in their learners.
  • Promote and develop the dispositions and competences to organize learning among a diverse range of learners in diverse contexts.
  • It is assumed that learners who achieve the Exit Level Outcomes will be competent novice teachers who will still need time, experience and appropriate support to develop as fully-fledged extended professionals.

    Rationale:
    The shortfall of well-trained, competent Foundation Phase Teachers is evident amongst all language groups, in both private and public schools and communities and in both rural and urban communities in South Africa.

    The Bachelor of Education in Foundation Phase Teaching aims to provide an opportunity for suitable learners to qualify as Foundation Phase teachers who can contribute meaningfully and appropriately to schooling in South Africa. We believe that Foundation Phase is very important for successful school learner achievement in South Africa.

    This qualification is intended to develop qualified classroom Teachers who can demonstrate focused knowledge and skills in the teaching of particular specialisations.

    This qualification also requires a specific depth of, and specialisation in knowledge, together with practical skills and workplace experience, to enable successful learners to enter into teaching 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.

    The qualification also requires intellectual independence and the development of some level of research competence in the field of education and, more 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):
    As noted previously, the Bachelor of Education (Bed) is primarily addressed to school-leavers wishing to enter the teaching profession. However, serving teachers with incomplete teacher qualifications or with Certificates and Diplomas in teaching gained in the past may apply for advanced standing in the BEd qualification in line with the Institutions RPL policy stipulation. Each application will be assessed on its individual merits.

    Entry Requirements:
    The minimum admission requirement to this qualification is:
  • A National Senior Certificate (NSC).
    Or
  • A National Certificate (Vocational) granting access into Bachelor's Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Level 5, 6, and 7 totalling 480 Credits.

    Compulsory Modules:
    Level 5, 60 Credits:
  • Being a Professional Teacher, 12 Credits.
  • Emergent Literacy, 12 Credits.
  • Emergent Mathematics, 12 Credits.
  • English Teaching for Communication, 12 Credits.
  • Mathematics for Foundation Phase Teachers, 12 Credits.

    Level 6, 144 Credits:
  • Becoming a Teacher, 12 Credits.
  • Children's Literature, 12 Credits.
  • Computer Integration in the Classroom, 12 Credits.
  • Life Skills: Creative Arts and Music in Foundation Phase, 12 Credits.
  • Life Skills: Physical Education in Foundation Phase, 12 Credits.
  • Life Skills: Science and Technology Teaching in Foundation Phase, 12 Credits.
  • Management in Foundation Phase, 12 Credits.
  • Resource Development in Foundation Phase, 12 Credits.
  • Sociology of Education, 12 Credits.
  • Teacher as Manager, 12 Credits.
  • Teaching Practice I, 12 Credits.
  • Teaching Practice II, 12 Credits.

    Level 7, 204 Credits:
  • Assessment in Education, 12 Credits.
  • Child Development (0-9), 12 Credits.
  • Curriculum Studies, 12 Credits.
  • Environmental Education, 12 Credits.
  • First Additional Language Teaching in Foundation Phase, 12 Credits.
  • Foundation Phase Teaching, 12 Credits.
  • Foundation Phase Mathematics Teaching, 12 Credits.
  • History of Education in Foundation Phase, 12 Credits.
  • Home Language Teaching (Foundation Phase), 12 Credits.
  • Inclusive Education, 12 Credits.
  • Inclusive Education in Foundation Phase, 12 Credits.
  • Instructional Studies in Context, 12 Credits.
  • Life Skills: Social and Personal Development in Foundation Phase, 12 Credits.
  • Philosophy of Education, 12 Credits.
  • South African Education System, 12 Credits.
  • Teaching Practice III, 12 Credits.
  • Teaching Practice IV, 12 Credits.

    Elective Modules, 72 Credits (select six modules):
  • Applied African Language Grammar for Home Language Foundation and Intermediate Phase, 12 Credits.
  • Applied African Language Grammar for First Additional Language, 12 Credits.
  • Basiese teksvaardighede (Basic text skills), 12 Credits.
  • Afrikaans vandag: Taalkunde en skrftelike kommmunikasie, 12 Credits.
  • Applied African Language Communicative Competence for Second Additional Language, 12 Credits.
  • Basiese Kommunikatiewe Vaardigheid in Afrikaans (Basic communicative competence in Afrikaans), 12 Credits.
  • Applied African Languages Literature for Home Language, Foundation Phase, 12 Credits.
  • Applied African Language Literature for First Additional Language, 12 Credits.
  • Voetspore: Op Reis in Afrikaans/Footprints: Afrikaans Travels, 12 Credits.
  • Ontdek die Afrikaanse Letterkunde/Discover Afrikaans Literature, 12 Credits.
  • Applied English Language for Foundation and Intermediate Phase Home Language, 12 Credits.
  • Applied English Language Foundation and Intermediate Phase First Additional Language, 12 Credits.
  • Applied English Literature Foundation Phase Home Language, 12 Credits.
  • Applied English Literature Foundation Phase First Additional Language, 12 Credits.
  • Applied English Language for Foundation and Intermediate Phase Home Language, 12 Credits.
  • Applied English Language for Foundation and Intermediate Phase First Additional Language, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a sound subject knowledge of the Foundation Phase specialisation subjects taught.
    2. Demonstrate ability to teach their elected subjects and are able to select, determine the sequence and pace content in accordance with both subject and learner needs.
    3. Demonstrate knowledge of who their learners are, how they learn, and understand their learners' individual needs in order to tailor their teaching accordingly.
    4. Communicate effectively in general, as well as in relation to their specialisation, in order to mediate learning effectively.
    5. Demonstrate highly developed literacy, numeracy and Information Technology (IT) skills.
    6. Demonstrate a sound knowledge about the school curriculum and are able to unpack its specialised content, as well as being able to use available resources appropriately, so as to plan and design suitable learning programmes.
    7. Demonstrate ability to identify learning or social problems and work in partnership with professional service providers to address these.
    8. Manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
    9. Assess learners in reliable and varied ways, as well as being able to use the results of assessment to improve teaching and learning.
    10. Demonstrate a positive work ethic, display appropriate values and conduct themselves in a manner that befits, enhances and develops the teaching profession.
    11. Reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues in their own practice in order to constantly improve and adapt it to evolving circumstances. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Learning programmes and lesson plans reflect mastery of the curriculum content of the specialisation; no conceptual errors are evident.
  • Observed lessons reflect mastery of the curriculum content of the specialisation (including facility in revision of key underpinning concepts from previous level for remedial support as well ability to extend the curriculum to provide appropriate challenge for more gifted learners).
  • Reflection on a planned and taught lesson demonstrates the ability to identify changes that need to be made for future practice informed by appropriate theory and policy.
  • Written assignments and professional discussions with mentors and supervisors.
  • Demonstrate an understanding of the fields of knowledge which underpin the subjects of specialisation.
  • Demonstrate a commitment to the epistemic values and principles which characterize the fields of knowledge in their specialisation.
  • Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in their specialisation.
  • Use the characteristic language, terminology and concepts of their subjects of specialisation appropriately, and with confidence.
  • Critically discuss the content of curricular knowledge in their area of specialisation, and apply appropriate values and conceptual frameworks to problem solving in the relevant fields of knowledge.
  • Interpret curricular knowledge in practice, in their area of specialisation, in terms of a broader understanding of the relevant fields of knowledge.
  • Evaluate what learning material (including textbooks) should be selected, at what level, in what sequence, and how it should be assessed, in their area of specialisation (Foundation Phase).

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Lesson plans reflect appropriate sequencing, progression and time allocation.
  • Observed lessons reflect ability to adjust the lesson plan for a better fit with learner and contextual needs.
  • Reflection on a planned and taught lesson demonstrates 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:
  • Lesson plans reflect provision for different learner needs in the form of differentiated learning and assessment activities.
  • Observed lessons reflect ability to adjust the lesson plan for a better fit with individual learner needs.
  • Reflection on a planned and taught lesson demonstrates 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:
  • Written assignments reflect the ability to communicate knowledge of subject and practice effectively using diverse and appropriate means.
  • Observed lessons reflect the ability of the student-teacher to adjust their classroom communications to suit different learning and learner needs.
  • Feedback sessions with supervisors and school mentors reflect the ability to communicate knowledge of subject and practice effectively using diverse and appropriate means informed by appropriate theory and policy.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Student-teachers successfully complete the on-line signature module Being a Teacher and African languages as the Fundamental modules.
  • Lesson plans reflect provision for different and appropriate use of media and technology suitable to content and learning needs.
  • Observed lessons reflect ability to utilise different and appropriate media and technology suitable to content and learning needs and to adapt when the chosen media or technology is not serving the intended purpose.
  • Reflection on a planned and taught lesson demonstrates 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:
  • Written assignments reflect the ability to critically engage with the school curriculum and interpret it for different diverse contexts.
  • Lesson plans reflect a sound and critical engagement with the school curriculum and the ability to adapt to context.
  • Observed lessons reflect the ability of the student-teacher to adjust their classroom practice to suit different learning and learner needs.
  • Feedback sessions with supervisors and school mentors reflect 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 8:
  • Lesson plans reflect provision 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.
  • Observed lessons reflect the ability of the student-teacher to adjust their classroom practice to suit different learning and learner needs in the process of teaching.
  • Feedback sessions with supervisors and school mentors, as well as teaching and assessment records, reflect the ability to critically review practice in order to identify possible future improvements and that the student-teacher was able to make referrals and engage appropriate support from the School Based Support Team when/if needed.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Lesson plans reflect provision for appropriate identification and use of time, space and resources to meet learning needs and contextual realities.
  • Observed lessons start and end on time, and the full lesson time available is used for productive teaching and learning.
  • Disciplinary problems are pre-empted or dealt with effectively when they do arise.
  • Feedback sessions with supervisors and school mentors, as well as teaching and assessment records, reflect 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:
  • Lesson plans reflect provision for diverse learning needs in the classroom in the form of alternative activities and assessment tasks/strategies for different learning and learner needs.
  • Observed lessons reflect the ability of the student-teacher to adjust their assessment practice to suit different learning and learner needs in the process of teaching and the ability to maintain appropriate assessment records.
  • Feedback sessions with supervisors and school mentors, as well as teaching and assessment records, reflect 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:
  • Written assignments reflect awareness of professional guidelines, values and practices such as the South African Council for Educators (SACE) Code of Conduct.
  • Lesson planning reflects a professional commitment and interest.
  • Observed lessons reflect appropriate values and behaviour such as punctuality, preparedness, non-discrimination, appropriate dress, behaviour and language.
  • Feedback sessions with supervisors and school mentors and the ways in which student-teachers talk about their learners, other teachers, the school, union and education authorities and other stakeholders such as parents display appropriate values and conduct that befits, enhances and develops the teaching profession.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Written assignments reflect a critical engagement with appropriate policy and theory.
  • Feedback sessions with supervisors and school mentors reflect a critical engagement with appropriate policy and theory.

    Integrated Assessment:
    In response to the last point in Section 12, during Teaching Practice learners are expected to complete 4 Teaching Practice modules, including 4 periods of 5 weeks of independent teaching in diverse school contexts. The learner needs to complete practical assignments that require the application of their total knowledge base, applied competence with all modules contributing to a well-rounded, balanced and well-informed professional teacher.

    A portfolio completed over all four Teaching Practice modules is a visual tool to illustrate their professional and personal growth over the period and to enhance their reflective competence as an emerging professional teacher.

    As noted by National Teacher Institute (NTI) (2009:47-48), the conducing of actual teaching practice requires a phased intervention involving several role players. They make the following recommendations which inform the work of the University of South Africa (Unisa) College of Education Teaching Practice Office:

    National Teacher Institute (NTI). c.2009. Teaching Practice Manual (PDE 207). Undated document emailed to Saide by Prince Olude Ademola O, 25 May 2009.

    Recommendations which inform the work of the Unisa College of Education Teaching Practice Office:

    Conducting the Actual Teaching Practice:
    The following procedures are to be followed in conducting the actual teaching practice:
  • Orientation of Staff Members:
    The coordinators, managers, supervisors, facilitators, course tutors, and cooperating teachers should first of all undergo an orientation before teaching practice to familiarize 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 organizing 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 preceding the teaching practice exercise.
  • Full Teaching Practice Sessions:
    The remaining teaching practice sessions of the programme 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 organization, 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.
  • Monitoring of Teaching Practice Activities:
    It is desirable that Teaching Practice activities are monitored by the State Ministries of Education, Federal Inspectorate Services and NTI State and Zonal offices. Their efforts will be complemented by NTI Headquarters Staff and the External Moderators. In each case, comprehensive report should be written and submitted to Headquarters. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares favourably with the following qualifications:
    Mozambique, Catholic University 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 only in 2007 (UCdM 2007). It leads to the award of a "Licenciatura" which does the equivalent of a Bachelor of Education (BEd) and Honours (Hons) BEd or a Bachelor's Degree, a Postgraduate Certificate in Education (PGCE) and an HonsBEd in one programme. Following successful completion of the Licenciatura, learners may proceed straight into Masters level studies. The UCdM curriculum 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 University of South Africa (Unisa) BEd curriculum.

    Rwanda was taken as another example because again the information was current, stemming from an evaluation undertaken under the auspices of United Nations Educational, Scientific and Cultural Organization (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 BEd usually lasts two years, focuses on pedagogy and follows an undergraduate degree. (Thus working like an extended PGCE/ADE.)
  • In the United Kingdom the BEd may last 3 or 4 years and is associated primarily with primary education, with secondary school teachers usually completing a first degree followed by a PGCE.
  • In Australia a BEd is a 4-year programme that includes education modules in Psychology, Sociology, History, Social Policy and Professional Practice. A Bachelor of Science Education (BSc.Ed) is also offered in the region but has very high entry requirements.
  • In India, the BEd works like a PGCE, providing a teaching qualification for those who already have a Bachelor of Arts (BA) or Bachelor of Science (BSc) Degree (see also www.indiaedu.com).

    Taking this variety into account, Unisa considered the BEd programmes of the Universities of Hong Kong (www.hku.hk), Plymouth (www.plymouth.ac.uk), Colorado at Denver (www.thunder1.cudenver.edu) and Melbourne (www.unimelb.edu.au).

    Conclusion:
    The comparison revealed that there is a wide range of ways in which institutions formulate curricula for teacher education qualifications. Nonetheless, the BEd option outlined above maps quite well onto the range of approaches found in the sample. A comparison between current and proposed practice at the Institution and national, regional and international practice suggested the need to focus on three key areas for improvement which we have tried to address in the revised curriculum outline:
  • Many countries in Africa still require Degree studies only for prospective secondary school teachers and do not have a specialised focus on the Early Childhood Development (ECD)/Foundation Phase which sets the foundation for all subsequent learning. However, this is changing with the National Commission for Colleges of Education in Nigeria, for example, revising its teacher education curriculum in 2012 to include a focus on both Early Childhood Care and Development and Primary Education Studies. The Institution BEd Foundation Phase has been designed to articulate with the planned Unisa Grade R Diploma from the outset.
  • Improving the depth and breadth of subject/discipline knowledge the student teachers are exposed to (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 TP modules of pedagogic content knowledge).
  • Formalising the integration of an educational enquiry/research component into the BEd programme (this strengthens the case for the Teaching Practice (TP) 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 programme. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.

    Horizontal Articulation:
  • Advanced Diploma in Education, Level 7.

    Vertical Articulation:
  • 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 South Africa 


    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.