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All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION: |
| Bachelor of Education in Intermediate Phase Teaching |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 109016 | Bachelor of Education in Intermediate Phase Teaching | |||
| ORIGINATOR | ||||
| Tshwane University of Technology (TUT) | ||||
| 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 | 2019-02-13 | 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 Intermediate Phase Teaching is a full time four-year initial teacher education qualification for learners wanting to become highly skilled, well-rounded Intermediate Phase educators. The qualification provides qualifying learners with a sound knowledge base in a particular field or discipline and the ability to apply their knowledge and skills to particular career or professional contexts, while equipping them to undertake more specialised and intensive learning. The qualification tends to have a strong professional or career focus and qualifying learners are normally prepared to enter a specific niche in the labour market. It aims to provide teachers with the acquisition, integration and application of disciplinary, pedagogical, practical, fundamental and situational learning in the Intermediate Phase through science and technology. Furthermore, it will empower teacher with research knowledge, intellectual independence, innovation and entrepreneurial skills. Qualifying learners will be able to interact as responsible citizens within the global community. The purpose will be achieved through the Exit level Outcomes which is deliberately aligned to the purpose of the qualification. Rationale: The qualification is an initial teacher education qualification that prepares graduates for teaching and learning in the Intermediate Phase with expert knowledge and skills in language, Mathematics, Science and Technology, History, Geography, Economic Management Sciences and Life skills. The changes in the HEQF levels called for reflection and review of current programmes to ensure that the degree content is in line with the new exit levels and their level descriptors. The knowledge mix informs the areas of specialization which focus on national priorities which are Home Language, English First Additional Language (FAL), Mathematics, Science and Technology, Social Sciences, Economic Management Sciences and Life Skills. Ackerman (2005) states that high quality early care in education is of particular benefit to children from disadvantaged backgrounds. Our teachers come from this very type of background and on completion, many go back to teach at local schools. These teachers on completion of this qualification will cater for the majority of children who experience severe social and learning gaps. This will enhance the economic development of the country. The qualification further acknowledges national priorities by incorporating the critical outcomes within its design. The rationale for the qualification is to develop competencies in teachers that allows for independent, critical and specialized thinking in the Intermediate Phase. Teaching and learning methods within the programme will cater for innovative thinking, and emphasize that meaning is created by the teacher, through active learning. To facilitate this "meaning-making" by teachers, learning tasks will be made clear and meaningful, motivate teachers to achieve them and provide for integration of content and conceptual understanding. The concept of curriculum alignment as described within the constructivist approach is sought by aligning content, teaching and learning activities and assessment methods within the qualification to attain specified learning outcomes. The curriculum design is based upon the Revised Policy on the Minimum Requirements for Teacher Education Qualifications and the exit level outcomes have incorporated its competencies that are in line with the HEQF level 7 descriptors as stated in the mentioned policy for teacher education (No. 38487, 19 February 2015; ELRC, 2005:77; Green, 2013). Completion of a Bachelor of Education in Intermediate Phase Teaching degree meets the minimum entry requirements to a 120 credit NQF level 7 Advanced Diploma in Intermediate Phase, or vertically for admission into a cognate 120 credits NQF level 8 Bachelor of Education Honours degree, or a cognate Postgraduate Diploma programme. A qualification may not be awarded as an early exit from a Bachelor of Education in Foundation Phase Teaching Degree. The market analysis shows that there is indeed a need for qualified teachers as the country is experiencing a shortage of skilled Intermediate phase teachers. The Teaching and Learning Development Capacity Improvement Programme (TLDCIP) confirm this for developing the Intermediate Phase (2016-2020). This TLDCIP called for the collaboration of Intermediate Phase departments at all universities in the country to strengthen primary teacher education, develop capacity to support the development of specialist teachers for learners with special education needs, share and develop innovation, best practice and scholarship in Intermediate Phase teaching. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
Learners with relevant or related previous qualifications can be admitted into this programme through the Institution's Recognition of Prior Learning (RPL) policy. Where a learners can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. Learners must submit sufficient, reliable and valid evidence for internal and standards verification purposes. Entry Requirements: The minimum requirements for admission into the Bachelor Degree are: |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification comprises compulsory and elective modules at Level 5, 6 and 7 totalling 486 Credits.
Elective Modules Level 5, 4 Credits (Home Language elective - leaner needs to choose 1 and the corresponding home language didactics): Compulsory Modules Level 5, 90 Credits: Elective Modules Level 6, 30 Credits (Choose 1 language and the corresponding language didactics): Elective Modules Level 6, 18 Credits (Major subjects - choose any two): Elective Modules Level 6, 16 Credits (Major subjects - choose any two): Elective Modules Level 6, 18 Credits (Didactics - choose any two): Elective Modules Level 6, 16 Credits (Didactics - choose any two): Compulsory Modules Level 6, 158 Credits: Elective Modules Level 7, 6 Credits (Choose 1 language and the corresponding language didactics): Elective Modules Level 7, 4 Credits (Major subjects - choose any two): Elective Modules Level 7, 4 Credits (Didactics - choose any two): Compulsory Modules Level 7, 118 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Possess highly developed academic literacies, numeracy and IT skills so that they can mediate learning through effective communication.
2. Demonstrate sound subject knowledge and be knowledgeable on how to select, sequence and pace the content according to the learners' needs, subject content and pedagogical content knowledge. 3. Understand, nurture and practice commitment to the ideals of the teaching profession in a scholarly way. 4. Assess competently within the Intermediate phase specialisations in order to improve teaching and learning. 5. Know the school curriculum and unpack the specialised content. 6. Manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment. 7. Reflect critically on teaching and learning in the classroom and work collegially with stakeholders to improve their own practice. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Integrated Assessment: Description of the number and types of tests/assignments/projects/case studies. There are two modes of assessment used in the design of this programme. According to the Institution's Standard Operating Procedure for assessment, a module is either designed to assess in a non-examination termination mode, or an examination termination mode. There is no specific final or year-end examination in modules assessed in a non-examination termination mode. The assessment opportunities completed during the learning process accumulates into a final module mark. The weight or contributions of the assessment opportunities may vary according to needs. There should be not less than four assessment opportunities per semester module and six for a year module. This form of assessment includes a concluding assessment opportunity that integrates the learning in the units of a module. The final mark for modules that are assessed continuously will be compiled from the accumulation of marks obtained for tests, assignments, papers, projects and other opportunity instruments. A pass mark of 50% is required in continuous assessment modules. A single assessment opportunity may not contribute more than 40% towards the final mark for the module. Modules which are assessed in an examination termination mode is developed as such: Year modules require a minimum of six assessment opportunities during the course of the year, while a minimum of three assessment opportunities are required for semester modules. Scores obtained in these assessments will be collectively calculated to determine the predicate mark. The predicate mark and examination mark will then each contribute 50% to the year mark. Formative and Summative Assessment: Formative Assessment: Formative Assessment will be used to inform students about their progress on a continuous basis throughout the course of study. Self and peer assessment (with the aid of relevant analytical assessment tools) will contribute to Formative Assessment. Marks collected from this evidence may be recorded for promotional purposes or may be used for the sole purpose of student and lecturer reflection, growth and development. Formative Assessment will be used to support the student developmentally and to provide feedback to all involved in the learning process about how teaching and learning can be improved. Throughout the programme, Formative Assessment strategies will be used to ensure that exit level and critical cross-field outcomes are achieved. Summative Assessment: Summative Assessment will involve assessment opportunities that take place at the end of a learning experience. Information will be gathered about a student's level of competence upon completion of a module. Results will be expressed in marks in terms of the level of competence achieved, with regard to level descriptors, specific outcomes and assessment standards. This type of assessment will be used for promotional purposes and will take the form of theoretical examinations. Internal and external moderation/examination: For examination termination modules, external moderators will be appointed to assess the quality of the examination papers and memorandum set and to moderate 20% of the marked examination scripts. In the case of non-examination termination modules, an external moderator is appointed, and at least 50% of the assessment of the assessment opportunities needs to be moderated. The moderators will be active practitioners in the field Education at tertiary level and will be drawn from local universities and/or research institutions. Senate would appoint the moderators on three-year basis. Assessment of School Based Learning: The assessment of experiential training is elaborated in the Assessment details of all School Based Modules. |
| INTERNATIONAL COMPARABILITY |
| The qualifications structures and standards framework of a number of overseas countries were studied for the purpose of comparison, including the United Kingdom (BEd (Hons), the Netherlands, Belgium (BEd) and New Zealand (BEd [Teaching] ECD). These countries specify the requirements of initial teacher education/training in terms of standards/criteria. All four countries specify required learning for initial teacher qualifications in terms of core curricula/components but not for Postgraduate work. Together with the MRTEQ for educators, as regulated by the Department of Education (2015), we have also consulted the guidelines for initial teacher education courses in Scotland (PGDE Primary) from the Scottish Office Education Department. Furthermore, we have also consulted the Competence Based and Commitment Oriented Teacher Education for Quality School Education National Council for Teacher Education (New Delhi - INDIA) (Bachelor).
All Scottish teacher-training qualifications are university-led. There are two routes available to prospective primary and secondary school teachers. A four-year undergraduate qualification and a one-year Professional Graduate Diploma in Education (PGDE). These two routes resonate with the South African requirement for teacher training. At Heriot Watt University in the United Kingdom (UK), the Bachelor of Science (BSc) (Hons) in Professional Education (Primary) with specialism in Primary Science (STEM) is a 4-year course of study that is designed for students who wish to pursue a career in STEM teaching at the primary school level. In collaboration with the University of Stirling, the course combines core elements of Chemistry, Physics and Mathematics, as well as practical labs, alongside participation in a full Initial Teacher Education course. The curriculum content is similar to our BEd Intermediate Phase Teaching in that it aims to prepare the teacher with strong content knowledge as well as pedagogical content knowledge. What is different is that they have specialised universities for the two foci. The progression routes are similar as well. It is accredited by General Teaching Council of Scotland with 7 commendations, which include being student-centered and the high quality of our research informed approaches. This aligns well to our exit outcomes and assessment criteria. The qualification compares favourably well with the identified countries in terms of entry level, credits, exit outcomes, duration of course and requirements for entry into particular qualification. The qualifications credits will range from 360 credits to 486. This signals adequate time coverage for the mentioned qualifications. Thus the qualification has a sound international comparability. Furthermore, the development of the MRTEQ policy included a comparative of international trends and the alignment of our BEd to it ensures that international comparability is assured. |
| ARTICULATION OPTIONS |
| This qualification allows for vertical and horizontal articulation.
Horizontal Articulation: Vertical Articulation: |
| MODERATION OPTIONS |
| N/A |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A |
| NOTES |
| N/A |
| LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
| NONE |
| PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: |
| This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here. |
| 1. | Tshwane University of Technology (TUT) |
| 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. |