SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Education in Foundation Phase Teaching

SAQA QUAL ID	QUALIFICATION TITLE
109086	Bachelor of Education in Foundation 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	2019-03-08	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:
This qualification is a full time four-year initial teacher education qualification for students aiming to become highly skilled, well-rounded foundation phase educators. The qualification provides 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. This qualification has a strong professional career focus and qualifying learners are prepared to enter a specific niche in the labour market. It aims to provide qualifying learners with the acquisition, integration and application of disciplinary, pedagogical, practical, fundamental and situational learning in the Foundation Phase through science and technology. Furthermore, it provides the qualifying learner with research knowledge, intellectual independence, innovation and entrepreneurial skills and will interact as responsible citizens within the global community.

Rationale:
The Bachelor of Education (Bed) in Foundation Phase Teaching is an initial teacher education qualification that prepares qualifying learners for teaching and learning in the foundation phase with expert knowledge and skills in language, mathematics and life skills. The changes in the Higher Education Qualifications Framework (HEQF) levels called for reflection and review of current programmes to ensure that the qualification is in line with the new exit levels and their level descriptors. The knowledge mix informs the areas of specialisation which focus on national priorities which are Literacy, Mathematics and Life Skills. Ackerman (2005) states that high quality early care in education is of particular benefit to children from disadvantaged background. Qualifying learners 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 students that allows for independent, critical and specialised thinking in the foundation phase. teaching and learning methods and caters for innovative thinking, and emphasise that meaning is created by the learner, through active learning.
The qualification 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 this qualification meets the minimum entry requirements to a 120 Credits Level 7 Advanced Diploma in Foundation Phase, or vertically for admission into a cognate 120 Credits 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 these learners as the country is experiencing a shortage of foundation phase teachers. This was confirmed by the European Union (EU) Strengthening Foundation Phase project (2012-2014) which called for the collaboration of foundation phase departments at all universities in the country to share and develop innovation, best practice and scholarship in foundation phase teaching. Furthermore, the knowledge mix informs the areas of specialisation which focus on national priorities which are Language, Mathematics and Life Skills. Furthermore, research in our country shows that African language mother-tongue learners scored lower on international numeracy and literacy tests (PIRLS and TIMMS) as compared to English and Afrikaans speaking learners indicating a need for competent African language mother-tongue Foundation Phase teachers. The profile of our students who are African language mother-tongue speakers could address this gap.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Students with relevant or related previous qualifications can be admitted to this qualification through the Institutional Recognition of Prior Learning (RPL) policy. Where learners can demonstrate that they can meet the assessment criteria within a module through knowledge, understanding or skills they already possess without undertaking a course of learning. They 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:

National Senior Certificate (NSC) with an endorsement for entry into a Bachelor's Degree.
Or

Level 4 National Certificate (Vocational) with an endorsement for entry into a Bachelor's Degree.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory and elective modules at Level 5, 6 and 7 totalling 486 Credits.

Compulsory Modules Level 5, 106 Credits:

Academic Literacy and Life Skills,10 Credits.

First Additional Language-English I, 4 Credits.

First Additional Language-English Didactics I, 4 Credits.

Foundation Phase Mathematics I, 4 Credits.

Foundation Phase Mathematics Didactics I, 4 Credits.

Information and Communications Technology (ICT) in Education I, 8 Credits.

Life Skills I, 4 Credits.

Life Skills: Didactics I, 4 Credits.

Literacy in Education I, 4 Credits.

Professional Studies I, 4 Credits.

School Based Learning I (6 weeks), 12 Credits.

Theory of Education I (Curriculum Studies), 6 Credits.

Information and Communications Technology (ICT) in Education II, 7 Credits.

Learning barriers in IP, 9 Credits.

Language of Conversational Competence: (Afrikaans/isiZulu/Sepedi/Setswana/Xitsonga-learner should choose 1 but not the same as Home Language), 10 Credits.

Mathematics for Teachers, 12 Credits.

Elective Modules Level 5, 4 Credits (Home Language elective - leaner needs to choose 1 and the corresponding home language didactics):

Home Language I: (Afrikaans/English/isiZulu/Sepedi/Setswana/Xitsonga), 2 Credits.

Home Language Didactics I: (Afrikaans/English/isiZulu/Sepedi/Setswana/Xitsonga), 2 Credits.

Compulsory Modules Level 6, 210 Credits:

Classroom Management I, 5 Credits.

First Additional Language English I, 2 Credits.

First Additional Language: English: Didactics I, 2 Credits.

Foundation Phase Mathematics I, 2 Credits.

Foundation Phase Mathematics: Didactics I, 2 Credits.

Life Skills I, 2 Credits.

Life Skills: Didactics I, 2 Credits.

Literacy in Education I, 6 Credits.

Professional Studies I, 7 Credits.

Theory of Education I (Curriculum Studies), 16 Credits.

Classroom Management II, 5 Credits.

First Additional Language: English II, 7 Credits.

First Additional Language: English: Didactics II, 7 Credits.

Foundation Phase Mathematics II, 7 Credits.

Foundation Phase Mathematics: Didactics II, 7 Credits.

Life Skills II, 7 Credits.

Life Skills: Didactics II, 7 Credits.

Literacy in Education II, 6 Credits.

Professional Studies II, 7 Credits.

Theory of Education II (Curriculum Studies), 16 Credits.

Classroom Management II, 5 Credits.

First Additional Language: English II, 7 Credits.

First Additional Language: English: Didactics II, 7 Credits.

Foundation Phase Mathematics II, 7 Credits.

Foundation Phase Mathematics: Didactics II, 7 Credits.

Life Skills II, 7 Credits.

Life Skills: Didactics II, 7 Credits.

Literacy in Education II, 6 Credits.

Professional Studies II, 10 Credits.

School Based Learning II (6 weeks), 12 Credits.

Theory of Education II (Psychology and Sociology), 18 Credits.

Classroom Management III, 5 Credits.

First Additional Language: English III, 4 Credits.

First Additional Language: English: Didactics III, 4 Credits.

Foundation Phase Mathematics III, 4 Credits.

Foundational Phase Mathematics: Didactics III, 4 Credits.

Life Skills III, 4 Credits.

Life Skills Didactics III, 4 Credits.

Literacy in Education III, 12 Credits.

Professional Studies III, 9 Credits.

Introduction to Research, 6 Credits.

Learning barriers in IP, 9 Credits.

Professional Studies IV, 6 Credits.

Elective Modules Level 6, 8 Credits (Home Language elective - leaner needs to choose 1 and the corresponding home language didactics):

Home Language I: (Afrikaans/English/isiZulu/Sepedi/Setswana/Xitsonga), 4 Credits.

Home Language Didactics I: (Afrikaans/English/isiZulu/Sepedi/Setswana/Xitsonga), 4 Credits.

Elective Modules Level 6, 14 Credits (Home Language elective - leaner needs to choose 1 and the corresponding home language didactics):

Home Language |II: (Afrikaans/English/isiZulu/Sepedi/Setswana/Xitsonga), 7 Credits.

Home Language Didactics II:(Afrikaans/English/isiZulu/Sepedi/Setswana/Xitsonga), 7 Credits.

Elective Modules Level 6, 8 Credits (Home Language elective - leaner needs to choose 1 and the corresponding home language didactics):

Home Language III: (Afrikaans/English/isiZulu/Sepedi/Setswana/Xitsonga), 4 Credits.

Home Language Didactics III: (Afrikaans/English/isiZulu/Sepedi/Setswana/Xitsonga), 4 Credits.

Compulsory Modules Level 7, 130 Credits:

Theory of Education II (Psychology and Sociology), 6 Credits.

Classroom Management III, 2 Credits.

First Additional Language: English III, 3 Credits.

First Additional Language: English Didactics III, 3 Credits.

Foundation Phase Mathematics III, 3 Credits.

Foundation Phase Mathematics: Didactics III, 3 Credits.

Life Skills III, 3 Credits.

Life Skills: Didactics III, 3 Credits.

School Based Learning III (6 weeks), 12 Credits.

Theory of Education III (History and Comparative Studies), 24 Credits.

Professional Studies IV, 8 Credits.

School Based Learning IV (12 weeks), 30 Credits.

Theory of Education IV (Philosophy), 30 Credits.

Elective Modules Level 7, 6 Credits (Choose 1 language and the corresponding language didactics):

Home Language III: (Afrikaans/English/isiZulu/Sepedi/Setswana/Xitsonga), 3 Credits.

Home Language Didactics III: (Afrikaans/English/isiZulu/Sepedi/Setswana/Xitsonga), 3 Credits.

EXIT LEVEL OUTCOMES

1. Apply academic literacies, numeracy and Information Technology (IT) skills to 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 foundation 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:

Read academic texts critically, integrate and use the knowledge in own studies and in teaching.

Read and interpret with understanding written and graphic materials relating to the areas of specialisation.

Select and use study methods appropriate to own needs as well as the demands of the specialisation.

Use information and communications technologies to further own learning and facilitate learning of others.

Convey the content of subject in written, graphic and/or other forms which are appropriate to the development levels and language ability of the learners.

Foster interactive communication with learners through the use of non-judgmental language, supportive replies, constructive feedback, acknowledgement of feelings and demonstration of mediation skills.

Use of main language of instruction to explain, describe and discuss such key concepts in a conversational style.

Interpret numerical information in subject or discipline.

Apply understanding of numerical and statistical information to educational issues, cross-curricular activities, manage the classroom, monitor class attendance, record, interpret and report on learners' academic achievement, manage their budget and their own learning.

Associated Assessment Criteria for Exit Level Outcome 2:

Demonstrate an understanding of the fields of knowledge which underpin the subject specialisations.

Demonstrate a commitment to the epistemic values and principles which characterise the field of knowledge in the subject areas.

Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in the subject areas.

Use the characteristics of language, terminology and concepts of the subject specialisation appropriately and confidently.

Critically discuss the content of curricula knowledge in the subject area and apply appropriate values and conceptual frameworks to problem solving in the relevant fields of knowledge.

Interpret curricula knowledge in practicein 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 the subject areas and phases.

Accommodate differences in learning styles, pace, and ability in the planning and use of teaching and learning strategies.

Identify and assist learners with special needs and barriers to learning and development.

Select and use teaching and learning strategies appropriate to the subject/phase and topics and on the basis of careful assessment, appropriate to the learners in the classes.

Create expectations which make appropriate demands on the learners.

Make judgments about the effect that language on learning and make the necessary adjustments to the teaching and learning strategies.

Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners in a range of contexts.

Use teaching and learning support materials to facilitate learner progress and development.

Assess the teaching and learning strategies used in a particular context in the light of the extent to which the objectives of the learning experiences have been achieved.

Explain on the basis of classroom research and reflection the success or failure of teaching and learning strategies with reference to key educational concepts, the needs and abilities of the learners and demand of the specialisation.

Associated Assessment Criteria for Exit Level Outcome 3:

Co-operate professionally with colleagues in an institutional setting.

Maintain a sense a respect towards others in the learning environment.

Initiate and maintain effective and professional communication with parents, guardians and other members of the community and involve then school affairs.

Demonstrate the ability to engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices.

Use internal and external networking opportunities effectively.

Engage critically with education policies, procedure and systems which impact on institutions and classroom, as well as on the national education and training landscape.

Practice and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude.

Behave in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.

Show a commitment to act in and actively promote the best interests of learners, parent, communities, colleagues and the profession.

Associated Assessment Criteria for Exit Level Outcome 4:

Select, adapt and or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts.

Explain the link between the methods of assessment, the overall assessment purpose and the aims and objectives of being assessment.

Design and administer assessment tasks using clear language and instruction.

Collect, from a variety of sources, sufficient confirming evidence of learner competence.

Use a variety of assessment strategies to accommodate differences in learning styles, pace and contexts.

Evaluate own and others assessment strategies in terms of validity, fairness, reliability, and sensitivity to gender, culture, language and barriers to learning and development.

Assess and record systematically the progress of individual learners.

Use assessment results to provide feedback in educationally constructive ways on learner progress and achievement.

Interpret and use assessment results to inform future teaching, learning and assessment strategies.

Justify choice and design of assessment strategies, methods and procedures in ways which show knowledge and understanding of the assumptions that underlie a range of assessment approaches and their particular strengths and weaknesses in relation to age and learning area being assessed.

Associated Assessment Criteria for Exit Level Outcome 5:

Select and/or design materials and resources appropriate to learning programmes, taking cognisance of issues such as teaching approach, and the conceptual adequacy and accuracy of the information of the content of the programme.

Select, adapt or design coherent learning programmes and lessons appropriate for the learners, context and specialisation, taking into account national, regional and school curriculum policies, learners' contexts and learner differences.

Plan lessons and other learning programmes within teaching programmes, selecting appropriate teaching and learning strategies.

Justify selection and design of learning programmes in ways, which show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum.

Evaluate and improve learning programmes, lessons and materials on the basis of experience, classroom research, and an understanding of the knowledge base underpinning the relevant subjects taught.

Organise curricular, cross curricular and extracurricular activities.

Associated Assessment Criteria for Exit Level Outcome 6:

Create and maintain learning environments, which are safe as well as conducive to learning.

Manage learning environments democratically, and in ways that foster creative and critical thinking.

Discipline learners consistently, firmly, fairly and in ways which promote growth.

Create learning environments that are sensitive to culture linguistic, gender and other differences.

Resolve classroom conflicts in an ethical and sensitive way.

Perform administrative duties required for the effective management of learning environments.

Teach learners to manage themselves their time, physical space and resources.

Take appropriate action to assist or refer learners in the solution of personal or social problems.

Evaluate and, where necessary, adjust their own action in ways that show knowledge and understanding of management and administration.

Justify actions in ways which reflect knowledge and understanding of a variety of ways of managing individual learners and classes.

Maintain a sense of respect towards others in the learning environment.

Enable students to confidently and effectively apply a range of legal rules to solve problems contextually and professionally in and outside the classroom.

Apply school's policies and development plans to their own teaching.

Promote the values and principles of the constitution, particularly those related to human rights and the environment.

Encourage, create and maintain a supportive and empowering environment for learners.

Associated Assessment Criteria for Exit Level Outcome 7:

Reflect of learner progress and performance.

Develop a plan or strategy for future action which reflects an integration of what has been learnt through reflection.

Select, create, justify, deliver and reflect upon and improve extracurricular activities.

Evaluate own professional progress effectively.

Integrated Assessment:
There are two modes of assessment used in the design of this qualification. According to the Institutional 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.

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 Assessment:
Formative Assessment will be used to inform learners 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 learner and lecturer reflection, growth and development. Formative Assessment will be used to support the learner developmentally and to provide feedback to all involved in the learning process about how teaching and learning can be improved. 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 learner'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.

Assessment of School Based Learning:
The assessment of experiential training is elaborated in the Assessment details of all School Based Modules.

INTERNATIONAL COMPARABILITY

Leiden- University from Netherlands is offering Bachelor of Foundation phase.

Admission Requirements:
The participants will then take part in an intensive language training at the Academic Language Centre at Leiden University. After this they should have a command of Dutch at B2 level. This is the minimum level required to be eligible to teach.

Comparability:
The programme is a 3-year full time. It provides teachers with the requisite knowledge of the following three learning qualifications (literacy, numeracy and life skills). It will capacitate teachers to offer learning and teaching in the classroom that will comply with the required standards set by the regulatory framework governing education in South Africa. The qualification mix provides for core, fundamental and elective modules. The fundamental modules are intended to provide learners with the general academic skills such as academic and computer literacy, numeracy and language teaching skills. The core modules are focused at the issues necessary for training as a Grade R teacher.

Lupane State University from Zimbabwe is offering Bachelor of Foundation phase teaching.

Admission Requirements:
Matric + 2 years or Relative Education Qualification Value (REQV) 12.

Comparability
The programme is offered on a 2-year full time. The key learning outcomes are to:

Possess highly developed academic literacies, numeracy and IT skills so that they can mediate learning through effective communication. (Com. Lit, languages, PDF or across curriculum).

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. (PDF, SSD, GSD, Lang, Major subjects, LSEN, Education.
University of Melbourne from Australia is offering Bachelor of Foundation Phase.

Admission Requirements
Children aged 5 or 6 years to 8 or 9 years.

Comparability
Full time of 3-year. All the qualifications address child development theory, developmentally appropriate practice, a sound understanding of holistic development and the universal milestones of development. That the Diploma in Grade R-Grade 3 Teaching puts specific emphasis on the role of the Grade R-Grade 3 teacher in facilitating learning through play and focuses only on the Foundation phase learner and his/her needs does not detract from favourable comparability, since this qualification is geared towards the teaching requirements of the South African system.

ARTICULATION OPTIONS

This qualification allows for vertical and horizontal articulation.

Horizontal Articulation:

Advanced Diploma in Foundation Phase, Level 7.

Vertical Articulation:

Bachelor of Education Honours Degree, Level 8.

A cognate Postgraduate Diploma programme, 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.	Tshwane University of Technology (TUT)