SAQA 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: 

Diploma in Grade R Teaching 
SAQA QUAL ID QUALIFICATION TITLE
109561  Diploma in Grade R Teaching 
ORIGINATOR
Edutel Higher Education (Pty) Ltd 
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
Reregistered  EXCO 0821/24  2019-05-29  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 purpose of the Diploma in Grade R Teaching is to develop persons who meet the admission requirements to become a professionally trained teacher who demonstrates specific pedagogically focused knowledge and skills appropriate for Grade R teaching in the South African context.

The grade R teacher must be aware of the whole child always and ensure that each child develops socially, emotionally, physically, morally and intellectually within the diversity of the environment and cultures. The Grade R classroom should be a safe, hygienic environment with activities and areas that are appropriate for the learners' age, and at the same time stimulating fun and exciting.

Trained Grade R teachers demonstrate ethical professional conduct visible in their duty of care towards the children, their ability to understand diverse backgrounds and the management of their classrooms. This qualification emphasises the impact of brain development in young children, the importance of emotional security for learning and the use of all senses to enhance learning and memory. On completion of the qualification, every Grade R teacher should be able to fulfil all the roles of teachers in a school.

The Diploma in Grade R Teaching equips learners with the knowledge to identify the relevant signs of special learning needs and thereby enabling them to observe, identify and design programmes to support these learners. The value of auditory development through art and a well-planned movement programme form part of creative problem-solving abilities.

This qualification also empowers teachers working with young children with the relevant knowledge and skills to involve and encourage young children in their own learning in an appropriate manner.

Rationale:
The demand for trained and passionate Grade R teachers is high in South Africa. This qualification will fulfil the need for teacher training over a geographically wide and sometimes isolated environment. There are many unqualified practitioners already teaching Grade R classes. Many of these unqualified practitioners are not in a position to study fulltime. This qualification will answer the need to empower practitioners with knowledge and skills that have already proven that they are committed to teach young learners.

The qualification has also been developed to meet specific national needs and to provide prospective, as well as existing Grade R teachers the opportunity to equip themselves with specific knowledge and appropriate skills including:
  • Specialisation in Home Language teaching together with English as a First Additional language teaching. All learners must study a Second Additional Language to meet the language requirements relating to conversational competence.
  • The ability to identify barriers to learning in early childhood and develop appropriate teaching and learning programmes to meet the needs of the identified learners.
  • Developing the skill to adapt to multiple backgrounds and learning needs.
  • Supervised and assessed teaching practice.
  • Professional development as a teacher to teach Grade R children effectively.

    During the twelve weeks of school-based teaching practice (Work Integrated Learning) the learners will engage in teaching within the professional school environment under the supervision of experienced teachers as mentors and be formally assessed by suitably qualified staff members. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The RPL route processes ensures that principles as formulated by the Council on Higher Education, underpin its assessment policies and practices at all times as follows:
  • RPL will be used to grant access to, or exemption from, modules that contribute towards the Diploma Grade R.

    Learners applying for Access to the Diploma in Grade R Teaching but who do not meet the specified entrance requirements can apply to conduct the Access Assessment for the candidate to provide evidence of prior knowledge and skills, meeting the National Qualifications Framework (NQF) Level 4 level descriptors.

    If candidates provide sufficient evidence during the assessment, they will be granted access to the Diploma in Grade R Teaching. In RPL processes designed to grant access, an RPL application is evaluated against the entry requirements of the qualification in question.

    Entry Requirements:
    The minimum entry requirements are:
  • National Senior Certificate (NSC) granting access to Diploma studies.
    Or
  • National Certificate (Vocational) (NC(V)) at Level 4 granting access to Diploma studies.
    Or
  • Certificate in Early Childhood Development, Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at National Qualifications Framework (NQF) Levels 5 and 6 totalling 360 Credits.

    Compulsory Modules at Level 5: 105 Credits:
  • English First Additional Language 510, 15 Credits.
  • English First Additional Language 520, 15 Credits.
  • English First Additional Language 530, 15 Credits.
  • Communication and ICT Skills, 15 Credits.
  • Work Integrated Learning 510, 15 Credits.
  • Work Integrated Learning 520, 15 Credits.
  • Work Integrated Learning 530, 15 Credits.

    Elective Modules at Level 5: 50 Credits (Choose two modules):
  • Afrikaans Home Language, 20 Credits.
    Or
  • English Home Language, 20 Credits.
    Or
  • IsiXhosa Home Language, 20 Credits.
    Or
  • IsiZulu Home Language, 20 Credits.
    Or
  • Sepedi Home Language, 20 Credits.
    Or
  • Setswana Home Language, 20 Credits.

    (Choose one of the Second Additional Languages listed below):
  • Afrikaans Second Additional Language 510, 10 Credits.
  • Afrikaans Second Additional Language 520, 10 Credits.
  • Afrikaans Second Additional Language 530, 10 Credits.
    Or
  • IsiXhosa Second Additional Language 510, 10 Credits.
  • IsiXhosa Second Additional Language 520, 10 Credits.
  • IsiXhosa Second Additional Language 530, 10 Credits.
    Or
  • IsiZulu Second Additional Language 510, 10 Credits.
  • IsiZulu Second Additional Language 520, 10 Credits.
  • IsiZulu Second Additional Language 530, 10 Credits.
    Or
  • Sepedi Second Additional Language 510, 10 Credits.
  • Sepedi Second Additional Language 520, 10 Credits.
  • Sepedi Second Additional Language 530, 10 Credits.
    Or
  • Setswana Second Additional Language 510, 10 Credits.
  • Setswana Second Additional Language 520, 10 Credits.
  • Setswana Second Additional Language 530, 10 Credits.

    Compulsory Modules at Level 6: 165 Credits:
  • Education Philosophies 610, 15 Credits.
  • Education Psychology and Sociology 620, 15 Credits.
  • Education as Profession 630, 15 Credits.
  • Norms, Values and Relationships in Education 610, 15 Credits.
  • Life Skills: Beginning Knowledge 610, 15 Credits.
  • Life Skills: Creative Arts 620, 15 Credits.
  • Life Skills: Music and Physical Education 630, 15 Credits.
  • Mathematics Teaching and Learning Early Mathematics 610, 15 Credits.
  • Mathematics Teaching and Learning 620, 15 Credits.
  • Learning Support and Diversity 610, 15 Credits.
  • Managing Teaching and Learning in Grade R 620, 15 Credits.

    (Choose one group of the Language Subjects listed below: 40 Credits):
  • Afrikaans Home Language: Early Literacy 620, 20 Credits.
  • Afrikaans: Teaching and Learning Home Language 630, 20 Credits.
    Or
  • English Home Language: Early Literacy 620, 20 Credits.
  • English Home Language: Teaching and Learning 630, 20 Credits.
    Or
  • IsiXhosa Home Language: Early Literacy 620, 20 Credits.
  • IsiXhosa Home Language: Teaching and Learning 630, 20 Credits.
    Or
  • IsiZulu Home Language: Early Literacy 620, 20 Credits.
  • IsiZulu Home Language: Teaching and Learning, 630.
    Or
  • Sepedi Home Language, Early Literacy 620, 20 Credits.
  • Sepedi Home Language, Teaching and Learning 630, 20 Credits.
    Or
  • Setswana Home Language, Early Literacy 620, 20 Credits.
  • Setswana Home Language: Teaching and Learning 630, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Read, write and speak the language/s of instruction in ways that facilitate own academic learning.
    2. Interpret and use numerical and elementary statistical knowledge to facilitate own academic learning.
    3. Communicate effectively, in general to mediate learning.
    4. Interpret school curriculum and unpack its specialised contents for Grade R and use available resources to promote learning.
    5. Plan, design, and reflect on learning qualifications appropriate for Grade R learners and diverse learning needs.
    6. Demonstrate competence with regard to diversity in the classroom, identification of learning and social problems.
    7. Monitor and assess learner progress and use the results of assessment to improve teaching and learning.
    8. Operate responsibly within the education system, an institution, and the community in which the institution is located.
    9. Demonstrate a positive work ethic and values and conduct oneself in a manner, which befits, enhances and develops the teaching profession. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Read academic and professional texts critically, integrate and use the knowledge in own studies.
  • Read and interpret with understanding written and graphic materials.
  • Foster interactive communication with learners through the use of non-judgmental language, supportive replies and constructive feedback.
  • Use English Language to explain, describe, discuss and relate key concepts.
  • Use an additional language to explain, describe and discuss key concepts in a conversational style.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply own understanding of numerical and statistical information to own learning and everyday life.
  • Apply own understanding of numeracy and elementary statistics to manage classroom resources and monitor learner attendance.
  • Apply own understanding of numeracy and elementary statistics to record, interpret and report on the academic progress and achievement of learners.
  • Use elementary procedures for financial management, including budgeting.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Use information and communications technology to further own learning and facilitate the learning of others.
  • Convey the content in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the learners.
  • Demonstrate competence with regard to a sound knowledge base underpinning Grade R teaching.
  • Compare the reception year and pre-reception year qualifications as well as those of the Foundation Phase of schooling.
  • Translate child development theory into classroom practice.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply acquired content and pedagogical knowledge and skills in different contexts.
  • Use the language, terminology and concepts of the chosen field of specialisation appropriately, and with confidence.
  • Discuss the content of curricular knowledge in Grade R and apply appropriate conceptual frameworks to problem solving in the relevant fields of knowledge.
  • Interpret curricular knowledge in practice in own area of specialisation, in terms of a broader understanding of the relevant fields of knowledge.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Select, design and evaluate what learning resource material (including textbooks) should be selected, at what level, in what sequence and how it should be assessed, in the area of specialisation.
  • Select, adapt, or design coherent learning qualifications and lessons appropriate for the learners, context and specialisation, taking in to account national, regional and school curriculum policies, learner contexts, and learner differences.
  • Plan lessons and other learning experiences by selecting appropriate teaching and learning strategies most suitable to five-year-old learner needs, abilities and interests.
  • Justify selection and design of learning activities in ways which show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum.
  • Evaluate and improve learning qualifications, learning activities and materials on the basis of experience.
  • Accommodate diversity in the planning, adjustment and use of teaching and learning strategies.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Create and maintain learning environments which are safe as well as conducive to learning.
  • Discipline learners in ways that are firm, growth promoting and fair.
  • Create learning environments that are sensitive to cultural, linguistic and gender and other differences.
  • Resolve conflict situation within classrooms in an ethical and sensitive way.
  • Manage classrooms effectively across diverse contexts in order to ensure a conducive Grade R learning environment.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Select, adapt and/or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts.
  • Explain the link between the method of assessment, the overall assessment purpose and the outcomes being assessed.
  • Design and administer assessment tasks using clear language and instructions.
  • Use a range of assessment strategies to accommodate differences in learning style and context.
  • Evaluate own and others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, language and barriers to learning and development.
  • Assess and record systematically the progress of individual learners.
  • Use assessment results to provide constructive feedback 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.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in school affairs.
  • Engage with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices using internal and external networking opportunities effectively.
  • Select, use and adjust teaching and learning strategies in ways which meet the needs of the Grade R learners and their contexts.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • 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.
  • Promote the values and principles of the Constitution.
  • Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on the national education and training landscape.
  • Apply school policies and developmental plans to own teaching.

    Integrated Assessment
    Continuous assessment will take place to assess a learner's knowledge, skills, attitudes and values.

    Formative Assessment: One assignment per module:
  • In the Practical Teaching Module, a Portfolio of Evidence must be compiled during each Work Integrated Learning (WIL).
  • The assignment may include case studies, demonstrations, research project, self-assessment.
  • Activities and site-based assessment.
  • Submission of one assignment per module is compulsory.

    Summative Assessment:
    The specialisation and fundamental modules will be assessed through a formal examination in each module at the end of each semester.

    Portfolio of Evidence: Learners must submit a collection of different types of evidence relating to the practical teaching during WIL. Summative Assessment is either a single question paper or set of question papers set to the requirements of the Subject Learning Outcomes. 
    		•

    INTERNATIONAL COMPARABILITY 
    Internationally, there are no qualifications focusing exclusively on the reception year. Instead Early Childhood Education, Pre-Primary and basic education form an integrated whole progressing consistently following the child's development. Kindergarten training is incorporated into either: Early Childhood Education Qualifications and/or Elementary or Primary School Qualifications (for children aged 5 to 11 years).

    Comparison was done with the following countries and qualifications:
    United States of America: University of Kentucky, Bachelor of Science in Early Childhood:
    To teach in an elementary school classroom in the USA, prospective teachers must first be accepted into an education program and complete a Bachelor's Degree. During this program, learners typically are required to take several different courses on a range of topics. These topics may include educational psychology, children's literature, specific math and methods courses and classroom field experience. Learner teaching is a crucial part of the education program.

    Finland: University of Jyväskylä, Bachelor of Education (Early Childhood Education):
    In Finland, early childhood education and care, pre-primary and basic education form an integrated whole progressing consistently following the child's development. Elementary-class-teacher education includes a strong practical and research orientation.

    New Zealand: University of Auckland, Bachelor of Education (Teaching) Early Childhood Education):
    In New Zealand, research on early childhood education found that high quality practice depends on collaboration: developing and maintaining effective relationships between organisations (initial teacher education (ITE) providers and schools/early childhood education (ECE) services) and people. High quality practice includes targeted professional learning opportunities for learner teachers, mentor teachers and visiting lecturers to learn and improve the way they carry out their roles and take on responsibilities. Transparent formative and summative assessment opportunities to develop and evaluate learner teachers' readiness for teaching form part of early childhood training programmes. Learners learn about the theory, practice and management of teaching, including the place and role of education, the characteristics of learners and the teaching-learning process. Learners study the curriculum taught in schools to prepare them for the profession of teaching. This includes English, Maori language, Mathematics, Science, Technology Education, Social Studies, Art, Music, Drama and Dance, Health and Physical Education and learning Languages. All learners spend time working in a classroom where they can trial and refine their planning, teaching and management skills.

    The Diploma Grade R Teaching compares favourably with international qualifications, as thesequalifications address the Reception Grade (R) within the knowledge/training that is offered to teachers in the field of Early Childhood Development. 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: Grade R Teaching puts specific emphasis on the role of the Grade R teacher in facilitating learning through play and focuses only on the Grade R 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 offers the following articulation possibilities:

    Horizontal Articulation:
  • Diploma in Early Childhood Development, Level 6.

    Vertical Articulation:
  • Advanced Diploma in Education, 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.
     
    1. Edutel Higher Education (Pty) Ltd 


    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.