SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Education in Intermediate Phase Teaching

SAQA QUAL ID	QUALIFICATION TITLE
111025	Bachelor of Education in Intermediate Phase Teaching
ORIGINATOR
Cape Peninsula University of Technology
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	2019-08-16	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 replaces:

Qual ID

Qualification Title

Pre-2009 NQF Level

NQF Level

Min Credits

Replacement Status

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The Bachelor of Education (BEd) in Intermediate Phase Teaching qualification has the primary purpose of providing well-rounded education that prepares competent and professionally qualified educators. The BEd in Intermediate Phase Teaching is a four year qualification that aims to prepare educators as a foundation phase as well as a subject specialist for learners in Grades 4 - 7 and they will opportunities to specialise in at least four subject fields specific to the Intermediate Phase. Educators will not only learn teaching skills, but also understand their important role in serving the community.

The purpose of the qualification is to provide initial preparation for educators and to develop educators who can demonstrate general principles, as well as focused knowledge and skills appropriate to Intermediate Phase teaching. It aims to build the knowledge, skills, and values required for educator professional practice, and to lay the basis for continuing professional development through lifelong learning.

The qualification strives to engage educators with questions of what to teach, why to teach and how to teach. The aim is to prepare educators to be active, creative and reflective practitioners in a world of change, and to equip them with an understanding of teaching as a professional practice (Nul and Bohan 2005: 39, Darling-Hammond and Baratz-Snowden 2004: 6). The institution aims to provide educators with a strong knowledge base and disposition of enquiry.

The qualification will prepare educators for a profession with complex and comprehensive aims, roles, knowledge, skills and attitudes and to serve the purpose of:

The development of subject knowledge and pedagogical content knowledge, thus the knowledge of subject matter and the knowledge of how to teach it.

The development of knowledge of learners and their development in diverse social contexts, the practical understanding of teaching and learning, the development of knowledge and skills to organise teaching, learning and assessment effectively in a diverse range of South African schools.

The development of knowledge of classroom practices which will enhance the teaching and assessment of the curriculum.

The development of knowledge of theories of learning and meta-cognition, including the fostering of an ability to critically reflect on own and others` thinking processes.

The development of a clear vision of professional practice, the development of a professional disposition, the development of a strong commitment to the ideals and practices of the teaching as a profession.

The development of an educator who understands and anticipates continuing professional development, lifelong learning and the development of citizenship in themselves and in the lives of their learners.

Based on the above, the qualification is underpinned by four general areas of knowledge that the educator must acquire in order to be successful with their teaching:

Knowledge of required subject content and how to teach it.

Knowledge of learners and their development in social contexts.

Knowledge of theories of learning and meta-cognition (educational theory).

Knowledge of classroom practice (methodology), particularly curriculum construction, teaching methods and assessment - to enable them to demonstrate competence and responsibility as professionally qualified educators.

The aim of the qualification is to connect the professional practice teaching with learning and requires educators to be able to construct learning contexts and to point to evidence of that learning. Professional practice includes a range of dispositions of critical enquiry, ethical engagement, persistence and motivation, and capacity to act. It also requires that educators be reflective of their own practice, and mindful of what it means to educate learners within a democracy.

The purpose would be to link this knowledge with the relevant skills, attitudes and activities in practice. The overarching objective of the qualification would thus be to prepare educators for a changing world. In preparing educators who are reflective practitioners, the qualification will create opportunities for educators to deepen their understanding of what education entails, and to develop standards against which their own and others' thoughts and actions are evaluated.

Rationale:
The Bachelor of Education (BEd) in Intermediate Phase Teaching qualification aims to improve the current teaching, learning and assessment practices through the personal and professional development of educators. This entails enabling educators who can continuously reflect upon and improve teaching practice. The qualification aims to develop the educator's ability to critically reflect on their teaching practices in an effort to enable systematic learning for others in the diverse South African contexts. There is a dire need for higher education to develop educators who can contribute to the development of its people to become responsible, participatory, self-understanding and reflective citizens who contribute to an emerging democracy.

In the changing world, South Africa faces its own particular challenges of economic and social change. Given the evidence that, in terms of existing benchmarks of performance per grade level, our learners in schools perform significantly lower than they ought to, there is a dire need to prepare beginner educators who are able to generate high quality teaching and learning in schools. Educators need to be equipped to deal with contexts of change, the challenges of a society which is culturally and linguistically diverse, as well as with schools in very different contexts.

The Bachelor of Education (BEd) in Intermediate Phase Teaching qualification focuses on the types of learning associated with the acquisition, integration and application of knowledge for teaching purposes (Disciplinary Learning, Pedagogical Learning, Practical Learning, Fundamental Learning and Situational Learning), which also forms the basis of the curriculum for the BEd in Intermediate Phase Teaching qualification. Coupled with our goal to promote multi-lingualism, all educators in this qualification will be exposed to all three regional languages, namely English, Afrikaans and isiXhosa. Educators will receive training in Computers in Education, as well as in topical issues such as First Aid, HIV/Aids and diversity education.

Teacher attrition is a matter of global concern, especially in government schools. Apart from the ageing teacher fraternity, low salaries and poor working conditions are a common reason for teachers leaving the profession (Pitsoe, 2013). According to this study the UNESCO Institute for Statistics (2009) found that a global total of 10.3 million teachers should be recruited between 2007 and 2015. Thus, despite progress made towards Education for all (EFA), Universal Primary Education (UPE) and the Millennium Development Goals (MDGs), in most countries there is a decline in teacher supply which is cause for concern (Pitsoe, 2013).

Thus, in response to the above-mentioned, the BEd in Intermediate Phase Teaching qualification aims to address the demand as well as improve current teaching, learning and assessment practices through the personal and professional development of prospective educators. This entails enabling educators who can continuously reflect upon and improve teaching practice. The qualification also aims to address fundamental learning to equip under-prepared educators to gain epistemological access.

The qualification is designed in accordance with the Government Gazette (No. 344670 of 15 July 2011, which has set the Minimum Requirements for Teacher Education Qualifications (MRTEQ), and the qualifications Level Descriptors. The qualification design is therefore aimed specifically to meet the very specific educational needs of the country.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning is subject to policies of the institution. It can be used to grant credits for subjects. Exemptions will be granted for appropriate National Qualifications Framework (NQF) Level modules with the same credit value completed at other institutions. Verified evidence must be provided.

Entry Requirements:
Admission Requirements include the following:

A National Senior Certificate (NSC), NQF Level 4 granting access to Degree studies.
Or

A National Certificate Vocational NC (V), NQF Level 4 granting access to a Bachelor's studies, Level 4.
Or

A Senior Certificate (SC), NQF Level 4 with endorsement.
Or

An Advanced Certificate.
Or

A 240 or 360 credit Diploma.
Or

An Advanced Diploma in a cognate discipline.
Or

A learner who did not achieve Degree entry in the NSC/NC (V) and who has obtained a registered and accredited Higher Certificate in an appropriate field may also be allowed access to an appropriate Bachelors' Degree.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6 and 7 totalling 495 Credits.

Compulsory Modules, Level 5, 40 Credits:

Life Skills 1, 10 Credits.

Natural Science and Technology 1, 10 Credits.

Social Sciences 1, 10 Credits.

Economic and Management Sciences 1, 10 Credits.

Elective Modules, Level 5, 35 Credits:
Choose one of the following electives:

First Language 1 Afrikaans 1, 5 Credits.

First Language 1 English 1, 5 Credits.

First Language 1: isiXhosa 1, 5 Credits.

Choose one of the following electives:

First Additional Language 1: Afrikaans 1, 5 Credits.

First Additional Language 1: English 1, 5 Credits.

Choose one of the following electives:

Mathematics 1, 10 Credits.

Mathematics Education 1, 10 Credits.

Choose one of the following electives:

Methodology of First Language 1: Afrikaans 1, 5 Credits.

Methodology of First Language 1: English 1, 5 Credits.

Methodology of First Language 1: isiXhosa 1, 5 Credits.

Choose one of the following electives:

Second Additional Language 1: isiXhosa 1, 5 Credits.

Second Additional Language 1: Afrikaans 1, 5 Credits.

Choose one of the following electives:

Second Additional Language 2: isiXhosa 2, 5 Credits.

Second Additional Language 2: Afrikaans 2, 5 Credits.

Compulsory Modules, Level 6, 150 Credits:

Education 1, 20 Credits.

Professional Studies 1, 15 Credits.

Teaching Practice 1, 5 Credits.

Methodology of Life Skills 1, 5 Credits.

Methodology of Social Sciences 1, 5 Credits.

Methodology of First Add. Language 1: English 1, 5 Credits.

Methodology of Natural Science and Technology 1, 5 Credits.

Education 2, 20 Credits.

Professional Studies 2, 15 Credits.

Teaching Practice 2, 10 Credits.

Natural Science and Technology 2 10 Credits.

Social Sciences 2, 10 Credits.

Methodology of Natural Science and Technology 2, 5 Credits.

Methodology of Social Sciences 2, 5 Credits.

Methodology of First Add. Language 2: English 2, 5 Credits.

Methodology of Econ. and Management Sciences 1, 5 Credits.

Methodology of First Add. Language 3: English 3, 5 Credits.

Elective Modules, Level 6, 105 Credits:
Choose one of the following electives:

Methodology of Mathematics 1, 5 Credits.

Methodology of Mathematics Education 1, 5 Credits.

Choose one of the following electives:

First Language 2: Afrikaans 2, 5 Credits.

First Language 2: English 2, 5 Credits.

First Language 2: isiXhosa 2, 5 Credits.

Choose one of the following electives:

First Additional Language 2: Afrikaans 2, 5 Credits

First Additional Language 2: English, 5 Credits

Choose one of the following electives:

Mathematics 2, 10 Credits.

Mathematics Education 2, 10 Credits.

Choose one of the following electives:

Methodology of First Language 2: Afrikaans 2, 5 Credits.

Methodology of First Language 2: English 2, 5 Credits.

Methodology of First Language 2: isiXhosa 2, 5 Credits.

Choose one of the following electives:

Methodology of Mathematics 2, 5 Credits.

Methodology of Mathematics Education 2, 5 Credits.

Choose one of the following electives:

Life Skills 2: Creative Arts 2, 10 Credits.

Life Skills 2: Physic. Educ. and Pers. and Soc. Well 2, 10 Credits.

Choose one of the following electives:

Meth. of Life Skills 2: Creative Arts 2, 5 Credits.

Meth. of Life Skills 2: Phys. Ed./Pers. and Soc. Well. 2, 5 Credits.

Choose one of the following electives:

First Language 3: Afrikaans 3, 10 Credits.

First Language 3: English 3, 10 Credits.

First Language 3: isiXhosa 3, 10 Credits.

Choose one of the following electives:

First Additional Language 3: Afrikaans 3, 10 Credits.

First Additional Language 3: English 3, 10 Credits.

Choose one of the following electives:

Methodology of First Language 3: Afrikaans 3, 5 Credits.

Methodology of First Language 3: English 3, 5 Credits.

Methodology of First Language 3: isiXhosa 3, 5 Credits.

Choose two of the following electives:

Art 3, 10 Credits.

Drama 3, 10 Credits.

Geography 3, 10 Credits.

History 3, 10 Credits.

Life Science 3, 10 Credits.

Mathematics 3, 10 Credits.

Music 3, 10 Credits.

Physical Education and Pers. and Soc. Well-being 3, 10 Credits.

Physical Science and Technology 3, 10 Credits, 10 Credits.

Choose two of the following electives:

Methodology of Art 3, 5 Credits.

Methodology of Drama 3, 5 Credits.

Methodology of Geography 3, 5 Credits.

Methodology of History 3, 5 Credits.

Methodology of Life Science 3, 5 Credits.

Methodology of Music 3, 5 Credits.

Methodology of Mathematics 3, 5 Credits.

Meth of Physical Educ and Pers. and Soc Well. 3, 5 Credits.

Methodology of Physical Science and Technology 3, 5 Credits.

Compulsory Modules, Level 7, 125 Credits:

Education 3, 25 Credits.

Professional Studies 3, 15 Credits.

Teaching Practice 3, 15 Credits.

Education 4, 30 Credits.

Professional Studies 4, 20 Credits.

Teaching Practice 4, 15 Credits.

Methodology of First Add. Language 4: English 4, 5 Credits.

Elective Modules, Level 7, 40 Credits:

Choose one of the following electives:

First Language 4: Afrikaans 4, 10 Credits.

First Language 4: English 4, 10 Credits.

First Language 4: isiXhosa 4, 10 Credits.

Choose one of the following electives:

First Additional Language 4: Afrikaans 4, 10 Credits.

First Additional Language 4: English 4, 10 Credits.

Choose one of the following electives:

Methodology of First Language 4: Afrikaans 4, 5 Credits.

Methodology of First Language 4: English 4, 5 Credits.

Methodology of First Language 4: isiXhosa 4, 5 Credits.

Choose one of the following electives:

Art 4, 10 Credits.

Drama 4, 10 Credits.

Geography 4, 10 Credits.

History 4, 10 Credits.

Life Science 4, 10 Credits.

Mathematics 4, 10 Credits.

Music 4, 10 Credits.

Physical Education and Pers. and Soc. Well-being 4, 10 Credits.

Physical Science and Technology 4, 10 Credits.

Choose one of the following electives:
Methodology of Art 4, 5 Credits.

Methodology of Drama 4, 5 Credits.

Methodology of Geography 4, 5 Credits.

Methodology of History 4, 5 Credits.

Methodology of Life Science 4, 5 Credits.

Methodology of Music 4, 5 Credits.

Methodology of Mathematics 4, 5 Credits.

Meth of Physical Educ. and Pers. and Soc. Well. 4, 5 Credits.

Methodology of Physical Science and Technology 4, 5 Credits.

EXIT LEVEL OUTCOMES

1. Combine the development of subject knowledge and pedagogical content knowledge that enables the teacher to identify, analyse, evaluate and critically reflect on the appropriate range of methods which will introduce change within the field of teaching the specific subject.
2. Develop the knowledge of educators and their development in diverse social contexts to organise teaching, learning and assessment effectively in unfamiliar and variable South African contexts (schools).
3. Demonstrate a capacity for intelligent and adaptive action towards their own classroom practices which will enhance the teaching and assessment of the curriculum in schools.
4. Critically reflect on own and others` thinking processes (meta-cognition), including the ability to analyse teaching practice, conceptions of teaching, working with knowledge, pedagogical content knowledge, the influence of language and professional judgment.
5. Demonstrate a clear vision of professional practice, the development of a professional disposition, the development of a strong commitment to the ideals and practices of teaching as a profession and the ability to critically reflect on teaching as a profession, its issues and value systems.
6. Demonstrate an ability to understand and anticipate continuing professional development, lifelong learning and the development of citizenship in them and in the lives of their learners.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate the ability to overcome barriers to effective listening.

Use a variety of techniques for effective listening.

Demonstrate the ability to teach listening skills effectively.

Demonstrate the ability to overcome barriers to effective reading.

Teach reading skills effectively.

Use a particular style of expression.

Write lucidly, use writing, excellent grammar and a consistent stylistic approach.

Teach writing skills effectively.

Demonstrate the capacity for intelligent and adaptive action, to learn from experience and others.

Demonstrate sound and well-grounded knowledge, skills, values, principles, methods, and procedures relevant to professional or occupational practice.

Define the specific subject matter.

Demonstrate the ability to effect the central processes involved in knowing the subject matter.

Understand what the learner understands about the subject matter at different developmental stages.

Create information-rich classrooms and social networks where learners can learn from each other.

Demonstrate the ability to instil in learners the appropriate skills to enable them to concentrate, perceive and/or process (interpret by linking to experience), memory (receptive, sequential, rote, short-term and long-term memory) and logical thinking (thinking in steps).

Associated Assessment Criteria for Exit Level Outcome 2:

Create a learning environment in which critical and creative thinking is encouraged.

Critically evaluate different programmes in real contexts and/or through case studies, both in terms of their educational validity as well as their socio-political significance.

Critically examine a variety of management options, making choices based on existing and potential conditions, and defending these choices.

Identify and critically evaluate what counts as undisputed knowledge, necessary skills and important values.

Associated Assessment Criteria for Exit Level Outcome 3:

Create a learning environment in which critical and creative thinking is encouraged.

Make educational judgements on educational issues arising from real practice or from authentic case study exercises.

Use a variety of and appropriate intervention strategies to cope with learning and other difficulties.

Associated Assessment Criteria for Exit Level Outcome 4:

Reflect individually and collectively on own visions of the desirable and the possible.

Reflect individually and collectively on their willingness and motivation to change and personal development in order to become successful teachers.

Demonstrate the capacity for intelligent and adaptive teaching, thereby addressing barriers to learning.

Identify, foster, measure, revise and sustain effective practices while simultaneously understanding that such skills will develop over time.

Reflect on their own and others` experiences in terms of cognitive and dispositional development.

Understand how educators learn to monitor and regulate their own thinking.

Associated Assessment Criteria for Exit Level Outcome 5:

Demonstrate a clearly articulated vision of where teacher development is directed, as well as maintaining a standard against his/her and others` thoughts and subsequent actions, which are to be evaluated.

Articulate an own vision of a particular kind of learning and understanding.

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

Reflect on their own and others` experiences in terms of cognitive and dispositional development.

Demonstrate the ability to know how to teach learners to think about what they understand, what they need to learn and what strategies they can use to acquire the information they need.

Act in accordance with the ideals and values of their profession and to behave in a way that enhances the dignity and status of the teaching profession.

Demonstrate the ability to do professional duties with a very high level of commitment and integrity.

Associated Assessment Criteria for Exit Level Outcome 6:

Use different strategies and take part in a variety of activities which will enable evaluating, reviewing, self-criticising and learning from experience.

Demonstrate the embodiment of a solid sense of the purpose of teaching, displaying motivation, willingness, commitment and an appropriate disposition to make intelligent, informed and effective changes.

Communicate effectively, showing recognition of and respect for the differences of others.

Demonstrate a willingness and motivation to accept change, enacting and initiating renewal for change, while simultaneously and continuously evaluating and be reflective in order to learn from these experiences.

Integrated Assessment:
In this qualification, the Associated Assessment Criteria will be aligned with the types of learning integrated in all modules, the competences of the beginner teacher and the roles of the teacher. This connection is very evident in the planning of the modules on a meso level. The qualification is designed to allow for academic and school experience Work Integrated Learning (WIL) and assessment will take place in both these areas.

The qualification complies with the institutional and the faculty's assessment policy and the institutional and faculty policy and procedures on internal and external moderation.

The qualification is based on the institutional system of continuous assessment which is combined with formative assessments, summative assessments and final summative assessments at the end of the year. The appropriate types of knowledge required to work reflectively and effectively in the field of education form the basis of assessments.

A variety of assessment techniques are used and will therefore provide opportunity for educators with varying learning styles to succeed. Assessment techniques include tests, online-tests, online-assignments, portfolios, digital storytelling, reflective journals, research assignments, methodology assignments, presentations, individual and group work assignments, reports, work based and/or integrated assessments, research assignments and action research.

The wide variety of modules offered requires subject specific and focused assessments, reflecting the rational, procedures and conventions of the relevant subjects. Assessments will also reflect the unique needs of the subject and that will, at the same time, guide the number as well as the weightings of the assessments. The emphasis of the assessments in the subject methodologies also link very strongly with authentic assessments and therefore providing opportunities to form links with the field of education.

Course guides will reflect the formal timetable for formal assessments throughout the year, while the subject guides will provide learners with the finer detail and weightings. Lecturers will not be allowed to deviate from the official dates and if learners have problems with the timetable, they can approach the head of department with legitimate requests.

Absence during assessments is handled according to the institutional and faculty policy on assessment which is published in the institutional booklet to all learners as well as in the course guide.

All assessments are conducted in terms of institutional policies to ensure security and proper risk management.

The assessment of WIL or Teaching Practice will be done in schools and lecturers and moderators will work in conjunction with teachers in schools to reach final marks.

INTERNATIONAL COMPARABILITY

This qualification compare favourably with similar qualifications internationally. The qualification was compared with similar qualifications offered at the Stranmillis University College in Belfast, Northern Ireland, the University of Otago (New Zealand), Sydney University (Australia) and the Katholieke Hogeschole Limburg (Belgium).

All the qualifications includes modules on Education as the theoretical basis of the qualification, modules on the professional development of beginner teachers, modules on teaching practice, modules on subject specialisation and the relevant modules on the methodologies of these specialisations. The BEd (IP Teaching) goes further and also includes compulsory modules on the development of Mathematics and Languages as specialisations.

This qualification, similar to those mentioned above, contains similar course material and a strong emphasis on the development of basic research skills, similar outcomes, assessment criteria, Degree of academic depth and notional time.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation:

Advanced Diploma in Education, NQF Level 7.

Vertical Articulation:

Bachelor of Education Honours, NQF Level 8.

Postgraduate Diploma in Education, NQF Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.

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PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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