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:

Bachelor of Education in Intermediate Phase Teaching

SAQA QUAL ID	QUALIFICATION TITLE
112486	Bachelor of Education in Intermediate Phase Teaching
ORIGINATOR
SANTS
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			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	2019-10-14	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 qualification aims to develop resourceful, adaptable, flexible, knowledgeable, proactive, reflexive teachers specifically for Intermediate Phase teaching and learning, particularly for South African contexts and realities. To this end, pre-service teachers will become competent in educational theory, the context of education, schools, and classrooms, the requisite disciplinary knowledge, and pedagogical content knowledge essential for Intermediate Phase teaching and learning. They will develop a thorough understanding of the holistic development of the child from birth, as well as the educational and ecological contexts and issues that shape children's learning and experience of school. The qualifications will equip preservice teachers with an understanding of the legislative, professional demands, challenges, and opportunities.

They emphasise their professional roles and position as agents of change.

The design of the qualification and curriculum constitutes best practices in teacher education, empirical work on the kinds of knowledges pre-service teachers require (e.g., Shulman, 1987). The design and organising principles also ensure coherence, balance (in types of knowledge), logic, and progression within cognate modules and across the qualification.

Rationale:
The rationale for the design and implementation of this qualification is two-fold. First, it responds to the skills needed in the country, which, apart from the above, is also articulated in the 2015 research report by the Centre for Development and Enterprise (CDE). This research report identified the need for approximately 30 000 new teachers between 2013 and 2030. This report posits that in the Intermediate Phase, 13% more teachers' growth in teacher number as needed and it's adequately met by public institutions.

Secondly, and given the institution's mission to reach and attract learners from diverse, primarily but not exclusively rural and socially disadvantaged contexts. Framing of the qualification is around conceptions of access and equity. Such conceptions subscribe to the South African constitution ideals that view access to education "as a basic human right" (as cited in du Plooy & Zilindile, 2014:189). Also draws on Wally Morrow's (2007) work on access and by implication, equity to situate its rationale. Morrow (2007) distinguishes between "formal" and "epistemological" access with the former defined as physical access to an institution(s) of learning. In other words, this type of access is dependent on the institution's admission rules as well as students' finances (Morrow, 2007).

The second type of access that Morrow (2007) refers to is epistemological access to education, which he defines as access to the types of learning and knowledge sources that institutions such as universities and tertiary institutions offer.

The National Plan for Higher Education (February 2001) acknowledges the efficacy of creating equitable access opportunities through a distance modality. It indicates the growing responsiveness of institutions to changes in learning and teaching technology but also to the needs of learners who are in employment who need to work to meet study costs" (Morrow, 2009:152).

Morrow cites this document to highlight four key factors instrumental in the efficacy and rapid expansion of Distance Education in South Africa:
1) New modes of delivery through changes in ICT;
2) The need for greater cost efficiency;
3) Increased competition from private higher education providers; and
4) The role of distance education and resource-based learning in the context of resource restraints in expanding access, diversifying learners and enhancing quality (Morrow, 2009:151).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institutions allows admission to this qualification through RPL. Learners may apply for admission through RPL. The Academic Head of the institution for this qualification will design appropriate assessment instruments with the support of the Assessment Committee. The learner must complete the assessment instruments to form a portfolio of evidence (PoE) to prove their competence at the appropriate level in their respective subjects. Where applicant learner has prior experience in teaching in the Intermediate Phase, knowledge, and skills gained in this regard will be given due consideration through appropriate assessment and forming part of the overall PoE for RPL purposes. The Assessment Committee will make a recommendation to the Academic Board regarding each learner. Learners who are unsatisfied with the Board's decision will have the right to appeal through the appropriate appeals procedure.

Entry Requirements:
The minimum entry requirement for this qualification is:

National Senior Certificate, NQF Level 4, granting access to Bachelor studies.

Senior Certificate, NQF Level 4, with exemption.

National Certificate Vocational, NQF Level 4, granting access to Bachelor studies.

National Professional Diploma in Education, NQF Level 6 (with Intermediate Phase specialisation with an overall percentage);

Senior Certificate, NQF Level 4, with conditional admission through mature age exemption.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises of compulsory modules at NQF Level 5, 6, and 7 totalling 497 Credits.

Compulsory Modules, Level 5, 126 Credits:

Academic Literacy, 8 Credits.

Critical Literacies for Teachers, 10 Credits.

Fundamental Mathematics 1, 8 Credits.

Fundamental Mathematics 2, 10 Credits.

Computer Literacy, 8 Credits.

Digital Pedagogies for Teachers, 10 Credits.

Education Studies 1: Theories of Child Development, 12 Credits.

Education Studies 2: Theories of Learning and Teaching, 12 Credits.

Professional Studies 1: Intermediate Phase Classroom Practice, 12 Credits.

Introduction to Language and Literacy Teaching in the Intermediate Phase, 12 Credits.

Home Language Teaching in the Intermediate Phase 1, 12 Credits.

English First Additional Language Teaching in the Intermediate Phase 1, 12 Credits.

Compulsory Modules, Level 6, 243 Credits:

Education Studies 3: Curriculum, Pedagogy, and Assessment, 12 Credits.

Education Studies 4: History of Education and Education Policies, 12 Credits.

Professional Studies 2: School and Classroom Management, 12 Credits.

Professional Studies 3: Social Justice and Current Issues in Education, 12 Credits.

Mathematics Teaching in the Intermediate Phase 1, 12 Credits.

Introduction to Natural Sciences and Technology Teaching in the Intermediate Phase, 12 Credits.

Home Language Teaching in the Intermediate Phase 2, 15 Credits.

Home Language Teaching in the Intermediate Phase 3, 15 Credits.

Home Language Teaching in the Intermediate Phase 4, 15 Credits.

English First Additional Language Teaching in the Intermediate Phase 3, 15 Credits.

Mathematics Teaching in the Intermediate Phase 2, 15 Credits.

Mathematics Teaching in the Intermediate Phase 3, 15 Credits.

Natural Sciences and Technology Teaching in the Intermediate Phase 1, 15 Credits.

Economic and Management Sciences, 12 Credits.

Work Integrated Learning Year 1, 16 Credits.

Work Integrated Learning Year 2, 18 Credits.

Work Integrated Learning Year 3, 20 Credits.

Compulsory Modules, Level 7, 128 Credits:

Education Studies 5: Sociology of Education, 14 Credits.

Professional Studies 4: Teacher identity and the profession, 14 Credits.

English First Additional Language Teaching in the Intermediate Phase 2, 15 Credits.

Mathematics Teaching in the Intermediate Phase 4, 15 Credits.

Natural Sciences and Technology Teaching in the Intermediate Phase 2, 15 Credits.

Natural Sciences and Technology Teaching in the Intermediate Phase 3, 15 Credits.

Research in Education, 16 Credits.

Work Integrated Learning Year 4, 24 Credits.

EXIT LEVEL OUTCOMES

1. Read, write, and speak the language/in ways that facilitate one's academic learning.
2. Interpret and use numerical and elementary statistical knowledge to facilitate one's academic learning and to manage teaching, learning, and assessment.
3. Use Computer Information and Communications Technology (ICT) in daily life and teaching.
4. Demonstrate an understanding of the theoretical and pedagogical fields of study that influence education and teaching and learning decisions and practices.
5. Function responsibly within an education system, located institution, and the community.
6. Demonstrate respect for and commitment to the educator profession.
7. Read, write, and speak the language/s of instruction in ways that facilitate teaching in the classroom.
8. Demonstrate an understanding of:

The principles underpinning the disciplines for the various learning areas;

Pedagogical content knowledge of the learning areas/subjects;

Planning and designing learning opportunities;

Resourcing teaching and learning; reflecting on teaching.
9. Select, use, and adjust teaching and learning strategies in ways that meet the needs of both learners and context.
10. Demonstrate competence in managing and administering learning environments and supporting learners in ways to promote social justice ideals.
11. Demonstrate competence in monitoring and assessing learner progress and achievement.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

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

Read and interpret with understanding written and graphic materials.

Use the information and communications technology to further their learning and facilitate the learning of others.

Convey the content in written, graphic, and other forms that are appropriate to the developmental level/s and language ability of the learners in their care.

We are fostering interactive communication with learners through the use of non-judgmental language, supportive replies, and constructive feedback.

Use the primary language of instruction, English to explain, describe, discuss, and relate critical concepts.

Use and additional language to explain, describe, and discuss such critical concepts in a conversational style.

Associated Assessment Criteria for Exit Level Outcome 2:

Interpret numerical information in the learning areas/subject in their area of specialisation.

Apply their understanding of numerical and statistical information to their learning and everyday life.

Apply their understanding of numeracy and elementary statistics to manage classroom resources and monitor learner attendance.

Apply their 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 Microsoft Word in one's learning, teaching, assessment, and management/administration.

Develop and use power-point presentations effectively.

Use necessary information and communication technology to further their learning and facilitate the learning of others.

Associated Assessment Criteria for Exit Level Outcome 4:

Demonstrate an understanding of the fields of knowledge which underpin their subject/learning area/s of specialisation.

Use the characteristic language, terminology, and concepts of their subject/s of learning area/s appropriately, and with confidence.

Critically discuss the content of curricular knowledge in their area/s of specialisation, and apply appropriate values and conceptual frameworks to problem-solving in the relevant fields of knowledge.

Interpret curricular knowledge in practice, in their area/s of specialisation, in terms of a broader understanding of the relevant fields of knowledge.

Evaluate the selected learning material (including textbooks), in terms of level and sequence.

Show it should be assessed, in there are of specialisation (phase and subjects/learning areas).

Associated Assessment Criteria for Exit Level Outcome 5:

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

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, procedures, and systems that impact institutions and classrooms, as well as on the national education and training landscape.

Apply school policies and developmental plans to their teaching.

Associated Assessment Criteria for Exit Level Outcome 6:

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.

Evaluate their professional progress effectively.

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

Associated Assessment Criteria for Exit Level Outcome 7:

Demonstrate an understanding of the fields of knowledge which underpin their subject/learning area/s of specialisation.

Use the characteristic language, terminology, and concepts of their subject/s of learning area/s appropriately, and with confidence;

Interpret curricular knowledge in practice, in their area/s of specialisation, in terms of a broader understanding of the relevant fields of knowledge.

Evaluate what learning material (including textbooks) should be selected, at what level, in what sequence, and how it should be assessed, in there are of specialisation (phase and subjects/learning areas).

Exit Level Outcome 8: Demonstrate an understanding of:

The principles underpinning the disciplines for the various learning areas.

Pedagogical content knowledge of the learning areas/subjects.

Planning and designing learning opportunities.

Resourcing teaching and learning; reflecting on teaching.

Associated Assessment Criteria for Exit Level Outcome 8:

Select and design materials and resources appropriate to learning taking cognisance of issues such as teaching approach.

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.

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

Evaluate and improve learning qualifications, lessons, and materials based on experience, classroom research.

Associated Assessment Criteria for Exit Level Outcome 9:

Select and use teaching and learning strategies appropriate to the subject/learning areas, phase and topic and based on careful assessment, appropriate to the learners in their classes.

Accommodate diversity in the planning, adjustment, and use of teaching and learning strategies.

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

Assess the teaching and learning strategies used in a particular context in light of the extent to which the achievement of the objectives of the learning experience.

Explain, based on classroom research, the success or otherwise of teaching and learning and or curriculum issues.

Associated Assessment Criteria for Exit Level Outcome 10:

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

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

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 situations within classrooms ethically and sensitively.

Associated Assessment Criteria for Exit Level Outcome 11:

Select, adapt and 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 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 their 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 the progress of individual learners systematically.

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 the choice and design of assessment strategies, methods, and procedures.

Integrated Assessment:
Specific assignments will integrate formative assessment across modules. For example, the fundamental modules such as Computer Literacy and Academic Literacy). Integrated assessment of applied competence refers to:
a) Assessing several outcomes and modules together;
b) Using a combination of assessment methods and instruments for an outcome/outcomes;
c) Collecting naturally occurring evidence (such as in a workplace setting); and
d) Acquiring evidence from other sources such as supervisors' reports, testimonials, portfolios of work previously done, logbooks, journals, amongst others.

INTERNATIONAL COMPARABILITY

The comparison of the Bachelor of Education in Foundation Phase Teaching to the following international qualifications:

In Australia, the following institutions offer a Bachelor of Education (Early Childhood and Primary) or Bachelor of Education (Early Childhood/Primary): (AQF Level 7, 4 Years):

Australian Catholic University.

Charles Darwin University.

Open Universities Australia.

Swinbourne University of Technology.

University of Newcastle.

Avondale College of Education.

The similarities of the Australian qualification to the Bachelor of Education in Foundation Phase Teaching is as follows:

The Bachelor of Education in Foundation Phase Teaching and the Australian qualification overlap regarding Foundation Phase Teaching, Educational Theory and Professional Studies, Work Integrated Learning, Teaching approaches, Mathematics, Language and Literacy.

Both Qualifications are Bachelor Degrees of four years and at a Level of 7 on the NQF or AQF Level 7.

However, the differences are:

The focus of the Bachelor of Education in Intermediate Phase Teaching is ages 9 to 12 or 13 (grades 4 to 6 plus 7) in the diversity of South African schools. While the Australian qualification covers ages 0 to 12, thus includes Early Childhood, Foundation Phase and Intermediate Phase.

The Bachelor of Education in Intermediate Phase Teaching does not qualify the graduate to teach the Foundation Phase. The reason is it offers preparation for the subjects' specific for the Intermediate Phase with specialisation in Mathematics and Natural Sciences and Technology. Also, the focus is on the Intermediate Phase years of schooling in South Africa, grades 4 to 7.

In New Zealand, the following institutions offer Bachelor of Education (Teaching) or Bachelor of Education (Teaching) Primary Level or Bachelor of Teaching (Primary) or Bachelor of Teaching and Learning (Primary), Level 7.

University of Otago.

University of Auckland.

Bethlehem Tertiary Institute

Eastern Institute of Technology.

Laidlaw College Incorporated.

University of Canterbury.

The similarities of the New Zealand qualification to the Bachelor of Education in Foundation Phase Teaching is as follows:

The BEd (Foundation Phase Teaching) and the New Zealand qualification overlap regarding Foundation Phase Teaching, Educational Theory and Professional Studies, Work Integrated Learning, Teaching approaches, Mathematics, Language and Literacy.

Both Qualifications are Bachelor's qualifications of four years and at Level of 7 on the respective qualifications framework.

However, the differences are:

The focus of the Bachelor of Education in Intermediate Phase Teaching is ages 9 to 12 or 13 (grades 4 to 6 plus 7) in the diversity of South African schools. While the New Zealand qualification covers all Primary school grades including Grade R, Foundation Phase and Intermediate Phase.

The Bachelor of Education in Intermediate Phase Teaching does not qualify the graduate to teach the Foundation Phase. The reason is it offers preparation for the subjects' specific for the Intermediate Phase with specialisation in Mathematics and Natural Sciences and Technology. Also, the focus is on the Intermediate Phase years of schooling in South Africa, grades 4 to 7.

In Canada, the following institutions offer Bachelor of Education (Elementary):

University of Alberta;

Mount Royal University;

University of British Columbia.

The similarities of the Canadian qualification to the Bachelor of Education in Foundation Phase Teaching is as follows:

The BEd (Intermediate Phase Teaching) and the Canada qualification overlap regarding Intermediate Phase Teaching, Educational Theory and Professional Studies, Work Integrated Learning, Teaching approaches, Mathematics, Language and Literacy.

Both Qualifications are Bachelor's qualifications of four years and at Level of 7 on the respective qualifications framework.

Conclusion:
From the comparative analysis it is evident that this qualification compares favourably in terms of the curriculum with the international for the primary school years. However, the design of this qualification is for the needs of the South African Intermediate Phase, while the international qualifications are more generalist in nature.

ARTICULATION OPTIONS

This qualification allows for both horizontal and vertical articulation.

Horizontal Articulation:

Cognate Advanced Diploma in Education, NQF Level 7.

Vertical Articulation:

Bachelor of Education Honours, NQF 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.

NONE