SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Diploma in Grade R Teaching

SAQA QUAL ID	QUALIFICATION TITLE
112487	Diploma in Grade R Teaching
ORIGINATOR
SANTS
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			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	2019-10-14	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 replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
90660	Diploma in Grade R Teaching	Not Applicable	NQF Level 06	360	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The qualification aims to develop resourceful, flexible, knowledgeable, and reflexive for Grade R teachers.

To this end, pre-service teachers will become competent in educational theory, the requisite disciplinary knowledge, and pedagogical content knowledge essential for Grade R teaching and learning. They will develop a thorough understanding of the holistic development of the child from birth as well as an understanding of the ecological contexts and issues that shape children's learning and experience of school.

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

Rationale:
Quality early childhood education is necessary because ofits preparation for the more formal context of schooling (Biersteker, Ngaruiya, Sebatane, & Gudyanga, 2008).

Also, more importantly, provides the foundation for successful living and citizenship and is the context for the development of skills competencies, and dispositions for life (Gordon and Browne, 2008). More so, several research studies on early childhood education have made positive correlations between investment in this phase of education, socioeconomic status (SES), and cognitive development and academic achievement (e.g., Bloom, 1964; Davie, Butler, & Goldstein, 1972 as cited in Melhuish, Phan, Sylva, Sammons, Siraj-Blatchford & Taggart, 2008:1; Dickinson & Porche, 2011; and Gordon & Bowne, 2014). While the strength of such relationships is dependent on cultural factors and, therefore, may vary widely (OECD, 2004 as cited in Melhuish, et al., 2008:1); the benefits are none the less well documented. The literature shows that children from impoverished socioeconomic circumstances have displayed particular impediments in, for example, emergent literacy. These children showed significant improvement when enrolled in excellent pre-school programmes (Barnett, 1996).

The research shows that children who attended pre-school (in the case of South Africa, Grade R) demonstrated improved reading and mathematical achievements in later years in elementary schooling (Foundation Phase). The long-term academic effects are pervasive even into adulthood (Barnett, 1996; Consortium of Longitudinal Studies, 1983).

The dividends on the investment in Early Childhood Education encompass academic success and also assist significantly in reducing social and economic disparities.

In the case of South Africa, continue to write themselves on the social-economic and social landscape.

This background on the efficacy of investment in Early Childhood and the long-term benefits frames the rationale for the program and positions this qualification within the national education landscape. This program addresses three national imperatives. First, the qualification responds to the skills scarcity and development thereof as a national priority 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. It posits that the teacher shortage is particularly acute in the Foundation Phase that is from Grades R-3. This shortage is also specific to teachers able to use an indigenous African language as the language of teaching and learning.

Secondly, and related to the above, the upskilling of the current underqualified practitioners in the field are a national priority by the Department of Basic Education (DBE). In its Annual Report (2014/5), this department states that one of its primary goals is to ensure that Grade R is compulsory by 2019 (DBE, 2014). Output 3 of this report not only registers continued commitment to expanding access to Early Childhood Education by the DBE but also to the improvement in the quality of provision. This through providing career pathways for practitioners. During the said reporting period, 3 860 enrolled practitioners for various qualification options. Of these, enrolled 1 845 for the Advanced Diploma and 2 015 for the Bachelor in Education (BEd) program.

Furthermore, the DBE targeted to enrol 5000 practitioners in either BEd or this qualification upgrades, with the percentage currently at 77%. This qualification, thus responds to both the need for upskilling as well as initial teacher education imperatives. Thus, this diploma is designed to qualify pre-service teachers as well as upskill under-qualified and unqualified in-service "practitioners" towards becoming certified Grade R teachers (Revised Policy on the Minimum Requirements for Teacher Education Qualifications, 2015).

At the same time, it increases the possibility of learners remaining in their respective communities once qualified, thus contributing to the skills, equity, and quality education imperatives of the country. With the envisaged learner cohort drawn from predominantly demographically marginalised communities in South Africa, the institution is addressing the skills, access, equity, and education quality concerns and needs of the country through, particularly, the qualification. The qualification targets African language speakers who can teach in the language of learning and teaching in this grade. The distance modality addresses the need to provide affordable higher education to those who would otherwise not have systematic physical access.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution allows admission to learners through RPL in this qualification. The Academic Head of the qualification will design appropriate assessment instruments with the support of the Assessment Committee.

The institution will consider a learner with prior experience in teaching in Grade R, knowledge and skills, 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:

National Senior Certificate, NQF Level 4 (meets the minimum requirements for admission to Diploma).

Senior Certificate, NQF Level 4 (A pass in the senior certificate).

National Certificate Vocational, NQF Level 4 (meeting the following requirements-three fundamental subjects, including the language of learning and teaching of the institution English and four vocational subjects, chosen from the NC(V) Level 4 subjects).

An Early Childhood Development Certificate, NQF Level 4, or 5.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The qualification consists of compulsory modules at Levels 5 and 6 totalling 364 Credits.

Compulsory Modules, Level 5, 156 Credits:

Academic Literacy, 14 Credits.

Fundamental Mathematics, 14 Credits.

Computer Literacy, 16 Credits.

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

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

Professional Studies 1: The Teacher and the Child-Friendly Environment, 12 Credits.

Introduction to Language and Literacy Learning in Grade R, 12 Credits.

English First Additional Language, 12 Credits.

Introduction to Mathematics Learning in Grade R, 12 Credits.

Introduction to Life Skills in Grade R, 12 Credits.

Workplace Integrated Learning Year 1, 16 Credits.

Compulsory Modules, Level 6, 208 Credits:

Education Studies 3: Curriculum, Assessment and Practice, 14 Credits.

Education Studies 4: Education, Policy and Practice, 14 Credits.

Professional Studies 2: Grade R Curriculum in Practice, 14 Credits.

Professional Studies 3: Early Years Teacher Identity and the Profession, 14 Credits.

Professional Studies 4: Critical Issues in Education, 14 Credits.

Home Language and Literacy Learning in Grade R (1), 16 Credits.

Home Language and Literacy Learning in Grade R (2), 16 Credits.

Mathematics Learning in Grade R (1), 16 Credits.

Mathematics Learning in Grade R (2), 16 Credits.

Life Skills in Grade R (1), 16 Credits.

Life Skills in Grade R (2), 16 Credits.

Workplace Integrated Learning Year 2, 20 Credits.

Workplace Integrated Learning Year 3, 22 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate competence in speaking, and reading and writing in the language/s of instruction in ways that facilitate their academic development and learning.
2. Interpret and use numerical, computational data, and elementary statistics to facilitate their academic learning.
3. Use ICT for study purposes and as a life skill in the 21st century.
4. Interpret the national curriculum and unpack its specialised content for Grade R.
5. Identify and accommodate diversity in the Grade R classroom, identification of learning, and social problems.
6. Conduct oneself responsibly, professionally, and ethically in the classroom, located school, and the broader community.
7. Demonstrate a positive work ethic in a manner that benefits, enhances, and develops the status of the teaching profession and early childhood education more broadly.
8. Communicate effectively in general and about Grade R specialised knowledge in order to mediate and facilitate learning.
9. Plan, design, and implement learning programs that are developmentally appropriate and culturally responsive for the Grade R context.
10. Observe, assess, and record learner progress regularly. Reflect upon and use assessment results for improving teaching and learning.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Read academic and professional texts critically, integrate, and use the knowledge in one's 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 the primary language of instruction, English, to explain, describe, discuss, and relate critical 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.

Associated Assessment Criteria for Exit Level Outcome 3:

Use computer software programs for one's learning, in teaching, assessment, and management/administration.

Information and communication technology is used to own learning further and to facilitate the learning of others.

Associated Assessment Criteria for Exit Level Outcome 4:

Apply acquired content and pedagogical knowledge and skills in different contexts.

Use the characteristic 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 one's area of specialisation, in terms of a broader understanding of the relevant fields of knowledge.

Associated Assessment Criteria for Exit Level Outcome 5:

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

Learners are disciplined 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.

Manage classrooms effectively across diverse contexts in order to ensure a conducive Grade R learning environment.

Associated Assessment Criteria for Exit Level Outcome 6:

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 that meet the needs of the Grade R learners and their contexts.

Associated Assessment Criteria for Exit Level Outcome 7:

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

Apply school policies and developmental plans to own teaching.

Associated Assessment Criteria for Exit Level Outcome 8:

Use the information and communications technology to own learning further 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.

Demonstrate competence about a sound knowledge base underpinning Grade R teaching.

Compare the reception year and pre-reception year programs as well as those of the Foundation Phase of schooling.

Translate child development theory into classroom practice.

Associated Assessment Criteria for Exit Level Outcome 9:

Select, design, and evaluate resource material (including textbooks), at what level, sequence, and how it should be assessed, in their area of specialisation.

Select, adapt, or design coherent learning programs 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 the selection and design of learning activities in ways that show knowledge and understanding of a range of theories about teaching, learning, child development, and curriculum.

Evaluate and improve learning programs, learning activities, and materials based on experience.

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

Associated Assessment Criteria for Exit Level Outcome 10:

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.

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 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

Internationally, no qualifications are focusing exclusively on the Reception Year. Instead teacher education qualifications focus on preparing teachers to work with larger age cohorts and therefore working with 5-6-year-old learners is incorporated into either (i) Early Childhood Education Programmes (for children from birth to four or five years) and (ii) Elementary or Foundation Phase Programmes (for children aged 5 or 6 years to eight or nine years). There appears to be an overlap in programs for teacher preparation programs for the 5-6-year-old age group. The examined design in Early Childhood Development and Foundation Phase teacher qualifications offered by several institutions based in the United States of America (USA), United Kingdom (UK), Australia, and New Zealand. Components of equivalent specialisation qualifications were enhanced. The main difference relates to a broader focus on birth to eight or nine years, instead of a narrow focus on a specific age group. However, Grade R qualifications are entrenched in these as part of the formal schooling system. For example, in the USA, kindergarten (Grade R) qualifications have been part of the schooling system for more than sixty years. Also, kindergarten teachers are required to have the same minimum qualifications as their counterparts in primary and secondary schools. In other words, kindergarten teachers must also hold Bachelor qualifications with specialisation in Early Childhood Education (ECD).

The Diploma in Grade R Teaching is, addressing a national need. The teaching approaches and methodologies required in Grade R are fundamentally different from those applied in the rest of the Foundation Phase (Grade 1-3). The Diploma in Grade R Teaching addresses child development theory, developmentally appropriate practice, a sound understanding of holistic development, and the universal milestones of development with specific emphasis on the role of the Grade R teacher in facilitating learning through play.

The following international qualifications were compared:
In Australia, the following institutions offer a Diploma of Early Childhood Education and Care or a Bachelor of Education (Early Childhood and Primary):

Open Colleges;

Victoria University Polytechnic of Melbourne;

Swinbourne University of Technology;

Australian Colleges of Skills and Education-ACSE.

The similarities between this qualification and the qualifications offered in Australia are:

Both contain theories of Education, Pedagogy, Language and Cultural Specialisations, and provide a level of articulation to Bachelor studies with some credit exemptions.

The Diploma in Grade R Teaching and the Australian qualification overlap regarding Grade R teaching, Educational Theory, Work Integrated Learning.

However, the differences are:

Focus of the Dip (Grade R Teaching) is Reception Level ages 5 to 8 in the diversity of South African schools, while the Australian Diploma covers ages 0 to 8, with a stronger emphasis on Early Childhood.

The Dip (Grade R Teaching) provides articulation directly to the Second year of the BEd (Foundation Phase Teaching) and Credit Exemptions for the BEd (Intermediate Phase Teaching).

The Australian Diploma provides some credit exemptions but does not exempt full first year of the Bachelor Degree.

Focus of the Dip (Grade R Teaching) is Reception Level ages 5 to 8 in the diversity of South African schools, while the Australian Degree covers ages 0 to 12, thus includes Early Childhood and Intermediate Phase.

The Diploma in Grade R Teaching does not qualify the graduate for teaching the Foundation Phase or Intermediate Phase. However, the focus is on the Reception Year of Schooling in South Africa. Completion does allow credit exemption from the 1st year of the BEd (Foundation Phase Teaching).

In New Zealand the following institutions offer a Bachelor of Education (Teaching) Early Childhood:

Victoria University of Wellington;

Bethlehem Tertiary Institute;
And a Bachelor of Teaching (Early Childhood Education) at:

New Zealand tertiary College;

Waikato Institute of Technology;

Eastern Institute of Technology.

The similarities between this qualification and the qualifications offered in New Zealand are:

The Diploma in Grade R Teaching has significant overlap with this qualification in New Zealand.

The Dip (Grade R Teaching) and the New Zealand qualification strongly overlap regarding Grade R teaching, Educational Theory, and Work Integrated Learning as well as Early Mathematics, Literacy and Language diversity (specific to New Zealand).

However, the differences are:

Focus of the Dip (Grade R Teaching) is Reception Level ages 5 to 8 in the diversity of South African schools. While the New Zealand qualification covers ages 0 to 6, with a stronger emphasis on Early Childhood.

The Diploma in Grade R Teaching does not qualify the graduate for teaching the Foundation Phase or Intermediate Phase. Completion does allow credit exemption from the 1st year of the BEd (Foundation Phase Teaching).

Focus of the Dip (Grade R Teaching) is Reception Level ages 5 to 8 in the diversity of South African school. While the New Zealand qualification covers ages 0 to 6, with a stronger emphasis on Early Childhood.

In the United Kingdom, the following institutions offer a Bachelor of Arts (Honours) in Primary Education:

University of West Scotland;

Northumbria University;

Durham University].

The similarities between this qualification and the qualifications offered in the United Kingdom are:

The Dip (Grade R Teaching) and the UK qualification overlap regarding Grade R Teaching approaches, Educational Theory, Work Integrated Learning, Mathematics, Language and Literacy. The overlap is however only partial at the lower NQF levels (levels 5 and 6 in the NQF).

However, the differences are:

The South African Diploma in Grade R Teaching would not be acceptable in the United Kingdom.

The focus of the Dip (Grade R Teaching) is Reception Level ages 5 to 8 in the diversity of South African schools. While the UK Bachelor (Hons) qualification contains both pre-school (Early Childhood) and Intermediate Phase Teaching for ages 3-11.

Conclusion:
The purpose the Diploma in Grade R Teaching compares favourably with international qualifications. Most international qualifications address the Reception Grade (Grade R) within the knowledge/training offered to teachers in the field of Early Childhood Development. Also, since Grade R is the beginning component of the Foundation Phase (Grades R to 3) the Diploma overlaps with the Bachelor of Education in Foundation Phase Teaching. This overlap allows progression to the Degree (with some credit transfer for the 1st year of the degree). Where the South African situation differs substantially is that the SA language and socio-economic situation requires a teacher training qualification that is responsive to diverse contexts. The Diploma in Grade R Teaching addresses:

Child development theory,

Developmentally appropriate practice,

A sound understanding of holistic development and the universal milestones of development (as do the international qualifications),

Locates these within the specific South African language and diversity contexts focussed at the Grade R level.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Diploma: Early Childhood Development Montessori Teaching, NQF Level 6.

Vertical Articulation:

Bachelor of Education in Foundation Phase Teaching, Level 7.

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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