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 Foundation Phase Teaching

SAQA QUAL ID	QUALIFICATION TITLE
115553	Bachelor of Education in Foundation Phase Teaching
ORIGINATOR
Cedar International Academy NPC
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	2019-12-17	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2034-06-30

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 will equip qualifying learners with the ability to teach the in that phase and empower them to apply theoretical and practical knowledge in any Foundation Phase class in the South African context. Also, the inclusion of one module (MGLE 421) broadens their academic range to assist in grade 4-6 should it be necessary.

Learners will adapt to changing legislation and policies in meaningful and innovative ways and interact effectively with the public domain and with stakeholders. This qualification aims to provide well-trained, caring, reflective and critically thinking teachers for any school in the country, as well as schools in various contexts and schools with specific contextual stressors. Institution this qualification's educators should be enabled to achieve maximum results with minimum resources.

The institution endeavours to promote a learning community through nurturing a learning-centred and knowledge-based teaching-learning environment. Teaching-learning activities are positioned within the curriculum to guide learners to master specific outcomes. The qualification follows an outcomes-orientated approach to guide learners to attain particular sets of results, such as:

Culminating outcome issues, including:

Problem-Based Learning (PBL),

Co-operative learning,

Research skills, communication skills and the application of technology.

Context-specific outcomes, such as context-specific competencies and expertise in each particular learning area at the specifically required levels.

Discrete value outcomes, which equip the institution's learners to serve the community with their attained knowledge and skills.

Rationale:
This qualification addresses the need for quality trained teachers in the South African education sector, equipped to meet the social and educational demands of twenty-first-century teaching practice and expectations. The qualification will produce learners who are:

Subject experts with pedagogical understanding appropriate to their area of teaching interest.

Skilled and knowledgeable to engage effectively with the social demands & expectations of schooling.

Compliant to the requirements of mandated curriculum issues and expectations.

The Institution strives to serve the interests of South African society by addressing educational needs in six key areas:

Teacher shortages in acute areas.

Providing affordable education opportunities.

Support for learners.

Upliftment of rural communities in previously disadvantaged areas.

Community Participatory Action Research (PAR).

Curbing the devastation of HIV/AIDS.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Prior learning will be recognised, and each learner is assessed individually by considering prior learning. The learner must meet requirements for the study of this qualification as stipulated by the Minimum Admission Requirements for entry as determined by the Minister of Higher Education and Training.

Recognition of Prior Learning (RPL) will take place on an individual, learner-by-learner basis and involves the assessment of prior learning by the Academic Committee.

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

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

Senior Certificate, NQF Level 4 with endorsement.
Or

National Certificate (Vocational), NQF Level 4 granting access to Bachelor's studies.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the compulsory and elective modules at Level 5, 6 and 7 totalling.

Compulsory Modules:
Compulsory Modules, Level 5, 64 Credits:

Teaching and Learning Theories, 8 Credits.

Information Communication Technology, 8 Credits.

Language and Literacy Introduction: Foundation Phase (E, A and Z), 10 Credits.

Life Skills: Art in the Foundation Phase, 10 Credits.

Work Integrated Learning, 4 Credits.

Classroom Management and Leadership, 8 Credits.

Curriculum Development, 8 Credits.

Conversational Competence in Afrikaans, 8 Credits.
Or

Conversational Competence in isiZulu, 8 Credits.

Compulsory Modules, NQF Level 6, 147 Credits:

Academic Writing and Information Competency 10 Credits.

English Home Language: Components of Literacy in the Foundation Phase, 10 Credits.
Or

IsiZulu Home Language: Components of Literacy in the Foundation Phase, 10 Credits.
Or
Afrikaans Home Language: Components of Literacy in the Foundation Phase, Credits.

English FAL: Approaches to Additional Language, 8 Credits
Or
IsiZulu FAL: Approaches to Additional Language Teaching and learning in the FP, 8 Credits.
Or
Afrikaans FAL: Approaches to Additional Language Teaching and learning in the FP, 8 Credits:

Mathematics Methodology for the Foundation Phase, 20 Credits.

Work Integrated Learning, 12 Credits.

Life skills for Educators and Students, 8 Credits.
English HL: Speech Sounds and Multicultural Literacy in the FP, 10 Credits.
Or
IsiZulu HL: Speech Sounds and Multicultural Literacy in the FP, 10 Credits.
Or
Afrikaans HL: Speech Sounds and Multicultural Literacy in the FP), 10 Credits:

English FAL: Instructional Framework for Teaching Fiction in Children's Literature in the FP, 8 Credits.
Or
IsiZulu FAL: Instructional Framework for Teaching Fiction in Children's Literature in the FP, 8 Credits.
Or
Afrikaans FAL: Instructional Framework for Teaching Fiction in Children's Literature in the FP, 8 Credits:

Life Skills: Health Education and Nutrition in the Foundation Phase, 10 Credits.

Education: Historical and Political Perspective, 8 Credits.

Religion Studies, 10 Credits.

English HL: Phonics, Vocabulary and Picture Books in the FP, 10 Credits.
Or
IsiZulu HL: Phonics, Vocabulary and Picture Books in the FP, 10 Credits.
Or
Afrikaans HL: Phonics, Vocabulary and Picture Books in the FP, 10 Credits:

Mathematical Competence for FP, 10 Credits.

Life Skills: Social Sciences in the FP, 10 Credits.

LoLT, 3 Credits.

Compulsory Modules, Level 7, 312 Credits:

English FAL: Grammar, Teaching Techniques, Poetry and Songs in the FP, 8 Credits.
Or
IsiZulu FAL: Grammar, Teaching Techniques, Poetry and Songs in the FP.
Or
Afrikaans FAL: Grammar, Teaching Techniques, Poetry and Songs in the FP Assessment) 10 Credits:

Education Law and Learner Discipline, 10 Credits.

Assessment, 10 Credits.

Well-Being, 10 Credits.

English HL: Reading and Fiction in the FP, 10 Credits.
Or
IsiZulu HL: Reading and Fiction in the FP, 10 Credits.
Or
Afrikaans HL: Reading and Fiction in the FP), 10 Credits:

English FAL: Phonemes, Spelling, Writing and Informational Texts in FP, 8 Credits.
Or
IsiZulu FAL: Phonemes, Spelling, Writing and Informational Texts in FP, 8 Credits.
Or
Afrikaans FAL: Phonemes, Spelling, Writing and Informational Texts in FP, 8 Credits:

Mathematical Competence for Foundation Phase, 50 Credits.

Life Skills: Music in the Foundation Phase, 10 Credits.

Work Integrated Learning, 48 Credits.

Education: Psychology, an Introduction, 10 Credits.

Comparative World Views, 10 Credits.

Environmental Studies, 10 Credits.

English HL: Vocabulary, Comprehension and Information Books in the FP, 10 Credits.
Or
IsiZulu HL: Vocabulary, Comprehension and Information Books in the FP, 10 Credits.
Or
Afrikaans HL: Vocabulary, Comprehension and Information Books in the FP, 10 Credits:

English FAL: Reading, Comprehension and Picture Books in the FP, 8 Credits.
Or
IsiZulu FAL: Reading, Comprehension and Picture Books in the FP, 8 Credits.
Or
Afrikaans FAL: Reading, Comprehension and Picture Books in the FP, 8 Credits:

Life Skills: Physical Education in the Foundation Phase, 15 Credits.

Intrinsic Barriers to Learning and Support, 10 Credits.

Education: Health Promotion, 10 Credits.

English HL: Spelling, Writing and Poetry in the FP, 10 Credits.
Or

IsiZulu HL: Spelling, Writing and Poetry in the FP, 10 Credits.
Or
Afrikaans HL: Spelling, Writing and Poetry in the FP), 10 Credits:

Life Skills: Science and Technology in the FP 10 Credits.

Multigrade/Level Teaching, 10 Credits.

Philosophy of Education, 10 Credits.

English HL: Assessment, Comic Books, Television and Films in the FP, 10 Credits.
Or
IsiZulu HL: Assessment, Comic Books, Television and Films in the FP, 10 Credits.
Or
Afrikaans HL: Assessment, Comic Books, Television and Films in the FP, 10 Credits:

Enriching Early Childhood Years, 15 Credits.

Compulsory Modules, Level 8, 20 Credits:

Research in Education, 10 Credits.

Research Project, 10 Credits.

EXIT LEVEL OUTCOMES

1. Explain and apply the knowledge needed to equip learners with required skills, values and experience that is appropriate to their age.
2. Demonstrate and use competence in teaching and learning in the Foundation Phase.
3. Demonstrate effective and innovative leadership practices in the context of their calling as educators of learners in school and the school community.
4. Demonstrate essential research skill and principles and being a lifelong learner.
5. Apply specialised and extensive theoretical and educational subject knowledge and skills to use professionally during the teaching and learning situation in the various subjects.
6. Demonstrate the ability to apply subject knowledge in the classroom.
7. Demonstrate the ability to evaluate performance against a given criteria.
8. Demonstrate the ability to assess different sources of information and select that which is appropriate to enhance teaching and learning.
9. Demonstrate the ability to work in a team.
10. Demonstrate knowledge of the Bible and apply Christian values in life and living.
11. Demonstrate an understanding of Institution International Academy's Vision and Mission.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Critically evaluate the different schools of thought in teaching and learning and select the best principles to apply in the classroom according to the needs of the learners in the Foundation Phase.

Evaluate and apply the fundamental principles and terms, theories and rules of specific and general pedagogy.

Reflect on learning and identify own teaching and learning needs.

Select the appropriate knowledge to teach different subjects in the foundation phase.

Critically evaluate and select appropriate principles for the holistic, ethical and moral development of the learners in the foundation phase.

Interpret, evaluate and apply policy documents concerning pedagogical learning and disciplinary learning applicable to the teaching and knowledge of the foundation phase.

Associated Assessment Criteria for Exit Level Outcome 2:

Explain the difference between teaching and learning.

Apply suitable teaching and learning techniques to teach learners in foundation phases.

Identify the requirements of the various subjects to teach relevant subject matter to the learners.

Equip learners with adequate language skills to teach in a diverse classroom.

Develop suitable teaching and learning material for the various subjects.

Demonstrate lesson planning skills.

Plan and present suitable learning activities in real-life teaching and learning as part of WIL.

Plan for continuous assessment.

Plan and apply effective classroom management strategies.

Plan and apply environmental management in the school and community.

Plan and apply effective disciplinary measures in class and the school as a whole.

Reflect critically on own teaching and learning practices.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrate full acceptance of their actions and decisions as educators responsible for teaching and learning.

Take full responsibility for the management of resources.

Demonstrate efficiency to work as part of a team or group in a self-regulatory manner.

Identify and analyse problems.

Critically evaluate, demonstrate and apply problem-solving skills.

Demonstrate and initiate relevant and active involvement of all stakeholders in school affairs.

Initiate and manage networking opportunities to improve teaching and learning opportunities.

Communicate professionally in the teaching and learning environment.

Associated Assessment Criteria for Exit Level Outcome 4:

Motivate and apply the necessity to keep up to date with new developments regarding teaching and learning.

Critically evaluate methods of enquiry and apply a range of ways to find information.

Critically evaluate information as to the relevance thereof.

Formulate personal goals and reflect on their learning, identifying own needs.

Apply self-assessment skills to improve own teaching and learning skills.

Apply skills to be a lifelong learner.

Associated Assessment Criteria for Exit Level Outcome 5:

Use appropriate language to convey and present information in well-formulated arguments.

Compile a variety of texts.

Use information technology to manage administrative tasks and to further personal learning.

Find and evaluate general and academic texts, integrating this in teaching and learning.

Apply necessary mathematical skills to manage their classroom administration and assessment of learners.

Demonstrate and apply knowledge of relevant policies, educational philosophies, psychology and sociology in the teaching and learning situation.

Associated Assessment Criteria for Exit Level Outcome 6:

Analyse and apply knowledge according to the needs of the South African school environment.

Plan for and accommodate diversity in the South African classroom.

Analyse and plan for the inclusive classroom.

Create a safe environment, conducive for teaching and learning.

Interpret the learning environment and plan effective pedagogical and situational learning practices in context.

Reflect on own teaching and learning regarding teaching and learning in specific learning environments in a diverse classroom.

Associated Assessment Criteria for Exit Level Outcome 7:

Analyse and apply the different ways of assessment.

Analyse and explain the reasons for choosing different ways and methods of assessment.

Create a comprehensive assessment plan according to the needs of the learners, accommodating diversity and different learning styles.

Formulate effective and suitable assessment goals according to the principles of assessment, e.g. Fairness, validity and reliability.

Apply the components of a curriculum in the foundation phase.

Demonstrate the ability to assess the effectiveness of teaching and learning in the school system.

Apply the principles of assessment in personal learning.

Apply the results of the assessment of personal learning to improve personal teaching and learning.

Apply the results of the assessment of the schooling system to improve teaching and to learn in the school.

Associated Assessment Criteria for Exit Level Outcome 8:

Evaluate different sources of information found in printed and electronic media.

Apply relevant and appropriate information in the teaching and learning environment.

Associated Assessment Criteria for Exit Level Outcome 9:

Subscribe to and apply the principles of the institution International Academy in a responsible and uplifting manner.

Promote value-driven teaching and learning practices.

Demonstrate a supportive, ethical and committed attitude.

Justify the importance of teamwork in the teaching and learning environment.

Demonstrate an understanding of the importance of Biblical principles and foundations in the teaching and learning environment.

Recommend ways to ensure a positive working environment.

Demonstrate personal responsibility for other members of staff and each learner by carrying out the roles of the teacher in the teaching and learning environment.

Associated Assessment Criteria for Exit Level Outcome 10:

Behave in a way that promotes Biblical values.

Be a role model for the learners and other staff members.

Select, evaluate and apply knowledge ethically.

Motivate a value-driven teaching model in the school.

Motivate the development of a supportive and empowering teaching and learning environment for learners from diverse backgrounds.

Demonstrate an understanding of the connection between faith and the way of life.

Associated Assessment Criteria for Exit Level Outcome 11:

Create a pleasant and safe Christian based environment wherein all learners can learn, and all lecturers can teach.

Identify and apply Biblical values, e.g. Integrity, respect, honesty, responsible citizenship, academic excellence and Bible-based moral values.

Encourage decision-making on Biblical principles and integrity.

Encourage and support learners to do their best at all times.

Encourage learners to take responsibility for their own life and living responsibly.

Demonstrate teaching excellence by ethical, competent and professional conduct.

Be dedicated to further the mission and vision of the school.

Integrated Assessment:
Apart from the combined assessment that will occur regularly during practical teaching at schools (WIL), integrated assessment can also be part of contact sessions. The assessment may include assessing more than one outcome as well as cross-field assessment where applicable. Content studied in previous modules may also be taken into consideration for integrated assessment.

Learners must do at least one integrated assessment in each of their significant subjects per the year which must include the following:

Assess more than one outcome.

Several assessment criteria.

A combination of assessment methods.

A selection of critical issues suitable for the assignment.

Integrated assessment must allow for learners to interpret information and to communicate solutions, findings or new information. Cooperative learning must be part of the framework. Where possible, cross-field integration (across disciplines) incorporate into the outcomes for the assignment. Micro lessons in all major subjects (electives) for all year groups will integrate teaching practice and subject disciplines.

Assessment is the collection, evaluation and use of information to make decisions about the level of competence of a learner as well as to improve teaching. Teaching, learning and assessment are planned in an integrated way and includes the assessment of learner's attitudes, values, knowledge and skills. Summative assessement is through examinations.

INTERNATIONAL COMPARABILITY

This qualification is comparable with internal qualifications. Of decisive importance is a local, regional, national and global mapping of the qualification design that indicates the possibility of articulation with similar qualifications abroad.

Some of our past learners teach in various European countries, like:

Germany, the Netherlands, Rumania, Switzerland, the United Kingdom and Russia as well as South Korea in Asia and other African countries like Sudan and Botswana.

ARTICULATION OPTIONS

Horizontal Articulation:

Bachelor of Education, Level 7.

Vertical Articulation:

Bachelor of Education Honours, 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