SAQA

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Diploma in Grade R Teaching

SAQA QUAL ID	QUALIFICATION TITLE
117406	Diploma in Grade R Teaching
ORIGINATOR
University of South Africa
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Diploma (Min 360)	Field 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 06	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2020-07-30	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 primary purpose of the Diploma in Grade R Teaching is to ensure that qualifying learners can facilitate Grade R learning ethically, professionally and innovatively in both rural and urban landscapes. Furthermore, on completion of the qualification, learners will be able to implement and continuously adapt to national legislation/policies and guidelines governing and addressing Grade R teaching and learning coherently and purposefully.

The qualification will ensure that the qualifying learner will be able to demonstrate an appropriate collaborative attitude and value the involvement of multiple stakeholders that contribute to the success of Grade R teaching and learning. Qualifying learners will also be able to administer and manage Grade R teaching and learning effectively through best classroom practice in stimulating learning amongst Grade R learners.

Qualifying learners will develop an integrated understanding of the disciplinary, practical, pedagogical and situational knowledge application within the profession of Grade R teaching. Learners completing this qualification will also be able to cultivate a practical understanding of teaching and learning in a diverse range of South African schools, concerning educational theory and Grade R specialisation, practice and policy. This qualification also fosters self-reflexivity and self-understanding among prospective Grade R teachers to nurture a commitment to the ideals of the Grade R teaching profession. Furthermore, the qualification enables learners to develop the professional dispositions and self-identity of learners as Grade R teachers. Qualifying learners will also develop dispositions and competences to organise learning among a diverse range of learners in various contexts; within the framework of teaching in the Grade R.

The Diploma is the minimum qualification for teachers in Grade R. Teachers are members of a profession whose definitive aim is to enable systematic learning. The qualification seeks to:

Develop and consolidate in an integrated way appropriate disciplinary, practical, pedagogical and situational knowledge.

Cultivate a practical understanding of teaching and learning in a diverse range of South African schools, concerning educational theory and grade specialisation, practice and policy.

Foster self-reflexivity and self-understanding among prospective teachers.

Nurture commitment to the ideals of the teaching profession and an understanding of teaching as a profession.

Develop the professional dispositions and self-identity of learners as teachers.

Develop learners as active citizens and enable them to develop the dispositions of citizenship in their learners.

Promote and develop the dispositions and competencies to organise learning among a diverse range of learners in different contexts.

Rationale:
The government identified Grade R teaching as one of the key focus areas in education as there are a vast number of unqualified and under-qualified Grade R teachers in public schools in South Africa. Therefore, there is a dire need for professional qualified Grade R teachers within the formal schooling system in our country. The institution is well-positioned to provide access to both pre-service and in-service individuals aspiring to enter the Grade R teaching fraternity. Through print, blended and online teaching delivery modes, the institution offers a viable alternative to contact and face to face teaching and e-learning opportunities to all learners. The various teaching methods opens and widens access to Grade R teaching and learning for learners irrespective of their transactional distance.

The qualification provides a well-rounded education that equips learners with the required subject content knowledge base; educational theory; and teaching methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified Grade R, teachers. There is an emphasis on the principles and theory as the basis for entry into a professional Grade R teaching career. The qualification will lead to the development of all the competencies required of a Grade R teacher. It is directed primarily at school leavers wishing to enter the teaching profession. Still, it accessible to in-service teachers who lack formal or who have incomplete teaching qualifications.

The qualification will develop qualified Grade R teachers who can demonstrate focused knowledge and skills in the teaching of Grade R specialisation. This qualification requires a specific depth of, and specialisation in education, together with practical skills and workplace experience, to enable successful learners to enter into teaching and apply their learning as Grade R teachers in schools in varying contexts. They should be able to demonstrate initiative and responsibility in an academic and professional teaching environment.

Also, the qualification provides an innovative pathway to formal teaching and learning in Grade R.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Assessment of prior learning could also lead to entry or an advanced credit standing following the institution's RPL policy.

The institution's RPL policy align with the updated guidelines developed by the South African Qualifications Authority (SAQA) and the requirements of the Higher Education Qualifications Sub-Framework (HEQSF) 2014 and Minimum Requirements for Teacher Education Qualification (MRTEQs) 2015.

RPL can be awarded for a qualification provided that evidence is offered of learning achievement equivalent to the learning outcomes and level of the module/s for which RPL is requested. The institution's RPL policy, however, will not disregard the Revised Policy on the Minimum Requirements for Teacher Education Qualification (DHET, 2015 and the Higher Education Qualifications Sub-Framework to protect qualifying-learners employability.

Entry Requirements:

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

National Certificate (Vocational), NQF Level 4 granting access to Diploma studies.
Or

Certificate or Diploma in Early Development, NQF Level 5.
Or

Senior Certificate, NQF Level 4.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 6 totalling 360 Credits.

Compulsory Modules at Level 5, 180 Credits:

Being a Professional Teacher, 12 Credits.

Children's Literature for the Early Years, 12 Credits.

Emergent Literacy, 12 Credits.

Emergent Mathematics, 12 Credits.

Grade R English Teaching for Communication, 12 Credits.

Inclusive Education Approaches, 12 Credits.

Grade R Life Skills: Movement and Creative Activities, 12 Credits.

Partnerships with Families and Communities, 12 Credits.

Reflective Teaching in Grade R, 12 Credits.

Teaching Practice 1, 12 Credits.

Applied English Language for FP (HL or FAL), 12 Credits.

Applied English Literature FP (HL or FAL), 12 Credits.

African language communicative competence or Basiese kommunikatiewe vaardigheid in Afrikaans, 12 Credits.

African Language Grammar for Home Language or First Additional Language ( Basiese teksvardighede (HL) or Afrikaans Vandag: Taalkunde en skriftelike kommuikasie (FAL), 12 Credits.

African Language Literature for Home Language or First Additional Language Voetspore op reis in Afrikaans (HL) or Afrikaans Eerste Addisionele taal: letterkunde (FAL), 12 Credits.

Compulsory Modules at Level 6, 180 Credits:

Assessment in Grade R, 12 Credits.

Becoming a Teacher, 12 Credits.

Child Development in the Early Years, 12 Credits.

Computer Integration for the Classroom, 12 Credits.

Management in Gr R, 12 Credits.

Grade R Learning Programme Design, 12 Credits.

Grade R Mathematics Teaching, 12 Credits.

History of Education in Grade R, 12 Credits.

Inclusive Education for Grade R, 12 Credits.

Gr R Life Skills: Science and Technology, 12 Credits.

Gr R Life Skills: Social and Personal Development, 12 Credits.

Resource Development in Gr R, 12 Credits.

Sociology of Education in Grade R, 12 Credits.

Teaching Practice 2, 12 Credits.

Teaching Practice 3, 12 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate a sound knowledge of the subjects specialising in Grade R teaching.
2. Demonstrate ability to teach in an integrated manner the three significant components of Grade R curriculum namely: Language teaching, Mathematics (numeracy) and Life Skills and can select, determine the sequence and pace content following both subject and learner needs.
3. Demonstrate knowledge of who their learners are, how they learn and understand their learners' individual needs to tailor their teaching accordingly.
4. Communicate effectively in general, as well as to their specialisation (Grade R), to mediate learning effectively.
5. Demonstrate highly developed literacy, numeracy and Information Technology (IT) skills.
6. Demonstrate a sound knowledge about the Grade R curriculum and can unpack its specialised content, as well as being able to use available resources appropriately, to plan and design suitable learning programmes.
7. Demonstrate a sound understanding of diversity in the South African context.
8. Demonstrate ability to identify learning or social problems and work in partnership with professional service providers to address these.
9. Manage classrooms effectively across diverse contexts to ensure a conducive learning environment.
10. Assess Grade R learners in reliable and varied ways, as well as being able to use the results of the assessment to improve teaching and learning.
11. Demonstrate a positive work ethic, display appropriate values and conduct themselves in a manner that befits, enhances and develops the teaching profession.
12. Reflect critically, in theoretically informed ways and conjunction with their professional community of peers in their practice to continually improve and adapt it to evolving circumstances.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate a sound subject knowledge of teaching in Grade R.

Complete tracing in Grade R classrooms.

Associated Assessment Criteria for Exit Level Outcome 2:

Select, determine the sequence of and pace content following both subject and learner needs.

Associated Assessment Criteria for Exit Level Outcome 3:

Provide for different learner needs in the form of differentiated learning and assessment activities.

Adjust the lesson plan for a better fit with individual learner needs.

Identify changes that need to be made for future practice to ensure a more inclusive approach informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 4:

Communicate knowledge of the subject and practice effectively using various and appropriate means informed by relevant theory and policy.

Adjust classroom communication to suit different learning and learner needs.

Associated Assessment Criteria for Exit Level Outcome 5:

Complete the online signature module Being a Professional Teacher as well as the Fundamental modules.

Provide different and appropriate use of media and technology suitable for content and learning needs.

Utilise different and appropriate media and technology suitable to content and learning needs and to adapt when the chosen media or technology is not serving the intended purpose.

Identify changes that need to be made for future practice to ensure a more effective integration of appropriate media and technology informed by relevant theory and policy.

Associated Assessment Criteria for Exit Level Outcome 6:

Critically engage with the Grade R curriculum and interpret it for different diverse contexts.

Perform sound and critical engagement with the Grade R school curriculum and adapt to context.

Adjust their classroom practice to suit different learning and learner needs.

Critically review curriculum practice to identify possible future improvements informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 7:

Teach in a manner that includes all learners based on a sound understanding of diversity in the South African context.

Associated Assessment Criteria for Exit Level Outcome 8:

Provide for diverse learning needs in the classroom in the form of alternative activities and assessment and the provision of additional supportive human and other resources.

Adjust classroom practice to suit different learning and learner needs in the process of teaching.

Critically review practice to identify possible future improvements and that the learner-teacher was able to make referrals and engage appropriate support from the School-Based Support Team when/if needed.

Associated Assessment Criteria for Exit Level Outcome 9:

Provide for appropriate identification and use of time (daily programme), space (indoor as well as outdoor) and resources to meet learning needs and contextual realities.

Use observed lessons start and end on time, and the full lesson time available for productive teaching and learning.

Pre-empt or deal with disciplinary problems effectively when they do arise.

Critically review practice to identify possible future improvements in classroom management informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 10:

Provide for diverse learning needs in the classroom in the form of alternative activities and assessment tasks/ strategies for different learning and learner needs.

Adjust assessment practice to suit different learning and learner needs in the process of teaching and the ability to maintain appropriate assessment records.

Critically review practice to identify possible future improvements in assessment practice informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 11:

Display awareness of professional guidelines, values and practices such as the SACE Code of Conduct.

Demonstrate professional commitment and interest.

Demonstrate appropriate values and behaviour such as punctuality, preparedness, non-discrimination, appropriate dress, behaviour and language.

Apply communication and ethics to display that appropriate values and conduct that befits, enhances and develops the teaching profession.

Associated Assessment Criteria for Exit Level Outcome 12:

Display critical engagement with appropriate policy and theory.

Integrated Assessment:
The Grade R Diploma comprises of 30 modules, each with 12 credits. Each module count for over 100 marks (i.e. expressed as %). Assessment is mostly weighted 80/20, where 20% is formative (continuous assessment) and contributes to the overall year mark. A written or online examination of 2 hours duration, accounts for 80% of the final module grade.
The formative assessment consists of assignments, such as MCQ, written, theoretical and practical, and each module has a minimum of two such assessments. The subminimum summative assessment mark required is 40% and should a learner obtain between 30-39%, a supplementary examination is offered.

Also, some modules have non-venue based examinations, and instead, amongst others, a portfolio of evidence, online and written (80% of total grade) contributes as the summative assessment.

During Teaching Practice, learners must complete three teaching practice modules, including two periods of 5 weeks of continuous teaching in at least two, diverse school contexts. School-based WIL, including supervised and assessed teaching practice, constitutes an essential part of the qualification. In a full-time contact programme, prospective teachers should spend a minimum of 12 weeks and a maximum of 18 weeks informally supervised and assessed school-based practices over the three-year duration of the qualification. Learners must be satisfactorily complete the three teaching practice modules (36 credits) for the award of the qualification.

Learners may also spend a minimum of 15 weeks in schools spread over all three years of the qualification; the 3rd teaching practice session is an integrated culmination of the qualification. Since some Institution learners are pursuing qualification while already in-service, they will spend more time in school than truly pre-service learners. Nonetheless, in-service diploma learners will undertake specific supervised practice activities for a minimum of 15 weeks and Institution will try, where practical, to enable learners exchanges so that these learners experience different contexts of teaching without disrupting the continuity of classroom teaching for learners.

INTERNATIONAL COMPARABILITY

Through desktop, the institution researched over a time which indicates that internationally, no qualifications are focusing exclusively on the Reception Year. Instead, the findings revealed that teacher education qualifications focus on preparing teachers at degree level to work with larger age cohorts and therefore working with 5-6-year-old learners is integrated into either (i) Early Childhood Education Qualifications (kindergarten -for children from birth to 4 or 5 years) and (ii) Elementary or Foundation Phase Qualifications (for children aged 5 or 6 years to 8 or 9 years). There appears to be an overlap in qualifications for teacher preparation qualifications for the 5-6-year-old age group.

The institution examined the design of Early Childhood Development and Foundation Phase teacher qualifications offered by several institutions based in the United States of America (USA), United Kingdom, Australia, New Zealand and Mauritius. The UK provides several qualifications from certificates, diplomas and degrees in childhood and youth studies as well as early childhood education and educations studies (primary).

The Open University offers a 2-year Diploma in Higher Education in Early Childhood Education, with 240 credits covering birth to 7 years old policy and practice. This international qualification bears credit into the BA (Honours) Early Childhood. This is a similar approach to the Grade R Diploma, which will be credit-bearing for the BEd Foundation Phase. In the USA, Grade R is equivalent to K2, which requires a Bachelor's degree in Early Childhood Education. In contrast, in Australia, a Grade R teacher or equivalent would need a degree course in education. To teach 5-6-year-olds in the USA, learners must study elementary or early childhood education through a Bachelor's Degree program. The exact route depends on the institution and the state licensing requirements.

In Australia, Victoria University provides a Bachelor of Education (P-12) which is one of the few universities in Australia to offer a Bachelor of Education (P-12) which allows one to teach at any school level. There are various specialisations, although none specifically for Grade R or an equivalent, and 80 days of supervised teaching practice.

In New Zealand, the University of Auckland offers a Bachelor of Education (Teaching) specialising in either Primary or Huarahi Maori to teach at primary and intermediate schools (typical learners aged 5-13). This qualification is 360 points and covers compulsory core courses that develop an understanding of the New Zealand curriculum and related knowledge as well as a practicum spanning over 24 weeks.

The Open University of Mauritius offers a B. Ed (Hons) Early Childhood Education and Care which aims at bridging theory and practice for educators and practitioners. The qualification also provides the option of exiting at a diploma level and requires two semesters of teaching practice.

The qualifications that we perused internationally (reveal differences on a broader level where the distinction was made between age cohorts from birth to 8 or 9 years, instead of a narrow focus on a specific age group. However, Grade R (kindergarten) qualifications in these countries have been entrenched 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 Degrees with specialisation in Early Childhood Education.

Conclusion:
The Diploma in Grade R Teaching compares equally with international qualifications, as most qualifications address the Reception Grade (R) within the knowledge/training offered to teachers in the field of Early Childhood Development. All the qualifications discuss child development theory, developmentally appropriate practice, a sound understanding of holistic development and the universal milestones of development. That the Diploma in Grade R Teaching puts specific emphasis on the role of the Grade R teacher in facilitating learning through play and focuses only on the Grade R learner and his/her needs does not detract from favourable comparability, since this qualification's focus is towards the teaching requirements of the South African system. The Diploma in Grade R Teaching goes beyond international comparability as we take into considerations the unique context of South Africa based on rural, urban contexts, diversity and multi lingual contexts.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Diploma in Music Education, 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:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

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

1.	University of South Africa