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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education in Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
117853  Bachelor of Education in Foundation Phase Teaching 
ORIGINATOR
Stadio (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2020-09-16  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
109639  Bachelor of Education in Foundation Phase Teaching  Not Applicable  NQF Level 07  480  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
This qualification provides a well-rounded education that equips graduates with the required subject content knowledge base, educational theory, and methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified beginner teachers. Principles and theory are emphasised as a basis for entry into a professional teaching career.

The purpose of the qualification is to develop qualified classroom teachers who can demonstrate focused knowledge and skills in teaching in the Foundation Phase, including Grade R (Reception year). The holistic and integrated approach in this qualification will develop depth of, and specialisation in subject knowledge content, together with the principles, practices and methods of teaching, and workplace experience, to enable successful students to apply their learning as beginner teachers. Furthermore, it will enable students to be capable of teaching all subjects in the Foundation Phase, drawing from a broad range of general knowledge, which will support and enable them to implement the national school curriculum. They will have extensive and specialised knowledge of early childhood learning to teach reading, writing and numeracy and to develop the key initial concepts and skills that lay the foundation for learning in future phases. They will have a wide range of theoretical understanding and practical skills to deal with a diverse range of learners in schools in a diverse range of learning situations and contexts. They will reflect critically on their own practice and demonstrate initiative and responsibility in both an academic and professional teaching environment.

Rationale:
The focus of the Bachelor of Education in Foundation Phase Teaching (BEd (Foundation Phase Teaching)) is to prepare learners from a diverse range of backgrounds to teach in a diverse range of contexts in the Foundation Phase. The qualification ensures that its graduates meet the minimum set of competences that are required of newly qualified teachers as gazette in the Minimum Requirements for Teacher Education Qualifications 2015 (MRTEQ). It addresses a critical need in South Africa for teachers who are equipped to deal with the challenges facing education, who are knowledgeable, love learning and will empower the lives of the children they teach.

This qualification has been designed to train teachers with sound subject knowledge, sound theoretical underpinnings to practice, capacity to integrate theory and practice, and appropriate values and skills to deal with diversity in the classroom. The qualification is designed to ensure programme coherence and appropriate content and cognitive demand. The qualification emphasises integrated learning of the subjects as stipulated in the National Curriculum Statements and Curriculum Assessment Policy documents. The qualification has a strong focus on Inclusive Education and it complies with the purpose of the National Qualifications Framework (NQF) providing a pathway for lifelong learning. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Teachers in possession of a recognised Certificate or Diploma in education or another relevant field, may also present their qualifications for entry into a Bachelor of Education (BEd) with a possibility of transfer of credits, for cognate previous studies. Assessment of prior learning could also lead to entry or an advanced credit standing.

When there is no match between the applicant's previous qualifications and the course modules offered or in the event that the applicant has extensive practical workplace experience but no formal qualifications, such an applicant may request Recognition of Prior Learning for access based on such experience.

Learners who do not meet the minimum admission requirements can apply for access based on their age or relevant work experience for the qualification. Students applying for access via RPL will have to undergo an assessment of prior learning.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • A National Senior Certificate (NSC) granting access to Bachelor's Degree studies.
    Or
  • A National Certificate Vocational (NCV) granting access to Bachelor's Degree studies.
  • Senior Certificate (SC) with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises of compulsory and elective modules at National Qualifications Framework (NQF) Level 5, 6 and 7 totalling 528 Credits.

    Compulsory Modules, Level 5, 66 Credits:
  • Academic Literacy 101, 12 Credits.
  • Early Childhood Development Studies 101, 12 Credits.
  • Grade R Teaching 101, 12 Credits.
  • Teaching Practice100, 30 Credits.

    Elective Modules, Level 5, 36 Credits (Select one from each group):
    Group A:
  • English Home Language 100, 12 Credits.
  • Afrikaans Home Language 100, 12 Credits.
  • IsiZulu Home Language 100, 12 Credits.
  • Sepedi Home Language 100, 12 Credits.
  • Setswana Home Language 100, 12 Credits.
  • IsiXhosa Home Language 100, 12 Credits.

    Group B:
  • English First Additional Language 100, 12 Credits.
  • Afrikaans First Additional Language 100, 12 Credits.
  • IsiZulu First Additional Language100, 12 Credits.
  • Sepedi First Additional Language100, 12 Credits.
  • Setswana First Additional Language 100, 12 Credits.
  • IsiXhosa First Additional, 12 Credits.

    Group H:
  • Language Conversational isiZulu 400, 12 Credits.
  • Language Conversational Afrikaans 400, 12 Credits.
  • Language Conversational Sepedi i400, 12 Credits.
  • Language Conversational Setswana 400, 12 Credits.
  • Language Conversational isiXhosa 400, 12 Credits.

    Compulsory Modules, Level 6, 240 Credits:
  • Arts Education 102, 12 Credits.
  • Educational Psychology 102, 12 Credits.
  • Beginning Knowledge 102, 12 Credits.
  • Literacy English First Additional Language 301, 12 Credits.
  • Information and Communication Technology for Education 200, 12 Credits.
  • Mathematics for Foundation Phase 201, 12 Credits.
  • Teaching Practice 200, 30 Credits.
  • Mathematics for Foundation Phase 301, 12 Credits.
  • Teaching Practice 300, 30 Credits.
  • Arts Education 302, 12 Credits.
  • Natural Science and Technology Education 302, 12 Credits.
  • Physical Education and Sport 300, 12 Credits.
  • Social Sciences: History 402, 12 Credits.
  • Education and Diversity 402, 12 Credits.
  • Education Theory and Practice 202, 12 Credits.
  • Inclusive Education 202, 12 Credits.
  • Socio-pedagogics 202, 12 Credits.

    Elective Modules, Level 6, 48 Credits (Select one from each group):
    Group C:
  • English Home Language for Foundation Phase 200, 12 Credits.
  • Afrikaans Home Language for Foundation Phase 200, 12 Credits.
  • IsiZulu Home Language for Foundation Phase 200, 12 Credits.
  • Sepedi Home Language for Foundation Phase 200, 12 Credits.
  • Setswana Home Language for Foundation Phase 200, 12 Credits.
  • IsiXhosa Home Language for Foundation Phase 200, 12 Credits.

    Group D:
  • Literacy English Home Language 201, 12 Credits.
  • Literacy Afrikaans Home Language 201, 12 Credits.
  • Literacy isiZulu Home Language 201, 12 Credits.
  • Literacy Sepedi Home Language 201, 12 Credits.
  • Literacy Setswana Home Language 201, 12 Credits.
  • Literacy isiXhosa Home Language201, 12 Credits.

    Group E:
  • English First Additional Language for Foundation 200, 12 Credits.
  • Afrikaans First Additional Language for Foundation for Foundation Phase 200, 12 Credits.
  • IsiZulu First Additional Language for Foundation Phase 200, 12 Credits.
  • Sepedi First Additional Language for Foundation Phase 200, 12 Credits.
  • Setswana First Additional Language for Foundation Phase 200, 12 Credits.
  • IsiXhosa First Additional Language for Foundation Phase200, 12 Credits.

    Group G:
  • Literacy isiZulu First Additional Language 302, 12 Credits.
  • Literacy Afrikaans First Additional 302, 12 Credits.
  • Literacy Sepedi First Additional 302, 12 Credits.
  • Literacy Setswana First Additional 302, 12 Credits.
  • Literacy isiXhosa First Additional 302, 12 Credits

    Compulsory Modules, Level 7, 126 Credits:
  • Inclusive Education 301, 12 Credits.
  • Social Sciences: Geography 302, 12 Credits.
  • Educational Research 400, 12 Credits.
  • Educator and the Law 401, 12 Credits.
  • Educational Psychology 240, 12 Credits.
  • Mathematics for Foundation Phase 402, 12 Credits.
  • School-based Teaching Practice 401, 18 Credits.
  • School Management 402, 12 Credits.
  • Curriculum Design 402, 12 Credits.
  • Institutional Teaching Practice 402, 12 Credits.

    Elective, Level 7, 12 Credits (Select one):
  • Literacy English Home Language 301, 12 Credits.
  • Literacy Afrikaans Home Language 301, 12 Credits.
  • Literacy isiZulu Home Language 301, 12 Credits.
  • Literacy Sepedi Home Language 301, 12 Credits.
  • Literacy Setswana Home 301, 12 Credits.
  • Literacy isiXhosa Home Language 301, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate competence in reading, writing and speaking the language of instruction in order to enhance own learning and learning in classrooms.
    2. Display technological skills and literacy to facilitate own academic learning, and enhance teaching, learning and assessment in their classrooms.
    3. Sound and current disciplinary subject knowledge underpinning the subjects they will be teaching and the ability to research and integrate indigenous knowledge into the classroom.
    4. Knowledge of the foundation phase curriculum (Mathematics, Languages and Life Skills) and how to select, determine the sequence and pace of content in accordance with both subject and learner needs.
    5. Competence in curriculum differentiation in order to select, use and adjust teaching and learning strategies in ways which meet the diverse needs of the learners and the context.
    6. Have knowledge of the foundation phase curriculum (Mathematics, Languages and Life Skills) to strategically select, design, use, and evaluate Learner Teacher Support Material to enhance learning progress and the holistic development of all learners.
    7. Ability to evaluate and integrate relevant regulatory policies such as the Curriculum Assessment Policy Statements and related documents into teaching and learning.
    8. Competence in selecting and implementing reliable and varied ways of assessing and monitoring learner progress and achievement to analyse and use the results of assessment to improve teaching and learning.
    9. Identify and address barriers to learning and social challenges and work in partnership with professional service providers to address these where appropriate.
    10. Plan, lead and manage diverse learning contexts.
    11. Create and maintain caring, supportive and empowering environments for learners, and supporting learners in ways that are sensitive, stimulating, democratic and well-organised.
    12. Communicate accurately, coherently and effectively by means of oral, written, and technological skills when engaging with relevant stakeholders within the school context and community.
    13. Ability to reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues, on their own teaching philosophy and practice.
    14. Sound theoretical knowledge and critical understanding of the role of the teacher and schools in society by identifying, explaining, analysing and evaluating the complex relationships between education, the individual and society in the context of local, national and global change.
    15. Sound knowledge of educational policy, aims, outcomes and practices within the context of the Constitution and Human Rights and its relevance to democratic transformation and participate in critical discourse that can contribute to school policy change and teaching practice.
    16. Respect for and commitment to the educator profession and that they can function ethically, responsibly and professionally within the education system, an institution, and the school community.
    17. Demonstrate 21st Century skills and beginning research skills that will enable them to pursue life-long learning and Postgraduate studies in Education.
    18. Demonstrate basic conversational competence in at least one African language. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Communicate competently when responding orally and in writing to a variety of texts and in a variety of personal and professional contexts.
  • Speak competently and coherently to present material at an appropriate level in a variety of contexts.
  • Read, analyse and evaluate a range of texts critically and for a variety of purposes.
  • Draft, plan and write coherently and integrate feedback in final product.
  • Produce different texts types effectively in a variety of formats appropriate to the purpose and context.
  • Respond critically to viewpoints on current issues in writing and orally.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Use electronic devices competently and effectively to enhance professional performance.
  • Access and retrieve appropriate information from a variety of sources to design tasks, activities and learning material.
  • Apply features of common software to devise materials for teaching and learning - drawing, document, chart, spreadsheet, design, presentation items.
  • Integrate and implement technology in lesson plans for use in the classroom.
  • Explore the legal, ethical and security issues related to information technology and access to the web.
  • Describe the impact of information and communication technology on the environment and society in a national and international context.
  • Locate documents and legislation for the teaching profession on recognised, current and well-maintained websites.
  • Utilise online media to collaborate with peers in the pursuit of developing good practice and widening approaches to teaching, learning and assessment in specific South African contexts.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Use the language, terminology and concepts of the subject appropriately and with confidence.
  • Justify selection, sequencing and pacing of content in ways, which show knowledge and understanding of the disciplinary subject knowledge.
  • Plan lessons and other learning experiences selecting and pacing appropriate content.
  • Evaluate and improve lessons on the basis of experience, classroom research, and an understanding of the knowledge base underpinning the relevant subject being taught.
  • Domain-specific content (e.g. life skills, mathematics and language) is approached from a variety of conceptual and theoretical perspectives.
  • Use online media to collaborate with peers in the pursuit of developing good practice and widening approaches to teaching, learning and assessment in specific South African contexts.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Design lesson plans which develop core concepts, building particularly on the foundations of learner family, social, language, culture and lived experience.
  • Design lessons based on research of content and strategy to meet the needs of a diverse group of learners.
  • Select and develop discipline specific material that takes into account the development, culture, language and context of learners while using support technologies appropriate to learner needs.
  • Deliver lessons using teaching and learning strategies appropriate to the phase and subject.
  • Select, use and adjust teaching and learning strategies in ways which meet the needs of the learners, phase and the schooling contexts.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Design, select materials and construct support teaching resources to enhance learning progress where commercially available items are not viable.
  • Select, design and modify materials and resources appropriate to subject, taking cognisance of issues such as teaching approach, relevance and learner needs.
  • Use a range of materials and resources to enhance learning appropriate to subject aims, learner needs and school context.
  • Evaluate what learning material should be selected and used, at what level, in what sequence, and how it should be assessed, appropriate to the phase and subjects.
  • Evaluate and select learning resource material and activities for use which accommodates diversity in the planning, adjustment and use of teaching and learning strategies.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Select, design and implement outcome-based, well researched, suitably paced, appropriately resourced lessons for a range of abilities aligned to official curriculum documents.
  • Produce a sequence of lesson topics from a subject area which demonstrate coherence and integration across learning areas.
  • Implement the lesson using a range of group and individual teaching strategies.
  • Recognise the importance of frequency of assessment, effective record keeping, assessment cycles and reporting required by policy.
  • Establish and maintain efficient administrative systems for managing the teaching and learning programme.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Design and implement assessment tools and strategies which are appropriate for learner developmental stage, reflective of the curriculum objectives and outcomes intended and accessible and suitable for diverse learner populations.
  • Record and analyse learner assessments to determine learning pathways for individual learners and recognise professional responsibility in reporting to stakeholders at regular intervals as required by law.
  • Select, adapt and/or design assessment tasks and strategies suitable to the phase and a range of learning contexts.
  • Design and administer assessment tasks using clear language and instructions.
  • Gather from a variety of sources adequate confirming evidence of learner competence.
  • Use a range of assessment strategies to accommodate variances in learning style, pace and context.
  • Evaluate own and other's assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and barriers to learning and development.
  • Use assessment results to provide feedback in educationally constructive ways on learner progress and achievement.
  • Interpret and use assessment results to inform future teaching, learning and assessment strategies.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Locate and identify the policy roles and responsibilities of governmental and provincial services in addressing social challenges for learners, families and communities.
  • Identify and critically analyse the implementation of guidelines and policies for inclusive classrooms and schools and suggest strategies to create inclusive environments.
  • Design and explain support mechanisms appropriate to learner needs and context to maximise learners' potential.
  • Evaluate and improve learning programmes, learning activities and materials for learning facilitation for learners with barriers and social challenges on the basis of experience.
  • Evaluate the impact of socio-economic barriers on learner performance and develop strategies to build resilience in teachers and learners.
  • Analyse learning and behavioural impairments and strategies for support based on practice and research evidence.
  • Engage meaningfully with stakeholders to build community relations and strengthen school and community environments for learners by engaging and capitalising on stakeholder strengths.
  • Take appropriate action to assist or refer learners in the solution of personal or social problems.
  • Engage in partnerships with professional service providers to guide teaching and learning for learners with barriers and social challenges.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Compare theoretical and contextual situations in the complex field of planning, leading, managing and administering in education by teachers and leader/managers.
  • Locate and consult statutes and policies to inform processes and procedures and ensure compliance.
  • Devise personal declarations of professional intent, mission and vision in educational pursuits.
  • Build and maintain learning environments, which are safe as well as conducive to learning.
  • Manage learning environments democratically and in ways that foster creative and critical thinking.
  • Perform administrative duties required for the effective management of the learning environment.
  • Evaluate and, where necessary, adjust their own actions in ways that show knowledge and understanding of management and administration.
  • Foster interactive communication with parents, colleagues and other stakeholders through the use of non-judgmental language, supportive replies, constructive feedback, and acknowledgement of feelings and demonstration of mediation skills.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Keep pace with the evolving legislation and policies of the young democracy and develop respect for the rights of school communities.
  • Investigate and read formal geographical, historical, economic and social content related to South Africa to broaden the knowledge base for teaching in a South African context.
  • Discipline learners in ways that are firm, growth- promoting and fair.
  • Create learning environments that are sensitive to cultural, linguistic, gender and other differences.
  • Resolve conflict situations within classrooms in an ethical and sensitive way.
  • Assist learners to manage themselves, their time, physical space and resources.
  • Foster interactive communication with learners through the use of non-judgmental language, supportive replies, constructive feedback, and acknowledgement of feelings and demonstration of mediation skills.

    Associated Assessment Criteria Exit Level Outcome 12:
  • Devise record keeping formats using computer software skills and competences.
  • Explore advantages and disadvantages of varied forms of effective and successful communication and their suitability to circumstances and purpose.
  • Initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in school affairs using verbal and written communication across different platforms.
  • 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.

    Associated Assessment Criteria for Exit Level Outcome 13:
  • Construct electronic portfolios of evidence of teacher professional practice.
  • Engage with feedback from peers.
  • Write honest and constructive reflections about practice and philosophy to advance and enrich professional learning.
  • Reflect on various modes of practice in the classroom and implement improvements based on the reflection.
  • Critically reflect on pre-conceived notions of what teaching practice entails.
  • Continuously update knowledge and keep abreast with changes and developments in the Foundation Phase.

    Associated Assessment Criteria for Exit Level Outcome 14:
  • Demonstrate the ability to perform the role of leader, administrator, mediator and pastoral carer.
  • Evaluate relationships between the school, local community and national contexts.
  • Analyse national and local contexts and implement this during daily interactions and teaching and learning in schools.
  • Read and show awareness of the national agenda and aims of education in preparation of learner knowledge, skills, values, attitudes and competences for the world of work.

    Associated Assessment Criteria for Exit Level Outcome 15:
  • Demonstrate a detailed understanding of the South African Schools Act and related policies.
  • Promote the values and principles of the Constitution.
  • Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on the national education and training landscape.
  • Identify the core elements of the National Curriculum Framework and its contribution to equivalency and progression throughout the education phases with attention to the intention of equity of quality and access to education.
  • Discuss and debate educational legislation and policy related to Human Rights, display awareness in daily interactions and implement principles and procedures in a range of contexts.
  • Recognise the role of the individual professional in shaping school policy and practice in accordance with legislation and policy and the role of the professional in bringing about democratic transformation through fulfilling the roles of the teacher.

    Associated Assessment Criteria for Exit Level Outcome 16:
  • Attend courses during the pre-service programme which equip pre-service teachers to the enter the workplace in a work ready mode e.g. first aid, physical activities extension, counselling, community service.
  • Work in a community of practitioners and accept critical feedback offered by peers and implement changes based on feedback.
  • Reads and discuss in blogs and forums law and case law, scenarios and current educational events in relation to education law in South Africa.
  • Seek written discourse on the ethics and responsibilities of teachers and managers, parents and the wider community in the education of learners by means of online libraries and websites.
  • Perform in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.
  • Promote the practice of democratic values, attitudes and dispositions in the school, as well as in society at large.
  • Encourage, create and maintain a supportive and empowering environment for learner,
  • Evaluate their own professional progress effectively.
  • Show a commitment to act in and actively promote the best interests of learners, parents, communities, colleagues, and the profession.

    Associated Assessment Criteria for Exit Level Outcome 17:
  • Use a selection of technological resources appropriate to the purpose of the task and environment.
  • Utilise computer devices and software to access digital and electronic materials for use in a range of contexts.
  • Design, trial, initiate and implement digital strategies appropriate to the task and environment.
  • Access and engage with online sources from websites and libraries and social media to construct new debates and knowledge.
  • Evaluate the appropriateness of technological resources and their use in different contexts.
  • Engage in educational and in-service research and demonstrate the interest and responsibility to independently seek new disciplinary and research publications.

    Associated Assessment Criteria for Exit Level Outcome 18:
  • Explain the role language plays in the safety and security of learners in the classroom and school environment.
  • Communicate confidently and effectively in a chosen African language in a range of situations for different purposes of everyday life and in the classroom.
  • Read, write and speak confidently and respond and sustain conversations in a chosen African language.
  • Design and create written activities that include effective and clear instructions, commands and requests in a chosen African language.

    Integrated Assessment:
  • The availability of a variety of opportunities for students to be assessed in an open, transparent, fair, valid and reliable manner to ensure that no student is disadvantaged.
  • Qualification outcomes are assessed using a combination of assessment methods and instruments.
  • A variety of assessment methods that are appropriate and fit for purpose and the learning context are used to ensure that all module and programme outcomes are assessed in an integrated manner.
  • The assessment methodology allows the integration of knowledge, skills and attitudes of permutations of practical, foundational and reflexive competence.
  • Feedback is timely, relevant and useful.
  • Continuous Assessment which is an integral part of the teaching and learning strategy.
  • Summative Assessment tasks including assignments, tests and examinations assess a representative selection of the outcomes practiced and assessed in the formative stage.
  • Summative Assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of the programme.
  • Assessment tasks are designed to ensure the integration of concepts, ideas and actions in authentic contexts to demonstrate required competences.
  • Formative Assessments form part of the teaching and learning process during a student's studies but are non-formal reflections on and assessments of progress. They include self-reflection, writing and practical activities and self-assessment questions.
  • There are both Formative and Summative Assessment tasks which include evidence of integration contained in workplace reports, electronic portfolios, practical exercises, demonstrations, projects, and case studies. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor of Education in Foundation Phase Teaching has been compared to the qualifications offered at:
  • Country: United Kingdom.
  • Institution: The University of Roehampton.
  • Qualification: Bachelor of Arts in Early Childhood Studies.

    The University of Roehampton (London) is well recognised for being at the forefront of the field, well equipped and possessing a highly qualified staff at a highly ranked modern university in the United Kingdom. The qualification is a Bachelor of Arts in Early Childhood Studies focussing on developing the students broad understanding of Early Childhood Development (3-8 years) which qualifies a graduate to work as an education professional in primary and nursery care (teaching, administration or management). It is designed to meet the increasing demand of a national agenda for formal studies and education of early year's teachers. The qualification equips students with knowledge, skills, confidence and resilience to advocate for children, families and communities. The underpinnings of the qualification are theory, practice, criticality, policy and problem-solving grounded in the Froebelian approach to the study of early years. The focus of the qualification focuses on the child, family and community.

    Country: Australia:
  • Institution: The University of Queensland.
  • Qualification: Bachelor of Education (Primary).

    The Bachelor of Education (Primary) qualification is a four-year qualification which prepares pre-service teachers to respond to the demands of the information age for children from early and middle phases of schooling. Disciplinary, theoretical, pedagogical and practical competences are paramount to the qualification. Capacitating pre-service teachers to research and lead and to embrace diversity and differentiated learning takes centre stage.

    The module content for the two qualifications is similar. Each of the qualifications shares modules offered at well-established, recognised specialist pre-service teacher preparation institutions. They combine the same knowledge types to achieve the completed - disciplinary, foundational, pedagogical and a large component of practice in situ. The institutions focus on preparing pre-service teachers with 21st Century skills for a fast-paced digital environment. However, there is also cognisance given to the child in the context of family and community - so vital in the South African context where challenges in society are unique. The qualifications in each institute recognise the importance in developing research skills to equip pre-service teachers with lifelong learning opportunities. There is strong evidence that all qualifications have embedded soft skills which build resilience and confidence in undergraduates.

    In summary, the two qualifications are comparable with Bachelor of Education in Foundation Phase Teaching as they cover the fundamentals of teaching on the Foundation Phase. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for vertical and horizontal articulation.

    Horizontal Articulation:
  • Advanced Diploma in Education, Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours, Level 8.
  • Postgraduate Diploma in Education, Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    This qualification is now offered by Stadio (Pty) Ltd, and no longer by Embury Institute for Higher Education (Pty) Ltd - effective 16 September 2020 

    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.
     
    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. Stadio (Pty) Ltd 


    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.