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

Bachelor of Education in Intermediate Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
118139  Bachelor of Education in Intermediate Phase Teaching 
ORIGINATOR
Rhodes University 
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  2021-03-25  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 Bachelor of Education in Intermediate Phase Teaching (BEd (IP Teaching)) is intended to develop qualified classroom teachers who can demonstrate focused knowledge and skills in the teaching of particular specialisation and/or subjects. The purpose of the qualification is to provide a basic understanding of education theory and the implications for classroom practice by developing teachers' subject knowledge of- and competence in- the intermediate phase, and specialised pedagogical knowledge for the Intermediate Phase particularly concerning the Curriculum Assessment Policy Statement (CAPS).

The qualification provides opportunities for teachers to apply their knowledge in the classroom, and extend their learning, and improve their practice through critical reflection and self-evaluation thereby deepening educators' understanding of the wider educational world and the complex school and classroom environment. Academic literacy skills, including mathematical and information technology skills necessary for ongoing learning, will be developed.

Rationale:
The qualification is an initial teaching qualification designed to produce capable, well-educated teachers with a strong sense of self and sound content knowledge and pedagogical content knowledge relating to the subjects in the Intermediate Phase.

Successful learning and teaching depend on learners having sound knowledge of content, learning and teaching, confidence in themselves and their knowledge and abilities, the resilience and self-reliance to overcome difficulties and the capacity for critical reflection to enable them to introspect and learn from experience. These capacities are essential if BEd (IP Teaching) learners are to become caring, competent and creative teachers.

This qualification also provides the opportunity for learner teachers to deepen their knowledge of content, learning and teaching in one particular subject area (majoring in this subject) and thus begin to build a specialist knowledge base in the learning and teaching of this particular subject at the intermediate phase. The qualification is presented in the part-time mode, thus catering for people who do not have the financial resources to study full time and who can find employment as underqualified teachers and teaching interns or teaching assistants in schools. The work-integrated learning on this qualification will draw on and develop learners current work experience in schools.

The qualification is designed following the Government Gazette (No. 344670 of 15 July 2011, which has set the Minimum Requirements for Teacher Education Qualifications (MRTEQ), and the qualifications Level Descriptors. The qualification design is therefore aimed specifically to meet the very specific educational needs of the country. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
This is a teacher education qualification with set professional entrance requirements. Applicants who do not meet the admission criteria as stipulated, but who can demonstrate experiential or work-based learning at an equivalent level may be considered for RPL provided a proper assessment of the prior learning has been conducted, for access, credits or advance standing. The process will be implemented in strict adherence to the relevant institution RPL Policy.

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
  • College of Education Diploma, NQF Level 5.
    Or
  • National Professional Diploma in Education (NPDE), NQF Level 5.
    Or
  • Advanced Certificate in Education, NQF Level 6.
    Or
  • Higher Diploma in Education, NQF Level 6.
    Or
  • Further Diploma in Education, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and specialisation modules at NQF Levels 5, 6 and 7 totalling 507 Credits.

    Compulsory Modules, Level 5, 54 Credits:
  • Education Studies 1, 10 Credits.
  • Teaching Tools and Technologies 1, 10 Credits.
  • Professional studies 1, 10 Credits.

    Optional Modules, level 5, 12/24 Credits:
  • Conversational isiXhosa 1 and 2, 12 Credits.
  • Conversational isiXhosa 2, 12 Credits.
  • Specialisations, Level 5, 32 Credits (Choose one specialization modules, one major and three minor modules):
  • Specialisation 1 English: English FL, 8 Credits; isiXhosa FL 1, 8 Credits; Mathematics 1, 8 Credits; and Social Sciences 1, 8 Credits.
    Or
  • Specialisation 2 IsiXhosa: isiXhosa FL 1, 8 Credits, English FAL 1, 8 Credits; Mathematics 1, 8 Credits, and Social Sciences 1, 8 Credits.
    Or
  • Specialisation 3 Mathematics: Mathematics 1, 8 Credits; isiXhosa FL 1, 8 Credits, English FAL 1, and Science and Technology 1, 8 Credits.
    Or
  • Specialisation 4 Science and Technology: Science and Technology 1, 8 Credits; isiXhosa FL 1, 8 Credits; English FAL 1, 8 Credits; and Mathematics 1, 8 Credits.

    Optional for Specialisations 1, 2 and 3 (8 Credits):
  • English HL, 8 Credits.

    Compulsory Modules, Level 6, 133 Credits:
  • Education Studies 2, 10 Credits.
  • Teaching Tools and Technologies 2, 10 Credits.
  • Professional Studies 2, 10 Credits.
  • Education Studies 3, 10 Credits.
  • Teaching Tools and Technologies 3, 10 Credits.
  • Professional studies 3, 10 Credits.
  • Education Studies 4, 10 Credits.
  • Teaching Tools and Technologies 4, 10 Credits.
  • Professional studies 4, 10 Credits.
  • Education Studies 5, 15 Credits.
  • Teaching Tools and Technologies 5, 10 Credits.
  • Professional Studies 5, 10 Credits.
  • Economic and Management Sciences 5, 8 Credits.

    Specialisation Modules, Level 6, 128 Credits (Choose one specialisation modules, one major and three minor modules):
  • Specialisation 1 English: English, 32 Credits; isiXhosa, 32 Credits; Mathematics, 32 Credits; and Social Sciences, 32 Credits.
    Or
  • Specialisation 2 IsiXhosa: IsiXhosa, 32 Credits, English FAL, 32 Credits; Mathematics, 32 Credits; Social Sciences, 32 Credits.
    Or
  • Specialisation 3 Mathematics: Mathematics, 32 Credits; English FAL, 32 Credits; isiXhosa HL, 32 Credits and Science and Technology.
    Or
  • Specialisation 4 Science and Technology: Science and Technology, 32 Credits; English FAL, 32 Credits; Mathematics, 32 Credits; and isiXhosa, 32 Credits.

    Compulsory Modules, Level 7, 70 Credits:
  • Education Studies 6, 15 Credits.
  • Teaching Tools and Technologies 6, 10 Credits.
  • Professional studies 6, 10 Credits.
  • Education Studies 7, 15 Credits.
  • Teaching Tools and Technologies 7, 10 Credits.
  • Professional studies 7, 10 Credits.

    Specialisation Modules, Level 7, 90 Credits (Choose one specialisation modules, one major and three minor modules):
  • Specialisation 1 English: English 6 & 7, 36 Credits; English 6 & 7, 18 Credits; isiXhosa FL 6 & 7, 18 Credits; Mathematics 6 & 7, 18 Credits; Social Sciences 6 & 7, 18 Credits.
    Or
  • Specialisation 2 IsiXhosa: isiXhosa FL 6 & 7, 36 Credits, English FAL 6 & 7, 18 Credits; Mathematics 6 & 7, 18 Credits; and Social Sciences 6 & 7, 18 Credits.
    Or
  • Specialisation 3 Mathematics: Mathematics 6 & 7, 36 Credits; English FAL 6 & 7, 18 Credits; isiXhosa HL 6 & 7, 18 Credits; Science and Technology 6 & 7, 18 Credits.
    Or
  • Specialisation 4 Science and Technology: Science and Technology 6 & 7, 36 Credits; English FAL 6 & 7, 18 Credits; Mathematics 6 & 7, 18 Credits; and isiXhosa HL 6 & 7, 18 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Engage critically and reflexively with a wide range of philosophical, sociological and psychological orientations, theories and perspectives relevant to the field of education, the phase specialisation, and the disciplines they teach; and Researching their teaching practice.
    2. Demonstrate understanding of a wide range of educational contexts, knowledge and competence in managing and working with diversity in the classroom.
    3. Select, use and adjust teaching and learning strategies in ways that meet the needs of all the learners in their classrooms.
    4. Function responsibly within the education system, the school where they are working and the community in which the school is located, and respect for and commitment to the education profession, a positive work ethic and display appropriate values.
    5. Function responsibly and ethically as young professionals. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate familiarity with the fields of knowledge that underpin the discipline (education), their area of specialisation and the subjects taught.
  • Show an understanding of the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in their area of specialisation and demonstrate the commitment to the epistemic values and principles.
  • Address concerns related to their practice and children's learning through classroom-based investigations.
  • Explain the basis of classroom research, the success of teaching and learning strategies regarding key educational concepts, the needs and abilities of the learners, and the demands of the specialisation.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Select, adapt or design coherent learning programmes and lessons appropriate for the learners' context and specialisation taking into account national, regional and school curriculum policies, learning contexts and learner differences.
  • Select and/or design materials and resources appropriate to the learning programme taking cognisance of issues such as content validity and differentiation.
  • Plan lessons within teaching programmes, select appropriate teaching and learning strategies and create expectations that make appropriate demands on the learners.
  • Make judgements on the effect that language has on learning and the necessary adjustments to the teaching and learning strategies.
  • Adjust teaching and learning strategies to cater to cultural, gender, ethnic, language and other differences among learners.
  • Evaluate own and others assessment strategies in terms of their validity, fairness reliability and sensitivity to gender, culture, language and barriers to learning and development.
  • Justify the selection and design of learning programmes in ways that show knowledge with the understanding of a range of theories on teaching, learning, child development and curriculum.
  • Evaluate and improve learning programmes, lessons and materials based on experience and classroom research.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Interpret curricular knowledge in practice, in their area(s) of specialisation, and terms of a broader understanding of the relevant knowledge field.
  • Discuss and apply the content of the curricular knowledge in their area(s) of specialisation, appropriate values and conceptual frameworks to problem-solving in the relevant fields of knowledge.
  • Select, sequence, evaluate and assess learning material (including textbooks) per area/s of specialisation (phase and subjects /learning area).
  • Select and use teaching and learning strategies to the subject, phase and topic and based on a careful assessment of the learners' needs in the classes.
  • Select and use teaching and learning strategies that motivate the learners.
  • Facilitate occasions where learners are taught in groups, pairs and as individuals.
  • Accommodate differences in learning style, pace and ability in the planning and use of teaching and learning strategies.
  • Identify and assist learners with special needs and barriers to learning and development.
  • Use teaching and learning support materials to facilitate learner progress and development.
  • Assess the teaching and learning strategies used in a particular context in light of the extent to which the objectives of the learning experience have been achieved.
  • Manage and organise the learning environment and learners learning.
  • Perform administrative duties required for the effective management of the learning environment.
  • Create and maintain learning environments that are safe as well as conducive to learning.
  • Resolve conflict situations within classrooms ethically and sensitively.
  • Assist learners to manage themselves, their time, physical space and resources.
  • Take appropriate action to assist or refer learners to specialists (e.g. social worker) to address personal or social problems.
  • Explain the link between the method of assessment, the overall assessment purpose and the objectives being assessed.
  • Design and administer assessment tasks using clear language and instructions.
  • Assess and record the progress of individual learners using assessment results to provide feedback to inform future teaching, learning and assessment strategies.
  • Provide a deep and systematic understanding of current thinking, practice, theory and methodology in an area of specialisation.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Maintain a sense of respect towards others in the learning environment.
  • Initiate and maintain effective professional communication with parents, guardians and other members of the community to involve them in school affairs.
  • Demonstrate an ability to engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices.
  • Critically engage with education policies, procedures and systems which impact institutions and classrooms as well as on the national education and training landscape and apply development plans to teach.
  • Organise curricular, cross-curricular and extra-curricular activities.
  • Develop behaviour 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, particularly those related to human rights and the environment.
  • 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 learners as their professional progress is effectively evaluated.
  • Show 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 5:
  • Professionally co-operate with colleagues in an institutional setting.
  • Engage critically with a wide variety of stakeholders.
  • Use internal and external networking opportunities.
  • Practise and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude.
  • Effectively communicate, both orally and in writing.
  • Apply an understanding of numerical and elementary statistical knowledge to educational issues, teaching, learning and assessment, and their learning with theoretical texts and research within the field of education.

    Integrated Assessment:
    Depending on the content covered and on the roles and competencies of teachers, the assessment mechanisms for monitoring learner progress is planned in such a way that it adheres to these roles. Writing content based and essay type assignments are completed together with short case studies, textbook evaluations and resource development which require that learners use this knowledge to critically analyse current thinking and at the same time relate it to their own classroom experience. Besides the above, learners also undertake a small action research topic focused on improving the teaching of the subject.

    Formative and Summative Assessment:
    Both formative and summative assessment is designed to create an opportunity for learners to demonstrate through a variety of procedures how they have grown as professionals. Summative assessment consists of written examinations at the end of each year that comply with the institution's policy of assessment, procedures and practices. The policy stipulates that assessment should be open and transparent to learners and encourages the use of multiple forms of assessment. Assessment strategies or opportunities built into each program are integral to teaching and learning and the programme design. The reflective practice built into each programme design is demonstrated in the portfolio assignment task. Formative assessment is in the form of continuous assessment activities. These assessment activities are consonant with the roles and competencies of the teacher. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Namibia:
    Institution: University of Namibia.
    Qualification Title: Bachelor of Education (BEd) Honours in Upper Primary.

    This qualification is comparable to the qualification offered by the above country in terms of the following:
    The qualification is similar in purpose and duration. The BEd (Upper Primary) is a four-year level eight-qualification. It prepares learners to teach from Grades five (5) to seven (7). Learners are required to take core modules in Education as well as in two (2) majors, a minor and one additional elective. Learners will also have the opportunity to select one career specialisation. Appropriate teaching methods are integrated into the phase-specific school subject content modules throughout the four years of study. On completion of the qualification, learners are awarded a Degree in BEd (Upper Primary).

    Country: New Zealand
    Institution: University of Auckland
    Qualification Title: Bachelor of Education in Primary Teaching

    This qualification is comparable to the qualification offered by the above country in terms of the following:
    The University of Auckland offers a Bachelor of Education qualification in Primary Teaching which combines Foundation Phase and Intermediate Phase Teaching. The duration is shorter but the outcomes of the qualification are similar and have coursework and practical components. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.

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

    Vertical Articulation:
  • Bachelor of Education Honours, NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    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.