SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Education in Senior Phase and FET Teaching

SAQA QUAL ID	QUALIFICATION TITLE
118143	Bachelor of Education in Senior Phase and FET 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 primary purpose of the Bachelor of Education in Senior Phase and FET Teaching is to develop learners' pedagogical content knowledge. Pedagogical content knowledge refers to the nexus of content knowledge, the what (subject-specific disciplinary knowledge) and pedagogical knowledge, the how (practical and procedural classroom teaching decisions including sequence and pacing of lessons and an understanding of learning theory and assessment). The qualification provides learners with the necessary understanding and knowledge of the subject area and improves their thinking and reasoning skills in general education methodologies and pedagogic approaches. It, furthermore, provides opportunities for all learners to supplement their existing knowledge and competence in the chosen subject and to improve their expertise in the area of specialism. Learners are assisted and developed to become confident, caring and critical reflexive practitioners. The qualification develops learners' academic literacy to serve as a springboard to further study and ongoing professional growth.

The institution has a policy on curriculum development that ensures sufficient depth of content, conceptual understanding and pedagogical learning that enables learners to link theory with their practice. The focus of reflective practice in the qualification is an attempt to support learners in becoming critical of their teaching and bring about change in their classrooms. In work-integrated learning, the portfolio is used as a tool to keep records of detailed lesson plans reflecting on learners' learning and on the action taken to improve learning. A balance is maintained in terms of the relation between practical, theoretical and experiential knowledge.

Rationale:
This 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 Senior Phase (SP) and FET Bands. 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 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 as well as sound knowledge of the content, learning and teaching of their chosen subject fields.

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 in this qualification will draw on and develop learners' current work experience in schools.

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 and advanced standing. The process will be implemented in strict adherence to the relevant institution RPL Policy.

Learners may obtain access to higher years in this qualification through credit accumulation and transfer.

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

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?

QUALIFICATION RULES

This qualification consists of the following compulsory and specialisation modules at NQF Levels 5, 6 and 7 totalling between 480 - 503 Credits.

Compulsory Modules, Level 5, 30 Credits:

Education Studies 1, 10 Credits.

Teaching Tools and Technologies 1, 10 credits.

Professional studies 1, 10 Credits.

Optional Module, Level 5, 12 Credits:

Conversational isiXhosa, 12 Credits.

Subject specialisations, Level 5, 48 Credits:
English Specialisation, Level 5, 48 Credits:

English FAL (General), 48 Credits.

Mathematics Specialisation, Level 5, 48/49 Credits (Choose one major and one minor or Mathematical Literacy):

Mathematics (General), 37 Credits.
Or

Mathematics (SP) Major, 6 Credits.

Mathematics (FET) Major, 6 Credits.
Or

Mathematics (SP) Minor, 6 Credits.

Mathematics (FET) Minor, 6 Credits.
Or

Mathematical Literacy, 5 Credits.

Science Specialisation, Level 5, 48 Credits:

General Science, 48 Credits.

ICT Specialisation, Level 5, 48 Credits:

Technology (SP), 16 Credits.

CAT (FET), 16 Credits.

ICT in Education, 16 Credits.

Life Orientation specialisation, Level 5, 48 Credits:

Guidance, Counselling and Specialized Learner Support, 30 Credits.

Life Orientation Teaching (FET), 9 Credits.

Life Orientation Teaching (SP), 9 Credits.

Compulsory Modules, Level 6, 125 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.

Subject specialisations, Level 6, 117-119 Credits:
English specialisation, Level 6, 118 Credits:

English FAL (General), 20 Credits.

English FAL (SP), 28 Credits.

English FAL (FET), 28 Credits.

School Librarianship, 42 Credits.

Mathematics Specialisation, Level 6, 117 Credits (Choose one major, one minor and Mathematical Literacy):

Mathematics (SP) Major, 43 Credits.

Mathematics (FET) Major, 43 Credits.
Or

Mathematics (SP) Minor, 34 Credits.

Mathematics (FET) Minor, 34 Credits.
And

Mathematical Literacy, 40 Credits.

Science Specialisation, Level 6, 119 Credits:

General Science, 6 Credits.
And

Physical Science (FET), 39 Credits.
Or

Life Science (FET), 39 Credits.
And

Natural Science (SP), 34 Credits.

Mathematics (SP), 40 Credits.

ICT Specialisation, Level 6, 117 Credits:

Technology (SP), 39 Credits.

CAT (FET), 39 Credits.

ICT in Education, 39 Credits.

Life Orientation specialisation, Level 6, 117 Credits:

Guidance, Counselling and Specialized Learner Support, 37 Credits.

Life Orientation Teaching (FET), 40 Credits.

Life Orientation Teaching (SP), 40 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.

Subject specialisations, Level 7: 90/96 Credits:
English Specialisation, 90 Credits.

English FAL (SP), 34 Credits.

English FAL (FET), 34 Credits.

School Librarianship, 22 Credits.

Mathematics Specialisation, Level 6, 90 Credits (Choose one major, one minor and Mathematical Literacy):

Mathematics (SP) Major, 44 Credits.

Mathematics (FET) Major, 44 Credits.
Or

Mathematics (SP) Minor, 26 Credits.

Mathematics (FET) Minor, 26 Credits.
And

Mathematical Literacy, 20 Credits.

Science Specialisation, Level 7, 96 Credits.

Physical Science (FET): 40 Credits.
Or

Life Science (FET), 40 Credits.
And

Natural Science (SP), 30 Credits.

Mathematics (SP), 26 Credits.

ICT Specialisation, Level 7, 90 Credits:

Technology (SP), 23 Credits.

CAT (FET), 24 Credits.

ICT in Education, 43 Credits.

Life Orientation specialisation, Level 7, 90 Credits:

Guidance, Counselling and Specialized Learner Support, 38 Credits.

Life Orientation Teaching (FET), 26 Credits.

Life Orientation Teaching (SP), 26 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), 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 the area of specialisation and demonstrate the commitment to the epistemic values and principles.

Address concerns related to the 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 selecting 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 the 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 is promoted.

Encourage, create and maintain a supportive and empowering environment for learners if 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:

Co-operate professionally 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 is 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 is critically engaged 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 Honours in Secondary School Teaching.

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." This qualification is geared towards the preparation of secondary school teachers who are interested in the intellectual, social, moral and psychological development (holistic development) of the individual learner. The Faculty of Education offers a 4-year (full-time) Bachelor of Education qualification in a variety of areas of specialisation.

Country: Australia:
Institution: Curtin University:
Qualification Title: Bachelor of Education (Secondary Education).

This qualification is comparable to the qualification offered by the above country in terms of the following:
This qualification is similar in purpose and duration. The qualification offers coursework and practical components. The qualification allows a learner to specialise in either one or two Secondary school curriculum areas and offers Mathematics as a major specialisation.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Advanced Diploma in Foundation Phase, NQF Level 7.

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.

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