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

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Education in Foundation Phase Teaching

SAQA QUAL ID	QUALIFICATION TITLE
118270	Bachelor of Education in Foundation Phase Teaching
ORIGINATOR
Edutel Higher Education (Pty) Ltd
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	2021-06-22	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 purpose of the Bachelor of Education in Foundation Phase Teaching is to develop qualified foundation phase teachers who can demonstrate focused knowledge and skills in the teaching of young learners in the early development years. This qualification is intended primarily as an initial professional qualification aimed to develop learners to become a professionally trained person and demonstrates specific pedagogically focused knowledge and skills appropriate for foundation phase teaching in the South African context. This qualification seeks to provide a relevant and contemporary learning programme in South Africa, to equip learners from diverse backgrounds to adapt to teaching in diverse contexts. The qualification will focus on the following competencies: Specialised academic knowledge required for a learner to be able to demonstrate intellectual knowledge and understanding in the key areas of language development and numeracy skills in the learning and teaching of Mathematics and Life Skills. Knowledge about inclusive education and skills to identify and address barriers to learning and diverse teaching and learning needs. The ability to observe, compare and categorise, assess and communicate professionally appropriate information to parents, peers and learners. Develop applicable and appropriate teaching knowledge and skills for the cognitive and social development of learners in the Foundation Phase. The ability to make decisions based upon a deep understanding of the context and specialised knowledge, and applying these decisions to the relevant learning areas in the class when planning appropriate activities. Manage own learning and demonstrating the ability to evaluate own performance in an academic and professional context. Demonstrate the ability to apply the knowledge and skills required in this qualification, in the workplace. Successfully apply learning theories and the foundations of education in adopting appropriate teaching and learning methods in diverse classroom contexts. The purpose is to be achieved by means of four components on which the curriculum is designed: Competences related to fundamental learning. Competences related to subject and content of teaching (specialisation). Competences related to teaching and learning processes. Competences related to the school and the educator profession. Furthermore, the qualifying learner must be aware of the whole child to ensure that each child develops socially, emotionally, physically, morally and intellectually within the diversity of the environment and cultures. A foundation phase classroom should be a safe, hygienic environment with activities and areas that are appropriate for the learners' age, and at the same time stimulating fun and exciting. Upon completion of the qualification, qualifying learners will demonstrate ethical professional conduct visible in their duty of care towards the children, ability to understand diverse backgrounds and the management of the classrooms. This qualification emphasises the importance of emotional security for learning and the use of all senses to enhance learning and memory. The learning includes a period of practical teaching experience under the mentorship of a qualified teacher and supervised by the Institution's lecturers, in which theory can be put into practice in a classroom situation. This qualification aims to equip learners with the knowledge to identify the relevant signs of special learning needs and thereby enabling them to observe, identify and design programmes to support the learners. The value of auditory development through art and a well-planned movement programme form part of creative problem-solving abilities: Specialising in Home Language teaching, First Additional language teaching, Life Skills and Mathematics. An ability to identify barriers to learning in early childhood and develop appropriate teaching and learning programmes to meet the needs of the identified learners. Developing the skill to adapt to multiple backgrounds and learning needs. Developing key initial concepts and skills that lay the foundation for learning in future phases. Professional development as a teacher to teach learners in the foundation phase effectively. Rationale: The 4-year Bachelor of Education in Foundation Phase Teaching will develop teachers with the knowledge, skills and applied competencies identified as critical to enter the world of work as beginner teachers in order to teach learners from Grades R to 3. This qualification is for persons wanting to become fully qualified as professional educators teaching learners in the Foundation Phase The qualification provides six choices in Home Language Teaching and Learning, English as the First Additional Language and four choices of African languages as conversational level. Specialisation in knowledge, together with practical skills and workplace experience, will enable qualifying learners to enter the teaching profession and apply their learning in schools in varying contexts. The qualification is intended to develop qualified classroom teachers demonstrating focused knowledge and skills in teaching Foundation Phase learners. This qualification allows learners to become engaged with curriculum design, policy implementation and practical application of knowledge. Learners will be able to demonstrate depth and specialisation in knowledge with practical skills and workplace experience as beginner teachers in varying contexts. The qualification addresses critical challenges and conceptual knowledge including situational and contextual elements developing competencies to deal with diversity and transformation in schools. Learners completing this qualification will be able to demonstrate initiative and responsibility in an academic and professional teaching environment. The roles and functions carried out by collective teachers in a school are emphasised. The content and development of the curriculum enables learners to develop intellectual independence and the development of basic research competence during the four years of workplace integrated learning. In the design of the curriculum of this qualification the inter-connections between different types of knowledge and practices will develop teachers who are able to contribute to the education of young children in the foundation phase.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL): RPL applies to informal or non-formal learning only. Learning resulting from formal routes will normally be recognised via Credit Accumulation and Transfer (CAT), but in cases where CAT is found not to be applicable, the RPL route may be explored. The institution in all its RPL and CAT processes ensures that the following principles as formulated by the CHE, underpin its assessment policies and practices at all times: A formal RPL process will be followed in line with institution's RPL policy. RPL will be used to grant access to, or exemption from, modules that contribute towards the qualification. The institution may recognise other forms of prior learning for granting advanced standing through exemption from modules or courses at lower levels of the qualification, for example work integrated learning experience. Any or all credits for an incomplete qualification will be recognised by the institution as meeting part of the requirements qualification. Access to Qualification studies Learners applying for access to the qualification, but not meeting the specified entrance requirements can apply through the RPL process. If learners provide sufficient evidence during the assessment, they will be granted access to the qualification. In RPL processes designed to grant access, an RPL application is evaluated against the entry requirements of the qualification. The relevant NQF level descriptors will be considered when the application is evaluated. Assessment criteria for RPL purposes do not simply replicate those for mainstream study, but seek to accommodate the knowledge and skills gained in practice outside the higher education institution in terms of their value for the envisaged course of study. Learners who utilise RPL in order to gain access to the qualification will consult with the relevant academic staff member in order to determine the viability of the RPL process for access. During the consultation and should RPL be a viable intervention, it will be decided how the aspirant learner will be assessed and what evidence needs to be produced in order to prove that s/he has the required skills and knowledge for access to the qualification. Exemption for modules In line with the South African Qualifications Authority institutional guidelines and policies, Recognition of Prior Learning may take place and the candidate may be awarded credits for the qualification, based on assessment of appropriate evidence of competence related to the qualification and module outcomes. Credit transfer means carrying over credits either horizontally at the same level of study or vertically from a lower to a higher level of study. Credits are used as a measure of the volume of learning required for a qualification. Entry Requirements: The minimum entry requirement for this qualification is: National Senior Certificate (NCS), NQF Level 4 granting access to bachelor's studies. or A Senior Certificate, NQF Level 4 with exemption or National Certificate Vocational (NCV), NQF Level 4 granting access to bachelor's studies.

RECOGNISE PREVIOUS LEARNING?

Y

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, 6 and 7 totalling 500 Credits. Compulsory Modules, Level 5, 115 Credits English First Additional Language, 20 Credits Basic ICT Skills, 10 Credits Education Philosophies, 15 Credits Life Skills Beginning Knowledge, 15 Credits Mathematics Teaching and Learning, 15 Credits Communication Skills,15 credits Digital Media,10 credits Teaching Practice (WIL) (Year 1), 15 credits Elective Modules, Level 5, 15 Credits (Select one module): Afrikaans HL, 15 Credits English HL, 15 Credits isiXhosa HL, 15 Credits isiZulu HL, 15 Credits Sepedi HL, 15 Credits Setswana HL, 15 Credits Elective Modules, Level 5, 10 Credits (Select one module) isiXhosa LoCC, 10 Credits isiZulu LoCC, 10 Credits Sepedi LoCC, 10 Credits Setswana LoCC, 10 Credits Compulsory Modules, Level 6, 205 Credits English First Additional Language 1, 20 Credits English First Additional Language 2, 20 Credits Inclusive Education, 15 Credits Education Psychology and Sociology, 15 Credits Learning Support in Foundation Phase, 15 Credits Life Skills: Physical Education, 15 Credits Play as Teaching Strategy, 10 Credits Mathematics Teaching and Learning, 15 Credits Classroom Management, 15 Credits Health and Safety in Education, 15 Credits Legal and Ethical Relationships in Education, 15 Credits Teaching Practice (WIL) 1, 15 Credits Teaching Practice (WIL) 2, 20 Credits Elective Modules, Level 6, 15 Credits (Select one module) Home Language (Elective) Afrikaans HL, 15 Credits English HL, 15 Credits isiXhosa HL, 15 Credits isiZulu HL, 15 Credits Sepedi HL, 15 Credits Setswana HL, 15 Credits Elective Modules, Level 6, 15 Credits (Select one module) Teaching Home Language of choice - Part 1 (elective) Afrikaans HL, 15 Credits English HL, 15 Credits isiXhosa HL, 15 Credits isiZulu HL, 15 Credits Sepedi HL, 15 Credits Setswana HL, 15 Credits Compulsory Modules, Level 7, 110 Credits Life Skills: Creative Arts,15 Credits Mathematics Teaching and Learning,15 Credits Professional studies I, 20 Credits Professional studies II, 20 Credits Professional studies III, 20 Credits Teaching Practice (Year 4), 20 Credits Elective Modules, Level 7, 15 Credits (Select one module) Afrikaans HL, 15 Credits English HL, 15 Credits isiXhosa HL, 15 Credits isiZulu HL, 15 Credits Sepedi HL, 15 Credits Setswana HL, 15 Credits

EXIT LEVEL OUTCOMES

1. Demonstrate competence in reading, writing and speaking the language/s of instruction in ways that facilitate own academic learning. 2. Demonstrate competencies in language and linguistic abilities by being able to teach in the home language and demonstrate conversational competence in a second official language. 3. Demonstrate competence in interpreting and using numerical and elementary statistical knowledge to facilitate own academic learning. 4. Demonstrate competence of computer literacy to communicate effectively, in general and in relation to teaching and learning to mediate learning. 5. Interpret school curriculum and unpack its specialised contents for the Foundation Phase and use available resources to promote learning. 6. Plan, design, and reflect on learning strategies appropriate for Foundation Phase learners and diverse learning needs. 7. Demonstrate competence regarding diversity in the classroom, identification of learning and social problems. 8. Monitor and assess learner progress and use the results of assessment to improve teaching and learning. 9. Operate responsibly within the education system, an institution, and the community in which the institution is located. 10. Demonstrate a positive work ethic and values and conduct self in a manner, which befits, enhances and develops the teaching profession.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1: Read academic and professional texts critically, integrate and use the knowledge in own studies. Use the chosen Home Language of choice to explain, describe, discuss and relate key concepts. Read and interpret with understanding written and graphic materials. Foster interactive communication with learners using non-judgmental language, supportive replies, constructive feedback. Use an additional language to explain, describe and discuss key concepts in a conversational style Associated Assessment Criteria for Exit Level Outcome 2: Demonstrate knowledge of the structures of the language/s, acquisition of language and language policy as well as the skills to facilitate languages. Demonstrate communication in diverse and multilingual contexts. Demonstrate the strategies for dealing effectively with multilingualism in a culturally diverse pedagogical context in order to teach learners from disadvantaged communities Associated Assessment Criteria for Exit Level Outcome 3: Apply own understanding of numerical and statistical information to own learning and everyday life. Apply own understanding of numeracy and elementary statistics to manage classroom resources and monitor learner attendance. Apply own understanding of numeracy and elementary statistics to record, interpret and report on the academic progress and achievement of learners. Use elementary procedures for collecting and analysing learner achievement data. Associated Assessment Criteria for Exit Level Outcome 4: Use information and communications technology to further own learning and facilitate the learning of others. Convey the content in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the learners in their care. Demonstrate competence regarding a sound knowledge base underpinning Foundation Phase teaching through effective use of ICT and appropriate teaching and learning materials. Associated Assessment Criteria for Exit Level Outcome 5: Translate child development theory into classroom practice. Apply acquired content and pedagogical knowledge and skills in different contexts. Use the characteristic language, terminology and concepts of the chosen field of specialisation appropriately, and with confidence. Discuss the content of curricular knowledge in Foundation Phase and apply appropriate conceptual frameworks to problem solving in the relevant fields of knowledge. Interpret curricular knowledge in practice in own area of specialisation, in terms of a broader understanding of the relevant fields of knowledge. Associated Assessment Criteria for Exit Level Outcome 6: Select, design and evaluate what learning resource material (including textbooks) should be selected, at what level, in what sequence and how it should be assessed, in the area of specialisation. Select, adapt, or design coherent learning qualifications and lessons appropriate for the learners, context and specialisation, taking into account national, regional and school curriculum policies, learner contexts, and learner differences. Plan lessons and other learning experiences by selecting appropriate teaching and learning strategies most suitable to five-year-old learner needs, abilities and interests. Justify selection and design of learning activities in ways that show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum. Evaluate and improve learning qualifications, learning activities and materials based on experience. Accommodate diversity in the planning, adjustment and use of teaching and learning strategies. Associated Assessment Criteria for Exit Level Outcome 7: Create and maintain learning environments that are safe as well as conducive to learning. Discipline learners in ways that are firm, growth-promoting and fair. Create learning environments that are sensitive to cultural, linguistic and gender and other differences. Resolve conflict situation within classrooms ethically and sensitively. Manage classrooms effectively across diverse contexts to ensure a conducive Foundation Phase learning environment. Associated Assessment Criteria for Exit Level Outcome 8: Select, adapt and/or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts. Explain the link between the method of assessment, the overall assessment purpose and the outcomes being assessed. Design and administer assessment tasks using clear language and instructions. Use a range of assessment strategies to accommodate differences in learning style and context. Evaluate own and others' assessment strategies in terms of the validity, fairness, reliability and sensitivity to gender, language and barriers to learning and development. Assess and record systematically the progress of individual learners. Use assessment results to provide constructive feedback on learner progress and achievement. Interpret and use assessment results to inform future teaching, learning and assessment strategies. Justify choice and design of assessment strategies, methods and procedures. Associated Assessment Criteria for Exit Level Outcome 9: Initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in school affairs. 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. Demonstrate an understanding of the standards of professional conduct and educational theories relevant to foundation phase teaching and learning. Associated Assessment Criteria for Exit Level Outcome 10: Practice and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude. Behave 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. Engage critically with education policies, procedures and systems which impact institutions and classrooms, as well as on the national education and training landscape. Apply school policies and developmental plans to own teaching.

INTERNATIONAL COMPARABILITY

The qualification compares favourably with similar international qualifications. Early childhood education, pre-primary and basic education form an integrated whole progressing consistently and following the child's development. Training is incorporated into either; Early Childhood Education Qualifications and/or Elementary or Primary School Qualifications (for children aged 5 to 11 years). Country: New Zealand Institution: Victoria University Qualification Title: The Bachelor of Education (Teaching) Early Childhood (Bed (Tchg)EC This qualification comprises 360 credits. Learners who successfully complete the qualification will: Be responsible for managing and monitoring children's learning and development. Know the curriculum you teach and how to develop skills and knowledge in this area. Think effectively about own practice and learn from experience. Have a knowledge of the context of early childhood education in Aotearoa/New Zealand. Learners learn about the theory, practice and management of teaching, including the place and role of education, the characteristics of learners and the teaching-learning process. Learners study the curriculum taught in schools to prepare them for the profession of teaching. This includes English, Maori language, mathematics, science, technology education, social studies, art, music, drama and dance, health and physical education and learning languages. All the learners spend time working in a classroom where they can trial and refine own planning, teaching and management skills. Research on early childhood education in New Zealand found that high quality practice depends on collaboration. High quality practice includes targeted professional learning opportunities for student teachers, mentor teachers and visiting lecturers to learn and improve the way they carry out their roles and take on responsibilities. Transparent formative and summative assessment opportunities to develop and evaluate student teachers' readiness for teaching form part of early childhood training programmes. Country: Australia Institution: Queensland University Qualification Title: Bachelor of Education (Primary) (BEd) (Primary) The qualification is designed for effective teacher preparation in the unique contemporary context. The qualification is aimed at developing capacities required by teachers working in the information age, a time of rapid change where education is recognised as playing an increasingly important role in society. The qualification develops teachers across the year Levels 1-7, spanning the Early and Middle Phases of Learning. In particular, the qualification focuses on the development of skills, understandings and attributes that enable teachers to demonstrate specialist abilities with respect to: Literacy and numeracy. Diversity and differentiated learning. Leadership and research. Connected practicum. Country: United Kingdom Institution: University of Roehampton - London Qualification Title: BA Primary Education The qualification provides a teacher with a direct route to becoming a primary teacher, which upon completion will be recommended for Qualified Teacher Status (QTS). The qualification will allow the teacher to focus on one of many subjects offered, from History to Music to Physical Education, this in-depth qualification also offers you the chance to specialise in teaching children aged 3-7 or those aged 5-11. The qualification will further equip the teacher with the knowledge, skills and experience to become a successful primary teacher. The university is committed to developing teachers in diverse settings who have high expectations of all pupils, who respect social, cultural, linguistic, religious and ethnic backgrounds, and who are committed to raising educational achievement. Conclusion: In South Africa, the language and socio-economic situation require a teacher training qualification that is responsive to diverse contexts. Similarities identified are in terms of the development of competencies needed for a learner to be a teacher in the Foundation Phase. In New Zealand, the learners learn about the theory, practice and management of teaching, including the place and role of education, the characteristics of learners and the teaching-learning process. Learners study the curriculum taught in schools to prepare them for the profession of teaching. This includes English, Maori language, mathematics, science, technology education, social studies, art, music, drama and dance, health and physical education and learning languages. To teach in early childhood education in the United Kingdom, teachers must pass the professional skills tests in numeracy and literacy.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation. Horizontal Articulation: Advanced Diploma in Education, NQF Level 7 Vertical Articulation: Postgraduate Diploma in Education, NQF Level 8 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

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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.