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 Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
119582  Bachelor of Education in Foundation Phase Teaching 
ORIGINATOR
Sol Plaatje 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
Registered  SAQA 0910/22  2022-08-04  2025-08-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-08-04   2031-08-04  

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 provide well-rounded education that will empower learners with an integrated knowledge base enabling them to demonstrate applied competence, commitment, and responsibility as academically and professionally qualified beginner teachers.
Upon completion of this qualification, qualifying learners will be able to:
  • Demonstrate the ability to evaluate the theory and practice of education and apply well-developed processes of analysis, and synthesis of educational problems using critical thinking skills.
  • Demonstrate knowledge and understanding which is used as a basis for analysis and reflection on child development, learning, and multiple intelligence for contextually relevant practices with the learners.
  • Demonstrate knowledge and understanding which is used as a basis for critical analysis and reflection on the historical and philosophical developments in Early Childhood Development and the Foundation Phase.
  • Demonstrate fundamental knowledge of what pedagogy, curriculum, and assessment entail in order to interpret and discuss various ways to implement it for effective teaching and learning in the Foundation Phase classroom context.
  • Integrate technology in teaching as well as improve digital teaching (technology in the hands of the teacher) and digital learning (technology in the hands of the learners).
  • Demonstrate an informed reflexive ability to critically discuss, evaluate, generalise, and adapt professional and practical aspects related to teaching in the classroom. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5, 6 and 7 totalling 480 Credits.

    Compulsory Modules, level 5, 28 Credits
  • SCOR, 16 credits
  • Information and Communications Technology (ICT's) in Education, 12 Credits.

    Elective Module, Level 5, 12 Credits (Select one module):
  • Conversational language (elective: Setswana, IsiXhosa, Sign Language; Indigenous language e.g.
    Nama language/ Khoi/San), 12 Credits.

    Compulsory Modules, Level 6, 228 Credits.
  • English content (HL), 24 Credits
  • Education Studies 1 (Psychology) 12 Credits.
  • Education Studies 2 (Sociology) 12 Credits.
  • Education Studies 3 (History) 12 Credits.
  • Education Studies 4 (Philosophy) 12 Credits.
  • Pedagogy, Curriculum, Assessment, 16 Credits.
  • What it means to be a teacher, 12 Credits.
  • Child Development and learning 1, 16 Credits,
  • Teaching Practice 1, 8 Credits.
  • Basic Mathematics,12 Credits.
  • Emergent Mathematics in Grade R, 12 Credits.
  • Child Development and learning 2, 16 Credits.
  • Teaching Practice 2, 20 Credits.
  • Foundation Phase Mathematics 1,16 Credits
  • Life Skills 1 (Content of PW, Music & Fine Arts), 28 Credits.

    Elective Modules, Level 6, 24 Credits (Select one module):
  • Afrikaans/ English /Setswana/ IsiXhosa (HL 1- electives), 24 Credits

    Elective Modules, Level 6, 16 Credits, 16 Credits (Select one module):
  • Afrikaans /English /Setswana/ IsiXhosa (HL 2- electives), 16 Credits.

    Elective Modules, Level 6, 24 Credits (Select one module):
  • Afrikaans/ English /Setswana/ IsiXhosa (FAL 1- electives), 24 Credits.

    Elective Modules, Level 6, 16 Credits (Select one module):
  • English / Afrikaans/Setswana/ IsiXhosa (FAL 2- electives), 16 Credits.

    Compulsory Modules, Level 7, 100 Credits.
  • Teaching Practice 3, 20 Credits
  • Life Skills 2 (Content of Drama & PE), 24 Credits.
  • Foundation Phase Mathematics 2,16 Credits.
  • Introduction to education research, 16 Credits.
  • Teaching Practice 4,24 Credits.

    Elective Modules, Level 7, 16 Credits (Select one module):
  • English / Afrikaans/Setswana/ IsiXhosa (HL 3- electives), 16 Credits.

    Elective Modules, Level 7, 16 Credits (Select one module):
  • English / Afrikaans/Setswana/ IsiXhosa (FAL 3- electives),16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to evaluate the theory and practice of education and apply well-developed processes of analysis and synthesis of educational problems using critical thinking skills.
    2. Demonstrate knowledge and understanding which is used as a basis for analysis and reflection on child development, learning and multiple intelligence for contextually relevant practices with learner.
    3. Demonstrate knowledge and understanding which is used as a basis for critical analysis and reflection on the historical and philosophical developments in Early Childhood Development and the foundation phase.
    4. Demonstrate fundamental knowledge on what pedagogy, curriculum, and assessment entails to interpret and discuss various ways to implement it for effective teaching and learning in the foundation phase classroom context.
    5. Integrate technology in teaching as well as improving digital teaching (technology in the hands of the teacher) and digital learning (technology in the hands of the learners).
    6. Demonstrate an informed reflexive ability to critically discuss, evaluate, generalise, and adapt professional and practical aspects related to teaching in the classroom. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Distinguish between the different philosophies on which education is founded e.g., perennialism, essentialism, progressivism, reconstructionism.
  • Distinguish between traditional and democratic ways of conceptualising education and display a deliberative understanding of democracy.
  • Explain the difference between descriptive, meta-ethical and normative enquiry in ethics.
  • Evaluate democratic justice and reflect on the implications of ubuntu for dialogical forms of teaching and learning.
  • Explain and justify African philosophy of education as both an analytical and an experiential activity.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Distinguish between the physical, emotional, social, and cognitive development of learners in the primary school.
  • Analyse the factors which impact on development and learning of learners in the primary school.
  • Identify the relevant theories linked to child development.
  • Apply pre-established knowledge of the theories of human development and learning and identify how contextual factors might impact on learning and development.
  • Reflect on the meaning of the different kinds of intelligences for ethical and professional practices with learners.
  • Analyse the neuroscientific perspective on learning and development.
  • Reflect on their role in creating various leaning experiences to develop learner mind and memory.
  • Differentiate between implicit and explicit memory systems and the implications thereof for learning.
  • Reflect on ethical principles that are aligned with neuroscientific principles.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Describe young children's development as proposed by different theoretical lenses.
  • Analyse theories such as social ecological systems theory, social learning theory, stages of psychosocial developments, attachment theory, and maturational theory and what this means for learning and development in the foundation phase.
  • Discuss the significant aspects of holistic development from an African perspective.
  • Analyse the different domains of development such as physical, emotional, social, and cognitive development of the foundation phase learner and the implications thereof for teaching in the foundation phase.
  • Discuss the historical developments of ECD from an international and national perspective.
  • Critique the implications of quality teaching and learning on holistic development of young children.
  • Evaluate different views on childhood and children from different traditional and contemporary theoretical perspectives.
  • Apply pre-established knowledge to evaluate the philosophical debates on how young children are viewed in society.
  • Discuss the notion of learning through play means and how this could be implemented in the foundation phase.
  • Compare the notion of quality learning environments to stimulate a play pedagogy by reading different scenario's and watching videos.
  • Discuss ways to implement different approaches to use play pedagogy inside and outside the classroom.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Compare the difference between curriculum as-plan and curriculum-in-practise to enhance the understanding of the curriculum concept.
  • Distinguish between major ways of developing curriculum, reflect on the assumptions underpinning these ways of curriculum development.
  • Discuss the ways in which different curricula organise knowledge and analyse how it might affect groups of learners differently.
  • Distinguish between everyday knowledge and school knowledge and communicate the importance of this distinction for curriculum and classroom practice when engaging with learners from diverse contexts.
  • Apply theoretical tools to analyse the enacted curriculum and the different dimensions thereof.
  • Explain the meaning of multi-level teaching and the implications on the curriculum.
  • Reflect on ethical and professional practices of the implemented curriculum and the implications thereof for different classroom context.
  • Identify various teaching strategies which may be implemented in the foundation phase.
  • Discuss the broad approaches to teaching such as an executive-; facilitator- and a liberationist approach.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Discuss what is meant by digital pedagogies and how to apply the related theories and models used in technology-integrated learning in the FP classroom.
  • Apply Information and Communications Technology (ICT) in the foundation phase classroom to advance teaching and learning.
  • Apply key concepts of information technology and to use basic software and hardware designed for the FP classroom.
  • Identify and discuss common problems that teachers have with ICT and suggest solutions.
  • Discuss the use of ICT in assessment. Learners explain how ICT could be used when performing different kinds of baseline, diagnostic informative and summative assessment.
  • Analysis empirical studies on the advantages and limitations of the use of ICTs in education and in the foundation phase.
  • Describe how children in the FP develop cognitively and psychosocially and what this means for the practical use of ICT in teaching and learning.
  • Discuss how ICTs could improve problem solving skills of young learners.
  • Explain the benefits and challenges of using ICT in a multi-grade learning environment.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Reflect on learning from the practice in the learning journey of reflection.
  • Describe the effect of delivery on teacher identity, practice, and learning.
  • Identify and apply observation-, reflective thinking- and critical thinking skills.
  • Identify and apply the effect of adaption on teacher identity, practice, and learning.

    INTEGRATED ASSESSMENT
    Assessment is applied in an integrated manner in the overarching assessment process and should include the following:
  • Formative assessment by means of which the achievements of learners can be recognised, discussed and appropriate follow-up steps planned.
  • Diagnostic assessment, by means of which learning problems can be identified and classified in order that appropriate support can be provided to learners.
  • Practice assessment which intends to develop mastery of skills, concepts, or analytical techniques.
  • Summative assessment in order to record and provide feedback on the overarching performance of a learner in a systematic manner.
    The success of integrated assessment is best demonstrated by the extent to which the overarching purpose of a qualification has been achieved.

    Assessment activities must form an integral part of the learning process. It should both measure (assessment of learning) and develop (assessment for learning) the relevant learning outcomes, graduate attributes and generic skills embedded in the context of disciplinary and cross-disciplinary learning.
    Assessment grading must be criterion-referenced. Criteria and standards of achievement are set in advance and learner performance is assessed according to those criteria.

    Assessment activities will be designed so that they:
  • are discipline-based and relate to any discipline accreditation requirements and standards.
  • explicitly link to and assist learners to achieve the specified learning outcomes for the module and learning unit(s).
  • use a variety of activities to measure the different learning outcomes of the module and learning unit(s).
  • challenge learners to deeper learning and provide opportunities for learners to demonstrate their applied competence.
  • use valid criteria and standards that discriminate between and enable differentiation of learners' levels of achievement. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Botswana
    Institution: The University of Botswana
    Qualification Title: Bachelor of Education in Primary Education degree
    The qualification is a double major qualification comprised of primary education and the area of concentration (the traditional teaching option). The qualification is composed of core courses, Optional courses, Electives, and General Education courses.
    The Department of Primary Education programme objects:
    At the completion of the qualification learners should be able to:
  • Provide leadership in the improvement of primary/basic education, in collaboration with other departments and the Ministry of Education.
  • Strive toward becoming a centre of excellence dedicated to improving the quality of teacher education and teaching in primary schools.
  • Demonstrate understanding of a wide range of educational issues regarding child development, language, research, assessment, philosophy, and computer applications.
  • Strive towards becoming agents of innovation and changes in the field of primary/basic education.
  • Demonstrate leadership skills for the education sector.

    The SA qualification and the Botswana qualification stretch over four (4) years. At the University of Botswana, the four (4) year qualification for Teachers (education specialisation), the applicants must have:
  • At least Botswana General Certificate of Secondary Education, Cambridge holders or its equivalent with at least a C or better in English Language and shall enter at Level 100 for pre-service.
  • A teaching Certificate to enter at Level 100.
  • A Diploma in Primary Education to enter at Level 200/300 and
  • Relevant work experience in an educational setting would be an added advantage.

    The admission requirements for the SA qualification are:
  • Admission Point of 30 (based on Grade 12 results).
  • A Grade 12 Certificate with a Bachelor pass.
  • A Grade 12 Certificate and ECD Level 5.

    Country: Australia
    Institution: The Australian Catholic University
    Qualification Title: The Bachelor of Education (Early Childhood and Primary)
    The qualification prepares learners to teach in both early childhood and primary school settings. The qualification is of interest to learners interested in a teaching career in which they can adapt their expertise to suit the learning needs of a broad age group (birth to 12 years). This Bachelor degree stretches over three and a half years compared to the B.Ed Foundation Phase Teaching degree at Sol Plaatje University which stretches over four years.

    The qualification offers the following:
  • Curriculum and pedagogy for birth to 12 years
  • Creating inclusive learning environments that nurture diversity
  • Transition to, and development of, a career in education

    Similarities:
    The modules in the Australian qualification focus on the curriculum areas of literacy, mathematics, health, physical education, and science. The South African qualification includes similar modules and also extends to the training of learners on ICT in education and Research methodologies in year three and four.

    For learners planning to seek employment in the Catholic system, a specialist sequence in religious education is available. The Australian Catholic university pride themselves in the fact that graduates develop expertise to work with young children, their families, and communities. Learners develop skills to support the creation of learning environments that nurture and support children as they learn. Learners are encouraged to work collaboratively to work for justice to make and share a more just and equitable society. The Australian Catholic University's Professional and Community Engagement program provides a number of opportunities for their learners to complete practicum in settings that are consistent with the values of the university. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Advanced Diploma in Education, NQF Level 7.

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

    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.