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
125278  Bachelor of Education in Foundation Phase Teaching 
ORIGINATOR
Lyceum College (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
Registered  EXCO 0637/26  2026-01-30  2029-01-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-01-30   2035-01-30  

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 Foundation Phase Teaching prepares competent, values driven and child centred educators to teach Grade R to Grade 3 learners across the core learning areas of Home Language, English First Additional Language, Mathematics and Life Skills. Graduates will be able to integrate disciplinary knowledge with pedagogical practice, critically engage with educational theory, and apply differentiated teaching and assessment methods responsive to diverse South African contexts.

This qualification is aimed at recent school leavers, adult learners and paraprofessionals (e.g. teaching assistants, ECD practitioners) seeking a formal professional qualification.

This qualification benefits learners by:
  • providing access to a professional career in teaching, leading to registration with the South African Council for Educators (SACE) as a fully qualified Foundation Phase teacher.
    Equipping graduates with transferable skills such as communication, problem-solving, classroom leadership, and ICT competence that are valuable within and beyond the education sector.
  • Offering a clear pathway for further studies (e.g., BEd Honours, Postgraduate Diplomas, master's in education), enabling career progression into leadership, curriculum development, or policy roles.
  • Developing lifelong learning capacities, including reflective practice and adaptability, ensuring graduates remain relevant in evolving educational and socio-economic contexts.
  • Enhancing employability in both public and independent schools, as well as in early childhood development qualifications and literacy and numeracy initiatives.

    Upon completion of the qualification, a qualified learner will be able to:
  • Demonstrate competence in reading, writing and speaking the Language of Learning and Teaching (LoLT) to facilitate academic learning and classroom teaching.
  • Interpret and use numerical and elementary statistical knowledge for teaching, learning and assessment.
  • Demonstrate competence in the knowledge base underpinning Foundation Phase learning areas.
  • Plan, design and reflect on learning qualifications appropriate for Foundation Phase contexts.

    Rationale:
    South Africa continues to face systemic challenges in literacy, numeracy, and early childhood education outcomes. The National Development Plan (NDP 2030) emphasises that all learners should be able to read for meaning by the end of Grade 3. The Integrated Strategic Planning Framework for Teacher Education and Development (ISPFTED, 2011-2025) similarly stresses the urgent need to improve the quality and supply of Foundation Phase teachers. The Department of Higher Education and Training's Minimum Requirements for Teacher Education Qualifications (MRTEQ, 2015) sets national standards for professional competence, ethics and applied practice in teacher education.

    This qualification is not a duplicate of an existing registered qualification. While there are other BEd Foundation Phase qualifications registered on the NQF, this qualification is distinct in its design for distance learning delivery, its focus on multilingual pedagogy, inclusivity, and technology-enabled teaching, and its structured 30-week Work Integrated Learning (WIL) component. It therefore expands national provision without replicating an existing qualification.

    This qualification will benefit South Africa by Increasing the supply of qualified Foundation Phase teachers to meet national demand, particularly in underserved and rural areas, strengthening literacy, numeracy, and life skills outcomes in the early grades, thereby improving throughput rates across the schooling system, supporting the broader human capital development agenda by equipping young learners with foundational competencies for lifelong learning and employability and contributing to the education sector's transformation by promoting access, redress, and inclusivity in the teaching profession.

    Graduates of this qualification will be eligible to register with the South African Council for Educators (SACE) as fully qualified professional teachers, in line with the Employment of Educators Act, 1998 and related regulations. The qualification is aligned with MRTEQ (2015), ensuring compliance with national standards for teacher education. In developing the qualification, the institution has engaged with stakeholders in the education sector, including provincial departments of education, SACE, and practising Foundation Phase educators, to ensure relevance and responsiveness to professional requirements.

    Qualifying learners will operate as professional teachers in the Foundation Phase (Grades R-3) within public and independent schools. They may also work in community education settings, literacy and numeracy interventions, and early childhood development qualifications. Graduates may articulate into postgraduate study (BEd Honours, PGDipEd, Master of Education) to pursue leadership, curriculum, or policy roles in education.

    By addressing national skills shortages, supporting socio-economic development, and preparing graduates for professional registration and practice, the BEd FP makes a direct and meaningful contribution to the development of South Africa's education system and the broader economy. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL provides alternative pathways for entry and progression into this qualification, in line with institutional policy and SAQA's national framework. It may be applied in three distinct ways:

    RPL for Access:
    Applicants who do not meet the formal minimum entry requirements (e.g., National Senior Certificate with appropriate endorsement) may gain access by demonstrating, through a structured Portfolio of Evidence (PoE), psychometric testing, and interviews, that they have acquired equivalent competencies through work experience, non-formal or informal learning. Successful candidates are admitted to the qualification, subject to institutional and Senate approval.

    RPL for Exemption (Advanced Standing):
    Learners may be exempted from specific modules if they can demonstrate competence equivalent to the exit outcomes of those modules through prior experiential learning or professional practice. Exemption does not carry credits. Learners must still complete the full credit requirement of 480 credits for the qualification, with "Exempted" noted on their transcript for the relevant modules.

    RPL for Credit (Credit Accumulation and Transfer, CAT):
    Learners may be awarded credits for completed modules at the same NQF level from other recognised institutions if there is at least 80% alignment in content and outcomes. Credits thus recognised reduce the number of modules required for completion. In line with CHE and SAQA policy, no more than 50% of the total credits for this qualification may be awarded through credit transfer, and at least 50% must be completed at Lyceum College.

    All RPL applications are assessed on a case-by-case basis using standardised rubrics, mapping templates, and verification processes as outlined in the Lyceum RPL & CAT Policy.

    Minimum Admission Requirements:
  • National Senior Certificate (NSC), NQF Level 4 (granting access to Bachelor studies).
    Or
  • National Certificate (Vocational), NQF Level 4 (granting access to Bachelor studies).
    Or
  • Senior Certificate with endorsement.
    Or
  • Higher Certificate in a cognate field.
    Or
  • Advanced Certificate in a cognate field.
    Or
  • Diploma in a cognate field. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Level 5, 6, 7 totalling 516 Credits.

    Compulsory Modules NQF Level 5 72 Credits:
  • Academic Literacy, 12 Credits.
  • Educational Psychology 1: An Introduction to Early Childhood Development, 12 Credits.
  • Mathematics 101, 10 Credits.
  • Teaching Practice 101, 6 Credits.
  • Technology and Teaching, 12 Credits.
  • English 1 (101), 10 Credits.
  • Life Skills 1, 10 Credits.

    Elective Modules, NQF Level 5, totalling 20 Credits: (Select two modules).
  • Afrikaans 1, 10 Credits.
  • isiZulu HL Teaching and Learning 1 (FP), 10 Credits.
  • Conversational isiZulu, 10 Credits.
  • Conversational Sesotho, 10 Credits.
  • Conversational Afrikaans, 10 Credits.

    Compulsory Modules NQF Level 6, 202 Credits:
  • Education Studies: History and Context of Education in South Africa, 12 Credits.
  • Life Skills Teaching and Learning 1 (FP), 12 Credits.
  • Teaching Practice 102, 6 Credits.
  • English FAL Teaching and Learning 1 (FP), 12 Credits.
  • English FAL Teaching and Learning 2 (FP), 12 Credits
  • Educational Psychology 2, 12 Credits.
  • Life Skills Teaching and Learning 2 (FP), 12 Credits.
  • Mathematics Teaching and Learning 1 (FP), 12 Credits.
  • Mathematics Teaching and Learning 2 (FP), 12 Credits.
  • Physical and Health Education 1, 10 Credits.
  • Teaching Methods, 12 Credits.
  • Teaching Practice 201 / 2A, 12 Credits.
  • Teaching Practice 202 / 2B, 6 Credits.
  • English FAL Teaching and Learning 3 (FP), 12 Credits.
  • Foundations of Education, 12 Credits.
  • Life Skills Teaching and Learning 3 (FP), 12 Credits.
  • Mathematics Teaching and Learning 3 (FP), 12 Credits.
  • Diversity and Inclusion, 12 Credits.

    Elective Modules, Level 6, totalling 44 Credits: (Select four modules).
  • Afrikaans HL Teaching and Learning 1 (FP), 12 Credits.
  • English HL Teaching and Learning 1 (FP), 12 Credits.
  • isiZulu HL Teaching and Learning 1 (FP), 12 Credits.
  • Afrikaans HL Teaching and Learning 2, 12 Credits.
  • English HL Teaching and Learning 2, 12 Credits.
  • isiZulu HL Teaching and Learning 2, 12 Credits.
  • Afrikaans HL Teaching and Learning 3, 12 Credits.
  • English HL Teaching and Learning 3, 12 Credits.
  • isiZulu HL Teaching and Learning 3, 12 Credits.
  • Afrikaans First Additional Language Teaching and Assessment A Level 6, 8 Credits.
  • isiZulu First Additional Language Teaching and Assessment A, 8 Credits.
  • Afrikaans First Additional Language Teaching and Assessment B, 8 Credits.
  • isiZulu First Additional Language Teaching and Assessment B, 8 Credits.

    Compulsory Modules NQF Level 7, 166 Credits:
  • Educational Psychology 3A, 12 Credits.
  • Educational Psychology 3B, 12 Credits.
  • Decoloniality, 12 Credits.
  • Educational Research, 12 Credits.
  • English FAL Teaching and Learning 4, 12 Credits12.
  • Life Skills Teaching and Learning 4, 12 Credits.
  • Managing Teaching, 12 Credits.
  • Sociology of Education, 12 Credits.
  • Teaching Practice 401 / 4A, 12 Credits.
  • Teaching Practice 402 / 4B, 8 Credits.
  • Mathematics Teaching and Learning 4, 12 Credits.
  • Educational Research, 12 Credits.
  • Teaching Practice 301 / 3A, 8 Credits.
  • Teaching Practice 302 / 3B, 8 Credits.

    Elective Modules, Level 7, totalling 12 Credits: (Select one module).
  • Afrikaans HL Teaching and Learning 4 (FP), 12 Credits.
  • English HL Teaching and Learning 4 (FP), 12 Credits.
  • IsiZulu HL Teaching and Learning 4 (FP), 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate competence in reading, writing and speaking the Language of Learning and Teaching (LoLT) to facilitate academic learning and classroom teaching.
    2. Interpret and use numerical and elementary statistical knowledge for teaching, learning and assessment.
    3. Demonstrate competence in the knowledge base underpinning Foundation Phase learning areas.
    4. Plan, design and reflect on learning qualifications appropriate for Foundation Phase contexts.
    5. Select, use and adapt teaching and learning strategies to meet diverse learner needs.
    6. Manage and administer supportive, inclusive and democratic learning environments.
    7. Monitor and assess learner progress and achievement.
    8. Function responsibly within education systems, institutions, and communities.
    9. Demonstrate commitment to the teaching profession, upholding ethics, human rights, and social justice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
    ELO 1: Demonstrate competence in reading, writing and speaking the Language of Learning and Teaching (LoLT) to facilitate academic learning and classroom teaching.
  • Read academic and professional texts critically and integrate the knowledge in studies and teaching.
  • Interpret written and graphic materials relating to Foundation Phase education.
  • Apply appropriate study methods for Foundation Phase teaching.
  • Use ICT to support own learning and that of learners.
  • Convey learning content in developmentally appropriate ways.
  • Foster interactive, supportive communication with learners.
  • Use LoLT effectively to explain and mediate learning.
  • Demonstrate conversational competence in an additional language.

    Associated Assessment Criteria for Exit Level Outcome 2:
    ELO2: Interpret and use numerical and elementary statistical knowledge for teaching, learning and assessment.
  • Interpret numerical data in education contexts.
  • Apply statistics to cross-curricular activities and learner assessment
  • Use data for classroom resource management and learner monitoring.
  • Apply numeracy in recording and reporting learner progress.
  • Interpret assessment data for learner support.
  • Apply basic financial management skills, including budgeting.

    Associated Assessment Criteria for Exit Level Outcome 3:
    ELO3: Demonstrate competence in the knowledge base underpinning Foundation Phase learning areas.
  • Show understanding of subject fields underpinning FP learning.
  • Apply epistemic values and disciplinary principles.
  • Use appropriate modes of argument and evidence.
  • Employ subject-specific language and concepts with confidence.
  • Critically discuss FP curriculum content and apply problem-solving approaches.
  • Interpret FP curricular knowledge in broader disciplinary contexts.
  • Select and evaluate appropriate learning materials for FP contexts.

    Associated Assessment Criteria for Exit Level Outcome 4:
    ELO4: Plan, design and reflect on learning qualifications appropriate for Foundation Phase contexts.
  • Select/design learning resources aligned with curriculum requirements.
  • Plan coherent lessons responsive to learner contexts.
  • Justify learning qualification design using educational theory.
  • Evaluate and adapt qualifications using classroom research and reflective practice

    Associated Assessment Criteria for Exit Level Outcome 5:
    ELO5: Select, use and adapt teaching and learning strategies to meet diverse learner needs.
  • Apply teaching strategies aligned with subject, grade and learner context.
  • Create expectations and motivate learners to achieve them.
  • Adapt strategies for differences in learning pace, style and ability.
  • Identify and support learners with barriers to learning.
  • Use group, pair and individual teaching methods effectively.
  • Adjust teaching strategies for cultural, gender, linguistic and contextual differences.
  • Integrate teaching support materials appropriately.
  • Evaluate and improve teaching strategies through classroom research.

    Associated Assessment Criteria for Exit Level Outcome 6:
    ELO6: Manage and administer supportive, inclusive and democratic learning environments.
  • Create safe, inclusive environments conducive to learning.
  • Manage classrooms democratically and ethically.
  • Apply fair and growth-promoting discipline strategies.
  • Resolve classroom conflict ethically and sensitively.
  • Perform required administrative tasks competently.
  • Assist learners in self-management of resources and time.
  • Refer learners support structures when necessary.
  • Justify management practices using theoretical knowledge.

    Associated Assessment Criteria for Exit Level Outcome 7:
    ELO 7: Monitor and assess learner's progress and achievement.
  • Design and administer fair, reliable and valid assessment tasks.
  • Collect sufficient evidence of competence using varied methods.
  • Provide constructive feedback to learners.
  • Record and report learner progress systematically.
  • Use assessment results to adapt teaching and learning strategies.
  • Evaluate assessment methods for fairness and sensitivity to diversity.
  • Justify assessment practices based on educational theory.

    Associated Assessment Criteria for Exit Level Outcome 8:
    ELO 8: Function responsibly within education systems, institutions, and communities.
  • Demonstrate respect and professionalism in interactions.
  • Communicate effectively with parents, colleagues and community members.
  • Engage critically with educational policies and systems.
  • Organise curricular and extracurricular activities responsibly.
  • Participate constructively in institutional life and community engagement

    Associated Assessment Criteria for Exit Level Outcome 9:
    ELO 9: Demonstrate commitment to the teaching profession, upholding ethics, human rights, and social justice.
  • Uphold professional ethics and promote accountability.
  • Model constitutional values, human rights and social justice.
  • Promote democratic values and dispositions in schools and society.
  • Maintain a critical, committed and reflective professional stance.
  • Show continuous professional development and commitment to learners, colleagues and the profession.

    Integrated Assessment
    Assessment in this qualification is designed to be continuous, developmental, and integrated, ensuring that learners demonstrate applied competence in disciplinary knowledge, pedagogy, and professional practice. It combines formative and summative methods in line with MRTEQ requirements.

    Formative Assessment:
    Conducted throughout each year of study to support learner development.
    Methods include:
  • assignments
  • projects
  • case studies
  • portfolios of evidence
  • tutorial activities
  • micro-teaching sessions
  • classroom observations
  • reflective journals.
    Emphasis is placed on developmental feedback, peer and self-assessment, and the use of rubrics to guide learner improvement.


    Summative Assessment:
    Conducted at the end of modules, academic years, and Work Integrated Learning (WIL) periods, includes examinations, capstone projects, comprehensive portfolios, and final evaluations of teaching practice.
    Summative assessments are designed to test integration of knowledge, practical skills, and professional values at the appropriate NQF level.

    Integrated Approach:
  • Evidence from both formative and summative assessments is consolidated to make holistic judgements about learner competence.
  • Assessment integrates disciplinary knowledge, pedagogical skill, reflective practice, and ethical awareness.
  • WIL plays a central role: learner performance is jointly assessed by mentor teachers, institutional supervisors, and external moderators to ensure fairness, reliability, and validity.
  • Portfolios of evidence provide cumulative proof of competence across all Exit Level Outcomes and Associated Assessment Criteria.

    This integrated assessment framework ensures that graduates are able to demonstrate not only theoretical knowledge but also the ability to apply, reflect, and adapt their learning in real-world teaching contexts. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: United Kingdom
    Institution name: University of Sussex
    Qualification title: BA (Hons) Primary and Early
    Duration: 3 years full-time

    Entry requirements:
    A-levels (or equivalent) plus GCSE English, Maths, Science.

    Purpose/Rationale:
    This qualification is designed to equip learners with the skills to become a teacher, providing academic knowledge and practical experience through school placements. The qualification has been rated highly by Ofsted for its effectiveness in both primary and early years phases. Graduates will achieve Qualified Teacher Status, making them ready for the teaching profession. In the final year, students can undertake a research project on a topic of their interest in primary education.

    Exit level outcomes:
  • Explore how children develop and learn in the core subjects (English, Mathematics and Science) and the full range of other primary curriculum subjects.
  • Develop strong and supportive relationships with children that nurture their learning and wellbeing.
  • Plan and teach engaging lessons, tailoring learning experiences to children's individual strengths and needs in an ever-changing society.

    Similarities:
  • The University of Sussex (US) and the South African (SA) qualification are both offered over three years.
  • Both qualifications accept learners who have competed a high school qualification.
  • For both qualifications learners can undertake a research project on a topic of their interest in primary education.
  • Both qualifications share similar outcomes.

    Country: New Zealand
    Institution name: University of Auckland
    Qualification title: Bachelor of Education (Teaching) - Primary
    Duration: Three years
    Credits: 360

    Purpose/Rationale
    The Bachelor of Education (Teaching) - Primary qualification is for those who want to become primary and intermediate schoolteachers in New Zealand. The qualification Prepares learners to teach primary and intermediate school students (typically ages 5-13)
    The qualification articulates to PGDipEd.

    Assessment:
  • Assignments.
  • Exams.
  • Practicum evaluations.
  • Portfolios.

    Similarities:
  • University of Auckland (UA) and the South African (SA) both accept learners who have completed a high school qualification.
  • Both qualifications articulate into a PGDipEd.
  • Both qualifications share similar assessment methods.

    Differences:
  • The UA qualification has =120 practicum days; The qualification offers a longer qualification with ~30 weeks of WIL and strong SA contextualisation. 
    		•

    ARTICULATION OPTIONS 
    The qualification offers the following articulation options.

    Horizontal Articulation:
  • Bachelor of Education in Intermediate Phase Teaching, NQF Level 7.
  • Bachelor of Education in Senior Phase and Further Education and Training Phase Teaching, NQF Level 7.
  • Advanced Occupational Diploma: Senior Government Official, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours, NQF Level 8.
  • Postgraduate Diploma in Education, NQF Level 8.
  • Postgraduate Diploma in Education in Teaching and Learning, NQF Level 8.

    Diagonal Articulation:
  • Advanced Occupational Certificate: Learning and Development Professional, NQF Level 6. 
    		•

    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.
     
    1. Lyceum College (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.