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 THAT HAS PASSED THE END DATE: 

Bachelor of Education: Intermediate Phase 
SAQA QUAL ID QUALIFICATION TITLE
15547  Bachelor of Education: Intermediate Phase 
ORIGINATOR
University of Pretoria 
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  Level 7  Level N/A: Pre-2009 was L7  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2024-12-31  

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 
This qualification aims to accredit an initial teaching qualification for educators in schools. It aims to provide a general competence in GET with specialisation in roles related to teaching in Primary Schools in the Intermediate Phase of schools. The learners will have strong practical, foundational and reflexive competence to make judgements within a wide context. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Matriculation certificate
Other:
NQF Level 4 Further Education and Training Certificate (GR 12) 

RECOGNISE PREVIOUS LEARNING? 
N 

EXIT LEVEL OUTCOMES 
Learning outcomes:
Practical Competence:
The demonstrated ability to consider a range of options of which to make decisions:
  • the facilitation of learning in diverse learner groups,
  • the assumptions which can be made or not about what learners bring to the learning situation,
  • how to investigate and identify areas where learning is required,
  • the most suitable situation and location for learning or the way in which simulation or practical application can best be achieved,
  • interpreting and adapting learning programmes so that they are appropriate for the context in which teaching will occur,
  • designing and managing original programmes so that they meet the desired outcomes and are appropriate for the context in which they occur.

    Foundational Competence
    The demonstrated understanding of:
  • learning as a holistic, creative and life-long process of interaction with different knowledge forms and life worlds.
    - socio-cultural, language differences as they exist in learning groups, communities and broader society,
  • concepts, principles and procedures relevant to the Intermediate Phase,
    - traditions and values of education, training and development and the ways in which they shape ETD practices,
  • knowing about the principles of the main religions of South Africa,
  • different theories of learning and their implications for teaching practice,
  • the principles and practice of OBE and the sound practice in design of the five learning programmes in the Intermediate Phase,
  • the learning areas to be taught, including appropriate content knowledge and how to integrate this knowledge into the five learning programmes of the Intermediate Phase,
  • of a range of assessment approaches appropriate to the Intermediate Phase,
  • of using the language skills (main and additional) clearly and accurately.

    Reflexive Competence
    The demonstrated ability to:
  • reflect on the appropriacy of decisions and judgements made in learning-teaching situations and adapt or change accordingly,
  • analyse the learning that occurs in observed classroom interaction and in case studies,
  • use effective study methods,
  • reflect on knowledge and experience of environmental and human rights issues and adapting own practices,
  • analyse lesson plans, learning programmes and assessment tasks and demonstrate an understanding of appropriate selection sequencing and pacing of content,
  • reach real educational problems and understanding of the implication of this research.
    Critical cross-field outcomes:
    The Critical outcomes in this qualification will provide the learners with the ability to:
    Identify and solve problems showing that responsible decisions, using critical and creative thinking skills, have been made in interpreting, designing and managing the ETD sub-field Intermediate Phase.
  • Work effectively with others as a member of a teaching team, with learners and with parents and family members.
  • Organise and manage oneself as well as activities effectively in order to create a more stimulating learning environment for the learners of the ETD sub-field Intermediate Phase.
  • Collect, analyse, organise and critically evaluate information relating to the community context, learners' needs and development in order to enhance learning.
  • Communicate effectively (with learners and adults) in the main language and additional language using visual, mathematical and language skills in both oral and written forms.
  • Use science and technology effectively and critically, showing responsibility towards the environment and health of others within the ETD sub-field Intermediate Phase.
  • Appreciate that the world is a set of related systems by using what is available to improve provision and by observing learners across the curriculum, noting their strengths and weaknesses.

    In order to contribute to the full personal development of each learner, and social and economic development at large, it must be the intention of this programme to make everybody aware of the importance of:
  • reflecting on and exploring a variety of strategies to learn more effectively,
  • participating as a responsible citizen in the life of local, national and global communities,
  • being culturally and aesthetically sensitive across a range of social contexts,
  • exploring educational and career opportunities,
  • developing entrepreneurial opportunities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The learner must:
    1. Generate, explore and consider options and possibilities for appropriate action.
    2. Identify the most appropriate course of action in relation to the particular context, learner group, level of learning and resources available.
    3. Explain why they have chosen the particular course of action and what they have taken into account in doing so.
    4. Undertake the course of action identified, while continuously monitoring and adapting their performance as required.
    5. Describe and explain what they have done and why.
    6. Evaluate their performance and identify strengths, weaknesses and areas for improvement.
    7. Reflect on what they have learnt about themselves as learners and as performers.
    8. Develop a plan or strategy for future action, which demonstrates an integration of what has been learnt through evaluation and reflection.

    Integrated assessment:
    Portfolios
    Simulations
    Work-place assessments
    Written examinations
    Oral examinations
    Other:
    Assessment tasks (projects, practical demonstration and written reports) 

    ARTICULATION OPTIONS 
    None 

    MODERATION OPTIONS 
    The following moderation options will be used:
    Memoranda
    Internal second examiners
    At all exit levels an external examiner will be used 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Qualifications required:
    Degree and diploma in the ETD sub-field Intermediate Phase

    Career experience required:
    General experience as a practitioner in the ETD sub-field Intermediated Phase

    Other criteria:
    Assessors should have experience in ETD with specialisation in the Intermediate Phase 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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. University of Pretoria 


    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.