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 Intermediate Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
90717  Bachelor of Education in Intermediate Phase Teaching 
ORIGINATOR
University of Johannesburg 
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-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
This Bachelor of Education in Intermediate Phase Teaching is a Qalification at NQF Level 7 which prepares teachers to teach learners from Grades 4 to 7. The purpose of the qualification is to deliver professionally qualified beginner teachers for the intermediate phase. This is done by providing learner teachers with a well-rounded education that equips them with the required subject content knowledge base, teaching competence, a sound and nuanced understanding of the integrated nature of theory and practice in education and the context of the teaching profession in South Africa.

Rationale:
In developing this qualification the Faculty of Education is responding to the current national shortage of teachers in the country. The Department of Higher Education and Training 2010 survey on the Teacher Education in South Africa indicated that South Africa is not producing sufficient new teachers to meet the system needs. The report stresses the need for the doubling of teacher production in South Africa and also it has been indicated that there is a strong need for teacher to be trained in the Intermediate Phase in the areas such as Economics and Management Sciences, Arts and Culture, Mathematics, Natural Sciences and Technology.

The qualification also addresses the need for teachers in African languages. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The Faculty accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty accepts the challenge to assess prior learning and award credit that is aligned to Faculty qualifications to promote lifelong learning. The purpose of the institution's RPL policy, which directs the Faculty's RPL procedure, is to recognise prior learning in order to provide for admission to qualifications, grant advanced placement in qualifications and grant credits for modules on the principles and processes that serve as basis for faculty-specific RPL practices:
  • Teachers who are in possession of a recognised certificate or Diploma in education or another relevant field, may also present their qualifications for entry into a Bachelor Education with a possibility of transfer of credits, for cognate previous studies. Assessment of prior learning could also lead to entry or an advanced credit standing.

    A panel of selected staff members will determine, on a one-on-one basis, the competence of prospective learners who apply for RPL. In determining an applicant's competence against the relevant Exit Level Outcomes, this panel will do one or more of the following:
  • Verify the standard/quality of an applicant's prior qualifications.
  • Ask for and assess a portfolio containing examples of the applicant's work in the field of education, training and development.
  • Observe the applicant's performance in authentic and/or in situ teaching-learning situations and/or contexts.
  • Conduct one-on-one interviews with applicants to discuss the results of the evidence collection process.

    Learners are supported mainly through monitoring of assessment results and provision of assistance through the tutor system:
  • The lecturer in conjunction with the tutor identifies at-risk learners.
  • A support strategy is developed by the lecturer and discussed with the tutor.
  • Support includes: Individual tutor sessions with learners, group work sessions and referral to the Academic Development Division for professional services.
  • The learner's progress is then tracked and monitored.

    Entry Requirements:
    The minimum entry requirement is:
  • National Senior Certificate (NSC) granting access to Bachelor studies.
    Or
  • Senior Certificate with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises of compulsory at NQF Levels 5, 6 and 7 and elective modules at NQF Level 6.

    Compulsory Modules at NQF Level 5, 60 Credits:
  • Education Studies 1A, 16 Credits.
  • Teaching Studies 1A, 20 Credits.
  • Introduction to Mathematics for the Intermediate Phase 1A, 8 Credits.
  • English as language of teaching and learning 1A, 8 Credits.
  • Introduction to Zulu/Sotho/Afrikaans for the Intermediate Phase 1A, 8 Credits.

    Compulsory Modules at NQF Level 6, 148 Credits:
  • Education Studies 1B, 16 Credits.
  • Teaching Studies 1B, 20 Credits.
  • Introduction to Mathematics for the Intermediate Phase 1B, 8 Credits.
  • English as language of teaching and learning 1B, 8 Credits.
  • Introduction to Zulu/Sotho/Afrikaans for the Intermediate Phase 1B, 8 Credits.
  • Introduction to Science and Technology 1B, 8 Credits.
  • Education Studies 2A, 16 Credits.
  • Education Studies 2B, 16 Credits.
  • Teaching Studies 2A, 8 Credits.
  • Teaching Studies 2B, 8 Credits.
  • Teaching Methodology and Practicum 2A, 8 Credits.
  • Teaching Methodology and Practicum 2B, 8 Credits.
  • Zulu/Sotho for the Intermediate Phase 2A, 8 Credits.
  • Zulu/Sotho for the Intermediate 2B, 8 Credits.

    Elective Modules at NQF Level 6 (Learners will be guided by the faculty with the choices):
  • Science and Technology for the Intermediate Phase 2A, 8 Credits.
  • Science and Technology for the Intermediate Phase 2B, 8 Credits.
  • Mathematics for the Intermediate Phase 2A, 8 Credits.
  • Mathematics for the Intermediate Phase 2B, 8 Credits.
  • Culture and the Natural Environment for the Intermediate Phase 2A, 8 Credits.
  • Culture and the Natural Environment for the Intermediate Phase 2B, 8 Credits.
  • English for the Intermediate Phase 2A, 8 Credits.
  • English for the Intermediate Phase 2B, 8 Credits.
  • History for the Intermediate Phase, 8 Credits.
  • Geography for the Intermediate Phase 2B, 8 Credits.
  • Teaching Methodology and Practicum 3A, 8 Credits.
  • English for the Intermediate Phase 3A, 8 Credits.
  • Economics and Management Science for the Intermediate Phase 3A, 8 Credits.
  • Zulu/Sotho for the Intermediate Phase 3A, 8 Credits.
  • Mathematics for the Intermediate Phase 3A, 8 Credits.
  • Science and Technology for the Intermediate Phase 3A, 8 Credits.
  • History for the Intermediate Phase 3A, 8 Credits.
  • Culture and the Natural Environment for the Intermediate Phase 3A, 8 Credits.

    Compulsory Modules at NQF Level 7, 128 Credits:
  • Teaching Methodology and Practicum 3B, 8 Credits.
  • English for the Intermediate Phase 3B, 8 Credits.
  • Zulu/Sotho for the Intermediate Phase 3B, 8 Credits.
  • Mathematics for the Intermediate Phase 3B, 8 Credits.
  • Science and Technology for the Intermediate Phase 3B, 8 Credits.
  • Geography for the Intermediate Phase 3B, 8 Credits.
  • Education Studies 3A, 16 Credits.
  • Education Studies 3B, 16 Credits.
  • Teaching Studies, Methodology and Practicum 4, 120 Credits.
  • Culture and the Natural Environment for the Intermediate Phase 3B, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Display competences in reading, writing and speaking the language/s of instruction in ways that facilitate their own academic learning, and learning in the intermediate phase of schooling.
    2. Demonstrate competence in interpreting and using numerical and elementary statistical knowledge to facilitate their own academic learning, and to manage teaching, learning and assessment.
    3. Acquire knowledge underpinning intermediate phase teaching.
    4. Plan, design, and reflect on learning programmes appropriate to intermediate phase teaching.
    5. Select, use and adjust teaching and learning strategies in the intermediate phase teaching, using strategies that meet the needs of specific target groups and contexts.
    6. Manage and administer learning environments and support learners in ways that are sensitive, stimulating, democratic and well organised.
    7. Monitor and assess learner progress and achievement in the intermediate phase.
    8. Function responsibly within the education system, schools, and the communities in which schools are located.
    9. Show respect for and commitment to the educator profession. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Text relating to the intermediate phase of schooling, necessary for own learning and for facilitating the learning of others is selected, read, interpreted, created and used.
  • Learning content is conveyed proficiently orally and in writing.
  • Information and communications technology is used to further their own learning and facilitate the learning of others.
  • At least two languages are used when interacting with their peers, school learners and members of the teaching profession.

    Associated Assessment criteria for Exit Level Outcome 2:
  • Numerical and statistical information related to own learning, general educational matters and/or educational research is read and interpreted.
  • Understanding of numbers and statistics in the performance of a range of educational tasks, in various educational contexts and/or in discussions of educational matters/issues is applied.

    Associated Assessment criteria for Exit Level Outcome 3:
  • The language, processes, procedures, arguments and evidence characteristic of intermediate phase teaching is used and the epistemic values of the latter are applied when doing so.
  • Curriculum matters relating to the intermediate phase is critically discussed.
  • Learning materials for the intermediate phase are selected and/or evaluated in terms of accuracy and appropriateness.
  • Appropriate values and conceptual frameworks is applied to problem solving in the intermediate phase.

    Associated Assessment criteria for Exit Level Outcome 4:
  • Materials and resources appropriate to intermediate phase teaching are selected and designed and their choice and/or design are justified.
  • Coherent learning programmes and lessons appropriate to specific target groups, and context are selected, adapted and designed.
  • Lessons and other learning experiences within teaching programmes are planned, appropriate teaching and learning strategies are selected and their choices are justified.
  • Learning programmes, lessons and materials are evaluated and improved on the basis of experience, classroom research, and an understanding of the knowledge base underpinning intermediate phase teaching is acquired.

    Associated Assessment criteria for Exit Level Outcome 5:
  • A range of teaching and learning strategies appropriate to the intermediate phase is used.
  • Appropriate expectations are conveyed and learners in their efforts to take initiative and accept responsibility for their own learning are supported.
  • Learners with special needs and barriers to learning and development are identified and assisted.
  • Teaching and learning strategies used in particular contexts in terms of the extent to which the envisaged outcomes of the learning experience have been achieved are assessed.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Learning environments that are safe, sensitive to individual differences and conducive to learning are created and maintained.
  • Conflict situations within classrooms are resolved ethically and sensitively.
  • The range of administrative duties required for the effective management of learning environments are performed.
  • Their own actions in ways that show knowledge and understanding of management and administration are evaluated, justified and, where necessary, adjusted.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Assessment tasks and strategies appropriate to intermediate phase teaching and specific learning contexts are selected, adapted and designed.
  • Ranges of inclusive and culturally sensitive assessment strategies appropriate to intermediate phase teaching are used.
  • The progress of individual learners are systematically recorded and regularly reported upon.
  • Assessment results to inform future teaching, learning and assessment strategies are used.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Effective, efficient Co-operation with others in institutional and community settings is displayed.
  • Critical engagement with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices is demonstrated.
  • Relevant policies and development plans to their own teaching are applied.
  • Participation in and organisation of curricular, cross-curricular and extra-curricular activities is displayed.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Behave in ways that enhance the status of professional educators is demonstrated, accountability and the establishment and maintenance of a culture of teaching and learning is promoted.
  • A supportive and empowering environment for learners, parents, colleagues and the immediate school community is encouraged, created and maintained. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor of Education in Intermediate Phase compares internationally with qualifications offered at the following institution:
    The Bank Street Graduate School offers graduate degrees in education as well as adult education classes in New York and offers the Childhood General Education program which prepares learners to work with children in 1st to 6th grade. The focus is to enable learners to become a teacher who deeply understands children, can create exciting responsive curricula, and has strong skills in working with colleagues and families. The curriculum allows for fieldwork and coursework which will support learners become an educator who integrates theory and practice by providing them with a sound foundation in human development, subject matter pedagogy, and the historical, philosophical and cultural contexts of contemporary education.

    The Bachelor of Education (Teaching) Primary School (BEd(Tchg)) is a qualification offered by the Victoria University in New Zealand.

    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 their practice and learn from experience.

    Conclusion:
    These international qualifications cited above compares favourably with the South African one in terms of the focus and purpose. 
    		•

    ARTICULATION OPTIONS 
    Learners who have successfully completed the Bachelor of Education in Intermediate Phase Teaching Degree will be able to teach in this phase, and they will be eligible for registration as educators in schooling, for employment in public and private schools and for further study.

    Horizontal Articulation:
    Completion of the Bachelor of Education in Intermediate Phase Teaching allows access into a 120 Credits, NQF Level 7 Advanced Diploma in Education or 120 Credits NQF Level 6 Advance Certificate in Teaching.

    Vertical Articulation:
    Completion of the Bachelor of Education in Intermediate Phase Teaching allows access into a cognate 120 Credits, NQF Level 8 Bachelor of Honours Degree or 120 Credits at NQF Level 8 Postgraduate Diploma in Education. 

    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. University of Johannesburg 


    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.