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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Bachelor of Education in Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
94530  Bachelor of Education in Foundation Phase Teaching 
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  Early Childhood Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  508  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2030-06-30  

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 Bachelor of Education in Foundation Phase Teaching (BEdFP Teaching) provides a well-rounded educational degree that equips graduates with the required subject content knowledge base, educational theory and methodology. Its purpose is therefore to develop qualified classroom teachers who can demonstrate focused knowledge and skills in teaching the foundation phase, including Grade R. The qualification is focused on developing practical competence, reflexively grounded in educational theory.

National Context:
The BEdFP Teaching is an initial teaching qualification for learners to be registered as fully qualified professional educators in schooling, and specifically in the Foundation Phase. It aims to develop qualified classroom teachers who can demonstrate focused knowledge and skills in teaching Foundation Phase, including Grade R. The BEdFP Teaching seeks to provide a relevant and contemporary learning programme in South Africa today and to assist prospective teachers to develop competencies in dealing with diversity and transformation.

Rationale:
The Degree BEdFP Teaching seeks to provide a relevant and contemporary learning programme in South Africa, where students from diverse backgrounds are equipped to adapt to teaching in diverse contexts. It is believed that this programme helps cultivate prospective teachers to encompass the eleven basic competences of a beginner teacher (as gazetted in the Minimum Requirements for Teacher Education Qualifications, July 2011). The various modules in this programme ensure that students obtain sound subject knowledge; to understand teaching and learning; to communicate and mediate learning effectively; to develop literacy, mathematical and IT skills; to use resources to design learning programmes; to understand and manage diversity in classrooms; to assess learners reliably; to display positive work ethic and values; and to reflect on their own practice critically and constructively.

The Bachelor of Education in Early Childhood Development and Foundation Phase addresses the critical challenges facing education in South Africa today and assists teachers to develop competences in dealing with diversity and transformation, as well as to be in line with the new mission and vision of the University and specifically with that of the Department for Early Childhood Education (which includes providing quality, well-balanced programmes to meet the diverse needs of the South African context), the University aligned this programme in 2011 with the draft minimum requirements for teacher education qualifications which were published for comment in November 2010. Further alignments were made during 2012 on the gazetted Minimum Requirements for Teacher Education Qualifications published in July 2011. The Bachelor of Education in Foundation Phase Teaching complies with the requirements of the Minimum Requirements for Teacher Education Qualifications published on 15 July 2011.

The BEdFP Teaching is an initial teaching qualification for learners to be registered as fully qualified professional educators in schooling, and specifically in the Foundation Phase. It aims to develop qualified classroom teachers who can demonstrate focused knowledge and skills in teaching Foundation Phase, including Grade R. The BEdFP Teaching seeks to provide a relevant and contemporary learning programme in South Africa, addressing the critical challenges facing education in South Africa today and assisting prospective teachers to develop competencies in dealing with diversities and transformation.

The qualification provides for the development of professional competence informed by sound knowledge and understanding of the area of specialisation. Furthermore, it provides educational theory so as to allow the learner to develop practical competence. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The University of Pretoria has a finite capacity in most undergraduate fields (its limits have already been reached or those selected from a large number of applicants), the University's policy on the recognition of prior learning only applies to student cases at postgraduate level.

However, similar to other institutions, the University of Pretoria has policies and systems to admit prospective learners who do not meet the formal or statutory requirements for entrance, but who demonstrate that they possess the appropriate knowledge and skills required for admission to a specific qualification. In this regard, the University of Pretoria supports the principle of Recognition of Prior Learning as a mechanism for providing prospective learners with status and the opportunity to enrol for a specific qualification.

Credit Accumulation Transfer is also administered when learners transfer from other universities or institutions whereby a maximum of 50% of the qualification is awarded.

Entry Requirements:
  • This qualification which is offered full time via contact mode delivery is for prospective students who have a National Senior Certificate (NSC) or Senior Certificate with an endorsement for Bachelor's Degree studies.
  • Teachers who are in possession of a recognised certificate or diploma in education or any other relevant field may present their qualifications for entry into Bachelor of Education with a possibility of credit transfer for cognate previous field. Assessment of prior learning could also lead to entry or advanced credit standing. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Please note:
    All modules listed below are compulsory although:
  • For the Language Elective modules, students must choose either isiZulu or Sepedi or Setswana or IsiNdebele.
  • For the Specialisation Elective Modules, students must choose between Learning Support II and ECD-Studies II in their fourth year.

    The modules Psychology (SLK 110 and 120) as well as the languages Afrikaans (AFR 110, 120, 214, 220) and English (ENG 110, 120, 210, 220) are optional modules which may be taken In Addition to the modules of this programme but do NOT form part of the programme.

    This qualification consists of compulsory modules at NQF Level 5, 6 and 7 adding up to 508 Credits.

    Modules at NQF Level 5, 86 Credits:
  • ECD-Studies, 12 Credits.
  • Health and Safety, 6 Credits.
  • Human Movement Studies, 6 Credits.
  • Foundation Phase Mathematics, 6 Credits.
  • Early Literacy, 6 Credits.
  • Academic Information Management, 6 or 8 Credits.
  • Literacies in Education, 12 Credits.
  • Education, 24 Credits.
  • Teaching Practice, 6 Credits.

    Note: Academic Information Management can either be taken as one module of 6 credits or be taken over two semesters totalling 8 Credits. This depends on the level of computer and information literacy an enrolled learner has.

    Modules at NQF Level 6, 254 Credits:
  • Arts and Culture, 12 Credits.
  • Professional Practice, 6 Credits.
  • Learning Support, 12 Credits.
  • Literacy Practices, 24 Credits.
  • Foundation Phase Mathematics II, 12 Credits.
  • Foundation Phase Mathematics III, 12 Credits.
  • Life Skills, 12 Credits.
  • Language 1: IsiNdebele (for home-language speakers) or Sepedi/IsiZulu/Setswana (for beginners or Home-language speakers), 24 Credits.
  • Education, 40 Credits.
  • Methodology of Learning Support, 6 Credits.
  • Literacies in Education II, 12 Credits.
  • Language 2: Sepedi/IsiZulu/Setswana (for beginners or home-language speakers) or IsiNdebele (for home-language speakers), 40 Credits.
  • Literacy Practices III (English FAL), 6 Credits.
  • Literacy Practices III (Afrikaans FAL), 6 Credits.
  • Teaching Practice II, 24 Credits.
  • Teaching Practice III, 6 Credits.

    Modules at NQF Level 7, 156 Credits:
  • Natural Science and Technology, 12 Credits.
  • Literacy Practices II, 6 Credits.
  • Academic Service Learning, 6 Credits.
  • Education, 60 Credits.
  • Professional Practice II, 12 Credits.
  • Learning Support II Or ECD-Studies II, 24 Credits.
  • Research Methodology, 12 Credits.
  • Teaching Practice IV, 24 Credits.

    Modules at NQF Level 8, 12 Credits:
  • Research Methodology, 12 Credits.
  • Research Methodology will be taken over two semesters, commencing as a module at NQF Level 7 in one semester and progressing as NQF Level 8 in the next semester.

    Note: For Elective Languages
    For beginner isiZulu Or Sepedi OR Setswana:
  • ZUL 110 and 120 in year 2 (24 Credits at Level 6).
  • ZUL 210 and 220 in year 3 (40 Credits at Level 6).
  • SEP 110 and 120 in year 2 (24 Credits at Level 6).
  • SEP 210 and 220 in year 3 (40 Credits at Level 6).
  • STW 110 and 120 in year 2 (24 Credits at Level 6).
  • STW 210 and 220 in year 3 (40 Credits at Level 6).

    For home-language or first/second additional language speakers:
  • AFT 121 (12 Credits at Level 6).
  • AFT220 (20 Credits at Level 6).
    With either:
  • ZUL 111 (12 Credits at Level 6).
  • ZUL 211 (20 Credits at Level 6).
    Or
  • SEP 111 (20 Credits at Level 6).
  • SEP 211 (20 Credits at Level 6).
    Or
  • STW 111(20 Credits at Level 6).
  • STW 211(20 Credits at Level 6).

    For home-language or first/second additional language speakers:
  • AFT 121 (12 Credits at Level 6).
  • AFT220 (20 Credits at Level 6).
    With:
  • NDE 110 (12 Credits at Level 6).
  • NDE 210 (12 Credits at Level 6).

    See below for layout of fundamental, core and elective credits and levels.
    Fundamental Modules, 38 Credits, NQF Levels 5-6.
    Core:
  • Specialisation, 174 Credits, NQF Levels 5-7.
  • Teaching Practice, 60 Credits, NQF Levels 5-7
  • Educational studies and Research project, 148 Credits, NQF Levels 5-8

    Electives:
  • Language, 64 Credits, NQF Level 6.
  • ECD/Learning support, 24 Credits, NQF Level 7.

    The following modules are optional modules which students can take in addition to the modules on the BEdFP Teaching Programme and therefore these modules do not form part of the official BEdFP Teaching Programme:
  • Psychology SLK 110, 120.
  • English ENG 110, 120, 210, 220.
  • Afrikaans AFR 110, 120, 214, 220. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Acquires and applies the relevant theories, knowledge and skills to be able to work competently with Grade R learners and lays the foundation for learning in Grade R as well as in the future phases.
    2. Prepares and executes lessons and reflections through work-integrated learning.
    3. Acquires knowledge and skills to be able to identify barriers to learning in the early years of schooling from Grade R to Grade 3.
    4. Demonstrates competencies in language and linguistic abilities by being able to teach in the home language and demonstrate conversational competence in a second official language.
    5. Demonstrates the ability to take responsibility for own work and to evaluate and address own learning needs. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Individual needs of learners are understood for teaching to be tailored accordingly.
  • Effective communication to mediate learning in relation to the subject(s) is understood.
  • Pedagogical learning and pedagogical theory in all the Foundation Phase modules is understood.
  • Practical application to assess learning readiness is demonstrated using the skills of diagnostic assessment and curriculum adaptation.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The content in accordance with both subject and learner needs is selected, determined sequenced and paced.
  • Effective classroom management across diverse contexts is shown for an educational learning environment to be maintained.
  • School curriculum is understood and the ability to unpack its specialised content is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Diversity in the South African context is understood in order for all learners to be included in the learning process.
  • Learning and social problems are identified and in partnership with professional service providers these problems are addressed.
  • Differentiated programmes to address diverse learning needs are understood and adopted.
  • Conceptually-based curriculum and approaches to meaningful curriculum integration are understood so that learning and teaching methods for learners with barriers are adapted.
  • Varied learning contexts as well as policy, political and organisational contexts is understood.
  • The ability to work with the diverse challenges facing children in South Africa is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Knowledge of the structures of the language/s, acquisition of language and language policy is understood as well as the skills to facilitate languages are demonstrated.
  • Communication in diverse and multilingual contexts is demonstrated.
  • Strategies for dealing effectively with multilingualism in a culturally diverse pedagogical context are understood in order to tutor learners from disadvantaged communities.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • A positive work ethic, appropriate values and conduct is displayed in order to befit, enhance and develop the teaching profession.
  • Critical reflection and consultation with colleagues teaching practices are improved and adapted according to evolving circumstances.

    Integrated Assessment:
    In the University of Pretoria's Bachelor of Education programme, assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification.

    Formative (or continuous) assessment offers students feedback on their progress and occurs throughout the teaching and learning process. Students are involved in this process and the assessment assists both the student and lecturer to identify advantageous and disadvantageous aspects in performance, thereby aiming to improve the module or programme each time it is revised.

    Assignments are often used in formative assessment and it contributes to a minimum of 10% of the student's final mark for some modules. For other modules, such as Literacy Practices II, the portfolio counts for examination or summative purposes.

    Summative assessment often takes place at the end of a module's course and assesses whether the student has achieved the exit level outcomes stipulated at the beginning and whether he or she can proceed further in the programme or may eventually graduate. Most modules make use of written examinations, although some modules take the form of a portfolio or research project or workplace feedback reports to assess in a summative manner.

    The practical professional competency of students in the selected area/s of specialisation is assessed in an authentic setting and there are clear procedures for experienced teachers in associate schools to serve as co-assessors The students compile a teaching resource portfolio that is assessed by the mentor lecturer after completion of the eight weeks teaching practice period in the fourth year. In the final teaching practice, students attend an eight-week internship and are again assessed by a mentor. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification could only be compared to Early Childhood Development qualifications offered internationally as this qualification is contextually-based.

    The Bachelor of Education (Teaching) Early Childhood (BEd(Tchg)EC) is a qualification offered by the Victoria University in New Zealand. 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 their practice and learn from experience.
  • Have a knowledge of the context of early childhood education in Aotearoa/New Zealand.

    The Bachelor of Education Early Childhood Studies is also offered at Middlesex University in the United Kingdom. This qualification will enhance knowledge, skills and understanding of early childhood studies and will blend theory with practice by offering a placement in an early years setting.

    Course Content: All modules are compulsory:
    Year 1:
  • An Introduction To Early Childhood Studies And Child Development, 30 Credits.
  • Education Policy: Historical and Contemporary Perspectives, 30 Credits.
  • Professional Studies, 30 Credits.
  • Psychological Approaches to Learning, 30 Credits.

    Year 2:
  • Comparative Education and Related Issues 30 Credits - Optional.
  • Curriculum Studies Foundation Stage Key Stage 1, 30 Credits - Optional.
  • Education and Equality, 30 Credits - Compulsory.
  • Special Needs, Disability and Inclusion, 30 Credits - Optional.
  • Working and Researching in Organisations, 30 Credits - Compulsory.

    Year 3:
  • Children's Literature 30 Credits - Optional.
  • Children's Rights: Law, Policy and Practice, 30 Credits - Optional.
  • Leadership, Management and Multidisciplinary Roles in Early years Settings, 30 Credits - Optional.
  • Proposition module, 30 Credits - Optional.
  • The Child in Context, 30 Credits - Optional.
  • The Social and Emotional Aspects of Teaching and Learning, 30 Credits - Optional.
  • Working and Researching in Organisations 2, 30 Credits - Optional.

    Conclusion:
    Drawing a comparison between the qualification offered at the Victoria University and the qualification offered at the University of Pretoria one denotes the similarity in terms of the outcomes of the qualification. However, there are differences between the two universities in terms of the number of credits and the modules.

    The qualification offered at the Middlesex University differs considerably in terms of the structure and the content to the qualification offered at the University of Pretoria. However, the application of the pedagogical skills remains the same between both universities.

    However, both the internationally offered qualifications as well as the BEdFP Teaching focus on the same premises, the competencies and the ability to apply the content knowledge and pedagogical skills in teaching. 
    		•

    ARTICULATION OPTIONS 
    Horizontally this qualification articulates with the following qualifications:
  • Post graduate Diploma in Educational Management and Leadership NQF Level 7.
  • Advanced Diploma: Intermediate Phase Teaching NQF Level 7.

    Vertically this qualification articulates with the following qualifications:
  • Bachelor of Education Honours at NQF Level 8.
  • Specialised qualifications in cognate fields, such as the Bachelor of Arts Honours at NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

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

    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 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.