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
96408  Bachelor of Education in Foundation Phase Teaching 
ORIGINATOR
The Independent Institute of Education (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  Early Childhood Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  482  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
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 purpose of this initial teacher education qualification is to promote access to higher education and to qualify learners to become Foundation Phase teachers.

The 4-year professional teaching qualification in Foundation Phase Teaching will develop Foundation Phase classroom teachers with the knowledge, skills and applied competencies identified as critical to enter the world of work as beginner teachers in order to teach learners from Grades R to 3. Specifically, qualification will provide learners with specialisation linked to this phase of teaching along with competences in subject matter knowledge, and the integration of all types of learning associated with the acquisition, integration and application of knowledge for teaching purposes within the South African context (DHET, 2011: 8).

This 4-year degree is structured in accordance with the new Minimum Requirements for Teacher Education Qualifications (February 2015). It is also aligned to the new HEQSF guidelines and will provide learners with the knowledge, skills and applied competencies identified to be critical for teaching at this level. Learners will be well-prepared with insight and skills that are both employable and relevant to further specialisation study in support of the principles of life-long learning.

Therefore, learners will be suitably prepared to move into their teaching career whereby they will be able to demonstrate basic competences of a beginner teacher (as laid out in the Minimum requirements for Teacher Education Qualifications, 2015): These include the following (DHET, 2011: 53). Thus newly qualified teachers will:
  • Have a sound subject knowledge.
  • How to teach their subject(s) and how to select, determine the sequence and pace content in accordance with both subject and learner needs.
  • Know who their learners are and how they learn; they must understand their individual needs and tailor their teaching accordingly.
  • Know how to communicate effectively in general, as well as in relation to their subject(s), in order to mediate learning.
  • Have highly developed literacy, numeracy and Information Technology (IT) skills.
  • Be knowledgeable about the school curriculum and be able to unpack its specialised content, as well as being able to use available resources appropriately, so as to plan and design suitable learning programmes.
  • Understand diversity in the South African context in order to teach in a manner that includes all learners. They must also be able to identify learning or social problems and work in partnership with professional service providers to address these.
  • Be able to manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
  • Be able to assess learners in reliable and varied ways, as well as being able to use the results of assessment to improve teaching and learning.
  • Have a positive work ethic, display appropriate values and conduct themselves in a manner that befits, enhances and develops the teaching profession.
  • Be able to reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues on their own practice in order to constantly improve it and adapt it to evolving circumstances.

    Rationale:
    The Bachelor of Education in Foundation Phase Teaching is intended as an initial professional qualification with specialisation linked to the Foundation Phase of teaching (Grades R to 3).

    This qualification will provide learners with a thorough grounding in the key disciplines related to Foundation Phase teaching. This qualification is thus structured in such a way so as to ensure knowledge specialisation is linked with the Foundation Phase of teaching, while simultaneously developing practical skills and work integrated learning experiences in order to prepare beginner teachers for teaching in diverse contexts.

    The design of this degree has been informed by the Department of Higher Education and Training (DHET) minimum requirements for teacher education qualifications (2015), coupled with the national drive to produce and increase the number of teachers, while also ensuring teachers are well-equipped for the classroom. This B.Ed degree seeks to provide a fundamental and comprehensive education underpinned by subject knowledge in the teaching of all three subjects (Language, Mathematics and Life Skills) in Grades 1 to 3 as well as enabling Foundation Phase teachers to prepare Grade R learners for formal learning. Alongside this, there is a focus on educational theory and methodology aligned with the requirements of a professionally qualified beginner teacher.

    This Degree will qualify learners to work in schools to be able to teach at the Foundation Phase Level. The outcomes in the design of this qualification were identified as critical to drive a successful career in teaching the Foundational Phase.

    This qualification has been designed to address specific skills shortages identified in teaching. The curriculum will address scarce and critical skills in Foundation Phase teaching aligning with DHET's minimum requirements for Teacher Education Qualifications. As such, the degree is designed to respond effectively to the teaching demands whilst maintaining the core nature of a Bachelor in Education, and to prepare learners to enrol into more specialised further studies at HEQSF Level 8. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Learners can achieve this qualification in part through Recognition of Prior Learning. The institution`s RPL Policy (IIE010) and it`s Academic Credit and Qualification Completion Policy (IIE004) guide this process. Skills, knowledge and experience in respect of competence acquired through formal and non-formal learning are assessed. All RPL submissions are managed by an academic committee under the supervision of the Academic Manager and Registrar.

    Entry Requirements:
    Admission Requirements:
  • A National Senior Certificate (NSC) granting access to Degree studies.
    Or
  • A NC(V) granting access to Degree studies.
    Or
  • A Senior Certificate (SC) with endorsement.
    Or
  • An Advanced Certificate.
    Or
  • A 240 or 360 Credit Diploma.
    Or
  • An Advanced Diploma in a cognate discipline.
    Or
  • A learner who did not achieve Degree entry in the NSC/NC (V) and who has obtained a registered and accredited Higher Certificate in an appropriate field may also be allowed access to an appropriate Bachelor's Degree. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Levels 5, 6 and 7 and electives at Levels 5 and 6, totalling 482 Credits.
    Compulsory Modules at NQF Level 5, 96 Credits.
  • Academic Literacy, 5 Credits.
  • English for Education 1A, 6 Credits.
  • First Additional Language: Afrikaans for Education A, 6 Credits.
  • Psychology 1A, 12 Credits.
  • Teaching FP Life Skills: Movement Grade R, 6 Credits.
  • Teaching FP Life Skills: Early Childhood Art, 6 Credits.
  • Introduction to Personal Computing, 5 Credits.
  • Psychology 1B, 12 Credits.
  • Teaching FP English First and First Additional Language 1A (Children's Literature), 6 Credits.
  • Teaching FP English First and First Additional Language 1B (Emergent Language), 6 Credits.
  • Teaching FP Mathematics 1 (Emergent Mathematics, 6 Credits.
  • Teaching Experience 1, 8 Credits.

    Electives Modules at NQF Level 5:
    Learners must select one module:
  • Communicative Languages: Xhosa 1, 12 Credits.
  • Communicative Languages: Zulu 1, 12 Credits.
  • Communicative Languages: Sotho 1, 12 Credits.

    Compulsory Modules at NQF Level 6, 178 Credits.
  • Early Childhood Teaching and Learning Environment, 12 Credits.
  • English for Education 1B, 6 Credits.
  • First Additional Language: Afrikaans for Education 1B, 6 Credits.
  • Child development and Learning Theories, 12 Credits.
  • Teaching FP English First and First Additional Language 2 (Reading and Phonics), 12 Credits.
  • Teaching FP Life Skills: Beginning Knowledge - NS and Tech, 10 Credits.
  • Teaching FP Mathematics 2A (Number, Operations and Relationships), 12 Credits.
  • ICT integration into the Classroom, 12 Credits.
  • Teaching FP Mathematics 2B (Patterns, Functions and Algebra), 12 Credits.
  • Teaching FP Life Skills: Beginning Knowledge SS, 10 Credits.
  • Teaching FP Handwriting, 6 Credits.
  • Teaching Experience 2, 12 Credits.
  • Teaching FP Mathematics 3A (Shape and Space), 12 Credits.
  • Teaching FP First Additional Language: Afrikaans A, 12 Credits.
  • Teaching FP Life Skills: Physical Education, 10 Credits.
  • Teaching FP Life Skills: Personal and Social well-being, 10 Credits.

    Electives Modules at NQF Level 6:
    Learners must select one module:
  • Teaching FP Life Skills: Performing Arts - Music, 12 Credits.
  • Teaching FP Life Skills: Performing Arts - Drama, 12 Credits.

    Compulsory Modules at NQF Level 7, 208 Credits.
  • Inclusive Education A, 12 Credits.
  • Inclusive Education B, 12 Credits.
  • Multi-cultural education, 12 Credits.
  • Professional Ethics, 12 Credits.
  • Teaching FP English First and First Additional Language 3 (Writing & integration of all skills and content areas), 12 Credits.
  • Social Education, 12 Credits.
  • Assessment in the Foundation Phase Classroom, 12 Credits.
  • Teaching FP Mathematics 3B (Measurement and Data Handling, Integration skills and content areas), 12 Credits.
  • Teaching FP First Additional Language: Afrikaans B, 12 Credits.
  • Teaching Experience 3, 12 Credits.
  • Foundations of Education, 12 Credits.
  • Special Study in Development or Learning in the Foundation Phase A, 10 Credits.
  • The Reflective Practitioner A, 10 Credits.
  • Special Study in Development or Learning in the Foundation Phase B, 10 Credits.
  • Educational Management, 12 Credits.
  • The Reflective Practitioner B, 10 Credits.
  • Problem Solving and Creativity with FP Children, 12 Credits.
  • Teaching Experience 4, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of the key concepts in assessment and measurement in a range of educational contexts and curricular areas.
    2. An understanding of theories, principles and expectations relating to child development, learning and motivation and how that information is applied to classroom teaching, with a focus on early childhood through adolescence.
    3. Develop effective communicative skills by being able to initiate and sustain conversations through various mediums, with confidence and expressiveness in Xhosa, Zulu or Sotho.
    4. Have an insight into the aims of early education; the informal teaching approach, the daily programme, play opportunities and evaluation in early childhood education.
    5. Equipped with relevant leadership and management skills, educators will motivate other educators as well as learners to develop excellence within the South African school systems by addressing current school management issues, including aspects such as gender equity, community involvement, multicultural education as well as the management of information and time by using holistic and current theories and practices.
    6. Understanding of basic terms, contested understandings and concepts of the study of inclusive education as well as an understanding of international and national policies and the historical development thereof. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Criteria for Exit Level Outcome 1:
  • The difference between formative and summative assessments is explained.
  • A range of assessment techniques is utilised and its appropriateness for different learning areas is evaluated.
  • Knowledge of the informal assessment techniques required in Grade R is described.
  • Knowledge of the informal daily assessment and the formal assessment process in Grades 1 - 3 is described.
  • The purpose of assessment in early childhood teaching is explained.
  • The moderation process is understood and true and trustworthy assessments are implemented.
  • The assessment process, ways of assessing the young child, recording and interpretation of assessment is described.
  • Evidence of how assessment will inform further planning is shown.

    Assessment Criteria for Exit Level Outcome 2:
  • Developmental characteristics and theories of child development between birth and adolescence is identified and evaluated.
  • Significant concepts, processes and issues in the development of children's learning are identified.
  • An understanding of learning and thinking theories is developed and the impact upon the teaching and learning situation is explained.
  • The knowledge acquired is applied in situations where they work with children in this developmental phase.

    Assessment Criteria for Exit Level Outcome 3:
  • The language and understanding of concepts and vocabulary related to Xhosa/Zulu/Sotho grammar is used.
  • Understanding of the language by appropriately responding and sustaining conversations is demonstrated.
  • An awareness of the Xhosa/Zulu/Sotho Culture and History is demonstrated.
  • The differences with Xhosa/Zulu/Sotho Culture and other cultures in South Africa is explained.
  • An understanding of sounds, words and grammar of the language to create and interpret texts is discussed.

    Assessment Criteria for Exit Level Outcome 4:
  • The importance, purpose and outcomes of early childhood education are discussed.
  • General developmentally appropriate teaching practice principles and theory in the classroom situation is Applied.
  • Developmentally appropriate teaching programmes taking the development of the whole child into account are Planned and managed.
  • The importance of play in the daily programme is understood, and opportunities for play in the classroom and outdoors are planned.
  • The multicultural nature of South African education is discussed.
  • Awareness of barriers to learning is understood and content is adapted to suit the needs of the learner.

    Assessment Criteria for Exit Level Outcome 5:
  • The factors that influence the field of educational management on a macro- as well as micro level are clearly differentiated.
  • Factors that influence schools from different economic and cultural backgrounds are compared and discussed.
  • Strategies that will lead to harmonious relations between all stakeholders within a school system are developed and applied by utilising different theories of motivation.
  • The factors influencing the organisational climate within an educational institution is explained and evaluated.
  • The socio-economic and political factors which influences the development of excellence within the school system is discussed.
  • Strategies that address the current management issues within the South African School context are communicated and implemented.

    Assessment Criteria for Exit Level Outcome 6:
  • The current debates in the field of inclusion, both internationally and nationally are critically engaged with.
  • Psychological theory is applied to given scenarios of behaviour.
  • Current educational perspectives of what learning support is against the varied definitions presented by peers and literature are evaluated.
  • The various learning support strategies that can be implemented and their constraints are evaluated.
  • Been exposed to the different learning theories which they are also able to link to the Psychology modules.
  • The different learning theories pertaining to the advantages and disadvantages of each theory in a given discipline are compared and discussed.
  • A unique understanding of the different forms of assessment (such as the SIAS strategy) is developed.
  • The current paradigm shift in educational philosophy that is needed before being able to fully embrace inclusion is implemented in context of diverse classrooms.
  • Knowledge about the challenges inherent in implementing successful inclusion pertaining to the learning area or barrier to learning is constructed.
  • Developed skills to enable them to promote the move towards inclusionary practices in schools.

    Integrated Assessment:
    Formative assessment:
    Learning and assessment are integrated. Continual formative assessment is required so that learners are given feedback on their progress in the achievement of learning outcomes. The scheme of work includes assignments based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

    Summative assessment:
    Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the qualification. Such judgement must include integrated assessments which test the learner's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit Level Outcomes as a whole. Examinations, projects, reports or equivalent assessments, such as a portfolio of evidence, assess a representative selection of the outcomes practised and assessed. Summative assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

    Furthermore, school-based WIL, including supervised and assessed teaching practice, will constitute an essential part of the Bachelor of Education qualification. Teachers will spend a minimum of 20 weeks and a maximum of 32 weeks in formally supervised and assessed school-based practices over the four-year duration of the Degree. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to countries such as the United Kingdom, Australia and New Zealand and which offer qualifications for initial teacher education.

    In the United Kingdom, the University of Derby, also offers a four year Bachelor of Education Degree in order to prepare teachers to teach both Key Stage 1 and Key Stage 2. The Degree focus includes: developing subject and academic knowledge in all of the National Curriculum subjects, underpinned by broadening theoretical understanding and perspectives of Primary Teaching, alongside including a focus on research and becoming a reflective practitioner. School-based working integrated learning placements throughout the four years of the Degree are also a key component.

    Australia's universities also have a four year Bachelor of Education Degrees in their initial teacher education landscape. In the majority of Australian universities, there are usually two types of the Bachelor of Education Degrees either with a focus on Primary or Secondary schooling. They follow a concurrent pathway that includes a focus on both academic and professional studies, with learners "involved in teaching practice throughout the entire study period".

    The University of Queensland, for example, offers a Bachelor of Education in either Primary or Middle Years of Schooling in order to qualify teachers to teach from Level 1-7 or Level 4-9. There is a focus on the development of specialist abilities in the Degrees on Language and Mathematics, alongside diversity and inclusivity while also including a focus on leadership. All of these focus areas are underpinned by a continuum of practical teaching throughout the duration of the Degree.

    The University of Auckland (AUT) in New Zealand offers a Bachelor of Education with specialisation in either Primary Teaching or Early Childhood Teaching. Primary Teaching learners will specialize in subject areas of English and Mathematics alongside subjects that speak to the study of education and its foundations. Early Childhood Teaching learners will specialise in subjects specific to early childhood learning and teaching alongside the study of education and its foundations. Additionally, the University of Auckland's Bachelor of Education Degree with specialisation in either Primary Teaching or Early Childhood Teaching, is similarly structured with a combination of Disciplinary Learning, Pedagogical Learning and Practical learning included in the Degrees.

    Conclusion:
    The Bachelor of Education in Foundation Phase Teaching has a high level of similarity in structure and design with some of the Initial Teacher Education degrees offered in the United Kingdom, Australia and New Zealand. 

    ARTICULATION OPTIONS 
    The qualification enables learners to articulate vertically to:
  • Bachelor of Education Honours in Policy Studies and Governance in Education at NQF Level 8.
  • Bachelor of Education Honours in Professional Education Management and Leadership at NQF Level 8.

    This qualification enables learners to articulate horizontally to:
  • Advanced Diploma in Intermediate Phase Teaching at NQF Level 7.
  • Bachelor of Education in Senior and FET Phase at NQF Level 7. 
    		•

    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. The Independent Institute of Education (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.