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 in Intermediate Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
96457  Bachelor of Education in Intermediate 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  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
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   2031-06-30  

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 Intermediate Phase Teaching provides a well-rounded education that equips learners 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 Intermediate Phase learners. Furthermore, the qualification is focused on developing practical competence, reflexively grounded in educational theory.

The qualification is also focused on developing practical competence, reflexively grounded in educational theory that is, the qualification seeks to develop teachers who are able to organise systematic learning based on knowledge of their subject, of their learners and of the process of learning; who are able to communicate effectively and employ a range of teaching strategies which they can justify; and who are committed to professional development and reflection.

This qualification aims to facilitate learning through various modules. The qualification will ensure that learners obtain sound subject knowledge; understand teaching and learning; communicate and mediate learning effectively; further develop literacy, numeracy and IT skills; use resources to design learning programmes; understand and manage classrooms in diversity; assess learners reliably; display positive work ethics and values; and can reflect on their own practice critically and constructively.
Upon qualifying the learner will be able to:
  • Manage diversity in the learning context.
  • Manage the Intermediate Phase classroom and creating an environment conducive to teaching and learning.
  • Use different teaching approaches in different contexts, focusing on methods; interpretation of content; outcomes of teaching and multi-grade teaching.
  • Have an understanding of teaching and learning, which will be used as a basis for critical discussion, analysis and reflection on classroom practice.

    Rationale:
    The Bachelor of Education in Intermediate Phase Teaching aims to provide a relevant and contemporary learning programme in South Africa, where learners from diverse backgrounds are equipped to teach in the Intermediate Phase and within diverse contexts. The stakeholder needs are reflected in the eleven basic competences of a beginner teacher (as gazetted in the Minimum Requirements for Teacher Education Qualifications, July 2011) and it is believed that this qualification will enable prospective teachers to encompass these competences.

    The BED (IP Teaching) is an initial teaching qualification for learners to be registered as fully qualified professional educators in schooling, and specifically in the Intermediate Phase. It aims to develop qualified classroom teachers who can demonstrate focused knowledge and skills in teaching Intermediate Phase, including Grade 7. The BED (IP Teaching) addresses 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 institution acknowledged that all learning has value, and the Faculty accepts the challenge to assess prior learning and award credits, as aligned to the qualification to promote life-long learning. Persons with teaching experience will be accepted to the qualification.

    Recognition of prior learning is based on the following process:
  • Applicant indicates the reason for applying for recognition of previous learning (could be entrance to a qualification or exemption from certain modules in the qualification).
  • The RPL committee determines the criteria for the recognition of prior learning based on the request (could be admission requirements of the qualification, assessment of exit level outcomes of modules for which exemption is requested or approved guidelines required by the professional body/industry).
  • The applicant must submit a portfolio of evidence of learning in place (what the applicant knows).
  • The RPL committee assesses the evidence of previous learning supplied by the applicant against the criteria and makes a recommendation to the Faculty's quality committee in a full report describing the process followed.
  • The Quality committee will make a recommendation to Faculty Board to ratify the decision.

    Entry Requirements:
    An admission requirement for this qualification is as follows:
  • National Senior Certificate (NSC) granting access to bachelor studies.
    Or
  • Senior Certificate with endorsement.
    Or
  • Teachers who are in possession of a recognised Certificate or Diploma in education or another 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 
    This qualification comprises of both compulsory and elective modules at NQF Levels 5, 6 and 7, totalling 480 Credits.

    Compulsory Modules at NQF Level 5, 72 or 86 Credits:
  • Academic Information Management, 6 or 8 Credits.
  • Literacies in Education 1, 12 Credits.
  • Conversational Competence (African Indigenous Language), 12 Credits.
  • Education 112, 12 Credits.
  • Learning Support 120, 6 Credits.
  • Fundamental Mathematics Concept, 6 Credits.
  • Language Studies 110, 6 Credits.
  • Basic Economic and Management Sciences 181, 12 Credits.

    Elective Modules at NQF Level 5:
    Learners need to select one of the official languages:
  • Afrikaans 110, 120, 12 Credits.
  • IsiZulu 110,120, 12 Credits.
  • IsiZulu 111, 12 Credits.
  • Sepedi 110, 120, 12 Credits.
  • Sepedi 111, 12 Credits.
  • Setswana 110, 120, 12 Credits.
  • Setswana 111, 12 Credits.
  • IsiNdebele 110, 12 Credits.
  • English 110, 120, 12 Credits.

    And choose at least two other subjects chosen from the list below:
  • Art Education 100, 101, 6 or 18 Credits.
  • Environmental Sciences 101, 8 Credits.
  • Geography 156, 8 Credits.
  • History 110, 120, 12 Credits.
  • Mathematics 133,143,8 Credits.
  • Meteorology 164, 8 Credits.
  • Music Education JMO 101, 102, 16 or 8 Credits.
  • Professional Studies 121, 6 Credits.
  • Natural Sciences 115, 8 Credits.
  • Music Education (Beginners) JMB 101, 102, 12 Credits.

    Compulsory Modules at NQF Level 6, 96 Credits:
  • Education 122, 12 Credits.
  • Education 212, 20 Credits.
  • Teaching Practice 280, 6 Credits.
  • Teaching Practice 380, 6 Credits.
  • Learning Support 220, 6 Credits.
  • Methodology of English FAL 210, 6 Credits.

    Elective Modules at NQF Level 6:
    Learners need to select the same official language as chosen for NQF Level 5 and the methodology module for the chosen language
  • African Languages Literature 121, 12 Credits.
  • African Languages Literature 220, 20 Credits.
  • IsiNdebele 210, 20 Credits.
  • Setswana 210, 220, 20 Credits.
  • Afrikaans 214, 220, 20 Credits.
  • IsiZulu 210, 20 Credits.
  • Sepedi 210, 20 Credits.
  • Methodology of Afrikaans 200, 6 Credits.
  • Methodology of Afrikaans 300, 12 Credits.
  • Methodology of English 200, 6 Credits.
  • Methodology of English 300, 12 Credits.
  • Methodology of IsiZulu 200, 6 Credits.
  • Methodology of IsiZulu 300, 12 Credits.
  • Methodology of Sepedi 200, 6 Credits.
  • Methodology of Sepedi 300, 12 Credits.

    And choose the same two subjects as chosen for NQF Level 5 and its accompanying methodology modules from the list below
  • Art Education 200, 201, 8 or 24 Credits.
  • Design and Technology 240, 12 Credits.
  • Geography 166, 8 Credits.
  • Geography 252, 283, 12 Credits.
  • History 210, 220, 20 Credits.
  • Intermediate Mathematics 210, 220, 12 Credits.
  • Methodology of Music Education, 6 Credits.
  • Methodology of Music Education, 12 Credits.
  • Methodology of Life Orientation, 6 Credits.
  • Methodology of Life Orientation 200, 6 Credits.
  • Methodology of Life Orientation 300, 12 Credits.
  • Methodology of Intermediate Mathematics 231, 6 Credits.
  • Methodology of Intermediate Mathematics 331, 12 Credits.
  • Methodology of Life Skills 201, 6 Credits.
  • Methodology of Science and Technology 204, 6 Credits.
  • Methodology of Science and Technology 304, 12 Credits.

    Compulsory Modules at NQF Level 7, 128 Credits:
  • Education 222, 20 Credits.
  • Education 312, 322, 30 Credits.
  • Research Project 461, 12 Credits.
  • Teaching Practice 452, 453, 28 Credits.
  • Learning Support 320, 6 Credits.
  • Methodology of e-Learning 351, 12 Credits.
  • Music Education 201, 202, 8 Credits.
  • Music Education 203, 204, 12 Credits.

    Elective Modules at NQF Level 7:
    Learners need to select the same official language as chosen for NQF Level 5 and the methodology module for the chosen language.
  • IsiNdebele 310, 30 Credits.
  • IsiZulu 310, 30 Credits.
  • Sepedi 310, 30 Credits.
  • Setswana 310, 30 Credits.
  • African Languages Literature 320, 30 Credits.
  • Afrikaans 311, 321, 30 Credits.
  • Methodology of Afrikaans 451, 6 Credits.
  • Methodology of English 451, 6 Credits.
  • Methodology of IsiZulu 451, 6 Credits.
  • Methodology of Sepedi 451, 6 Credits.
  • Methodology of Setswana 451, 6 Credits.
  • Methodology of IsiNdebele 451, 6 Credits.
  • English 310, 320, 30 Credits.
  • Art Education 300, 301, 8 or 32 Credits.
  • Geography 266, 24 Credits.
  • Intermediate Mathematics 310, 320, 20 Credits.
  • Methodology of Geography 451, 6 Credits.
  • Methodology of History 451, 6 Credits.
  • Methodology of Art Education, 6 Credits.
  • Natural Sciences 125, 8 Credits.
  • Natural Sciences 230, 12 Credits.
  • Methodology of Music Education, 6 Credits.
  • Methodology of Intermediate Mathematics 451, 6 Credits.
  • Methodology of Science and Technology 454, 6 Credits.
  • Music Education 301, 302, 10 Credits.
  • Music Education 303, 304, 12 Credits.
  • Natural Sciences 315, 325, 20 Credits.
  • Literacies in Education 300, 12 Credits.

    Compulsory Modules at NQF Level 8, 12 Credits:
  • Research Project 462, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Managing diversity in the learning context.
    2. Managing the Intermediate Phase classroom and creating an environment conducive to teaching and learning.
    3. Using different teaching approaches in different contexts, focusing on methods; interpretation of content; outcomes of teaching and multi-grade teaching. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The theoretical perspective offered by a Transformative Inclusive Education framework is understood and described.
  • The roles as a learner mediator; Leader, administrator and manager; Scholar, researcher and life-long learner; Community, citizenship and pastoral role are displayed.
  • Own identities in a diverse world is challenged by imagining the possibilities that exist for social responsiveness as agents of change.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • An Intermediate Phase classroom environment that is conducive to teaching and learning is created.
  • Creative planning, organisation of the classroom and ensuring the safety of the learners is demonstrated.
  • Sound pedagogic content knowledge is displayed.
  • Effective communication is demonstrated and learning is mediated through the use of ICT application.
  • Learning programmes are planned and designed.
  • Accountability, responsibility and relationships in the classroom are displayed.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Different perspectives on learning with specific emphasis on constructivist and contemporary learning theories are understood and applied.
  • Different types of learning (e.g. situational, co-operative, problem-based, and transformative) are explained and applied.
  • Powerful learning environments are constructed with the use of different teaching methods.
  • An introduction to various learning styles and models (e.g. VAKT; Kolb; Gardner) and barriers to learning are explained and integrated into classroom practices.

    Integrated Assessment:
    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.

    Integrated Assessment is understood as providing an opportunity for learners to demonstrate their achievement holistically in terms of the overall purpose of the qualification and across the Exit Level Outcomes.
    Integration is encouraged at three levels:
  • Within a constituent module.
  • Between modules.
  • Across the qualification as a whole through the teaching practice.

    School-based Work-Integrated Learning (WIL), including supervised and assessed teaching practice, constitutes an essential part of the Bachelor of Education qualification. Teachers will spend a minimum of 20 weeks and a maximum of 32 weeks in a formally supervised classroom over the four-year duration of the Degree. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification could only be compared to Education in teaching qualifications that are offered internationally as the naming of this qualification is contextually-based.

    The Bachelor of Education (Teaching) (BEd(Tchg)) is a qualification offered by the Victoria University in Melbourne Australia.

    Purpose:
    Upon completion of this qualification learners will have:
  • Cognitive skills to review, critically, analyse, consolidate and synthesise knowledge relating to learning and teaching in primary school contexts.
  • Cognitive and practical skills to demonstrate a broad understanding of knowledge with depth in regards to responsive curriculum, effective teaching, organisation of learning spaces; and of current and innovative teaching and learning strategies to engage young children in both children's services and primary schools; skills necessary to be reflective and reflexive practitioners, to think critically, understand the ethical dimensions of practice and to teach children in diverse contexts.
  • Communication skills to present a clear, coherent and independent exposition of knowledge and ideas in relation to reciprocal, respectful and responsive partnerships with children, families, colleagues and the wider community, to maximise the learning potential of each child.

    A four-year Bachelor of Education is being offered by Capilano University in Vancouver, Canada.

    The Bachelor of Education offers learners a range of academic and education courses that support learners in thinking deeply with theory and practice in the early years. The qualification explores current and global issues in the early years; examines pedagogical practices and engages with current research and theory. Three core threads, Curriculum, Childhoods and Leadership and Advocacy, represent the focus of the education courses offered in the Degree. Each of these threads is woven throughout the degree inviting learners to engage in critical-reflective practice, working to create classrooms of social justice and equity for children and families.

    Conclusion:
    Drawing a comparison between the qualifications offered internationally, one denotes the similarity in terms of the purpose and duration of study of each of the qualifications. 
    		•

    ARTICULATION OPTIONS 
    Completion of a Bachelor of education meets the minimum entry requirements to a 120 Credit, at NQF Level 7 Advanced Diploma in Education, or vertically, for admission into a cognate 120 Credit, at NQF Level 8 Bachelor of Education Honours degree, or a cognate Postgraduate Diploma in Education Qualifications. 

    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 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.