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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education in Intermediate Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
97189  Bachelor of Education in Intermediate Phase Teaching 
ORIGINATOR
Akademiese Reformatoriese Opleiding en Studies (AROS) NPC 
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:
On completion of the qualification, learners will be able to demonstrate integrated knowledge of the main fields and disciplines associated with Intermediate Phase Teaching. They will be able to educate Intermediate Phase learners while adapting to changing legislation and policies in a meaningful and innovative way.

Rationale:
Bachelor of Education (B.Ed.) in Intermediate Phase Teaching qualification has been designed according to current legislative requirements, the needs of various stakeholders and the envisaged learner intake.

The qualification aims to cater for those learners who cannot be accommodated in public universities; those who are not able to attend full-time classes and those who are not able to cope with distance education without personal contact. Unqualified and under-qualified teachers will be able to study, as the mode of delivery makes it possible to learn while working at a school.

Furthermore, the aim of the Bachelor of Education in Intermediate Phase Teaching is to produce learners who will see the teaching profession as a lifelong task with an eye to the reconstitution, transformation and restoration of society. This qualification aims to contribute to the pool of highly educated and fully equipped teachers in order to address the need for professional educators in South Africa. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
RPL constitutes an essential element for providing access for learners from all backgrounds to the cohort of formally qualified teachers. The institution subscribes to the principle of lifelong learning and supports access, equity and redress for learners who wish to improve their qualifications. In order to provide the learner with an opportunity to demonstrate knowledge and skills, learners will undergo a series of assessments specifically designed to assist them to display their competence. This assessment is subject to the same moderation process as all assessment processes.

Entry Requirements:
Learners are required to have either the following in order to be considered for admission:
  • Senior Certificate with endorsement.
  • National Senior Certificate granting access to a Bachelors' Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Levels 5, 6 and 7 totalling 522 Credits.
    Compulsory modules, NQF Level 5:
  • Introduction to Information Technology, 6 Credits.
  • Education in South Africa, 12 Credits.
  • Religious Studies, 6 Credits.
  • Didactics, 12 Credits.
  • Afrikaans First Language Teaching 1, 6 Credits.
  • Academic Literacy, 6 Credits.
  • English First Additional Language Teaching 1, 6 Credits.
  • Sepedi Communication, 6 Credits.
  • Sepedi Communication, 6 Credits.

    Elective modules at NQF Level 5:
    Elective Group A in Mathematics Teaching, Science and Technology Teaching or Elective. Group B in Social Sciences Teaching or Life Skills Teaching.
  • Elective Group A 1, 6 Credits (first semester).
  • Elective Group B 1, 6 Credits (first semester).
  • Elective Group A 1, 6 Credits (second semester).
  • Elective Group B 1, 6 Credits (second semester).
    Total number of Credits for NQF Level 5 is 96.

    Compulsory modules at NQF Level 6:
  • Biblical Studies 1, 6 Credits.
  • Classroom Management, 12 Credits.
  • Educational Psychology 1, 12 Credits.
  • Biblical Studies 2, 6 Credits.
  • Assessment, 12 Credits.
  • Educational Psychology 2, 12 Credits.
  • Afrikaans First Language Teaching 2, 12 Credits.
  • Teaching Practice 2, 12 Credits.
  • Biblical Studies 3, 6 Credits.
  • English First Additional Language Teaching 2, 12 Credits.
  • Co-teaching 2B, 12 Credits.
  • Socio Pedagogics, 12 Credits.
  • Biblical Studies 4, 6 Credits.
  • Afrikaans First Language Teaching 3, 12 Credits.
  • Teaching Practice 3, 12 Credits.
  • Curriculum Studies, 12 Credits.
  • English First Additional Language Teaching 3, 12 Credits.
  • Mentor Teaching 3B, 12 Credits.

    Elective modules at NQF Level 6:
    Elective Group A in Mathematics Teaching, Science and Technology Teaching or Elective. Group B in Social Sciences Teaching or Life Skills Teaching:
  • Elective Group A2 or B 2, 12 Credits (first semester).
  • Elective Group A2 or B 2, 12 Credits (second semester).
  • Elective Group A3 or B3, 12 Credits (first semester).
  • Elective Group A3 or B3, 12 Credits (second semester).
    Total number of Credits for NQF Level 6 is 240.

    Compulsory modules at NQF Level 7:
  • Educational Psychology 3, 12 Credits.
  • Learner Support 1, 12 Credits.
  • Integrated Intermediate Phase Teaching, 6 Credits.
  • Biblical Studies 5, 6 Credits.
  • Educational Philosophy 1, 12 Credits.
  • Biblical Studies 6, 6 Credits.
  • Learner Support 2, 12 Credits.
  • Research Theory 12, Credits.
  • Educational Philosophy 2, 12 Credits.
  • Afrikaans First Language Teaching 4, 12 Credits.
  • Teaching Practice 4, 12 Credits.
  • Learner Support 3, 12 Credits.
  • Research Project, 12 Credits.
  • English First Additional Language Teaching 4, 12 Credits.
  • Independent Teaching 4B, 12 Credits.

    Elective modules at NQF Level 7:
    Elective Group A in Mathematics Teaching, Science and Technology Teaching or Elective. Group B in Social Sciences Teaching or Life Skills Teaching:
  • Elective A4 or B4, 12 Credits (first semester).
  • Elective A4 or B4, 12 Credits (second semester).
    Total number of Credits at NQF Level 7 is 186. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply proper leadership and innovative practices in the context of the teaching profession.
    2. Demonstrate the knowledge needed to equip children with the relevant values, skills and knowledge applicable to their developmental level.
    3. Demonstrate competence in the education of learners in the Intermediate Phase and learners in the first year of the Senior Phase.
    4. Present and communicate extensive and specialised educational and theoretical subject knowledge and skills reliably and coherently using academic and professional conventions appropriate to the qualification.
    5. Evaluate performance against the given criteria.
    6. Apply basic research principles and practice lifelong learning.
    7. Demonstrate the ability to work effectively in a team. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Internal and external networking opportunities are developed and managed in order to constantly improve teaching and learning.
  • Effective involvement in school affairs of all stakeholders is initiated.
  • Full responsibility regarding decisions and actions within the learning context is taken.

    Associated Assessment Criteria Exit Level Outcome 2:
  • Principles for the ethical, holistic development of the learner in the Intermediate Phase and in Grade 7 are motivated and applied.
  • The different schools of thought regarding teaching and learning in the Intermediate Phase, with Grade 7 as part of this continuum are critically reflect upon.
  • Relevant factual knowledge associated with the teaching of subjects in the Intermediate Phase and in Grade 7 is analysed.

    Associated Assessment Criteria Exit Level Outcome 3:
  • The requirements of all subjects in the Intermediate Phase and Grade 7 Curriculum are explained.
  • Suitable learning activities in authentic contexts as part of Work Integrated Learning (WIL) are planned and presented.
  • Suitable learning, teaching material and lessons spanning all aspects of teaching Afrikaans Home Language, English First Additional Language and the two subjects of Grade 11 are created.
  • Continuous assessment of the Intermediate Phase and Grade 7 learner is planned for.

    Associated Assessment Criteria Exit Level Outcome 4:
  • Information technology to manage administrative tasks, further own learning and facilitate the learning of others is used.
  • A variety of texts is written.
  • General and academic texts are found, read and critically evaluated.
  • Information into own knowledge system, applying well-developed processes of analyses, synthesis and evaluation on that information is integrated.

    Associated Assessment Criteria Exit Level Outcome 5:
  • The different ways of assessing the Intermediate Phase learner and the Grade 7 learner are explained.
  • The link between the purpose, the method and the strategy chosen for the assessment is analysed.
  • A comprehensive assessment plan, applying the theoretical foundations of assessing the Intermediate Phase and the Grade 7 learner in an age appropriate way is created.
  • A suitable criterion for different assessment goals according to the principles of fairness, validity and reliability is formulated.
  • The results of reflection and self-assessment to address own problems and problems in the schooling system, and to improve assessment practices are used.

    Associated Assessment Criteria Exit Level Outcome 6:
  • Methods of enquiry are critically discussed and evaluated.
  • A range of methods for finding relevant information are applied.

    Associated Assessment Criteria Exit Level Outcome 7:
  • A values-driven teaching practice is promoted by demonstrating a supportive, committed and ethical attitude.
  • Ways of ensuring a positive work environment for all is proposed.
  • Principles of cordial relation within the context of teaching and learning are observed and cherished.

    Integrated Assessment:
    All summative assessment activities are moderated, while the moderation process is verified at the exit level according to the requirements of the Moderation Policy. All summative assessment of modules (NQF Level 7) is externally moderated. Formative as well as summative assessment is done and aligned with the qualification outcomes. Sufficient evidence is collected for each module. 
    		•

    INTERNATIONAL COMPARABILITY 
    Education faculties across the globe have a reputation of being cornerstones for research and academic enquiry in general. This is so because of their traditional focus on the exploration of the intellectual, social and psychological development of young minds until adulthood stages. This qualification follows the same principles and draws inspiration from the academic prowess of education qualifications from countries such as Australia and the United Kingdom.

    Bachelor of Education (B.Ed) qualifications from the two countries above, are registered against their local Qualification Frameworks and as a results they are seen as globally comparable and competitive. (B.Ed) in Intermediate Phase Teaching ranks and compares very well with similar education qualifications from these countries.

    Conclusion:
    B.Ed. in Intermediate Phase Teaching according to the standards as set out in the policy document "The minimum Requirements for Teacher Education Qualification (Government Gazette No 34467, 15 July 2011". These requirements were set in part as a result of the trends in the international development of education qualifications. The influence of the developments in the first generation NQF countries such as Australia and the United Kingdom on these changes cannot be downplayed. 

    ARTICULATION OPTIONS 
    This qualification has articulation pathways within and across the sub-frameworks of the NQF. It may horizontally articulate with the following qualifications:
  • Bachelor of Education in Intermediate Phase, Intermediate Phase, at NQF Level 7.
  • Bachelor of Education in Guaranteed Education Tuition (GET), Intermediate /Senior Phase, at NQF Level 7.

    It may vertically articulate with the following qualifications:
  • Bachelor of Education Honours in GET, Intermediate Phase, at NQF Level 8.
  • Bachelor of Education Honours in GET, Intermediate/Senior Phase, at NQF Level 8. 
    		•

    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. Akademiese Reformatoriese Opleiding en Studies (AROS) NPC 


    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.