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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 | |||
97235 | Bachelor of Education in Intermediate 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 | Schooling | ||
ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
Undefined | 511 | 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:
The purpose of this initial teacher education qualification is to promote access to higher education and to qualify learners to become Intermediate Phase teachers. The 4-year professional teaching qualification in Intermediate Phase Teaching will develop Intermediate 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 4 to 7. Specifically, the Bachelor of Education in Intermediate Phase Teaching will provide learners with specialisations linked to this phase of teaching along with competence 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 (July 2011). 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. Upon completion of the qualification, the learner will be able to: Rationale: "The primary purpose of all Initial Teacher Education (ITE) qualifications is to certify that the holder has specialised as a beginner teacher in a specific phase. This specialisation can take a variety of forms, all of which are associated with competence in subject matter knowledge, and it integrates all types of learning" (DHET, 2011: 15). The Bachelor of Education in Intermediate Phase Teaching is intended as an initial professional qualification with specialisation linked to the Intermediate Phase of teaching (Grades 4 to 7). This qualification will provide learners with a thorough grounding in the key disciplines related to Intermediate Phase teaching. This qualification is thus structured in such a way so as to ensure knowledge specialisation linked with the Intermediate 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 for this qualification has been informed by the Department of Higher Education and Training (DHET) minimum requirements for teacher education qualifications (2011) coupled with the national drive to produce and increase the number of teacher, while also ensuring a better quality teacher in the classroom. This qualification seeks to provide a fundamental and comprehensive education underpinned by subject knowledge in the teaching in various Intermediate Phase subjects, underpinned by subject knowledge, educational theory and methodology aligned with the requirements of a professionally qualified beginner teacher. This degree will enable qualified learners to work in schools, teaching at the Intermediate Phase. The outcomes in the design of this qualification were identified as critical to drive a successful career in teaching the Intermediate Phase. 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, 2011): These include the following for newly qualified teachers (DHET, 2011: 53): |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Recognition of Prior Learning (RPL):
The institution's RPL Policy and the Academic Credit and Qualification Completion Policy will guide the process whereby 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: Or Or Or Or |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
This qualification comprises compulsory modules at NQF Level 5, 6 and 7 and elective modules at NQF Levels 5, totalling 511.
Compulsory Modules at NQF Level 5, 76 Credits: Electives Modules at NQF Level 5, 12 Credits: Compulsory Modules at NQF Level 6, 196 Credits: Compulsory Modules at NQF Level 7, 227 Credits: |
EXIT LEVEL OUTCOMES |
1: Demonstrate integration of knowledge, skills and abilities when conducting the lesson.
2: Demonstrate a thorough understanding of the content of the curricular areas and phase specialisations. 3: Demonstrate the ability to carry out the roles of a teacher as appropriate to their practice that includes: specialist in a phase, subject discipline or practice; learning mediator; interpreter and designer of learning programmes and material; leader, administrator and manager; scholar, researcher and lifelong learner; assessor; and community, citizenship and pastoral role. 4: Demonstrate the ability to undertake various functions responsibly in terms of manager/administrator/leader within the education system, institution and community, underpinned by respect for and commitment to the teaching profession. |
ASSOCIATED ASSESSMENT CRITERIA |
Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Integrated Assessment: This qualification has both formative and summative 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. In addition, School-based Work Integrated Learning, including supervised and assessed teaching practice, constitutes an essential part of the qualification. Teachers will spend a minimum of 20 weeks to a maximum of 32 weeks in a formally supervised classroom to assess the school-based practices over the four-year duration of the degree. A maximum of 12 such weeks will be spent in schools, and at least three of these will be consecutive. |
INTERNATIONAL COMPARABILITY |
Countries that operate on the basis of an NQF include the United Kingdom and Australia and comparability for this qualification was thus done with qualifications for initial teacher education from these countries.
In the United Kingdom, diverse routes are available for moving into teaching. One such possible route includes for example, a four-year Bachelor of Education (B.Ed) qualification offered by universities aimed at preparing primary school teachers. Learners complete approximately 32 weeks of practical teaching over the four years of the Degree. This aligns similarly with the Minimum Requirements Policy in South Africa of a maximum of 32 weeks of school-based work integrated learning, in a B.Ed Degree. The University of Dundee, for example is one such higher education institution that offers a Bachelor of Primary Education for learners who want to qualify as professional teachers in order to teach children in the 3-12 years age range. As with the B.Ed degree structure in South Africa, focus lies in modules aligned with developing disciplinary learning and pedagogic learning while underpinned by practical learning throughout the degree. The University of Derby, also offers a four year B.Ed Degree in order to prepare teachers to teach both Key Stage 1 and Key Stage 2. The Degree focus includes: developing modules 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 work integrated learning placements throughout the four years of the degree are also a key component. Australia's universities also have a four year B.Ed Degree in their initial teacher education landscape. In the majority of Australian universities, there are usually two types of the Bachelor of Education Degrees with 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 research and leadership. All of these focus areas are underpinned by a continuum of practical teaching throughout the duration of the degree. Conclusion: This Bachelor of Education in Intermediate Phase Teaching is similar to the international qualifications in terms of structure and design with the Initial Teacher Education degrees offered in the United Kingdom and Australia. |
ARTICULATION OPTIONS |
This qualification articulates vertically and horizontally as follows:
Horizontal Articulation: Vertical Articulation: |
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. |