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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
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 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:
  • Demonstrate integration of knowledge, skills and abilities when conducting the lesson.
  • Demonstrate a thorough understanding of the content of the curricular areas and phase specialisations.
  • 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.
  • 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.

    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):
  • Posses sound subject knowledge.
  • Know 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.
  • Communicate effectively in general, as well as in relation to their subject(s), in order to mediate learning.
  • Possess highly developed literacy, numeracy and Information Technology (IT) skills.
  • 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.
  • Manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
  • 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.
  • Possess positive work ethic, display appropriate values and conduct them in a manner that befits, enhances and develops the teaching profession.
  • 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. 
    		•

    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:
  • A National Senior Certificate (NSC) granting access to Degree studies.
  • A National Certificate Vocational NC (V) granting access to Degree.
  • A Senior Certificate (SC) (with endorsement) or equivalent.
    Or
  • An Advanced Certificate.
    Or
  • A 240 or 360 Credit Diploma.
    Or
  • An Advanced Diploma in a cognate discipline.
    Or
  • A candidate 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 Bachelors' Degree. 
    		•

    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:
  • Academic Literacy, 5 Credits.
  • English for Education 1A, 6 Credits.
  • First Additional Language: Afrikaans for Education 1A, 6 Credits.
  • Psychology 1A, 12 Credits.
  • Teaching IP Social Sciences 1, 8 Credits.
  • Teaching IP Mathematics 1A, 8 Credits.
  • Introduction to Personal Computing, 5 Credits.
  • Psychology 1B, 12 Credits.
  • Teaching IP Natural Science and Technology 1, 8 Credits.
  • Teaching Experience 1, 6 Credits.

    Electives Modules at NQF Level 5, 12 Credits:
  • Communicative Language - Xhosa 1, 12 Credits.
  • Communicative Language - Zulu 1, 12 Credits.
  • Communicative Language - Sotho 1, 12 Credits.

    Compulsory Modules at NQF Level 6, 196 Credits:
  • Intermediate Phase Teaching and Learning, 12 Credits.
  • English for Education 1B, 6 Credits.
  • First Additional Language: Afrikaans for Education 1B, 6 Credits.
  • Teaching IP Mathematics 1B (Number, Operations and Relationships), 8 Credits.
  • Child Development and Learning Theories, 12 Credits.
  • Teaching IP Social Sciences 2A (Hist), 15 Credits.
  • Teaching IP Mathematics 2A (Patterns, Functions and Algebra), 8 Credits.
  • Teaching IP First Additional Language: Afrikaans 1A (Listening and Speaking), 6 Credits.
  • Teaching IP English First and First Additional Language 1A (Speaking and Listening), 6 Credits.
  • ICT integration into the Classroom, 12 Credits.
  • Teaching IP Social Sciences 2B (Geog), 15 Credits.
  • Teaching IP Mathematics 2B (Space and Shape - Geometry), 8 Credits.
  • Teaching IP First Additional Language: Afrikaans 1B (Reading and Viewing), 6 Credits.
  • Teaching IP English First and First Additional Language 1B (Reading and Viewing), 6 Credits.
  • Teaching Experience 2, 8 Credits.
  • Teaching IP English First and First Additional Language 2A (Writing and Presenting), 6 Credits.
  • Teaching IP First Additional Language: Afrikaans 2A (Writing & Presenting), 6 Credits.
  • Teaching IP Mathematics 3A (Measurement and Data Handling), 8 Credits.
  • Teaching IP Natural Science and Technology 2A (Integrated Natural Science and Technology studies), 15 Credits.
  • Teaching IP English First and First Additional Language 2B (Language Structure and Conventions), 6 Credits.
  • Teaching IP First Additional Language: Afrikaans 2B (Writing and Presenting), 6 Credits.
  • Teaching IP Natural Science and Technology 2B (Natural Science, Technology and Sustainability), 15 Credits.

    Compulsory Modules at NQF Level 7, 227 Credits:
  • Inclusive Education A, 12 Credits.
  • Inclusive Education B, 12 Credits.
  • Multi-cultural Education, 12 Credits.
  • Professional Ethics, 12 Credits.
  • Social Education, 12 Credits.
  • Assessment and Measurement, 10 Credits.
  • Teaching IP Mathematics 3B (Integration of all skills and content areas), 15 Credits.
  • Teaching Experience 3, 8 Credits.
  • Foundations of Education, 12 Credits.
  • Special Study in Development or Learning in the Intermediate Phase A, 10 Credits.
  • The Reflective Practitioner A, 10 Credits.
  • Teaching IP English First and First Additional Language 3 (Integration of all skills and content areas), 15 Credits.
  • Teaching IP Social Sciences 3A (Hist), 8 Credits.
  • Teaching IP Natural Science and Technology 3A (Mechanical Systems), 8 Credits.
  • Special Study in Development or Learning in the Intermediate Phase B, 10 Credits.
  • Educational Management, 12 Credits.
  • The Reflective Practitioner B, 10 Credits.
  • Teaching IP First Additional Language: Afrikaans 3 (Integration: Language structure and conventions), 15 Credits.
  • Teaching IP Social Sciences 3B (Geog), 8 Credits.
  • Teaching IP Natural Science and Technology 3B (Energy and Electricity), 8 Credits.
  • Teaching Experience 4, 8 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:
  • Content competence in the areas of the chosen specialisation of the Intermediate Phase of teaching is demonstrated.
  • Relevant written and spoken language is used to foster relationships within the teaching context.
  • Information collected about learners in the classroom is analysed to enhance learning in the Intermediate Phase of teaching.
  • Self-management competencies as a foundation to successful leadership within the dynamic and tiered structure of a school are demonstrated.
  • ICT is used to enrich the learning experience of others and continued self-learning is facilitated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Understanding of the field of knowledge which underpins Intermediate Phase teaching is demonstrated.
  • Global changes that impact on the relevance of the subject content ensuring a current pedagogically sound content base is applied.
  • The correct terminology with subject/phase of specialisation within the Intermediate Phase of teaching is used.
  • Curricular knowledge to inform the design of relevant learning material specific to subject/phase specialisation within the Intermediate Phase of teaching is interpreted.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • An understanding of the fields of knowledge which underpin the Intermediate Phase of teaching is demonstrated.
  • Coherent learning programmes and lessons appropriate for the learners, context and the Intermediate Phase, taking into account the school curriculum, learner contexts, and diverse needs of learners, including those with barriers to learning are selected, adapted or designed.
  • Lessons and other learning experiences within teaching programmes, selecting appropriate teaching and learning strategies are planned.
  • A range of assessment strategies to accommodate differences in learning style, pace and context are used.
  • Ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning are complied with.
  • Learning in the classroom while ensuring the competencies of the teacher are performed in a democratic way which supports the school context is managed.
  • Supportive and empowering learning contexts for learners and responding to diverse needs of learners and colleagues, educational and other are provided.
  • A reflective commentary on professional development supported by a portfolio of evidence is presented.
  • The phase of specialisation, Intermediate Phase, knowledge and work - based experiences to select an area for primary based research are drawn upon.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Work professionally with colleagues in the institutional setting is demonstrated.
  • Effective, professional communication with parents, guardians and other members of the community and involve them in school affairs is initiated and maintained.
  • A sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude is practiced and promoted.
  • Ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning are applied.
  • Commitment to act in and actively promote the best interests of learners, parents, communities, colleagues, and the profession is shown.

    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:
  • Advanced Diploma: Intermediate Phase Teaching, at NQF Level 7.
  • Advanced Diploma in Education in Special Needs Education, at NQF Level 7.

    Vertical Articulation:
  • B. Ed Honours in Professional Curriculum Studies in Arts, at NQF Level 8.
  • B. Ed Honours in Adult Basic Education and Training, at NQF Level 8.
  • B. Ed Honours in Early Childhood Development, at NQF Level 8.
  • B. Ed Honours in Educational Management, at NQF Level 8.
  • B. Ed Honours in Whole School Development or Educational Psychology or Science and Mathematics Education or Mathematical Literacy, 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. 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.