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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education in Intermediate Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
98923  Bachelor of Education in Intermediate Phase Teaching 
ORIGINATOR
North West University 
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  539  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 the Bachelor of Education (BEd) in Intermediate Phase Teaching is to prepare the beginner Teacher to demonstrate academic and professional competence and responsibility. This entails the development of the learner to comply with the minimum competences of a beginner Teacher as described in the Minimum Requirements for Teacher Education Qualifications (MRTEQ). This qualification will, furthermore, equip the learner with required subject content knowledge, educational theory and methodology.

This qualification is characterised by its strong subject content knowledge component. Equally important aspects of this qualification are, current theoretical and practical knowledge of relevant themes in general education and subject methodology, as well as practical skills and work place experience, appropriate aspects of communication (verbal, written and electronic) and academic literacy. The qualification is holistic and focuses on creating awareness of the coherence that exists among the above-mentioned aspects.

The qualification will enrich learners intellectually so that they can develop enquiring, research-oriented minds in order to become intellectually independent and flexible in an ever-changing and diverse socio-political and educational environment, both within the country and internationally. Having achieved this, learners will be able to teach in the Intermediate Phase.

Learners will be challenged to develop a commitment towards social justice and responsibility towards the environment. A sense of personal and social responsibility will be fostered in and among learners by encouraging involvement, as an individual and as a member of a team, in community and public service as well as environmental affairs, enabling them to develop sensitivity towards these matters and particularly towards diversity regarding ability, culture, language and socio-economic status of learners/groups. Learners will be led to display leadership and become agents of change in order to deliver positive contributions regarding the general well-being of communities in which they live and work.

Rationale:
In 2011 a new policy document regarding the education of teachers (The Minimum Requirements for Teacher Education) was published that replaced the previous "Norms and Standards for Educators". This qualification was developed to be aligned with those latest requirements.

The Bachelor of Education (BEd) in Intermediate Phase Teaching) intends to deliver reflective, intellectually enriched and culturally responsive learners with flexible mind-sets. Once employed in appropriate teaching positions, these learners will be able to teach the subjects for which they are qualified. Furthermore, they will be empowered to contribute towards the general well-being of learners in schools as well as to the general well-being of communities linked to the relevant schools, both locally and internationally.

There is a definite demand for the intake of learners who specialise in the Intermediate Phase. Furthermore there is a particular need for Teachers who are qualified to teach the so-called scarce subjects, like Mathematics, Natural Sciences and Languages which are areas of specialisation offered in this qualification. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The institution accepts the principle underlying outcomes-based, source-based and lifelong learning, in which consideration of articulation and mobility plays a meaningful role. The university endorses the view that Prior Learning, gained either through formal qualifications of the institution or other institutions, or non-formally through non-registered but planned learning interventions or informally through experience, is an essential element when deciding on admission to and granting of credits for a specifically identified qualification at the university.

The institution acknowledge that the Recognition of Prior Learning (RPL) must be conducted in a valid, reliable and equitable way and that it must form part of the existing policy on the admission and credit accommodation to prospective or current students at this institution. An applicant's prior learning is evaluated in accordance with the relevant procedure, and the applicant is found either competent or not yet competent.

Recognition of Prior Learning deals with proven knowledge and learning an applicant has gained, either by undergoing formal training programmes or through experience. At all times the question will be what level of skill, reviewed in the context of the exit level skills, are required for the envisaged teaching learning programme, or modules within it, or status for which the applicant applies, and not only the experience an applicant has record of. Recognition of Prior Learning is thus done on the grounds of applied competences that the applicant has demonstrated, considering the Exit Level Outcomes to be reached with the chosen qualification in this case, the Bachelor of Education (BEd) (Intermediate Phase Teaching). If the student is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits will be assigned to the learner. For the BEd in Intermediate Phase Teaching, the final responsibility lies with the School Director (programme owner), who is supported by the programme leader when it comes to the application of the policy.

Entry Requirements:
The minimum admission requirement for this qualification is:
  • Senior Certificate (SC) with endorsement.
    Or
  • National Senior Certificate (NSC) passed with Bachelors' Degree admission.
    Or
  • National Certificate Vocational (NCV), Level 4 passed with Bachelors' Degree admission.
    Or
  • Recognition of Prior Learning (RPL). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Levels 5, 6 and 7 totalling 539 Credits.

    Modules at NQF Level 5 (96 Credits):
  • Curriculum Development for Educators, 8 Credits.
  • Educational Media and Technology, 8 Credits.
  • Academic and Computer Literacy, Reading, 12 Credits.
  • Language of Conversational Competence, 8 Credits.
  • First Language 1A, 12 Credits.
  • Science and Technology 1A or Life Skills 1A, 12 Credits.
  • Mathematics 1B or Social Sciences 1B, 12 Credits.
  • Work Integrated Learning 1A, 8 Credits.
  • Introduction to Life Skills or Science and Technology, 8 Credits.
  • Introduction to Social Sciences or Mathematics, 8 Credits.

    Modules at NQF Level 6 (171 Credits):
  • Professional Studies: Introduction, 8 Credits.
  • Historical and Political Context of Education, 8 Credits.
  • First Language 1B, 12 Credits.
  • Work Integrated Learning 1B, 8 Credits.
  • Professional Studies: Teaching and Learning Theories, 8 Credits.
  • Educational Psychology: Introduction, 8 Credits.
  • Educational Psychology: Human Development, 8 Credits.
  • First Language 2A, 12 Credits.
  • First Language 2B, 12 Credits.
  • English First Additional Language 2A, 8 Credits.
  • English First Additional Language 2B, 12 Credits.
  • Mathematics 2A or Social Sciences 2A, 8 Credits.
  • Mathematics 2B or Social Sciences 2B, 8 Credits.
  • Science and Technology 2A or Life Skills 2A, 8 Credits.
  • Science and Technology 2B or Life Skills 2B, 8 Credits.
  • Work Integrated Learning 2A, 8 Credits.
  • Work Integrated Learning 2B, 8 Credits.
  • Mathematics 3A or Social Sciences 3A, 8 Credits.
  • English First Additional Language 3B, 8 Credits.
  • LOLT, 3 Credits.

    Modules at NQF Level 7 (272 Credits):
  • Multi-grade and Learning Support, 12 Credits.
  • Education in Context 2B, 12 Credits.
  • Professional Studies: Aspects, 8 Credits.
  • Educational Law, 8 Credits.
  • Education in Context 3A, 12 Credits.
  • Educational Psychology: Learning Support, 8 Credits.
  • Environmental Management for Sustainability, 8 Credits.
  • Critical Thinking and Social Justice, 8 Credits.
  • First Language 3A, 12 Credits.
  • First Language 3B, 12 Credits.
  • English First Additional Language 3A, 8 Credits.
  • Mathematics 3B or Social Sciences 3B, 8 Credits.
  • Science and Technology 3A or Life Skills 3A, 8 Credits.
  • Science and Technology 3B or Life Skills 3B, 8 Credits.
  • Work Integrated Learning 3A, 8 Credits.
  • Work Integrated Learning 3B, 8 Credits.
  • Educational Management and Leadership, 8 Credits.
  • Professional Studies: Integrated Assessment, 8 Credits.
  • Research in Education, 8 Credits.
  • Educational Systems, 8 Credits.
  • Research Proposal, 8 Credits.
  • First Language 4A, 12 Credits.
  • English First Additional Language 4A, 8 Credits.
  • English First Additional Language 4B, 8 Credits.
  • Mathematics 4A or Social Sciences 4A, 12 Credits.
  • Mathematics 4B or Social Sciences 4B, 12 Credits.
  • Work Integrated Learning 4A, 8 Credits.
  • Work Integrated Learning 4B, 8 Credits.
  • Science and Technology 4B or Life Skills 4B, 8 Credits.
  • Science and Technology 4A or Life Skills 4A, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate integrated knowledge related to teaching of at least four subjects selected from across the relevant domains.
    2. Take into account, and solve complex problems regarding the different cultural, linguistic and socio-economic contexts and environments in which teaching and learning takes place, particularly in the South African context.
    3. Interpret, implement, and evaluate curricula and policies (those applicable to the Intermediate phase in particular) in order to promote trans-disciplinary, collaborative, and holistic learning.
    4. Gather, evaluate and integrate knowledge from different authoritative sources pertaining to education (Scientific Literature, Curricula, Lecturers, practicing Teachers, etc.) and contemplate, evaluate and validate new knowledge and opinions, in order to form and adapt own opinions, hone own cognitive skills and obtain enquiring and reflective dispositions.
    5. Reflect on and solve complex education problems regarding the diverse needs of learners, the changing conditions in teaching and learning environments (e.g., country, school and classroom) and the ever-expanding conceptualisation of teaching related to the subject areas of choice.
    6. Acknowledge the importance of building a community where diversity is actively employed as a resource for teaching and learning.
    7. Demonstrate principles, values, dispositions and reflective attitudes that prepare learners to contemplate their own teaching practice and to act according to the South African Council for Educators (SACE) code of conduct, and accept responsibility for their decisions and actions.
    8. Demonstrate shared professional values, including a commitment to diversity and inclusion; respect for family, community, and cultural contexts; respect for scientific evidence in theory practice, as a guide to professional and ethical decisions; and reliance on guiding principles of the cognitive, affective and moral development of the adolescent.
    9. Demonstrate reflective attitudes that prepare learners to contemplate their own learning and their teaching practice, manage and take responsibility for their own learning and for continuing their professional learning once they have entered the Intermediate phase classroom.
    10. Display integrated knowledge of content, how to teach their school subjects, and display ethical behaviour and dispositions in order to function as well-rounded and accountable Teachers. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Current knowledge related to domain-specific content, in four subjects selected from across the relevant domains are critically discussed, analysed, evaluated, and integrated as applicable in the Intermediate Phase, through a variety of oral and written individual and/or group forms of assessment.
  • Current scientific knowledge (theoretical and applied) related to the teaching and learning of their subjects (subject methodologies) and knowledge (theoretical and applied) related to the teaching profession (general pedagogical knowledge), both orally and in writing are discussed, analysed and evaluated.
  • School subject content, subject methodology and general pedagogical knowledge are integrated and blended in order to develop and apply pedagogical content knowledge in oral and written assignments and particularly in micro-teaching and Work Integrated Learning.
  • Effective mediation of learning is demonstrated, by integrating relevant knowledge and skills to accommodate changing circumstances and positive changes pertaining to education.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The different cultural, linguistic, and socio-economic contexts and environments in which teaching and learning take place are critically observed, discussed, analysed and the influence of these contexts on teaching and learning, in oral, written and practical assignments are identified.
  • Teaching and learning in different cultural, linguistic, and socio-economic contexts and environments are managed and lessons during Work Integrated Learning are planned and presented.
  • Healthy, respectful, supportive, and challenging learning environments are created in lesson planning and presentation.
  • Partnerships with other professionals (social workers, psychologists, speech therapists, etc.) are developed.
  • Responsibility towards the bigger environment is demonstrated by integrating environmental education in their teaching and where possible and applicable in oral and written assignments.
  • Projects, individual and group regarding environmental affairs and other contentious matters in the communities where they work and live are planned.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Relevant national, regional and school policies are discussed, interpreted, evaluated and implemented.
  • The ability to integrate and implement regional and school policies in oral and written assignments, in lesson planning and lesson presentation is displayed.
  • The intermediate school phase curriculum is discussed, interpreted, evaluated and implemented.
  • Collaborative, trans-disciplinary, holistic learning is developed in lesson planning and presentation.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Information is gathered from different authoritative sources pertaining to education such as scientific literature, curricula, lecturers, practicing Teachers.
  • Teaching information is evaluated and integrated into lesson planning.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • The diverse needs of learners and the changing conditions in teaching and learning environments are responded to.
  • Complex education problems as given in real life scenarios and as experienced in work integrated learning are solved, by making use of examples of experienced Teachers, and newly gained scientific knowledge in oral as well as in written form.
  • Newly gained knowledge, skills and attitudes are applied in lesson planning and presentation and in Work Integrated Learning.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Diverse communities are analysed and evaluated in order to employ them as a resource for teaching and learning during class simulations, in real life scenarios, in lesson planning as well as during Work Integrated Learning practical sessions.
  • The ability to become a leader and sensitive agent of change in order to contribute to the general well-being of communities is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Principles, values and dispositions pertaining to education in class discussions and in written assignments, tests and exams are critically analysed, evaluated and applied.
  • Own ethical behaviour is contemplated and compared to a sound value system, and to the professional SACE code of conduct, in order to adjust and/or rectify behaviour, if necessary.
  • Reflective attitudes in all teaching and learning situations are displayed in order to contemplate own teaching practice and take responsibility for continuing professional development.
  • Own teaching practice is reflected upon and improved where necessary.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Knowledge of shared professional values when making decisions on ethical issues is demonstrated.
  • Respect for family, community, and cultural contexts is shown, particularly in work integrated learning.
  • Integrated knowledge of the cognitive, affective and moral development of the adolescent is displayed.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Learning needs of learners are identified and progress is monitored.
  • Teaching practice is improved on by reflecting and acting on feedback given by peers, lecturers and practicing Teachers.

    Associated assessment criteria for Exit Level Outcome 10:
  • Integrated knowledge and the methodology of teaching f school subjects in the Intermediate Phase are understood and implemented.
  • Learning is mediated effectively by taking all the different variables into account.
  • Classrooms are managed effectively while considering the age, culture etc. of the learners.
  • Responsibility is accepted for the decisions made regarding the education of learners in the class and the use of educational resources.

    Integrated Assessment:
    Assessment is an integral part of the learning process and is a continuous formative process, utilising a variety of methods to accommodate the uniqueness of real life practice, and ensure that the envisioned exit level and critical cross-field outcomes are achieved.

    The integrated assessment strategy ensures that the theoretical and practical components of the qualification are concurrently assessed in a manner that is open, transparent, valid and reliable and that ensures that no student is disadvantaged.

    Formative assessment will include:
    Formative assessment will include, among others, a personal growth portfolio for practice and field experience. The lecturer utilises development feedback from informal and formal formative assessment opportunities during contact sessions to improve teaching and learning. 
    		•

    INTERNATIONAL COMPARABILITY 
    Generally speaking qualifications for initial Teacher training consist of three components, namely, knowledge in the subjects that the learner will teach, teaching methodology related to the subjects to be taught and the related phase or learner age-group and general education theory, principles and history.

    This qualification was compared to the following teaching qualifications that are offered internationally:

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

    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 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, Childhood 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:
    This Bachelor of Education degree compares favourably with those generally offered internationally and as represented by the two qualifications given above in that the purpose, content, duration and practical teaching experience are similar, with a particular focus on the specific needs in South Arica. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers specific vertical articulation opportunities with the following qualifications offered by the University of the North West:
  • Postgraduate Diploma in Education, Level 8 (ID 72814).
  • Bachelor of Education Honours, Level 8 (ID 59302).

    This qualification offers systemic articulation opportunities with qualifications offered by other institutions provided the learner meets the minimum entry requirements. They are:

    Horizontal Articulation:
  • Advanced Diploma in Education, at NQF Level 7.

    Vertical Articulation:
  • Bachelor of Education in Honours Degree, at NQF Level 8.
  • Postgraduate Diploma in Education, 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. North West University 


    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.