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: 

Bachelor of Education in Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
99634  Bachelor of Education in Foundation Phase Teaching 
ORIGINATOR
Stellenbosch 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  490  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 core purpose of the qualification is to provide Teachers with a well-rounded, broad education that equips them with the subject content knowledge base, theory and methodology to be able to demonstrate competence and responsibility as academically and professionally qualified beginner teachers. The qualification will develop qualified Classroom Teachers who can demonstrate focused knowledge and skills in relevant teaching contexts.

The qualification will enable teachers to think critically and to possess the professional, technological and cultural knowledge to function optimally in their respective diverse teaching contexts. Teachers will also develop specific professional attributes and skills for the teaching profession. It would thus not include only practical knowledge, but also deep-knowledge to enhance the quality of their contribution in these contexts.

Lastly the qualification will enable teachers to developed attributes like the ability to understand and manage change, to have self-knowledge, to have respect for the self and others and the ability to resolve problems and be committed to life-long learning.

Rationale:
The Bachelor of Education in Foundation Phase Teaching aims to provide a well-rounded, education that equips teachers with the subject content knowledge base, theory and methodology to enable them to demonstrate competence and responsibility as academically and professionally qualified teachers. The qualification is intended to train and develop qualified classroom teachers who can demonstrate focused knowledge and skills in their teaching contexts. It will, in this manner, contribute to equipping teachers to have a positive impact in improving the quality of education in our country and developing a more fair and democratic society.

Therefore the qualification is to produce teachers to teach in the Foundation Phase that is, Teachers who will be able to teach from Grade R to Grade 3. Upon qualifying, teachers will be able to register with the South African Council for Educators prior to being appointed as an educator. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The qualification conforms to the University's policies on Assessment Practices and Recognition of Prior Learning (ARPL). The policy document clearly states the procedures and processes to be followed, including those related to the Recognition of Prior Learning (RPL). The policy stipulates that the responsibility for implementation of the ARPL resides with the Dean of the Faculty. ARPL policy and practices at departmental level are subject to an in-depth and thorough process of self-evaluation and external peer evaluation as a compulsory requirement in the process of periodical and comprehensive departmental evaluation. The Faculty of Education has an ARPL policy, to which any application for RPL must comply.

RPL may be used to grant admission to the qualification to learners who do not meet the minimum entry requirements and/or to grant exemptions from modules in the qualification.

Entry Requirements:
The minimum requirement for this qualification is:
  • Senior Certificate (SC) with endorsement.
    Or
  • National Senior Certificate (NSC) passed with Bachelor's Degree admission.
    Or
  • National Certificate Vocational (NCV), Level 4 passed with Bachelor's Degree admission.
    Or
  • An Advanced Diploma, Level 7 in a cognate discipline. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules and elective modules at NQF Levels 5, 6 and 7, totalling 490 Credits.

    Foundation Phase (FP) teaching requires extensive knowledge to enable teaching across multiple subjects and it is acknowledged and expected that the foundation phase phase teachers are competent to teach across Grades R to 3.
  • All FP teachers must have sufficient broad background knowledge to understand the requirements of all subjects in the FP curriculum.
  • All FP teachers must develop a personal understanding of the fundamental mathematical concepts that underpin the FP Mathematics curriculum up to at least NQF Level 5.
  • All FP teachers must be skilled in identifying and addressing barriers to learning within their specialisation(s), as well as in curriculum differentiation for multiple learning levels within a grade.
  • For an FP specialisation, all teachers must have a knowledge mix supporting specialist teaching of Home Language (HL) and First Additional Language (FAL), Mathematics and Life Skills.

    Compulsory Modules, Level 5, 30 Credits:
  • Afrikaans Kommunikasie, 5 Credits.
  • Xhosa Communication, 5 Credits.
  • Information Communication Technologies for Learning, 10 Credits.
  • Language of Teaching and Learning (LoLT) and Academic Language Development, 10 Credits.

    Compulsory Modules, Level 6, 200 Credits:
  • Afrikaans and Dutch, 15 Credits.
  • Afrikaanse Taalverwerwing, 15 Credits.
  • Afrikaans Taal van Onderrig en Leer, 5 Credits.
  • English language and literature, 15 Credits.
  • Language and Literacy Education (Afrikaans Home Language and First Additional Language), 15 Credits.
  • Life Skills, 15 Credits.
  • Becoming a Teacher, 10 Credits.
  • ECD: Grade R Theory and Practice , 15 Credits.
  • Introduction to language education/ Inleiding tot taalonderwys, 5 Credits.
  • Language education 1, 5 Credits.
  • Language education 2, 5 Credits.
  • Life Skills Music Education (Foundation Phase Teaching), 10 Credits.
  • Mathematics Education 1, 15 Credits.
  • Mathematics Education 2, 15 Credits.
  • Mathematics Education 3, 15 Credits.
  • Mathematics Education 4, 15 Credits.
  • Life Skills Visual Art (Foundation Phase Teaching), 10 Credits.

    Compulsory Modules, Level 7, 125 Credits:
  • Language and Literacy Education 3 (Afrikaans as Home Language and First Additional Language),15 Credits.
  • Language and Literacy Education 4 (Afrikaans as Home Language), 15 Credits.
  • Language and Literacy Education 44 Afrikaans as First Additional Language, 15 Credits.
  • Life Skills (Drama and Dance), 10 Credits.
  • Development and Learning (Foundation Phase Teaching), 10 Credits.
  • English Education FAL, 15 Credits.
  • English Education, 15 Credits.
  • English Education, 15 Credits.
  • English Education, 15 Credits.
  • Addressing diverse learning needs, 10 Credits.
  • Practical Learning Year 1, 30 Credits.
  • Practical Learning Year 2, 30 Credits.
  • Practical Learning Year 3, 30 Credits.
  • Practical Learning Year 4, 30 Credits.

    Optional Subjects (Choose one depending on own ability in IsiXhosa):
  • IsiXhosa Education 1, 15 Credits.
  • IsiXhosa Education 2, 15 Credits.
  • IsiXhosa Education 3, 15 Credits.
  • IsiXhosa Education 4, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate focused knowledge and skills in the teaching of subjects in the foundation phase.
    2. Develop an appropriate day programme and learning experiences for Grade R to 3 classes based on theory, research, and examination of principles and approaches of the curriculum with the focus on the subject areas of Language and Literacy, Mathematics and Life Skills.
    3. Demonstrate an understanding of diversity in the South African context in order to teach in a manner that includes all learners.
    4. Understand teaching as a social practice of life-long learning and continuous professional development. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Design a process-based, and reliable assessment tools according to the Barrett's Taxonomy for measuring comprehension of texts.
  • Understand the main characteristics of a variety of a specific language texts and how meaning is created and make use of texts in Teaching.
  • Understand language acquisition as part of child development.
  • Discuss theories and approaches related to language acquisition and development.
  • Apply the key principles of socio-cultural theory and literacy instruction.
  • Apply Phonics Instruction in the Foundation Phase.
  • Understand observation and viewing as aspect of visual literacy.
  • Discuss the development of handwriting and language structure and usage.
  • Understand and apply thinking and reasoning as part of children's cognitive development.
  • Critically discuss the teaching learning and assessment of language listening and speaking skills
  • Understand the importance and value of rhymes, poems, songs, music and reading stories and how to integrate them in effective emergent literacy teaching.
  • Understand the dramatic concepts by instructing learners to explore - using any/some of the following: stories, African folktales, nursery rhymes, poems, songs, narration, music, sounds, pictures, posters, props, puppetry, costume, etc.
  • Demonstrate the ability to creatively adapt learning programmes/lessons and learning material while specifically considering developmental aspects (e.g. developmental tasks, social development and development of the self) as well as learning theories and contexts.
  • Employ a reflective practice that reveals deep and mature insights in to the instructional complexities in South African schools while exercising professional discretion in respect of the Constitutional Children's Rights Charter.
  • Prepare lessons and teach learners in the foundation phases about aspects of their own development in relation to personal and social wellbeing, the environment and respect for diverse religious views.
  • Display the competent use of languages of instruction in multilingual contexts.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Understand practice-based knowledge as a process of enablement for professional teacher training.
  • Demonstrate a thorough understanding of practice-based knowledge in lesson design, lesson implementation, lesson observation and lesson evaluation in Grades R to 3.
  • Reflect on teaching as a process of professional development.
  • Discuss the concepts lesson design, lesson implementation, lesson evaluation and lesson observation.
  • Observe and participate in teaching activities, school activities, staff meetings and other developmental opportunities
  • Perform general classroom and school administration.
  • Present an argument about the current problems in school teaching and the broader issues that influence teaching and learning as educational processes.
  • Understand teaching as a social practice of life-long learning and continuous professional development.
  • Implement lesson planning and lesson presentation successfully, develop programme material and implement and assess movement education programmes as required in the school environment.
  • Consider and integrate the learners' current experiential world at school.
  • Develop an understanding of the fundamental Mathematical concepts that underpin the Foundation Phase Mathematics curriculum.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Understand how diversity manifests in any society and specifically demonstrate an appreciation of diversity in the classroom as a manifestation of a range of natural learner differences.
  • Demonstrate sound knowledge of how diversity manifests in the classroom and how to support learners with a range of diverse learning needs including those with disabilities and learning.
  • Understand and approach learner diversity from a social justice perspective.
  • Discuss education policy initiatives underpinning the approach to learner diversity in the South African context.
  • Identify and assess learners within the confines of the curriculum by taking into account intrinsic and extrinsic barriers to learning for the purpose of support.
  • Provide or elicit the required support for diverse and specific learning needs.
  • Demonstrate the ability to think and reflect critically in relation to diversity in general and the manifestation and support thereof in the classroom.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Promote own wellness and resilience by considering the demands within education.
  • Critically engage and apply the guiding philosophical and/or paradigmatic principles of teaching as a profession.
  • Understand the principles of emotional intelligence.
  • Display a positive work ethic, appropriate values and conduct in a manner that befits, enhances and develops the teaching profession.

    Integrated Assessment:
    Learner assessment is integrated in the whole system of a qualification approach to teaching and learning and as such forms part of the institutional context. The institution will ensure that their qualifications are aligned with the institutions Assessment Policy. Assessment may take place through a system of formative and summative assessments:
  • Formative assessments will be made up of tests/assignments/projects/case studies.
  • Summative assessments will be formal examinations written at the end of the year, affording learners a first and second opportunity.

    In modules where a formal examination is required, a class mark is allocated during the year (for year modules). A minimum class mark is required for admission to the examination. A learner class attendance, class work and practical work (formal assessments where appropriate) are taken into account to calculate a class mark. A learner's overall performance in a module is represented by a final mark. To determine the final mark, the results of examinations and class marks are taken into account in accordance with a fixed formula. This formula is a ratio of 50%:50% (class mark: examination mark) for year modules.

    School-based WIL, including supervised and assessed teaching practice, constitutes an essential part of the qualification. Learners will spend a minimum of 20 weeks and a maximum of 32 weeks in formally supervised and assessed school-based practices over the four-year duration of the degree. In any given year, a maximum of 12 such weeks will be spent in schools, and at least three of these will be consecutive. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor of Education in Foundation Phase Teaching has been compared to qualifications internationally. Internationally the teaching at foundation phase is referred to as Early Childhood Development hence the qualifications selected have the concept 'early childhood' in the titles of the qualifications.

    Victoria University in Melbourne Australia offers an Early Childhood Education Degree. The qualification structure provides a community and school-based approach to Teacher Education with substantial opportunities for learners to pursue studies in Early Childhood Education and Primary School Education. The qualification comprises modules in Early Childhood Education and Primary School Education, curriculum and teaching in each year. Learners also undertake practical experience.

    The University of Roehampton in London offers a Bachelor of Arts in Early Childhood Studies. The qualification is designed to meet the increasing demand for early years specialisation, this qualification equips learners for a range of potential careers in this field. Learners study the intellectual, emotional, physical, social and cultural experiences of young children and learn about promoting understanding and respect for young children and their families. For those who are already working in this area, they will enhance their work and improve prospects with a better understanding of early childhood theory, research and practice.

    Conclusion:
    The specialisation in Early Years Education as it is named in other countries prepares learners to become an Early Childhood Educator/Teacher in Childcare, Kindergarten, Preschool and Foundation class settings. The qualifications compare favourably with each other since all develop professional capacity through practical teaching experience and research studies. This experience increases understanding of the complex field of Education and provides a pathway for research and further learning. 

    ARTICULATION OPTIONS 
    This qualification offers specific articulation opportunities with the following qualifications offered by the Stellenbosch University. They are:

    Horizontal Articulation:
  • Advanced Diploma in Education in Intermediate Phase Mathematics Teaching, Level 7 (ID 97683).

    Vertical Articulation:
  • Bachelor of Education Honours in Foundation Phase Education, Level 8 (ID 98926).

    The qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

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

    Vertical Articulation:
  • Bachelor of Honours in Education, 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. Stellenbosch 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.