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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education in Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
99690  Bachelor of Education in Foundation Phase Teaching 
ORIGINATOR
University of Fort Hare 
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  488  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 qualification is to enable aspiring teachers who wish to specialise in Foundation Phase teaching to gain subject content knowledge, methodology and theory to enable them to teach in this particular phase.

Upon completion, the Foundation Phase Teachers will be capable of teaching all four subjects (Home Language, First Additional Language, Mathematics and Life Skills in Grades I to 3), drawing from a broad range of general knowledge, which will support and enable them to implement the national school curriculum.

The various modules in this qualification ensures that teachers obtain sound subject knowledge in Life Skills, Languages and Mathematics; understand teaching and learning; be able to communicate and mediate learning effectively; use resources to design learning programmes; understand and manage diversity in the classrooms; assess learners reliably; display a positive work ethic and values and will be able to reflect on their own practice critically and constructively. They will have extensive and specialised knowledge of early childhood learning to teach reading, writing and numeracy and to develop the key initial concepts and skills that lay the foundation for learning in future phases. This qualification also enables Foundation Phase teachers to specialise in a Home Language teaching in one of the official languages, together with English First Additional Language teaching.

Rationale:
The Bachelor of Education in Foundation Phase Teaching (BEd FP Teaching) seeks to provide a relevant and contemporary qualification in South Africa, where teachers from diverse backgrounds will be equipped to adapt to teaching in diverse contexts. This qualification helps to cultivate prospective teachers to encompass the basic competences of a beginner teacher (as gazetted in the Minimum Requirements for Teacher Education Qualifications. The Bachelor of Education in Foundation Phase addresses the critical challenges facing education in South Africa today and assists teachers to develop competences in dealing with diversity and transformation.

The BEd (FP Teaching) is an initial teaching qualification to enable aspiring teachers to be registered as fully qualified professional Educators in schooling, and specifically in the Foundation Phase. It aims to develop qualified classroom teachers who can demonstrate focused knowledge and skills in teaching Foundation Phase, including Grade R. The qualification provides for the development of professional competence comprising sound knowledge and understanding of the area of specialisation. Furthermore, it provides educational theory so as to allow the learner to develop practical competence. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Entry Requirements:
To be able to gain access to the Bachelor of Education in Foundation Phase Teaching applicants should be in possession of a:
  • National Senior Certificate (NSC) granting access to Bachelor's Degree studies.
    Or
  • Senior Certificate (SC) with endorsement.
    Or
  • National Certificate Vocational [NC(V)] at Level 4 granting access to Bachelor's Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Levels 5, 6 and 7, totalling 488 Credits.

    Modules at Level 5, 164 Credits:
  • Life Knowledge Action, 16 Credits.
  • Humanities Course 1, 32 Credits.
  • Academic Development 1, 8 Credits.
  • Foundations of Education 1, 16 Credits.
  • The professional teacher, 8 Credits.
  • School-Based WIL, 8 Credits.
  • Linguistics for Education-English, 12 Credits.
  • IsiXhosa or Afrikaans. 12 Credits.
  • Mathematics Education 1: in IsiXhosa or English 12 Credits.
  • Academic Development 2, 8 Credits.
  • Life Skills Education 1: in IsiXhosa or English or Afrikaans, 16 Credits.
  • Language of Conversational Competence 1, 8 Credits.
  • Language of conversational competence 2, 8 Credits.

    Modules at Level 6, 208 Credits:
  • Foundations of Education, 16 Credits.
  • Creating successful classrooms, 8 Credits.
  • Early Childhood development: Introduction to Grade R, 16 Credits.
  • School-Based WIL 2, 16 Credits.
  • English First Additional Education 1, 12 Credits.
  • Home Language Education 1 (English/Afrikaans/IsiXhosa), 12 Credits.
  • Mathematics education 2, 16 Credits.
  • Building and Supporting a Professional Learning Community 1, 8 Credits.
  • Foundations of education 3, 16 Credits.
  • Assessment and Administration, 8 Credits.
  • School-based WIL 3, 24 Credits.
  • English First Additional Education 2, 12 Credits.
  • Home language Education 2, 12 Credits.
  • Mathematics Education 3, 16 Credits.
  • Life Skills Education 2, 16 Credits.

    Modules at Level 7, 116 Credits:
  • Building and supporting a professional learning community 2, 4 Credits.
  • Foundations of education 4, 16 Credits.
  • Teachers as Change Agents, 8 Credits.
  • School-based WIL 4, 32 Credits.
  • English First Additional Education 3, 12 Credits.
  • Home language Education 3, 12 Credits.
  • Mathematics Education 4, 16 Credits.
  • Life Skills Education 3, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Plan lessons and elect appropriate teaching and learning strategies in accordance with the diversity of learner`s needs.
    2. Demonstrate knowledge and understanding of applying the South African National Curriculum (currently the Curriculum Assessment Policy Statements -CAPS) in the Foundation Phase.
    3. Apply appropriate teaching media in the Foundation Phase context.
    4. Design suitable activities to stimulate active participation in acquiring oral, reading, writing skills and critical literacy.
    5. Acquire expertise in the development of early numeracy skills.
    6. Demonstrate knowledge and understanding of the principles that underpin the learning programmes/subjects in the Foundation Phase. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria are applied in an integrated way to modules and specialised learning areas, where applicable, to determine competence in the Exit Level Outcomes:
  • Demonstrate sound knowledge and understanding of how children learn with particular emphasis on numeracy, literacy and life skills.
  • Use various strategies to promote active learning, including questioning techniques, activity-based teaching and group work.
  • Use the South African Curriculum (currently Curriculum Assessment Policy Statements-CAPS) to plan learning programmes in the Foundation Phase, and to assess the progress of learners using a variety of assessment strategies for continuous assessment.
  • Implement the South African National Curriculum (currently CAPS), using an integrated, resource-based approach.

    Integrated Assessment:
    The following methods of assessment shall be integrated in the B Ed in Foundation Phase Teaching:

    Formative Assessment:
    In the Bachelor of Education Degree qualification different types of formative assessment will be applied. Assessment during the year will consist of a combination of theoretical assignments, practical tasks (conducted individually or in groups) and tests. All the formative/continuous assessment tasks will be submitted to and assessed by the lecturer. School-based Work Integrated Learning will be assessed through structured observations.

    Summative Assessment:
    Examinations will be conducted to assess the theoretical and practical knowledge components. 
    		•

    INTERNATIONAL COMPARABILITY 
    La Trobe University:
    The La Trobe University in Melbourne, Australia offers a four year Bachelor of Early Childhood qualification. This qualification offers skills needed by teachers in Early Childhood Education, Primary Education and Child Care. Teachers will also take part in more than 100 days of practical experience and knowledge needed to step into a teaching career. Teachers will learn to create environments that foster children's development and encourage their participation in the classroom. This qualification also focuses on the fundamentals of learning theory and core subject areas such as language and numeracy.

    Victoria University:
    The Bachelor of Education (Teaching) Early Childhood (BEd(Tchg)EC) is a qualification offered by the Victoria University in New Zealand. Teachers who successfully complete the qualification will:
  • Be responsible for managing and monitoring children's learning and development.
  • Know the curriculum they teach and how to develop skills and knowledge in this area.
  • Think effectively about their practice and learn from experience.
  • Have a knowledge of the context of early childhood education in Aotearoa/New Zealand.

    Conclusion:
    This qualification compares favourably with the Bachelor of Early Childhood qualification offered by the La Trobe University in Australia and with the qualification offered by the Victoria University in New Zealand. All the qualifications focus on skills and knowledge needed to teach children at foundation phase level, classroom teaching, language and literacy teaching, including practice which forms the core of the requirements to complete a qualification. 
    		•

    ARTICULATION OPTIONS 
    This qualification only offers specific horizontal articulation opportunity with the qualification offered by the University of Fort Hare.

    Horizontal Articulation:
  • Higher Diploma: Education (ID 16032), Level 7.

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

    Horizontal Articulation:
  • Advanced Diploma in Educational Leadership and Management, 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. University of Fort Hare 


    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.