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 Intermediate Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
99722  Bachelor of Education in Intermediate Phase Teaching 
ORIGINATOR
Sol Plaatje 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  480  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 qualification is to provide graduates with a well-rounded education that will enable graduates to acquire an integrated knowledge base; to demonstrate applied competence, commitment and responsibility as academically and professionally qualified beginner teachers. The Bachelor of Education in Intermediate Phase Teaching Degree will enable teachers to acquire:
  • An understanding of the subject/discipline knowledge.
  • An understanding and application of pedagogical content knowledge.
  • Self-reflexivity and self-understanding to ensure their commitment to their professional work ethics.
  • An understanding of being active citizens who will respond to and initiate change.
  • The ability to organise learning among a diverse range of learners in diverse contexts.

    Furthermore, on completion of the Bachelor of Education in Intermediate Phase Teaching teachers will be able to:
  • Manage and administer learning environments and support learners in ways that are sensitive, stimulating, democratic and well organised.
  • Manage the Intermediate Phase classroom and create an environment conducive to teaching and learning.
  • Select, use and adjust teaching and learning strategies in the intermediate phase teaching, using strategies that meet the needs of specific target groups and contexts.
  • Have an understanding of teaching and learning, which will be used as a basis for critical discussion, analysis and reflection on classroom practice.
  • Monitor and assess learner progress and achievement in the intermediate phase.

    Rationale:
    The implementation of the Higher Education Qualifications Sub-Framework (HEQSF) in January 2009, as well as the Minimum Requirements for Teacher Education Qualifications (15 July 2011), necessitated the re-design of the initial teacher education qualifications.

    This provided the opportunity to re-curriculate teachers qualifications which had been redesigned to include the set of competencies that newly qualified teachers are expected to have. The Policy on the Minimum Requirements for Teacher Education Qualifications (2011) necessitated the redesign of several of these qualifications. The previous curriculum design of teacher-training qualifications focused on a compliance driven implementation of the curriculum instead of focusing on a professional teacher-education qualification with the aim to educate professionals to be able to interpret, design and implement a curriculum.

    The aim is thus to redesign initial teacher education qualifications in order to address the complexities of education in South Africa and to ensure that these qualifications are designed within a theoretical framework and are conceptualised from a curriculum perspective. Upon qualifying the teacher will be able to register with The South African Council for Educators (SACE) to be able to enter the teaching profession in South Africa. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    This qualification may be obtained in whole or in part through the Recognition of Prior Learning. In the cases where prior learning is to be recognised for purposes of access to the qualification:
  • Learning derived from work or life experience will be assessed by means of a portfolio of evidence. Candidates will be selected on the recommendation of a senior manager from the applicants' organisations/companies.
  • Where appropriate, interviews will also be conducted to assess the applicants for selection purposes. Some of the key criteria that will be used in evaluating applicants will include:
    > The applicant's motivation, maturity and realistic approach to graduate studies.
    > Job description, covering relevant area of work, giving examples of tasks carried out, possibly supplying references, linked to a portfolio of evidence.
    > The nature and level of life/work experience and prior study, and the learning which has resulted from such experience.
    > Details of in-company short courses, length and content of material covered and the standard achieved.
    > The clarity of the applicant's educational goals and objectives.
    > The extent to which the applicant can provide evidence of the threshold skills and knowledge for the programme.

    Where prior learning is recognised for advanced standing, credit will be given for prior certificated learning in accordance with established practice at South African higher education institutions. Credits may only be accumulated for modules, which are prescribed within the structure of 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. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Levels 5, 6 and 7 and elective modules at Levels 5 and 6. The qualification has a total of 548 Credits.

    Compulsory Modules Level 5:
  • Life-long learning skills for teachers (including ICT), 12 Credits.
  • Basic Mathematics: Intermediate Phase, 12 Credits.
  • The Intermediate Phase School Curriculum 1, 8 Credits.
  • The Intermediate Phase School Curriculum 2, 8 Credits.
  • Teaching Practice 1, 8 Credits.

    Elective Modules, Level 5, (Students choose one of the languages different from their Home Language OR another 16 credit module in the case of RPL):
  • Setswana Conversational Language 1, 8 Credits.
  • Setswana Conversational Language 2, 8 Credits.
  • Sign Conversational Language 1, 8 Credits.
  • Sign Conversational Language 2, 8 Credits.
  • Setswana Conversational Language 1, 8 Credits.
  • Setswana Conversational Language 2, 8 Credits.
  • Sign Conversational Language 1, 8 Credits.
  • Sign Conversational Language 2, 8 Credits.
  • Content: English (Home Language): Module 1, 16 Credits.
  • Content: English (Additional Language): Module 1, 16 Credits.
  • Content: Afrikaans (Home Language): Module 1, 16 Credits.
  • Content: Afrikaans (Additional Language): Module 1, 16 Credits.
  • Content: Setswana (Home Language): Module 1, 16 Credits.
  • Content: Setswana (Additional Language): Module 1, 16 Credits.

    Compulsory Modules at Level 6:
  • Education Studies 1, 24 Credits.
  • UFS101, 16 Credits (Compulsory for all first year learners).
  • General Pedagogy 1: Managing the curriculum, 12 Credits.
  • General Pedagogy 2, 24 Credits.
  • Teaching Practice 2, 8 Credits.
  • Teaching Practice 3, 24 Credits.

    Elective Modules at Level 6 (Students must choose either Mathematics and Natural Sciences and Technology OR Social Sciences & Life Skills):
  • Content: Natural Sciences and Technology.
    > Elementary Natural Science 1, 16 Credits.
    > Elementary Natural Science 2, 16 Credits.
  • Content: Mathematics.
    > Module 1, 16 Credits.
    > Module 2, 16 Credits.
  • Content: Social Sciences.
    > Social Sciences (History) 1, 16 Credits.
    > Social Sciences (Geography), 16 Credits.
  • Content: Life Skills.
    > Life Skills 1: Intermediate Phase 16 Credits.
    > Life Skills 2: Intermediate Phase 16 Credits.

    AND (Students choose one of the languages different from their Home Language):
  • Content: English (Home Language): Module 2, 16 Credits.
  • Content: English (Additional Language): Module 2, 16 Credits.
  • Content: Afrikaans (Home Language): Module 2, 16 Credits.
  • Content: Afrikaans (Additional Language): Module 2, 16 Credits.
  • Content: Setswana (Home Language): Module 2, 16 Credits.
  • Content: Setswana (Additional Language): Module 2, 16 Credits.
  • Teaching of English (Home Language) 1: Intermediate Phase, 16 Credits.
  • Teaching of English (Additional Language) 1: Intermediate Phase, 16 Credits.
  • Teaching of Afrikaans (Home Language) 1: Intermediate Phase, 16 Credits.
  • Teaching of Afrikaans (Additional Language) 1: Intermediate Phase, 16 Credits.
  • Teaching of Setswana (Home Language) Module 1, 16 Credits.
  • Teaching of Setswana (Additional Language) Module 1: Intermediate Phase, 16 Credits.

    AND (Students must choose either Mathematics and Natural Sciences or Technology OR Social Sciences & Life Skills):
  • Teaching of Natural Science and Technology 1: Intermediate Phase, 16 Credits.
  • Teaching of Mathematics 1: Intermediate Phase, 16 Credits.
  • Teaching of Social Sciences 1: Intermediate Phase, 16 Credits.
  • Teaching of Life Skills 1: Intermediate Phase, 16 Credits.

    Compulsory Modules at Level 7:
  • Education Studies 2, 32 Credits.
  • Education Studies 3, 32 Credits
  • Teaching Practice 4, 40 Credits.

    Elective Modules at Level 7 (Students choose one of the languages different from their Home Language):
  • Teaching of English (Home Language) 2: Intermediate Phase, 20 Credits.
  • Teaching of English (Additional Language) 2: Intermediate Phase, 20 Credits.
  • Teaching of Afrikaans (Home Language) 2: Intermediate Phase, 20 Credits.
  • Teaching of Afrikaans (Additional Language) 2: Intermediate Phase, 20 Credits.
  • Teaching of Setswana (Home Language) Module 2, 20 Credits.
  • Teaching of Setswana (Additional Language) 2: Intermediate Phase, 20 Credits.

    AND (Students must choose either Mathematics and Natural Sciences or Technology OR Social Sciences and Life Skills):
  • Teaching of Natural Science and Technology 2: Intermediate Phase, 20 Credits.
  • Teaching of Mathematics 2: Intermediate Phase, 20 Credits.
  • Teaching of Social Sciences 2: Intermediate Phase, 20 Credits.
  • Teaching of Life Skills 2: Intermediate Phase, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
  • Understand what learners bring to the situation.
  • Identify areas where learning is required.
  • Construct the most suitable situation/environment for learning.
  • Operate (e.g. facilitate learning) within diverse education contexts.
  • Work with colleagues, students and the community at large in an interdependent way and provide leadership.
  • Act on and contribute towards change in the curriculum, the broader education context and society.
  • Interpret/adapt learning programmes and ddesign/manage original learning programmes.
  • Demonstrate knowledge of:
    > Concepts, principles and procedures relevant to the Intermediate Phase.
    > Theories of learning.
    > Inclusivity.
    > Rinciples and practice of effective teaching and learning.
    > Other subjects to be taught.
    > Teaching strategies, range of assessment approaches.
  • Use language skills (main and additional) clearly and accurately.
  • Critique and be decision makers that can adapt/change accordingly.
  • Transform their own subject competence into conceptual learning experiences.
  • Reflect on professional practice based on an integrated knowledge base.
  • Demonstrate a reflective critical disposition towards the history of the education context of the diverse communities in which they work.
  • Act with integrity by maintaining the highest level of professional work ethics. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria will be assessed in an integrated manner across the Exit Level Outcomes:
  • Demonstrate a practical understanding of the "self" and interpersonal relationships.
  • Demonstrate a practical understanding of teaching and learning for the Intermediate Phase in relation to educational theory and practice.
  • Understand the dispositions and competences to organise learning among a diverse range of learners in diverse contexts; pedagogy of reasoning and action; subject content knowledge in the specific electives; appropriate pedagogical content knowledge; alignment of outcomes, content, assessment; LoLT and conversational language (Sesotho/Isizulu/Sign Language); foundational educational knowledge - the theories underpinning understanding of the education system as well as applicable general pedagogic knowledge relevant in educational contexts.
  • Understand the forces playing in on the curriculum - e.g. philosophy; social; psychology; history; technology; knowledge.
  • Demonstrate knowledge of the contexts of education - the physical, social, economic and political environment in which teachers work and teach.
  • Demonstrate attributes such as passion, integrity and commitment in enhancing education as profession.

    Integrated Assessment:
    Assessment of this qualification will take place on a basis and will be used in the following ways:
  • Formative assessment: students' performance is recognised, discussed with them (i.e. timeous feedback) and appropriate follow-up steps are planned.
  • Diagnostic assessment: learning problems are identified and classified so that appropriate support may be offered to students.
  • Summative assessment: the overall performance of a student is recorded, followed by feedback to the student.
  • Evaluation: capturing and comparing students' performances with a view to using the information in curriculum development and evaluation of teaching and learning.

    Cumulative evidence of students' progress and performances (e.g. role play; reflective journal writing; case studies; tests; examinations; portfolios) will be recorded. Lecturers responsible for the delivery of this programme must provide constructive feedback. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification could only be compared to Education in teaching qualifications that are offered internationally as the naming of this qualification is contextually-based.

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

    Purpose:
    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.

    The Bachelor of Education is being offered by Capilano University in Vancouver, Canada. This qualification offers learners a range of academic and education modules that support teachers to engage with theory and practice. The qualification also enables teachers to explore current and global issues; examine pedagogical practices and engage with current research and theory. The qualification enables teachers to engage in critical-reflective practice, working to create classrooms of social justice and equity for children and families.

    Conclusion:
    Drawing a comparison between the qualifications offered internationally, one denotes the similarity in terms of the purpose as all the qualifications are premised upon the acquisition, integration and application of different types of knowledge practices in terms of disciplinary learning; pedagogical learning; practical learning; fundamental learning and situational learning. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for vertical and horizontal articulation options:

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

    Vertical Articulation:
  • Bachelor of Honours Degree, Level 8.
  • Bachelor of Education Honours in Foundation Phase 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.
     
    NONE 


    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.