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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 | |||
| 118282 | Bachelor of Education in Intermediate Phase Teaching | |||
| ORIGINATOR | ||||
| Akademia NPC | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| - | 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 | |
| Reregistered | EXCO 0821/24 | 2021-07-14 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2028-06-30 | 2033-06-30 | |||
| 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 the Bachelor of Education (BEd) in Intermediate Phase Teaching degree is to provide a well-rounded education that will equip learners with the required educational theory and teaching knowledge - namely integrated subject, broader curriculum and pedagogical knowledge - that will enable them to demonstrate applied competence and responsibility as academically and professionally qualified intermediate phase teachers for diverse educational contexts. This qualification will empower teachers to apply theoretical and practical knowledge in any Grades 4 - 6 class in the South African context. As Intermediate Phase teachers, they will be able to teach learners while adapting to changing legislation and policies in meaningful and innovative ways and interact effectively with the public and stakeholders. Rationale: One of the ways to improve the quality of teaching and learning in South African schools lies in the quality training of teachers who will enter the system. This qualification aims at identifying the most effective pedagogical strategies for application in the phase concerned. The qualification will provide professional teacher training to learners who want to enter the teaching profession. On successful completion of the qualification, these learners register as professional teachers with the South African Council for Educators (SACE). The design of the qualification accords directly with national teacher training and higher education statutory requirements detailed in The Minimum Requirements for Teacher Education Qualifications (Government Gazette, February 2015), the Intermediate Phase Curriculum and Assessment Policy Statement (January 2012) of the Department of Basic Education, the Criteria for Programme Accreditation (2004, revised in 2012) of the Council on Higher Education and the Revised Higher Education Qualifications Sub Framework (HEQSF) (Government Gazette, August 2013). |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
Assessment of prior learning could also lead to entry or an advanced credit standing following the institution's RPL policy. The Academia RPL policy is in alignment with the updated guidelines developed by SAQA and the requirements of the HEQSF 2014. RPL can be awarded to a qualification provided that evidence is offered of learning achievement equivalent to the learning outcomes and level of the module/s for which RPL is requested. The institution's RPL policy, however, will not disregard the Revised Policy on the Minimum Requirements for Teacher Education Qualification (DHET, 2015) and the Higher Education Qualifications Sub-Framework to protect qualifying learners' employability Entry Requirements: The minimum entry requirement for this qualification is: Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory and elective modules at NQF Level 5, 6 and 7 totalling 504 Credits.
Compulsory Modules, Level 5, 72 Credits: Elective Modules, Level 5, 12 Credits (Choose one subject) Compulsory Modules, Level 6, 224 Credits: Elective Modules, Level 6, 28 Credits: (Choose 2 Modules, one subject and its teaching module) Compulsory Modules, Level 7,148 Credits: Elective Modules, Level 7, 20 Credits (Choose one module): |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate sound subject knowledge of the subject(s) they have elected to teach.
2. Mediate learning in the teaching of the selected subject(s) in diverse contexts. 3. Interpret and design learning programmes and materials for the subject(s) they have elected. 4. Demonstrate the ability to be an instructional leader and to administer and manage the classroom effectively in the selected subject(s) in diverse contexts. 5. Achieve ongoing personal, academic, occupational and professional growth, through pursuing reflective study and research in their selected subject(s), in broader educational matters. 6. Integrate assessment into teaching and learning, assess learners in reliable and varied ways, as well as being able to use the results of assessment to improve teaching and learning. 7. Demonstrate, practice and promote a critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Integrated Assessment: Assessment activities as well as a percentage weight of each summative assessment activity. Both formative and summative assessment will be done continuously. Work Integrated Learning A predetermined set of student-teacher assessment standards (a rubric) will be shared and used by all assessors. Student teachers will receive the assessment rubric at the beginning of their studies and will work towards attaining all standards throughout their studies. The teaching practice assessment will be a capstone assessment combining all standards and will culminate in an integrated summative assessment. |
| INTERNATIONAL COMPARABILITY |
| As background to the preparation of this curriculum outline, AKADEMIA staff undertook a comparative review of Instructional Practices in Education and Training curricula at national, regional and international levels.
The Bachelor of Education (BEd) (Upper Primary) curriculum of the University of Namibia is a four-year level eight degree qualification. It prepares learners to teach from Grades five to seven. Learners are required to take core modules in Education, as well as in two majors, a minor and one additional elective. Learners will also have the opportunity to select one career specialisation. Appropriate teaching methods are integrated with the phase-specific school subject content modules throughout the four years of study. On completion of the qualification, learners are awarded a degree in B. Ed (Upper Primary). The curriculum is subject/discipline-based with specialisations in Mathematics Education and Natural Science and Health Education or Social Science Education and English Language Education or Social Science Education and Namibian Language Education or English Language Education and Namibian Language Education. In North America, the BEd usually lasts two years, focuses on pedagogy and follows an undergraduate degree. (Thus working like an extended PGCE/ADE.) In the United Kingdom, the BEd may last 3 or 4 years and is associated primarily with primary education, with secondary school teachers usually completing a first degree followed by a PGCE. In Australia, a BEd is a 4-year programme that includes education modules in Psychology, Sociology, History, Social Policy and Professional Practice. The University of South Queensland Australia Ranked 301 - 400th in the world offers the Bachelor of Education. Entry requirements: Have achieved a minimum Overall Position (OP) 15, tertiary entrance rank 68 or equivalent qualification. Articulation with other qualifications: Vertical to MEd degree Curriculum Learning units: The Bachelor of Education program is comprised of 32 units at the undergraduate level (AQF Level 7) structured as follows: The standard duration for completion of this qualification is four years full-time or nine years part-time. Learners have a maximum of nine years to complete this qualification. Practical teaching: Within the 32 units required to complete this qualification, there are strict professional experience requirements. These requirements are broken down to 80 days of supervised placement within various settings and 20 days of unsupervised placement. In India, the BEd works like a PGCE, providing a teaching qualification for those who already have a BA or BSc degree Taking this variety into account, the BEd qualifications of the Universities of Hong Kong, Plymouth Colorado at Denver Curriculum: Education and Human Development, Elementary Education BA with CLDE Added Endorsement and Melbourne the comparison revealed that there is a wide range of ways in which institutions formulate curricula for teacher education qualifications. The South African qualification is compared in many ways to the mentioned international qualifications such as duration, content and WIL. The design of the South African qualification took into consideration the importance of local, regional and national educational needs. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both horizontal and vertical articulation.
Horizontal Articulation: Vertical Articulation: |
| 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. |