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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 THAT HAS PASSED THE END DATE: 

Bachelor of Education: Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
90716  Bachelor of Education: Foundation Phase Teaching 
ORIGINATOR
University of Johannesburg 
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
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2029-06-30  

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 in Foundation Phase Teaching is to develop professionally qualified foundation phase teachers. This is done by providing a well-rounded education that equips qualifying learners with the required subject content knowledge base, teaching competence, a sound and nuanced understanding of the integrated nature of theory and practice in education and the context of the teaching profession in South Africa. The qualification focuses specifically on child development, literacy, numeracy (mathematics) and the knowledge that underpins life skills.

Upon completion of this qualification, qualifying learners will be able to:
  • Demonstrate an understanding of integrated subject teaching in the early years of schooling.
  • Demonstrate knowledge of different literacy teaching skills for successive grades of the primary school.
  • Adapt teaching to contextual and situated learning contexts in a variety of schools.
  • Demonstrate the ability to identify and address barriers to learning in the early years of schooling.
  • Incorporate the latest developments in language and literacy teaching in their lesson planning.
  • Formulate a personal teaching philosophy and critically reflect on their teaching philosophy and how it relates to teaching conduct.

    Rationale:
    The institution already offers the Bachelor of Education in Foundation Phase Teaching in contact mode. In applying for the qualification to be offered in a distance education online delivery mode, the institution is responding to the increasing number of schools that are opting to offer full time teaching internships to learners with the expectation that they enrol for a teaching degree through an accredited service provider.

    For learners who opt for internship positions at schools, what is required is a reputable, professionally oriented, and highly relevant online qualification. In this context, the target learner is an individual that wants to become a foundation phase teacher, but who, due to geographical and other challenges, is unable to access a contact educational institution, or who would prefer the flexibility that is available through distance provision. Online learning erases the barriers of time, geography, and economics.

    The qualification is targeting teaching interns from the first year of study in selected well-functioning schools, where experienced teachers act in the capacity of mentors and school-based teacher educators while they are engaged in university coursework using an online platform.

    Learners will have the required competences to enter the labour market as teacher for the Foundation Phase (FP) as they will be able to draw on specialised knowledge of early childhood learning to teach mathematics, literacy, and life-skills and to develop the key initial concepts and skills that lay the foundation for learning in future phases.

    The qualification has been developed to be in line with the revised policy on the Minimum Requirements for Teacher Education Qualifications (Department of Higher Education and Training, Government Gazette No 34467, 15 July 2011) and the South African Standards for Principalship (18 March 2016). 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
  • National Senior Certificate (NSC), NQF Level 4, granting access to bachelor's degree studies.
    or
  • National Certificate (Vocational), NQF Level 4, granting access to bachelor's degree studies.
    Or
  • Senior Certificate (SC), NQF Level 4, with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5, 6 and 7 totalling 488 Credits

    Compulsory Modules, Level 5, 60 Credits
  • Education Studies 1A, 16 Credits.
  • Teaching Studies 1A, 8 Credits.
  • Mathematics for the Foundation Phase 1A, 8 Credits.
  • English for the Foundation Phase 1A, 8 Credits.
  • Introduction to Isizulu/ Sotho for the Foundation Phase 1A, 8 Credits.
  • Teaching Methodology and Practicum 1A, 12 Credits.

    Compulsory Modules, Level 6, 264 Credits.
  • Education Studies 1B,16 Credits.
  • Teaching Studies 1B,8 Credits.
  • Mathematics for the Foundation Phase 1B,8 Credits.
  • English for the Foundation Phase 1B,8 Credits.
  • Isizulu-/ Sotho for the Foundation Phase 1B,8 Credits.
  • Culture and the Natural Environment for the Foundation Phase 1B,8 Credits.
  • Teaching Methodology and Practicum 1B,12 Credits.
  • Education Studies 2A, 16 Credits.
  • Education Studies 2B, 16 Credits.
  • English for the Foundation Phase 2A, 8 Credits.
  • English for the Foundation Phase 2B, 8 Credits
  • Isizulu/-Sotho for the Foundation Phase 2A, 8 Credits.
  • Mathematics for the Foundation Phase 2A, 8 Credits.
  • Mathematics for the Foundation Phase 2B, 8 Credits.
  • Culture and the Natural Environment for the Foundation Phase 2A, 8 Credits.
  • Culture and the Natural Environment for the Foundation Phase 2B, 8 Credits.
  • Teaching Studies 2B, 8 Credits.
  • Teaching Methodology and Practicum 2A, 12 Credits.
  • Teaching Methodology and Practicum 2B, 12 Credits.
  • Education Studies 3A, 16 Credits.
  • English for the Foundation Phase 3A, 8 Credits.
  • isiZulu/Sotho for the Foundation Phase 3A ( SWC), 8 Credits.
  • isiZulu/Sotho for the Foundation Phase 3B, 8 Credits.
  • Mathematics for the Foundation Phase 3A, 8 Credits.
  • Culture and the Natural Environment for the Foundation Phase 3A, 8 Credits.
  • Teaching Studies 3B, 8 Credits.
  • Teaching Methodology and Practicum 3A, 12 Credits.

    Compulsory Modules, Level 7, 164 Credits.
  • Education Studies 3B, 16 Credits.
  • English for the Foundation Phase 3B, 8 Credits.
  • Mathematics for the Foundation Phase 3B, 8 Credits.
  • Teaching Methodology and Practicum 3B, 12 Credits.
  • Teaching Studies, Methodology and Practicum, 120 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of integrated subject teaching in the early years of schooling.
    2. Demonstrate knowledge of different literacy teaching skills for successive grades of the primary school.
    3. Adapt teaching to contextual and situated learning contexts in a variety of schools.
    4. Demonstrate the ability to identify and address barriers to learning in the early years of schooling.
    5. Incorporate the latest developments in language and literacy teaching in their lesson planning.
    6. Formulate a personal teaching philosophy and critically reflect on their teaching philosophy and how it relates to teaching conduct. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Competently plan and execute three 3 lessons in Grades R-3 mathematics, literacy, and life-skills. > Apply the knowledge and skills learnt in coursework relevant for teaching mathematics, literacy, and life-skills to teaching in Grade R-3 classrooms.
  • Teach all the required subjects in the foundation phase curriculum.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Use advanced language skills in lesson planning and teaching of both home language and first additional language lessons
  • Use knowledge of visual literacy and appropriate literary theory to teach in the Foundation Phase classroom.
  • Use advanced literacy skills for teaching.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Appropriately apply curriculum differentiation in curriculum planning.
  • Teach in diverse school contexts across the four years.
  • Support and nurture learning and development in diverse educational contexts.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Provide evidence that they are au fait with childhood development issues that may affect the children's learning of the foundation phase curriculum.
  • Understand and describe the fundamentals of managing effective learning environments in South African schools.
  • Promote the concept of inclusion in Foundation Phase classrooms.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Teach literacy in English and Sotho or IsiZulu (as first language and additional language).
  • Apply grade appropriate language skills in the teaching of English at both first language and first additional language level.
  • Apply grade appropriate language teaching skills in the teaching of Sotho or IsiZulu at both first language and additional language level.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Construct and articulate a coherent and theory-driven teaching philosophy that provides evidence of growth and development over a four-year period.
  • Identify their roles as teachers who are caring, accountable and critically reflective.
  • Relate the ethical and professional foundation of the teacher professionalism.

    Integrated Assessment Formative Assessment:
    Formative assessment supports teaching and learning, provides feedback to the learner, diagnoses strengths and weaknesses, assists in the planning of future learning and helps to make decisions on the readiness of the learner to do a summative assessment. Assessment tasks comprise written assignments or the creation of digital teaching and learning artefacts. These assessments can also be regarded as milestone tasks for staff and learners to gauge their progress.

    Integrated Assessment Summative Assessment:
    There are a minimum of four summative assessment opportunities per semester module and at least seven summative assessment opportunities per year module. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, or a portfolio) to ensure that outcomes are assessed in an integrated manner. The weighting of the latter assessment opportunity should be at least 50% but not more than 60% of the final mark.
    Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners. An assessment analysis is done for each assessment to ensure that all questions are on the correct cognitive level as well as to ensure an appropriate percentage of higher and lower cognitive questions. Summative assessments will be written at school intern sites with the school taking responsibility over the invigilation of exams, as per the university rules for conducting examinations.

    The revised policy on the minimum requirements for Teacher Education Qualifications (DHET, 2015) stipulates that learners in distance mode programmes may be physically in schools for longer periods than full time contact programme learners for school-based work integrated learning (WIL). In full time contact, learners should 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 qualification. In the Foundation Phase online programme, learners are full time interns at the school, thus they will be spending more than the 32 weeks at the school over the duration of the qualification. However, as per the policy, the amount of supervised and assessed school-based practice in distance mode programmes is the same as a full-time contact mode programme (DHET, 2015). The assessment requirements for WIL will thus be the same as the current full time contact programme for the Foundation Phase. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: England
    Institution: University of Queensland Birmingham
    Qualification Title: BA in Childhood. Culture and Education

    Content:
  • The contribution of theoretical and conceptual perspectives on childhood to contemporary culture.
  • Theories of childhood development, behavior, learning, and their application in a variety of formal and informal educational processes and contexts.
  • The construction of professional identities and the values and principles that inform professional practices with children and their families.
  • Representation of childhood in a wide variety of textual and visual formats and the ability to respond both creatively and analytically to these.

    Similarities:
  • Both qualifications are similar in terms of the outcomes, entrance criteria, and the duration of study.

    Country: United Kingdom
    Institution: University of Roehampton - London
    Qualification Title: BA Primary Education
    The qualification provides a teacher with a direct route to becoming a primary teacher, which upon completion will be recommended for Qualified Teacher Status (QTS). The qualification will allow the teacher to focus on one of many subjects offered, from History to Music to Physical Education, this in-depth qualification also offers you the chance to specialise in teaching children aged 3-7 or those aged 5-11. The qualification will further equip the teacher with the knowledge, skills, and experience to become a successful primary teacher.
    The university is committed to developing teachers in diverse settings who have high expectations of all pupils, who respect social, cultural, linguistic, religious, and ethnic backgrounds, and who are committed to raising educational achievement.

    Similarities identified are in terms of the development of competencies needed for a learner to be a teacher in the Foundation Phase. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Bachelor of Education in Intermediate Phase Teaching, NQF Level 7.
  • Bachelor of Education in Senior Phase and Further Education and Training Phase Teaching, NQF Level 7.
  • Advanced Diploma in Education, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours, NQF Level 8.
  • Postgraduate Diploma in Education, NQF Level 8.
  • Postgraduate Diploma in Education in Teaching and Learning, NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Recorded in 2015. 

    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 Johannesburg 


    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.