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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: 

Bachelor of Education in Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
97201  Bachelor of Education in Foundation Phase Teaching 
ORIGINATOR
University of the Free State 
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  Early Childhood Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  544  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 learners with the relevant integrated knowledge and skill in foundation phase teaching that will enable them to demonstrate applied competence, commitment and responsibility as academically and professionally qualified foundation phase teachers. This qualification also aims to create learning spaces outside the classroom where learners of different races, genders, culture and language will be challenged to work collaboratively and interdependently across various school contexts.
Upon qualifying the learner will be able to:
  • Demonstrate understanding of education system, knowledge of the context of education and attributes such as passion, integrity and commitment in enhancing education as a profession.
  • Demonstrate appropriate pedagogical content knowledge and conversational language.
  • Demonstrate a practical understanding of teaching and learning for the foundation phase in relation to theory and practice.

    Rationale:
    The Bachelor of Education in Foundation Phase Teaching qualification is designed to provide learners with the insight, skills and enhanced appropriate attitude and values regarding teaching at foundation phase level. This qualification is based on the national imperative to revise and re-design teacher education offerings in order to adhere to the nationally developed policy. The findings on research conducted by the Children's Gauge in 2009, show that teachers at foundation phase level lack sufficient conceptual understanding on the implementation of the Numeracy Learning Programme at foundation phase level.

    The following types of knowledge underpin this curriculum:
  • Subject content knowledge which is the conceptualised factual knowledge of a specific subject that teachers need in order to demonstrate a high level of subject competence.
  • Curriculum knowledge which displays the full range of other modules in the qualification that sustains the teaching of a particular subject at a specific level.
  • Pedagogical knowledge which refers to, for example, the knowledge of the child, learning, inclusiveness and curriculum.

    The acquisition and integration of the above knowledge results in Pedagogical Content Knowledge (PCK) to enhance the knowledge in teachers, ultimately empowering them to teach their specific subject(s)/phase. PCK is concerned with the dimensions of subject matter for teaching by connecting the content of a subject with its teach-ability. Knowledge of this kind empowers teachers to explain a subject comprehensibly to their learners. PCK is the kind of knowledge that contributes to the professionalisation of teaching (Shulman 1986). 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The structure of this qualification makes RPL possible. The qualification may therefore be achieved in part or completely through the RPL, which includes formal, informal and non-formal learning and work experience.

    Each learner will be considered according to the institution's RPL policy and guidelines. The learner will be thoroughly briefed on the mechanism to be used and the appropriate support/guidance will be provided. The process will provide the learner with an opportunity to demonstrate competence in the relevant learning areas/outcomes and will not prevent him/her from taking up the RPL option towards attempting to gain a qualification.

    If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits will be assigned to him/her. RPL will be achieved by means of an appropriate integrated assessment method as mentioned above.

    This RPL may allow a successful learner:
  • Accelerated access to further learning at this or higher levels on the NQF.
  • Obtaining of this qualification in part or in whole.

    Entry Requirements:
    The minimum admission requirement for this qualification is the National Senior Certificate granting access to Degree studies or the Senior Certificate with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises of modules at NQF Levels 5, 6, and 7 totalling 544 Credits.
    NQF Level 5 Modules:
  • General Academic Skills for Teachers, 16 Credits.
  • Sesotho Conversational Language 1, 8 Credits.
  • Sesotho Conversational Language 2, 8 Credits.
  • isiZulu Conversational Language 1, 8 Credits.
  • Sign Conversational Language 1, 8 Credits.
  • Sign Conversational Language 2, 8 Credits.
  • isiZulu Conversational Language 2, 8 Credits.
  • Teaching Practice 1, 8 Credits.

    NQF Level 6 Modules:
  • UFS101, 16 Credits.
  • The individual in Education Context, 12 Credits.
  • Theoretical perceptions and significance for SA education, 12 Credits.
  • General Pedagogy I in Early Childhood Development and Learning (0-9), 12 Credits.
  • Life Skills 1, 16 Credits.
  • Life Skills 2, 16 Credits.
  • Numbers, Operations, Relationships, 16 Credits.
  • Algebra, Geometry, Measurement and Statistics, 16 Credits.
  • Mathematics Teaching 1, 16 Credits.
  • Life Skills Teaching 1, 16 Credits.
  • Teaching Practice 2, at NQF level 6, 8 Credits.
  • Teaching Practice 3, at NQF level 6, 24 Credits.

    NQF Level 7 Modules:
  • Teaching and learning in Education Context, 16 Credits.
  • Human Relationships in Education Context, 16 Credits.
  • Systems in Education Context, 16 Credits.
  • Contemporary Education Theory in Current Social Context, 16 Credits.
  • Learning in an Inclusive Environment, 12 Credits.
  • Teaching and Learning in the Foundation Phase, 12 Credits.
  • Reception year studies, 16 Credits.
  • Foundations in Early Childhood Education (Birth to four), 16 Credits.
  • Mathematics Teaching 2, 20 Credits.
  • Life Skills Teaching 2, 20 Credits.
  • Teaching Practice 4, 40 Credits.

    Elective Modules:
    NQF Level 6 Modules:
  • English (Home Language).
    > Module 1, 16 Credits.
    > Module 2, 16 credits.
  • English (Additional Language).
    > Module 1, 16 Credits.
    > Module 2, 16 Credits.
  • Afrikaans (Home Language)
    > Module 1, 16 Credits.
    > Module 2, 16 Credits.
  • Afrikaans (Additional Language).
    > Module 1, 16 Credits.
    > Module 2, 16 Credits.
  • Sesotho (Home Language).
    > Module 1, 16 Credits.
    > Module 2, 16 Credits.
  • Sesotho (Additional Language).
    > Module 1, 16 Credits.
    > Module 2, 16 Credits.
  • isiZulu (Home language).
    > Module 1, 16 Credits.
    > Module 2, 16 Credits.
  • Content: isiZulu (Additional Language).
    > Module 1, 16 Credits.
    > Module 2, 16 Credits.
  • English Teaching 1 (Home Language), 16 Credits.
  • English Teaching 1 (Additional Language), 16 Credits.
  • Afrikaans Teaching 1 (Home Language), 16 Credits.
  • Afrikaans Teaching 1 (Additional Language), 16 Credits.
  • Sesotho Teaching 1 (Home Language), 16 Credits.
  • Sesotho Teaching 1 (Additional Language), 16 Credits.
  • isiZulu Teaching 1 (Home Language), 16 Credits.
  • isiZulu Teaching 1 (Additional Language), 16 Credits.

    NQF Level 7 Modules:
  • English Teaching 2 (Home Language), 20 Credits.
  • English Teaching 2 (Additional Language), 20 Credits.
  • Afrikaans Teaching 2 (Home Language)), 20 Credits.
  • Afrikaans Teaching 2 (Additional Language), 20 Credits.
  • Sesotho Teaching 2 (Home Language), 20 Credits.
  • Sesotho Teaching 2 (Additional Language), 20 Credits.
  • isiZulu Teaching 2 (Home Language), 20 Credits.
  • isiZulu Teaching 2 (Additional Language), 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a practical understanding of teaching and learning for the foundation phase in relation to theory and practice.
    2. Demonstrate appropriate pedagogical content knowledge and conversational language.
    3. Demonstrate understanding of education system, knowledge of the context of education and attributes such as passion, integrity and commitment in enhancing education as a profession. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Areas where learning is required are identified.
  • Most suitable situation/environment for learning is constructed.
  • Learning is facilitated within diverse educational contexts which have implications for children.
  • Work with colleagues, learners and community in an inter-dependent way and provide leadership is encouraged.
  • Change in the curriculum for early education, the broader education context and society is acted upon and contributed to.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Learning programmes are interpreted and adapted to and original learning programmes are designed and managed.
  • Knowledge of concepts, principles and procedures relevant to foundation phase are demonstrated.
  • Principles and practice of effective teaching and learning are demonstrated.
  • Use of language skills are demonstrated clearly and accurately.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Subject competence is transformed into conceptual learning experiences.
  • Professional practise based on an integrated knowledge base is reflected on.
  • Reflective critical disposition towards the history of the education context of the diverse communities is demonstrated.
  • A high level of work ethics is maintained with integrity.

    Integrated Assessment:
    Integrated assessment is in line with the overall purpose of the qualification and gives an opportunity to each learner to demonstrate their achievement holistically across the exit level outcomes. Each module has a specific assessment strategy that complies with the institution's rules and policies regarding assessment and examination. The educator's competence in the modules will be assessed through assignments, tests and examinations or tasks equivalent to examinations. The type of assessment will however, depends on the nature of the module and/or on the lecturers involved in the module. Continuous assessment activities will include tests, assignments, projects, lesson presentations, posters, and presentations, critique of lessons, group assignments, portfolios and practical work.

    Formative Assessment:
    Formative assessment is an important component of the qualification and will be used for developmental purposes. Detailed feedback will be given to learners and opportunities will be scheduled for special tutorials to address indicated deficiencies in the learners' performance. Formative assessment items vary and include tests (during contact sessions or online); assignments; group assignments; projects; presentations and critique of lessons as mentioned above.

    Summative Assessment:
    Through summative assessment the overall performance of the learners will be recorded, and this will also be followed up with feedback to the learners. Summative assessment is in the form of semester examinations, but in the case of the optional modules, summative assessment will be in the form of assignments. However, some of the core modules will only be formatively assessed. Examinations will be written at outside centres and have to comply with all institutional rules on examinations. 
    		•

    INTERNATIONAL COMPARABILITY 
    La Trobe University:
    The La Trobe University in Melbourne, Australia offers s four year Bachelor of Early Childhood qualification. This qualification offers skills needed by teachers in early childhood education, primary education and child care. Learners also take part in more than 100 days of practical experience and knowledge needed to step into a teaching career. Learners 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 literacy. In the final year, learners learn about leadership and management, and gain further classroom experience.

    The Bachelor of Education (Teaching) Early Childhood (BEd(Tchg)EC) is a qualification offered by the Victoria University in New Zealand. This qualification comprises 360 Credits.

    Learners who successfully complete the qualification will:
  • Be responsible for managing and monitoring children's learning and development.
  • Know the curriculum you teach and how to develop skills and knowledge in this area.
  • Think effectively about your practice and learn from experience.
  • Have knowledge of the context of early childhood education in Aotearoa/New Zealand.

    Conclusion:
    This qualification compares favourably with the Bachelor of Early Childhood qualification and Bachelor of Education (Teaching) Early Childhood offered from the two contries. Both qualifications focus on offer skills and knowledge needed to teach children at foundation phase level. Classroom teaching, language and literacy teaching, including practise form core of the requirements to complete a qualification. 
    		•

    ARTICULATION OPTIONS 
    This qualification articulates with other qualifications such as:

    Horizontal:
  • Bachelor of Education (Intermediate and Senior Phase), at NQF Level 7.
  • Bachelor of Education (Senior and Further Education and Training Phases), at NQF Level 7.

    Vertical:
  • Post Graduate Certificate in Education (PGCE), at NQF Level 8.
  • Honours Bachelor of Education with specialisation in Early Childhood Development, at NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 the Free State 


    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.