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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
97396  Bachelor of Education in Foundation Phase Teaching 
ORIGINATOR
Rhodes 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  Early Childhood Development 
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 the qualification is to develop quality Foundation Phase teachers who are well-equipped to teach in a diversity of schools, especially those in the Eastern Cape. The intended outcomes are to develop in learners:
  • Understanding of pedagogical praxis that is inclusive and values diversity, and prepares learners for living in multicultural and multilingual contexts.
  • Knowledge and understanding of key terms, concepts, facts, principles, rules and theories related to foundation phase teaching and how to apply the knowledge to enable effective teaching strategies and methods consonant with the foundation phase context.
  • Professional verbal, nonverbal and written communication practices in a variety of professional and interpersonal contexts.
  • Ability to organise, manage and teach a class at foundation phase level effectively and ethically.
  • Leadership skills to build a shared vision for effective teaching and learning that positively impacts all stakeholders within a given educational community.
  • Knowledge and insight into the development and learning of the young child and reflection on personal beliefs and assumptions on the images of young children.
  • The ability to monitor his/her own learning progress and apply relevant learning strategies to realise all the outcomes of this qualification.

    The curriculum has been designed to provide many opportunities to be experienced, reflected upon and to acquire the practical and theoretical knowledge, the skills and dispositions as outlined above. Assessment is designed to provide the necessary feedback and opportunities for ongoing learning.

    Rationale:
    One of the greatest challenges facing the South African education system is the production of sufficient qualified, competent teachers, who can provide quality teaching for all school subjects and phases. Whether South Africa is able to meet this critical challenge is a question that motivated the development of the qualification. The Department of Basic Education is committed to providing quality education to all learners. The Bachelor Education in Foundation Phase Teaching (BEd FP Teaching) is an initial teaching qualification designed to produce capable, well-educated teachers with a strong sense of self. Successful learning and teaching depends on learners having confidence in themselves and in their knowledge and abilities, the resilience and self-reliance to overcome difficulties and the capacity for critical reflection to enable them to introspect and learn from experience. Living in a multilingual society, learners also need confidence in their ability to speak and teach at least two languages. These capacities are essential if Bachelor of Education (Foundation Phase Teaching) learners are to become caring, competent and creative teachers.

    The qualification has two different modes of delivery, which provide different routes to a professional qualification of teachers, in this way catering for both recent school leavers, who are able to study full time, and for people who are currently working as underqualified teachers and who will need to study part time. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    This is a teacher education qualification with set professional entrance requirements. Applicants who do not meet the admission criteria as stipulated, but who can demonstrate experiential or work-based learning at an equivalent level may be considered for RPL provided a proper assessment of the prior learning has been conducted. The process will be implemented in strict adherence to the relevant University RPL Policy.

    Entry Requirements:
    There are four access routes into the qualification:
  • Senior Certificate (SC) with endorsement.
    Or
  • National Senior Certificate (NSC) passed with Bachelors' Degree admission.
    Or
  • National Certificate Vocational (NCV) at NQF Level 4.
    Or
  • Learners who are in possession of a recognised Certificate or Diploma in education or another relevant field, may also present their qualifications for entry into this Bachelor of Education with a possibility of transfer of credits, for cognate previous studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    This qualification comprises of compulsory and of elective modules at NQF Levels 5, 6 and 7, totalling 480 Credits.

    Compulsory Modules at NQF Level 5, 60 Credits:
  • Education and Professional Studies 1A, 25 Credits.
  • Education and Professional Studies 1B, 25 Credits.
  • Understanding the Social and Physical World 1, 10 Credits.

    Compulsory Modules at NQF Level 6, 210 Credits:
  • Teaching Practice 1, 10 Credits.
  • Education and Professional Studies 2, 10 Credits.
  • Foundation Phase Studies 1: Languages-Afrikaans or isiXhosa (FAL), 5 Credits.
  • Foundation Phase Studies 1: Languages-English FAL, 10 Credits.
  • Foundation Phase Studies 1: Languages-English or isiXhosa Home Language, 10 Credits.
  • Foundation Phase Studies 1: Life Skills, 10 Credits.
  • Foundation Phase Studies 1: Mathematics, 10 Credits.
  • Performance and Multimodalities 1A: Art, 5 Credits.
  • Performance and Multimodalities 1B: Physical Education and Movement, 10 Credits
  • Teaching Practice 1B, 15 Credits.
  • Understanding the Social and Physical World 2, 15 credits.
  • Education and Professional Studies 2, 10 Credits.
  • Foundation Phase Studies 2: Languages-Afrikaans or isiXhosa (FAL), 5 Credits.
  • Foundation Phase Studies 2: Languages-English FAL, 10 Credits.
  • Foundation Phase Studies 2: Languages-English or isiXhosa Home Language, 10 Credits.
  • Foundation Phase Studies 2: Life Skills, 10 Credits.
  • Foundation Phase Studies 2: Mathematics, 10 Credits.
  • Performance and Multimodalities 2A: Music, dance and drama, 10 Credits.
  • Performance and Multimodalities 2B: Physical education, 5 Credits.
  • Teaching Practice 2, 15 Credits.
  • Understanding the Social and Physical World 3, 15 Credits.


    Compulsory Modules at NQF Level 7, 150 Credits:
  • Education and Professional Studies 3, 30 Credits.
  • Foundation Phase Studies 3: Languages-Afrikaans or isiXhosa (FAL), 12 Credits.
  • Foundation Phase Studies 3: Languages-English FAL, 14 Credits.
  • Foundation Phase Studies 3: Languages-English of isiXhosa Home language, 14 Credits.
  • Foundation Phase Studies 3: Life Skills, 12 Credits.
  • Foundation Phase Studies 3: Mathematics, 14 Credits.
  • Teaching Practice 3, 24 Credits.
  • Education and Professional Studies 2, 30 Credits.

    Optional Modules at NQF Level 5 (Select two different languages), 60 Credits:
  • Afrikaans 1, 30 Credits.
  • Afrikaans 1P, 30 Credits.
  • English 1, 30 Credits.
  • English 1A, 30 Credits.
  • English Language and Linguistics 1, 30 Credits.
  • isiXhosa 1 (Mother-tongue), 30 Credits.
  • isiXhosa 1 (Non-mother tongue), 30 Credits.

    Optional Modules at NQF Level 6 (Select two different languages), 60 Credits:
  • Afrikaans en Nederlands 2, 30 Credits.
  • isiXhosa 2 (Mother-tongue), 30 Credits.
  • isiXhosa 2 (Non-mother tongue), 30 Credits.
  • English 2, 30 Credits.
  • English Language and Linguistics 2, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of pedagogical praxis that is inclusive and values diversity, and prepares learners for living in multicultural and multilingual contexts.
    2. Detailed knowledge and understanding of key terms, concepts, facts, principles, rules and theories related to foundation phase teaching and how to apply the knowledge to enable effective teaching strategies and methods consonant with the foundation phase context.
    3. Demonstrate professional verbal, nonverbal and written communication practices in a variety of professional and interpersonal contexts.
    4. Organise, manage and teach a class at foundation phase level effectively and ethically.
    5. Demonstrate leadership skills to build a shared vision for effective teaching and learning that positively impacts all stakeholders within a given educational community.
    6. Demonstrate knowledge and insight into the development and learning of the young child and reflection on personal beliefs and assumptions on the images of young children.
    7. The ability to monitor his/her own learning progress and apply relevant learning strategies to realise all the outcomes of this qualification. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Acting in ways that honour multiple perspectives and affirming the dignity and respect of all individuals internal and external to the learning environment is demonstrated.
  • Learners are treated equitably and their individual differences are recognised.
  • Learners' practices are distinguished from another based on observation and knowledge of their interests, abilities, skills, knowledge, family circumstances, and peer relationships is adjusted.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Terms, concepts, facts, principles, rules and theories related to foundation phase teaching are discussed and applied to enable effective teaching and learning strategies and methods in the foundation phase classroom.
  • Knowledge of a classroom situation when doing practical and situational teaching is applied.
  • The origin and content of the different schools of thought in the field of foundation phase teaching is discussed.
  • The different schools of thought in the field of foundation phase teaching is compared and evaluated.

    Associated Assessment Criteria for Exit level Outcome 3:
  • Speaking skills to articulate and present information related to school issues, community issues and research is effectively used.
  • Writing skills to complete academic assignments and providing feedback to parents is used.
  • Listening effectively during conversations and interactions with learners, and other relevant stakeholders to decipher meaning, including knowledge, values, attitudes and intentions is demonstrated.
  • Arguing effectively for a particular alternative or idea is demonstrated.
  • The impact and application for intellectual property conventions and rules applicable to plagiarism, both in written and verbal format is acknowledged.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Effective and professional communication with relevant stakeholders within the school context is applied.
  • The important principles of effective communication in developmental stages of learners at this level are identified and applied.
  • Learning content, strategies, problems and possible solutions in the foundation phase classroom, with learners and other relevant stakeholders is discussed in the school.
  • Individual abilities of learners and their diverse needs at this level are considered when developing teaching material to be used in class.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Ownership in planning, implementing and evaluating service learning experiences with mentor guidance is taken.
  • Interpersonal and problem-solving skills to influence and guide others toward a goal are used.
  • Inspiration of others to reach their very best via example and selflessness is demonstrated.

    Associated assessment Criteria for Exit Level Outcome 6:
  • Theories on child development and learning (0-9 years) are understood and applied.
  • The child's psychosocial and socio-political context of development is taken into account when teaching.
  • With regard to barriers to learning and inclusive approach to identification of learning problems and screenings is adopted.
  • The challenges that foundation phase education face in South Africa in different educational contexts are identified.
  • The challenges teachers face when teaching in an environment of HIV/AIDS and poverty is discussed.
  • Possible solutions for the identified challenges is discussed and evaluated.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • The effectiveness of their own learning strategies is evaluated.
  • Different strategies to improve their learning in order to realise the outcomes are developed.

    Integrated Assessment:
    Official procedures relevant to assessment are set out in the Institution's calendar in both the general and faculty rules. To facilitate the writing of examinations, a number of important points of practice are formalised together with a list of rules and information for learners.
    Description of the number and types of tests / assignments / projects / case studies:
    Learners do academic, academic literacy, research and practical assignments. They write at least 4 formal assignments for each course. They are provided with explicit assessment criteria. They also create and present a professional portfolio and give presentations.

    Formative and summative assessment:
    Formative assessment is provided for all the above forms of assessment. Summative assessment is also provided in the form of marks justified in terms of the assessment criteria. Informal presentations are peer and lecturer formatively assessed. Learners are encouraged to assess their own performance on presentations and assignments. The culminating summative assessment is the end-of-year examination.

    Internal and external moderation/examination:
    There is an end-of-year examination for all modules, which is both internally and externally moderated. The appointment of external examiners must be formally approved by the Faculty. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor of Education in Foundation Phase Teaching has been compared to qualifications internationally. Internationally the teaching at foundation phase is referred to as Early Childhood hence the qualifications selected has early childhood in the titles of the qualifications.

    Victoria University in Melbourne Australia offers an Early Childhood Education Degree (birth to Grade 3). The qualification structure provides a community and school-based approach to teacher education with substantial opportunities for learners to pursue studies in early childhood education and primary school education. The qualification comprises thirty-one modules including compulsory studies in early childhood education and primary school education, curriculum and teaching in each year. Learners also undertake practical experience.


    University of Roehampton in London is internationally renowned for its work in Early Childhood Studies. The institution offers a Bachelor of Arts in Early Childhood Studies. The qualification is designed to meet the increasing demand for early years specialisation, this qualification equips learners for a range of potential careers in this field. Learners study the intellectual, emotional, physical, social and cultural experiences of young children, and learn about promoting understanding and respect for young children and their families. For those who are already working in this area, they will enhance their work and improve prospects with a better understanding of early childhood theory, research and practice.

    Conclusion:
    The specialisation in Early Years Education as it is named in other countries prepares learners to become an early childhood educator/teacher in childcare, kindergarten and preschool settings. The qualifications compare favourably since all develop professional capacity through practical teaching experience and research studies. This experience increases understanding of the complex field of education, and provide a pathway for research and further learning. 

    ARTICULATION OPTIONS 
    Horizontal Articulation:
    Completion of a Bachelor of Education meets the minimum entry requirements to a 120 Credits at NQF Level 7 Advanced Diploma in Education.

    Vertical Articulation:
    for admission into a cognate 120 credits at NQF Level 8 Bachelor of Education Honours Degree, or a cognate Postgraduate Diploma in Education Qualification. 

    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. Rhodes University 


    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.