Bachelor of Education in Foundation Phase Teaching – 4 years NQF Level 7
The purpose of the B.Ed. in Foundation Phase Teaching degree (NQF Level 7) is to equip students with specialized knowledge, skills and competencies related to teaching Grade R to Grade three within the South African context.
This programme will enable students to attain thorough knowledge in theories of teaching and learning and equip them with strong practical teaching skills. The programme requires that students are able to integrate the subject content and pedagogical knowledge in order to facilitate effective learning in the classroom.
The programme provides students with the opportunity to apply newly acquired skills through teaching practice. This gives students the opportunity to step out of the lecture room and gain insight into the real dynamics of the classroom and the teaching profession. Before students are assessed, they are guided and supported through this process by their lecturers.
In addition, the programme will enhance the development of research skills, enable graduates to pursue postgraduate studies, and encourage lifelong learning. With this qualification, graduates will be able to contribute towards the pool of foundation phase specialists who lay the important educational foundation for each learner in the country.
DEPARTMENTAL MISSION STATEMENT
The mission of the Education Department is to transmit knowledge related to the education of teachers who will be passionate, engaged, knowledgeable, effective and compassionate, and who will apply the skills learnt to educate young children to become the leaders of the future.
After completion of the qualification, students should:
- Demonstrate the acquisition of subject knowledge in Languages, Mathematics, and Life Skills.
- Demonstrate the ability to apply appropriate teaching methods for specialized subjects in the Foundation Phase. In addition, facilitate specific learning in Grade R through emergent language, mathematics, and life skills.
- Have an awareness of the uniqueness and realities of the South African society and the education system which presupposes the need for inclusivity in the classroom.
- Understand the concept of curriculum design, particularly within the context of the National Curriculum Statement (NCS) and the Curriculum Assessment Policy Statement (CAPS).
- Demonstrate a thorough knowledge of the role and purpose of assessment in the teaching and learning process, and be able to design and implement the assessment process.
- Demonstrate professionalism and a positive work ethic, values and moral conduct.
- Demonstrate basic research skills.
- Possess practical teaching skills acquired through work-based learning, thus integrating theory with practice.
- Critically evaluate issues within the South African education system and context and develop approaches to address the diverse needs of the learner.
- Manage the classroom effectively and create an environment conducive to learning.
Considering the various stakeholders of the programme, this qualification will equip its graduates with skills which will enable them to function professionally within the context of the South African education system.
Students who have successfully completed this qualification will demonstrate the ability to:
- Apply knowledge of education and subject-related concepts, skills and values to create a learning environment that accommodates a diversity of learners and communicate effectively in this context.
- Interpret, adapt and design appropriate learning materials for the teaching context, sequencing them with sensitivity to the needs of learners.
- Read and examine academic and professional texts, as a foundation for pursuing the goal of continued professional development.
- Understand the various modes of assessment and integrate assessment into their teaching.
- Keep records of assessment results for, inter alia, diagnostic and course improvement purposes.
- Select, justify and employ a range of teaching methodologies and assessment procedures appropriate to learners and contexts, in the phase, learning area(s) subject(s) or discipline they are required to work in.
- Identify and solve problems showing that responsible decisions, using critical and creative thinking skills, have been made in interpreting, designing and managing the Foundation Phase.
- Work effectively with others as a member of a teaching team, with learners and with parents and family members.
In order to contribute to the holistic personal development of each learner and social and economic development at large. It is the intention of this programme to make every graduate aware of the importance of:
1) Reflecting on and exploring a variety of strategies to learn more effectively;
2) Participating as a responsible citizen in the life of local, national and global communities;
3) Being culturally and aesthetically sensitive across a range of social contexts;
4) Exploring educational and career opportunities; and
5) Developing entrepreneurial opportunities.
This qualification allows for both horizontal and vertical articulation.
Vertical articulation can occur with the:
Bachelor of Education (Honours): NQF Level: 8; Post Graduate Diploma in Education: NQF Level 8
Horizontal articulation can occur with:
Advanced Diploma in Education NQF Level 7
Students who graduate with a B Ed Foundation Phase Teaching degree, will be able to teach in the following areas in the Education Sector:
> Government Schools (national, provincial, local councils and government-related organisations such as universities, semi-government, etc.)
> Independent Schools
Entrepreneurial opportunities in this field:
> Home schooling
> Self-employment, e.g. contractor, consultant, freelancer
> All modules passed with a minimum grade of 50%.
> Submission of Practicum portfolio of evidence by the end of the Midterm Break of the final semester.
> Comply with the requirements as contained in the Helderberg College of Higher Education Student Code of Conduct.
|Module Number||Module Name||Credits||NQF Level|
|Year 1, Semester 1|
|MTE 101||Mathematics I||8||5|
|ENG 144||Academic Writing||8||5|
|EDR 101||Reception Year: Emergent Learning||12||6|
|HLD 123||HIV/AIDS Education||4||5|
|REB 117||Values, Character, & Personal Enrichment I||8||5|
|EDC 101||Pedagogy I: Classroom Mgt. and V&D||12||5|
|CPT 118||End User Computing I||8||5|
|AFR 102||Afrikaans I: Additional Language||12||5|
|Year 1, Semester 2|
|MTE 102||Mathematics II||8||6|
|ENG 145||English I||8||5|
|EDP 102||Education I: Philosophy of Education & Service||8||5|
|EDC 102||Pedagogy II: Curriculum||12||6|
|PSY 102||Life Skills I||8||5|
|HLD 122||Principles of Health||8||5|
|EDT 102||Practice Teaching I||8||5|
|Year 2, Semester 1|
|MTE 201||Mathematics III: FP Maths Teaching||12||6|
|ENG 244||English II: Method Grade R||8||6|
|AFR 201||Afrikaans II: Additional Language||12||6|
|EDC 201||Pedagogy III: Teaching & Learning||8||6|
|EDS 201||Natural Science & Technology||12||6|
|REB 217||Values, Character, & Personal Enrichment II||8||5|
|EDT 201||Practice Teaching IIA||12||6|
|Year 2, Semester 2|
|EDC 202||Pedagogy IV: Assessment||12||7|
|EDH 202||Education II: History of Education||12||7|
|PSY 202||Life Skills II||8||6|
|SOC 202||Social Studies||8||6|
|LAN 201||Xhosa: Conversational Language||8||5|
|EDT 202||Practice Teaching IIB||12||6|
|Year 3, Semester 1|
|MTE 301||Mathematics IV: Method of Maths Grade R||8||6|
|ENG 345||English III: English Literature||8||6|
|AFR 301||Afrikaans III: Method Additional Language||12||6|
|ENG 346||English 1st Additional Language I||8||6|
|EDC 301||Pedagogy V: Barriers & Inclusion||12||7|
|EDT 301||Practice Teaching IIIA||16||7|
|SOC 301||Education III: Sociology of Education)||8||7|
|Year 3, Semester 2|
|PSY 302||Life Skills III (Method)||8||6|
|ENG 347||English IV : Method of English Grade 1 – 3||12||6|
|EDE 301||Education IV: Educational Policy and Law||12||7|
|EDM 301||Music, Movement & Drama||12||6|
|EDT 302||Practice Teaching IIIB||16||7|
|REB 317||Values, Character, & Personal Enrichment III||8||5|
|Year 4, Semester 1|
|MTE 401||Mathematics V: Method of Maths Grade 1 – 3||12||6|
|ENG 445||English 1st Additional Language II||12||6|
|PSY 401||Educational Psychology I||8||6|
|BHS 445||Research Methodology & Design||12||7|
|EDT 401||Practice Teaching IVA||20||7|
|Year 4, Semester 2|
|EDD 402||Education V: Contemporary Issues||8||7|
|REP 403||Professional Ethics and Governance||8||7|
|BHS 246||Research Project||8||7|
|PSY 402||Educational Psychology II||12||7|
|EDT 402||Practice Teaching IV B||20||7|