(In-service/Part-time)
(Foundation & intermediate Phase): CODE 50009
Admission
• A teacher
may be admitted as a candidate for this degree if he/she is a practising
teacher at Foundation or Intermediate Phase level and has a teaching
qualification and at least 2 years’ teaching experience. Teachers will be
credited with 240 credits on the basis of their previous professional
qualification and experience.
• A
teacher who has successfully completed a Diploma in Education or the National
Professional Diploma in Education at the University of Fort Hare or any other
university may be credited with an additional 60 credits, and thus needs only
180 credits to complete his or her degree studies.
Duration
The
course is offered on a Part-time, in-service basis. It extends over 4 Years.
Curriculum
The
curriculum enriches and extends the applied competence of primary
practitioners. While equipping educators to work in the primary school as a
whole (Grade R to Grade 7), it offers opportunities for them to focus on
Foundation or Intermediate Phase, and to develop special skills and competencies
in the scarce learning areas of Natural Science, Mathematics, Technology
Education and Language.
The
course has two main sections. The first (Core Education Studies) runs
concurrently with, and is cross-referenced to the second (Core Learning Areas).
These
sections, in turn, have four strands each, as follows:
Core Learning Areas
|
Core Education
Studies
|
Language, Literacy and Communication |
Learning about Learning
|
Mathematical Literacy, Mathematics and
Mathematical Sciences |
Helping Learners Learn
|
Natural Science
|
Schools as Learning Communities |
Technology Education
|
Learning in the Word |
Each of the above strands has 6
imithamo2, each carrying 3 to 4 credits. In addition to this, the programme
culminates with 6 siyetyisa3 (a total of 60 credits), in which the work of the
programme is consolidated and integrated. The teaching and learning emphasis
is on school-based activities that impact on teachers’ professionalism and
whole-school development. At least one-third (33.3%) of the study programme is
structured around classroom and school-based activities.
Assessment
• Continuous
Assessment is practised and modelled in the course.
• There is
regular Self, Peer and umKhwezeli assessment of aspects such as: participation;
oral presentation; reflection; written assignments; professional growth as
reflected in the teacher-learner’s portfolio.
• There are
hand-in Assignments that are marked, in every strand of the course. In these
reflective reports, or research reports, teacher-learners are asked to reflect
on practice and plan for change (practical and reflexive competence). They are
asked to show their understanding of the theoretical basis for their actions
(foundational competence). Subsequent Key Activities require them to act on
insights gained.
• There is a
strong emphasis on Journal Writing to promote thorough professional thought,
action and reflection.
• Records
are kept at local Centres, and at Head Office, of all aspects to be assessed
• Teacher-learners
store samples of learners’ work, and records of their planning, presentation
and reflection, or responses to the activities of each umthamo,
in a Concertina File. This is in preparation for a Portfolio Presentation at
the end of each year of the Course.
• There is
careful Monitoring as well as Affirmation and Moderation of the assessment
process. A team of moderators visits the centres after the final Portfolio
Presentation and interviews the teacher-learners, who display and defend their
portfolios.
• Results of
the continuous assessment process are communicated in the form of a
Professional Quality Index which reflects a cumulative rating arrived at after
consideration of various aspects of the teacher-learner’s performance. These
results are converted into percentages for the benefit of the university
system.
In
the first year, aspects assessed are: participation; oral presentation; written
assignments; professional growth as reflected in the portfolio. The final index
is also influenced by the quality of the teacher-learner’s journal writing,
her/his attendance at face-to-face sessions, and prompt submission of
assignments.
In
second year, they are: participation and oral presentation; evidence of
reflection; written assignments; professional growth as reflected in the
portfolio. The final index is also influenced by the teacher-learner’s
attendance at face-to-face sessions, and prompt submission of assignments.
In
third year, they are: participation and oral presentation; evidence of reflection;
written assignments; professional growth as reflected in the portfolio;
extension of approaches into daily practice. The final index is also influenced
by the teacher-learner’s attendance at face-to-face sessions, and prompt
submission of assignments.
In
fourth year, teachers are assessed on the basis of how they have extended
themselves as professionals, under the following headings: overall professional
growth; reflective practitioner; change advocate & member of professional
community; researcher and innovator; curriculum developer and assessor of
learning. The final index is also influenced by the teacher-learner’s
attendance at face-to-face sessions, and prompt submission of assignments.
• In the
first or second year, teacher-learners may proceed to the following year of the
course if they have obtained 12 points out of a possible 20 on the Professional
Quality Index. A result of more than 16 gains a distinction. If their score is
9, 10 or 11, they may be asked to re-do certain portions of the work, and their
result is reviewed. This may result in the teacher-learner passing, repeating
the year, or repeating a Semester. The review needs to be completed within six
weeks of the publication of the final results. Only one review is permitted during
the course of the four years. A score of 11 may in certain circumstances be
condoned. Only one condonation is permitted during the course of the four
years. A score of 7 or 8 means that the year must be repeated, and a
teacher-learner obtaining a score of lower than 7 is advised to discontinue.
The modules are presented and assessed in an integrated fashion and there is no
sub-minimum in any one module.
• In the third year, different
categories are used (see above), and the Professional Quality Index has a
possible 25 points. Teacher-learners may proceed to the following year of the
course if they have obtained 14 points out of a possible 25 on the Professional
Quality Index. A result of more than 20 gains a distinction. If their score is
between 11 and 13, they may be asked to re-do certain portions of the work, and
their result is reviewed. This may result in the teacher-learner passing,
repeating the year, or repeating a Semester. The review needs to be completed
within six weeks of the publication of the final results. Only one review is
permitted during the course of the four years. A score of 13 may in certain
circumstances be condoned.
Only
one condonation is permitted during the course of the four years. A score of 9
or 10 means the year must be repeated, and a teacher-learner obtaining a score
of lower than 9 is advised to discontinue. The modules are presented and
assessed in an integrated fashion and there is no sub-minimum in any one
module.
• In the
fourth year, completely different categories are used (see above), and the
Professional Quality Index has a possible 50 points. Teacher-learners may
graduate if they have obtained 25 points out of a possible 50 on the
Professional Quality Index. A result of more than 38 gains a distinction. If
their score is between 22 and 24, they may be asked to re-do certain portions
of the work, and their result is reviewed. This may result in the
teacher-learner qualifying for graduation, repeating the year, or repeating a
Semester. The review needs to be completed within six weeks of the publication
of the final results. Only one review is permitted during the course of the
four years. A score of 24 may in certain circumstances be condoned. Only one
condonation is permitted during the course of the four years. A score of 18 to
21 means the year must be repeated, and a teacher-learner obtaining a score of
lower than 18 is advised to discontinue. The modules are presented and assessed
in an integrated fashion and there is no sub-minimum in any one module.
• The results
are finalised at a marks meeting that takes place after the moderation process
is complete. This meeting is presided over by the Director of the School of
In-Service Programmes.
Core
Education Studies Course
Learning about Learning 1 LEA 101E (8)
Helping Learners Learn 1 HLL 101E (8)
Schools as Learning Communities 1 SLC 101E
(8)
Learning in
the World 1 LIW 101E (8)
Core
Learning Areas Course
Language, Literacy & Communication 1
LIT 101E (8)
Natural Science 1 NSC 101E (8)
Mathematical
Literacy, Mathematics & Mathematical Sciences 1 MMN 101E (8)
Technology
Education 1 TED 101E (8)
Core
Education Studies Course
Learning about Learning 2 LEA 201E (8)
Helping Learners Learn 2 HLL 201E (8)
Schools as Learning Communities 2 SLC 201E
(8)
Learning in
the World 2 LIW 201E (8)
Core
Learning Areas Course
Language, Literacy & Communication 2
LIT 201E (8)
Natural Science 2 NSC 201E (8)
Mathematical
Literacy, Mathematics & Mathematical Sciences 2 MMN 201E (8)
Technology Education 2 TED 201E (8)
Recognition of
Prior Learning (RPL) RPL 201E
Core
Education Studies Course
Learning about Learning 3 LEA 301E (8)
Helping Learners Learn 3 HLL 301E (8)
Schools as Learning Communities 3 SLC 301E
(8)
Learning in
the World 3 LIW 301E (8)
Core
Learning Areas Course
Language, Literacy & Communication 3
LIT 301E (8)
Natural Science 3 NSC 301E (8)
Mathematical Literacy,
Mathematics & Mathematical Sciences 3 MMN 301E (8)
Technology
Education 3 TED 301E (8)
Curriculum Developer and Assessor REV 401E
(12)
Researcher and Innovator RES 401E (12)
Professional Development PRO 401E (12)
Reflective Practice REF 401E (12)
Change Advocate and Member of a Professional Community CHA 401E (12)
