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Information for prospective students
The Bachelor of Education (B.Ed) is a four-year, vocationally specific, professional degree that integrates, from the first year, both the academic study and the professional preparation required to be a teacher. Successful completion of the programme qualifies the student for registration with the South African Council for Educators (SACE) and for employment in South African schools as an educator at REQV 14 level. Increasingly the qualification is attracting students from neighbouring countries and each year many of our graduates are recruited by independent employment agencies to teach in schools throughout the world. In addition to serving as an initial qualification for teaching, successful completion of the degree provides students with the opportunity to continue their study of education at a postgraduate level.
The B.Ed programme involves a minimum of four years (8 semesters) of study during which time the student accumulates at least 512 credit points by studying a variety of modules. A standard academic module is worth 16 credit points (some are half-modules worth 8) and is based on a total of 160 hours of work done during the course of a semester. Approximately four hours per week of this work would be devoted to formal lectures with the remaining time being used for tutorials, practical work, self study and preparation for assignments, tests and examinations. The normal workload for a student would be four 16-credit modules per semester.
Modules that can be described as fundamental, core and elective constitute the B.Ed programme.
These modules form the foundations of the programme. Their main purpose is to introduce students to university study, to develop in students the academic skills required for ongoing study within the programme and, if required, to act as bridging courses for students who do not meet the prerequisite for a particular subject. They are usually taken during the 1st or 2nd year of study:
These modules form the heart of the B.Ed. programme of study and are compulsory for all students. They cover central aspects such as education theory, child psychology, professional practice, school-based teaching practice and HIV/Aids in education. A number of modules in the three areas listed below are studied in each year of study:
Elective Modules (Subject Specialisation / Learning Areas)
The elective modules chosen define the specific purpose of the qualification (to be a secondary or a primary school teacher) and the areas in which the student has specialized. A specialization may be in a subject, a learning area and/or a phase of schooling.
What is a subject specialisation? – mainly Further Education & Training (FET) subjects
What is a Learning Area Specialisation? – mainly General Education & Training (GET) subjects
PHASE SPECIALISATION TRACKS Within the B.Ed. programme students are able to elect one of five specialization tracks:
1. Early Childhood Development (including the Foundation Phase). The main focus of this track is on the educational needs of children from birth to age 9 (grade 3). Students are prepared for working with young children in pre-schools, day-care and community centres and for teaching in the Foundation Phase including the Reception Year. Students qualify as generalists and are required to develop the knowledge and skills needed to teach all aspects of the Foundation Phase curriculum. 2. Foundation and Intermediate Phases. This track focuses on the education of primary school children from grade R o grade 6. Students are prepared as generalists, with the knowledge and skills needed to teach the full range of learning programmes that make up the primary school curriculum. This track is designed to give graduates the flexibility to teach in either the Foundation or the Intermediate Phase.
3. Intermediate and Senior Phases. This track focuses on the education of children within the Intermediate (grades 4 to 6) and the Senior (grades 7 to 9) Phases of the General Education and Training Band. Students are prepared as generalists, with the knowledge and skills needed to teach the full range of learning programmes, for the Intermediate Phase and as learning area specialists in two of the eight learning areas making up the Senior Phase curriculum. One of the two learning area specializations chosen must be Mathematics or Natural Sciences or Technology. This specialization track is also designed to give graduates flexibility in their employment and is suited to those teachers who prefer working with slightly older children who have moved beyond the basics focused on in the Foundation Phase.
4. Senior Phase and Further Education and Training Band (FET). This specialization track is designed to prepare graduates for teaching in secondary schools with the focus on preparing the student as a subject specialist. For the Senior Phase, students are required to study two of the eight learning areas, one of which must be Mathematics or Natural Sciences or Technology, qualifying them to teach these learning areas in grades 7 to 9. In addition, students will engage in an in-depth study of one of the recognized FET subjects qualifying them to teach the subject up to grade 12.
5. Further Education and Training Band (FET). This track is designed to prepare graduates for teaching in senior secondary schools with the focus on subject specializations suitable for the phase. Students will engage in an in-depth study of two of the recognized FET subjects preparing them to teach these subjects up to grade 12.
NB. All specializations include the disciplinary bases of content knowledge, methodology and relevant pedagogic theory.
The phase specialisation tracks that appear on the last five pages of this document are to assist you with your understanding of the B.Ed. curriculum. It provides an explanation of the B.Ed. programme and, for each of the 5 specialization tracks, gives an indication of which modules should be registered for in each semester of study.
The grid for each specialization track represents an ideal and normal progression through the curriculum. The curriculum for students who are required to repeat modules or who have been exempt from particular modules will vary.
Please bear in mind that the timetable is designed for a student who proceeds with the normal progression as indicated in each specialisation track. If for some reason you are not able to take on a ideal/normal progression of the curriculum, you will be required to slot into the timetable as and when your curriculum allows.
It is the responsibility of each student to keep track of their progress and to ensure that they meet the requirements of the B.Ed. degree by successfully passing all of the prescribed modules and by accumulating a minimum of 512 credit points.
This document is not a statement of the rules of the B.Ed. and should be read together with the Faculty of Education Handbook and the General Academic Rules for Students.
School based practical experience forms an important and core component of the B.Ed. programme. It provides the authentic context within which students experience and demonstrate the integration of the various competences developed in the programme as a whole. Our goal is to develop teachers who are reflective practitioners, able to learn from their experiences and capable of adapting to changing circumstances. In each year of study students spend between two and five weeks in a school. Students are placed in schools that are accessible to the Edgewood campus within the greater Durban area and in Pietermaritzburg. During the four years of study students are encouraged to gain a varied experience of teaching in South African schools by being placed in different schools each year.
Students, including those staying in any of our residences, are responsible for making their own transport arrangements to and from the school in which they are placed and must budget each year for this expenditure. The Faculty and the Practicum Office will not accept responsibility for travelling costs incurred by students.
The requirement for admission to study for the Bachelor of Education is a Matriculation Exemption or equivalent. All candidates are subject to selection and the selection process will include academic ranking and other criteria as approved by the Faculty of Education. Please note that the attainment of the minimum entrance requirement does not guarantee admission.
International applicants should refer to the University Undergraduate Prospectus for information regarding entrance requirements.
SCHOOL OF EDUCATION
ENTRANCE REQUIREMENTS: Qualifications Compulsory NSC subjects and required minimum performance levels Minimum APS Score B Ed (ECD/Foundation Phase) Four subjects at Level 4 and 3 at level 3 24 B Ed (Foundation/Intermediate Senior Phase) Four subjects at Level 4 and 3 at level 3 24 B Ed (Intermediate Senior Phase) Four subjects at Level 4 and 3 at level 3 24 B Ed (Senior/FET Phase) Four subjects at Level 4 and 3 at level 3. Teaching subject specialisation in Economics requires a NSC subject from the learning field of Management Sciences), generally at a level specified by the Faculty in which that discipline is taught. 24 B Ed (FET Phase) Four subjects at Level 4 and 3 at level 3. Teaching subject specialisations require relevant NSC subject(s), generally at a level specified by the Faculty in which that discipline is taught (e.g. a specialisation in Mathematics requires NSC Mathematics (and not Mathematical Literacy) at least at level 4. 24
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Please refer to the University Undergraduate Prospectus for information regarding tuition fees, financial assistance and accommodation.
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