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School of Education
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Introduction to the School of Education (SoE)
Teachers play a vital role in shaping future generations as they sculpt our leaders of tomorrow. The IIE’s Varsity College School of Education (SoE) is dedicated to and focused on preparing young, dynamic and skilled future teachers for a life long and successful career in education.
The IIE’s Initial Teacher Education Qualifications (ITE) equip a new generation of teachers for the 21st century classroom. Innovation in teaching methods and setting trends in education is what sets The IIE’s Varsity College apart. Our qualified, professional and experienced SoE team is passionate about establishing and nurturing a thorough grounding in the key disciplines of each teaching phase. Throughout their qualification, aspiring student teachers are mentored by this professional team. What is important to note is that The IIE’s Initial Teacher Education qualifications have a Teaching Experience component. This critical component exposes students to diverse educational settings which ensures that they develop the practical skills essential for excellence in teaching. It also includes an element of Service-Learning which gives the students the unique opportunity to demonstrate their civic responsibilities.
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The School of Education Programmes Overview:
Name of qualification Age group
IIE Postgraduate Diploma in Higher Education Higher Education
IIE Postgraduate Certificate in Education (PGCE) (Senior Phase and Further Education and Training Teaching) Senior Phase: Grade 7,8,9 and Further Education Training: Grade 10,11,12
IIE Bachelor of Education in Foundation Phase Teaching
IIE Bachelor of Education in Intermediate Phase Teaching
IIE Higher Certificate in Early Childhood Care and Education Foundation Phase: Grade R,1,2,3
Intermediate Phase: Grade 4,5,6 Also includes a focus on Grade 7 (first year of the Senior Phase)
ECD: 0 - 4 years
1. Postgraduate
Qualifications 1.1 IIE POSTGRADUATE CERTIFICATE IN EDUCATION (PGCE415): SENIOR PHASE AND FURTHER EDUCATION AND TRAINING TEACHING MODE OF OFFERING: CONTACT PART-TIME AND IIE DISTANCE
PURPOSE OF THE QUALIFICATION
The IIE’s Postgraduate Certificate in Education (PGCE) in Senior Phase (SP) and Further Education and Training (FET) Teaching is a professional teaching qualification that seeks to ‘cap’ a suitable undergraduate degree or an approved diploma. The qualification offers entry level initial professional preparation for undergraduate degree or diploma holders who wish to develop focused knowledge and skills as classroom teachers in the Senior Phase and Further Education and Training band in their chosen subject(s). The purpose of this qualification is to qualify students to follow a career in teaching in the Senior Phase (Grades 7-9) and Further Education and Training band (Grades 10-12). This PGCE qualification is structured in accordance with the Department of Higher Education and Training’s (DHET) Minimum Requirements for Teacher Education Qualifications (2015). It is also aligned with the new Higher Education Qualifications Framework’s (HEQF) guidelines. The qualification will equip SP and FET school teachers with the knowledge, skills and applied competencies for employability and further specialization study, in support of the principles of life-long learning.
EXIT LEVEL OUTCOMES OF THE QUALIFICATION
1. Demonstrate sound subject, curricular and pedagogical knowledge through the practice of teaching. 2. Identify and adapt teaching methods to the unique needs of learners in diverse settings. 3. Use and develop reliable methods of assessment to assess learning and improve teaching and learning. 4. Reflect critically on practice, skills and ethics to enhance professionalism in the teaching profession. For specific information related to this qualification, including admission requirements and qualification structure, please download the fact sheet below:
Access the Contact Part-Time qualification fact sheet here.
Access the Contact Part-Time qualification academic calendar here.
Access the IIE Distance qualification fact sheet here.
Access the IIE Distance qualification academic calendar here.
Specific Information Aligned to The PGCE
a TEACHING EXPERIENCE
The PGCE (SP & FET) programme has a required Teaching Experience, or Work Integrated Learning (WIL) component, which is governed by the Department of Higher Education and Training (2015) in terms of specific requirements. To facilitate this and ensure that all students meet these requirements for graduation purposes, The IIE’s Varsity College has established relationships with a cross-section of schools around the country, all of which meet the specified criteria of the DHET. The requirement in this programme is that students develop the practical skills and engagement necessary for successful teacher education. Students will be fully engaged in schools during their 8 week Teaching Experience period, while they are supported and assessed by qualified mentor teachers and The IIE’s Varsity College Supervisors. This module links with the Professional Didactic modules (which are prerequisites) and with the other educationally focused modules in the programme, as it affords students opportunities to integrate and apply theory and methodology into practice.
TEACHING EXPERIENCE IN THE PGCE (SP & FET)
Postgraduate Certificate in Education (PGCE) (SP & FET) Senior Phase (Grades 7-9)
Further Education & Training (Grades 10-12) 8 weeks practical teaching
The Teacher Education qualifications of The IIE Faculty of Education have Work Integrated Learning (WIL) that occurs in the schools with particular requirements. The following is important in this regard:
All final year students registered for an initial teacher education qualification with The IIE are required to provisionally register with SACE.
POLICE CLEARANCE CERTIFICATES
All students undertaking an academic qualification with a school-based WIL component will be required to have a valid police clearance certificate or an Afiswitch Criminal Check Certificate as accepted by SACE, on commencement of their Teaching Experience component in a school.
(1) Students will be allowed access to the main school based WIL [referred to as
Teaching Experience (in semester 2] per relevant year if: a) The student has met the 80% lecture attendance requirement for each of the identified modules as is aligned to Teaching Experience for that year. (2) Dealing with Exceptions: In cases where students’ have not met the 80% lecture attendance requirement for 1 or more of the identified modules as is aligned to Teaching Experience for that year: a) Students will be expected to achieve a combined 80% attendance (i.e. average) across the identified modules on condition that no single module attendance falls below 70%.
Students who fall into this category will submit a 1 page motivation for
Teaching Experience access to
The IIE’s Varsity College School of Education Campus Programme
Manager for consideration by The
IIE’s Varsity College Head of School of Education.
1. 2 IIE POST GRADUATE DIPLOMA IN HIGHER EDUCATION (PGHE421) MODE OF OFFERING: IIE DISTANCE
PURPOSE OF THE QUALIFICATION
The purpose of this qualification is to provide students with the knowledge and skills needed to practise teaching and learning effectively and in an educationally sound and professional manner. Students will be well equipped to add educational value to their own discipline, to their students and to support continuous improvement practices in any Higher Education institutions. Upon successful completion of this qualification, students will have a critical understanding of the theory and practices related to Higher Education teaching. The qualification aims to develop an awareness of the constructs and frameworks (theoretical, legal, diverse, political and ethical) within which a Higher Education level educator operates.
EXIT LEVEL OUTCOMES OF THE QUALIFICATION
Demonstrate a critical understanding of the policies, legislation, educational management, leadership and quality management systems and practices that govern and inform the formal Higher Education environment in South Africa.
Apply selected, appropriate theories and teaching models to make informed decisions on teaching, curriculum design and development, to support and facilitate the learning process.
Demonstrate applied competence to use appropriate technology effectively and appropriately in the teaching and learning environment. Conduct research into an aspect of teaching and learning in the Higher Education context and within own discipline in pursuit of identifying and applying teaching best practice. For specific information related to this qualification, including admission requirements and qualification structure, please download the fact sheet below:
Access the IIE Distance qualification fact sheet here. Access the IIE Distance qualification academic calender here.
2. Degrees 2. 1 IIE BACHELOR OF EDUCATION IN FOUNDATION PHASE TEACHING (BEF312) MODE OF OFFERING: CONTACT FULL-TIME
PURPOSE OF THE QUALIFICATION
The IIE Bachelor of Education (BEd) in Foundation Phase Teaching (FPT) is an undergraduate professional qualification aimed at preparing students to teach learners from Grades R to 3. This four year Bachelor’s degree is structured in accordance with the Department of Higher Education and Training’s (DHET) Minimum Requirements for Teacher Education Qualifications (2015). It is also aligned with the new Higher Education Qualifications Framework’s (HEQF) guidelines. The degree will equip Foundation Phase classroom teachers with the knowledge, skills and applied competencies for employability and further specialisation studies, in support of the principles of lifelong learning. This BEd degree provides a fundamental and comprehensive education underpinned by subject knowledge in the teaching of all three Foundation Phase subjects (Language, Mathematics and Life Skills) for Grades 1 to 3. It additionally enables Foundation Phase teachers to prepare Grade R learners for formal learning. There is an integrated focus on educational theory and methodology, aligned with the requirements for a professionally qualified beginner teacher.
EXIT LEVEL OUTCOMES OF THE QUALIFICATION
1. Demonstrate integration of knowledge, skills and abilities when conducting the lesson. 2. Demonstrate a thorough understanding of the content of the curricular areas and phase specialisations. 3. Demonstrate the ability to carry out the roles of a teacher as appropriate to their practice that includes specialist in a phase, subject discipline or practice; learning mediator; interpreter and designer of learning programmes and material; leader, administrator and manager; scholar; research. 4. Demonstrate the ability to undertake various functions, responsibly, in terms of manager/administrator/leader within the education system, institution and community, underpinned by respect for and commitment to the teaching profession. For specific information related to this qualification, including admission requirements and qualification structure, please download the fact sheet below:
Access the Contact Full-Time qualification fact sheet here. Access the Contact Full-Time qualification academic calendar here.
PURPOSE OF THE QUALIFICATION
The IIE Bachelor of Education (BEd) in Intermediate Phase Teaching (IPT) is an undergraduate professional qualification aimed at preparing students to teach children from Grades 4 to 7. This four year Bachelor degree is structured in accordance with the Department of Higher Education and Training’s (DHET) Minimum Requirements for Teacher Education Qualifications (2015). It is also aligned with the new Higher Education Qualifications Framework’s (HEQF) guidelines. The degree will equip Intermediate Phase classroom teachers with the knowledge, skills and applied competencies for employability and further specialisation study, in support of the principles of lifelong learning.
This BEd degree provides a fundamental and comprehensive education underpinned by subject knowledge in the specialist teaching of the following subjects: • English First and First Additional
Language Teaching • First Additional Language Teaching (isiXhosa, isiZulu, Northern Sotho or Afrikaans) • Natural Science and
Technology Teaching • Mathematics Teaching • Social Sciences Teaching. The qualification’s focus on educational theory and methodology is therefore closely aligned with the requirements for a professionally qualified beginner teacher.
EXIT LEVEL OUTCOMES OF THE QUALIFICATION
1. Demonstrate integration of knowledge, skills and abilities when conducting the lesson. 2. Demonstrate a thorough understanding of the content of the curricular areas and phase specialisations. 3. Demonstrate the ability to carry out the roles of a teacher as appropriate to their practice that includes: specialist in a phase, subject discipline or practice; learning mediator; interpreter and designer of learning programmes and material; leader, administrator and manager; scholar, researcher and lifelong learner; assessor and community, citizenship and pastoral role. 4. Demonstrate the ability to undertake various functions responsibly in terms of manager/administrator/leader within the education system, institution and community, underpinned by respect for and commitment to the teaching profession. For specific information related to this qualification, including admission requirements and qualification structure, please download the fact sheet and academic calendar via the links below:
Access the Contact Full-Time qualification fact sheet here. Access the Contact Full-Time qualification academic calendar here.
SPECIFIC INFORMATION ALIGNED TO THE IIE BACHELOR OF EDUCATION DEGREES
TEACHING EXPERIENCE (FOUNDATION PHASE TEACHING INTERMEDIATE PHASE TEACHING):
Teaching Experience is a cornerstone of teacher training. Each year, The IIE Bachelor of Education degrees have a required Teaching Experience component, which is governed by the Department of Higher Education and Training (2015) in terms of specific requirements. To facilitate this and ensure that all students meet these requirements for graduation purposes, The IIE’s Varsity College has developed strong relationships with a variety of schools around the country. As such, each year of study in this programme will see students placed by The IIE’s Varsity College in differently resourced schools. This will ensure that students develop the practical skills and engagement necessary for successful initial teacher education. This partnership and shared vision underpins our approach and provides a space for theory and practice to interact. It is an invaluable, concrete rehearsal for eventual practice as a qualified educator. During Teaching Experience, students are supported in their development by The IIE’s Varsity College Supervisors. This includes:
- Guiding students with their teaching practice. - Assessing lessons - And providing students with developmental feedback Teaching Experience weeks are structured as follows over the 4 years. Please note this may be subject to change yearly:
Grade 1 YEAR 2
Grade 2 YEAR 3
Grade 3
Intermediate Phase Grade 4
Grade 5
Grade 6 YEAR 4
YEAR 1
YEAR 2
YEAR 3 Teaching Experience 2 (5 weeks)
Teaching Experience 3 (6 weeks)
Teaching Experience 4 (8 weeks)
Teaching Experience 1 (4 weeks)
Teaching Experience 2 (5 weeks)
Teaching Experience 3 (6 weeks)
Grade 7 YEAR 4 Teaching Experience 4 (8 weeks)
Total number of Teaching Experience weeks in the 4 year degree = 23 weeks
The Teacher Education qualifications of The IIE Faculty of Education have Work Integrated Learning (WIL) that occurs in the schools with particular requirements. The following is important in this regard:
All final year students registered for an Initial Teacher Education Qualification with The IIE are required to provisionally register with SACE.
POLICE CLEARANCE CERTIFICATES
All students undertaking an academic qualification with a school-based WIL component will be required to have a valid police clearance certificate or an Afiswitch Criminal Check Certificate as accepted by SACE, on commencement of their Teaching Experience component in a school
(1) Students will be allowed access to the main school based WIL [referred to as
Teaching Experience per relevant year if: a) The student has met the 80% lecture attendance requirement for each of the identified modules as is aligned to teaching Experience for that year. (2) Dealing with Exceptions: In cases where students’ have not met the 80% lecture attendance requirement for 1 or more of the identified modules as is aligned to
Teaching Experience for that year: b) Students will be expected to achieve a combined 80% attendance (i.e. average) across the identified modules on condition that no single module attendance falls below 70%. Students who fall into this category will submit a 1 page motivation for Teaching Experience access to The IIE’s Varsity College School of Education Campus Programme Manager for consideration by The IIE’s Varsity College Head of School of Education.
Social awareness and citizenship is integral to teacher education. The practical preparation of our students will also include an element of ServiceLearning, which gives teachers the unique opportunity to demonstrate their civic responsibilities. Service-Learning is therefore an essential component of Teaching Experience in The IIE Bachelor of Education degrees, as it promotes social awareness and develops skills for effective citizenship, paving the way for life long learning and participation. The integration of Service-Learning into The IIE Bachelor of Education degrees has been carefully scaffolded to ensure opportunity for learning experiences across a variety of contexts.
SERVICE-LEARNING YEARS 1-4:
Curriculum aligned Service-Learning (Year 1 and 2)
As a component of your first and second year Teaching Experience module, you will engage in curriculum aligned Service-Learning in an identified community school context.
Community based Service-Learning (Year 3)
School based Service-Learning (Year 4)
In 3rd year you will be engaged in a variety of ServiceLearning opportunities in the broader context of communities (not purely aligned to schools).
In Year 4, you are required to complete a school based Service-Learning initiative that adopts a critical approach to Service-Learning in which you will identify, plan and carry out solutions to needs within your school.
Programme Registration Details:
IIE BACHELOR OF EDUCATION LANGUAGE REQUIREMENTS
• The IIE Bachelor of Education degrees (Foundation Phase and Intermediate Phase
Teaching) offer a suite of language choices at
First Additional and Communicative Language levels (see Table 1 below).
Each student will do the below three languages: 1. English First and First Additional Language 2. First Additional Language (FAL) (region specific) 3. Communicative Language (region specific)
First Additional Language (FAL)
Afrikaans
IsiZulu
IsiXhosa
Northern Sotho (Sepedi)
Communicative Language (COL) - First year only
Afrikaans
IsiZulu
IsiXhosa
Northern Sotho (Sepedi)
PLEASE NOTE: FALs and Communicative Languages offered by The IIE are campus specific, and not all FALs and Communicative Languages can be accommodated at each campus. For a breakdown of the Indigenous language groupings click here.
Proficiency Tests (FAL)
Applicants wishing to register for The IIE BEd Foundation Phase Teaching & The IIE BEd Intermediate Phase Teaching programmes must have obtained at least a Level 3 (40%) at the NSC or equivalent level, as a HL or FAL, in the language they are seeking to study as a FAL in the BEd.
Or
Must demonstrate language proficiency (LP) in the selected FAL BEd language/s. To be admitted via this option, candidates are required to pass a language proficiency test in the relevant language. ALL applicants, regardless of route of entry to the BEd programmes, are required to meet the indicated additional language requirements for the selected FAL and for English as the Language of Learning and Teaching (LoLT). In the case of those students who have already graduated from an appropriate initial higher education qualification such as a Higher Certificate, the English requirement may be waived on successful completion of an appropriate proficiency test. The BEd is designed for South African students and schools and therefore the language requirements are designed to support the development of languages in South Africa. Should you therefore be required to sit the proficiency test, this will be held on campus at the beginning of each year prior to registration and a pass mark of 50% is required. Should you fail this test you will unfortunately not be able to register onto the relevant BEd programme.
3. Higher Certificates 3. 1 IIE HIGHER CERTIFICATE IN EARLY CHILDHOOD CARE & EDUCATION (HCEC115) MODE OF OFFERING: CONTACT FULL-TIME
PURPOSE OF THE QUALIFICATION
The IIE’s Higher Certificate in Early Childhood Care and Education (HCECCE) is an entry level/introductory qualification (at NQF Level 5) to the study of early childhood development (ECD) education from birth through to 4 years of age. It is intended to provide students with “basic introductory knowledge, cognitive and conceptual tools and practical techniques to enable further study in ECD” (DHET, 2017: 24). This one-year higher certificate is structured in accordance with The Department of Higher Education and Training’s (DHET) Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Development Educators (2017), and with the National Curriculum Framework (NCF) for Children from Birth to Four Policy (2015). In addition, it is aligned to the HEQSF guidelines, and will provide students with the beginning knowledge, skills and applied competences identified to be critical for facilitation at this level.
EXIT LEVEL OUTCOMES
1. Demonstrate basic mastery of child development and learning theories, learning areas, cognitive tools, play-based pedagogy, and the South African laws relevant to early childhood development and learning in order to develop birth to four year olds’ agency, literacy, numeracy, health, hygiene, safety, and overall executive functioning.
2. Apply relevant theoretical and practical knowledge in an inclusive, integrated manner to identify, support, and address a variety of multicultural and inclusive educational needs in young children (birth to four year olds). 3. Develop the ability to communicate and collaborate effectively with all education stakeholders on various topics using a range of suitable tools and platforms in at least two official South African languages. 4. Use relevant and integrated bestpractice assessment and learning support strategies to gauge progress and improve learning and development in young children (birth to four year olds). 5. Observe and reflect on various legal, ethical and professional standards and requirements in the execution of early childhood educationrelated duties as part of current and continuing professional development. For specific information related to this qualification, including admission requirements and qualification structure, please download the fact sheet and academic calendar via the links below:
Access the Contact Full-Time qualification factsheet here. Access the Contact Full-Time qualification academic calendar here.
ECD Experience
The ECD Experience module will see students placed for 6 weeks at selected pre-schools, crèches, early childhood learning centres, daycare and educare facilities as arranged by the relevant campus. This critical component allows students to practice their understanding of theory, and provides significant opportunities for practice and reflection on teaching and learning/facilitation in the Early Childhood Development band, thus allowing for suitable preparation of graduates as beginner ECD practitioners. During ECD Experience students are supported in their development by The IIE’s Varsity College Supervisors. This includes: guiding and assessing students while undertaking their ECD practice; and providing students with developmental feedback. The timing of ECD Experience is carefully considered each year to fall in line with The IIE’s Varsity College Academic Calendar.
ACCESS ONTO ECD-BASED WORK INTEGRATED LEARNING (I.E. ECD EXPERIENCE):
This qualification of The IIE Faculty of Education has ECD-based Work Integrated Learning (WIL) that occurs in the ECD context with particular requirements. The following is important in this regard:
POLICE CLEARANCE CERTIFICATES
All students undertaking an academic qualification with an ECD-based WIL component will be required to have a valid police clearance certificate or Afiswitch Criminal Check Certificate on commencement of their ECD Experience component in an ECD context.
Students will be allowed access to the main ECDbased WIL [referred to as ECD Experience in semester 2] if: The student has met the 80% lecture attendance requirement for each of the identified modules as is aligned to ECD Experience for the year. Dealing with exceptions: In cases where students’ have not met the 80% lecture attendance requirement for 1 or more of the identified modules as is aligned to ECD. Experience for that year: Students will be expected to achieve a combined 80% attendance (i.e. average) across the identified modules on condition that no single module attendance falls below 70%. Students who fall into this category will submit a 1 page motivation for ECD Experience access to The IIE’s Varsity College School of Education Campus Programme Manager for consideration by The IIE’s Varsity College Head of School.
