Additional Charges

Grade 1 YEAR 2

Grade 2 YEAR 3

Grade 3

Intermediate Phase Grade 4

Grade 5 YEAR 4

YEAR 1

YEAR 2

Grade 6 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

a ACCESS ON TO SCHOOL BASED WORK INTEGRATED LEARNING (I.E. TEACHING EXPERIENCE):

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:

SACE PROVISIONAL REGISTRATION (STUDENT EDUCATORS ONLY)

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

ATTENDANCE REQUIREMENTS FOR ACCESS ON TO THE MAIN SCHOOL BASED WIL AS ALIGNED TO TEACHER EDUCATION PROGRAMMES

(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: 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. 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

Programme Registration Details:

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.

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)

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. COMMUNICATIVE LANGUAGE The Communicative Language must be selected from the languages listed in Table 1 above, but it must not be the same as the First Additional Language. Please note that the Communicative language is only offered in the first year of your studies and does not require any previous study of the language. FIRST ADDITIONAL LANGUAGE • All applicants to the BEd 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

Table 1: BED Language Choices

First Additional Language (FAL)

Afrikaans

Communicative Language (COL) –First year only

Afrikaans

IsiZulu

IsiXhosa

Northern Sotho (Sepedi) IsiZulu

IsiXhosa

Northern Sotho (Sepedi)

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. For a breakdown of the Indigenous language groupings click here.

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 (HCEC0501) 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. 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.

EXIT LEVEL OUTCOMES OF THE QUALIFICATION

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 best-practice 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.

ECD Experience

The 6-week ECD Experience will comprise of 3-weeks ECD Online Supplementary Activities and 3-weeks ECD-based work-integrated learning. The ECD-based work-integrated learning will take place at selected pre-schools, 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.

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.

ATTENDANCE REQUIREMENTS FOR ACCESS ON TO THE ECD-BASED WIL:

(1) Students will be allowed access to the main ECD-based WIL [referred to as ECD Experience in semester 2] if: a) The student has met the 80% lecture attendance requirement for each of the identified modules as is aligned to ECD Experience for the 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 ECD 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 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.