• A candidate must have complied with all the requirements of a bachelor’s degree (or an approved diploma of minimum 360 credits at NQF level 6) from a DHET registered higher education institution before the beginning of the academic year for which he/she has been selected.
• The prior bachelor’s degree (or approved national diploma) must include a selection of subjects/disciplines that will provide a teacher with appropriate disciplinary knowledge to effectively teach Literacy, Numeracy and Life Skills to young learners and lay foundations for learning in future grades.
• Holders of multidisciplinary degrees (or approved diplomas) without a main focus in a single field related to teaching could be allowed into the PGCE FP, provided that the disciplines underpin the learning requirements for the foundation phase and, where relevant, the subjects to be taught are taken to at least NQF 5 (with a minimum 30 credit weighting over a minimum of two semesters).
• As per the RPL Policy, no more than 10% of mature applicants can be admitted. These are those who have been disadvantaged because of their inability to obtain formal qualifications or who have inadequate entrance qualifications, but who have obtained work or life experience that qualifies them to be admitted as students.

Students who have completed this qualification should be able to:

• Demonstrate competence in reading, writing and speaking the language/s of instruction in ways that facilitate their own academic learning and learning in their classrooms
• Demonstrate competence in interpreting and using numerical and elementary statistical knowledge to facilitate their own academic learning, and manage teaching, learning and assessment
• Demonstrate competence with regard to the knowledge base underpinning the learning areas or subjects they will be teaching
• In their area/s of specialisation (foundation phase and subject/learning area), demonstrate competence in planning, designing, and reflecting on learning programmes appropriate for their learners and learning context
• Demonstrate competence in selecting, using and adjusting teaching and learning strategies in ways that meet the needs of the learners’ and the context
• Demonstrate competence in managing and administering learning environments and supporting learners in ways that are sensitive, stimulating, democratic and well-organised
• Demonstrate competence in monitoring and assessing learner progress and achievement in their specialisation
• Demonstrate that they can function responsibly within the education system, the institution where they are working, and the community in which the institution is located
• Demonstrate a respect for and commitment to the educator profession.