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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Certificate in Education in Intermediate Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
97517  Postgraduate Certificate in Education in Intermediate Phase Teaching 
ORIGINATOR
Rhodes University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Postgraduate Certificate in Education (PGCE in Intermediate Phase Teaching) is a qualification for learners wanting to become qualified as professional educators in schooling after having completed an appropriate Bachelors' Degree (at least 360 Credits). The qualification aims to develop better teachers who are creative, confident, competent, caring and reflexive practitioners who can teach in a variety of educational contexts. The Exit Level Outcomes and evidence needed for demonstrating competence are aligned with the Competencies outlined in the Government Gazette No 34467 (July 2011).

Learners upon completion of the PGCE (IP) in Intermediate Phase Teaching qualification will be able to provide epistemological in a critically reflexive practice. This informs the design of the PGCE (IP) qualification in general and the curriculum in particular. It affirms our belief in praxis, and the importance of balance and integration between theoretical, practical, and professional and experiential learning. The following are competencies that learners will demonstrate upon completion of the qualification:
  • Demonstrate an understanding of a wide range of philosophical, sociological and psychological orientations, theories and perspectives relevant to the field of education, the phase specialisation, the disciplines they teach; and the research of the teaching practice.
  • Demonstrate an understanding of a wide range of educational contexts, knowledge and competence in managing and working with diversity in the classroom, and competence in developing, designing, adapting and critically engaging with learning programmes and resources appropriate for learners in a range of contexts.
  • Acquire knowledge of teaching in the appropriate Phase in a range of contexts, selecting, using and adjusting teaching and learning strategies in ways that meet the needs of all the learners in classrooms.
  • Manage and administer learning environments and supporting learners and learning in ways that are democratic.
  • Stimulate, organise, monitor and assess learners` progress in the area of their specialisation.
  • Demonstrate ability to function responsibly within the education system, the school, the community in which the school is located, show respect for and commitment to the education profession and show a positive work ethic and display appropriate values.
  • Apply responsibility and ethics, competence in the use of language(s) in classrooms, competence in the use of numbers and statistics to manage teaching and learning and the use of information technologies and the theory and research related to the field of education.

    Rationale:
    The Postgraduate Certificate in Education (PGCE in Intermediate Phase Teaching) is an established and recognised teaching qualification which enables learners with an undergraduate degree to develop a career in teaching. The qualification responds to the shortage of teachers in primary schools by developing the learners, who have completed their undergraduate degree. The focus of the qualification is on the following:
  • Disciplinary knowledge of the field of education and the contexts in which teachers teach.
  • Pedagogical content knowledge and pedagogical competence.
  • Professional knowledge and competence of learners who have completed their undergraduate studies.

    The PGCE in Intermediate Phase Teaching prioritises both content knowledge in the teaching subjects and pedagogical knowledge. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The only opportunity students have for RPL is for the Endorsements.

    Entry Requirements:
  • A Bachelors' Degree in a cognate field of study. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of modules at NQF Levels 5 and 7 and Electives Modules at Levels 7, totalling 120 Credits.

    Modules at NQF Level 5, 12 Credits:
  • Endorsement: Conversational Afrikaans, 1 Credit.
  • Endorsement: Conversational IsiXhosa, 1 Credit.
  • Endorsement: Computer Literacy, 1 Credit.
  • Endorsement: Education Technologies, 1 Credit.
  • Mathematics in Society, 8 Credits.

    Modules at NQF Level 7:
  • Educational Studies, 26 Credits.
  • Endorsement: English, 1 Credits.
  • General Professional and Pedagogical Practices, 12 Credits.
  • English First Additional Language, 14 Credits.
  • Teaching Practice, 26 Credits.

    Electives Modules at NQF Level 7:
    Learners must choose 1 home language and 2 other modules:
  • Home Language (English), 14 Credits.
  • Home Language (isiXhosa), 14 Credits.
  • Life Skills Education (Elective), 14 Credits.
  • Mathematics Education (Elective), 14 Credits.
  • Natural Sciences and Technology Education (Elective), 14 Credits.
  • Social Sciences Education (Elective), 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of a wide range of philosophical, sociological and psychological orientations, theories and perspectives relevant to the field of education, the phase specialisation, the disciplines learners teach; and the research of the teaching practice.
    2. Demonstrate an understanding of a wide range of educational contexts, knowledge and competence in managing and working with diversity in the classroom, and competence in developing, designing, adapting and engaging with learning programmes and resources appropriate for learners in a range of contexts.
    3. Acquire the knowledge of teaching in the appropriate Phase in a range of contexts, selecting, using and adjusting teaching and learning strategies in ways that meet the needs of all the learners in classrooms.
    4. Manage and administer learning environments and supporting learners and learning in ways that are democratic.
    5. Stimulate, organise, monitor and assess learners` progress in the area of their specialisation.
    6. Demonstrate an ability to function responsibly within the education system, the school, the community in which the school is located, show respect for and commitment to the education profession and show a positive work ethic and display appropriate values.
    7. Apply responsibility and ethics, competence in the use of language(s) in classrooms, competence in the use of numbers and statistics to manage teaching and learning and the use of information technologies and the theory and research related to the field of education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Familiarity with the fields of knowledge which underpin the discipline (education), their area of specialisation and the subjects they teach is demonstrated.
  • Understanding of the kinds of evidence, modes of argument or criteria of adequacy appropriate to their fields of knowledge in their area of specialisation is illustrated.
  • Commitment to the epistemic values and principles which characterize the fields of knowledge in their area/s of specialisation is demonstrated.
  • Concerns related to their practice and children's learning through classroom-based investigations are addressed.
  • Classroom research, the success of teaching and learning strategies with reference to key educational concepts, the needs and abilities of the learners, and demands of the specialisation are explained.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Coherent learning programmes and lessons appropriate for the learners, context and specialisation, taking into account school curriculum policies, learning contexts and learner differences are selected and designed.
  • Materials and resources appropriate to the learning programme, taking cognisance issues such as content validity and differentiation are selected and designed.
  • Lessons within teaching programmes, selecting appropriate teaching and learning strategies are planned.
  • Expectations which make appropriate demands on the learners are created.
  • Judgments on the effect that language has on learning and make necessary adjustments to the teaching and learning strategies are applied.
  • Teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners are adjusted.
  • Own and other's assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and barriers to learning and development are evaluated.
  • The selection and design of learning programmes in ways showing knowledge with understanding of a range of theories on teaching, learning, child development and curriculum is justified.
  • Learning programmes, lessons and materials on the basis of experience and classroom research are improved and evaluated.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Knowledge of curricular in practice, area(s) of specialisation, in terms of a broader understanding of the relevant knowledge field is interpreted.
  • The content of the curricular knowledge in their area(s) of specialisation, and apply it`s appropriate values and conceptual frameworks to problem solving in the relevant fields of knowledge is critically discussed.
  • The selection, level, the sequence, and the use of learning material in terms of assessment in area/s of specialisation (phase and subjects/learning area) is evaluated.
  • Teaching and learning strategies which motivate learners and that are appropriate to the subject, phase and topic and, on the basis of careful assessment, to the needs of the learners in their classes are selected and used.
  • Occasions are facilitated where learners are taught in groups, pairs or as individuals.
  • Differences in learning style, pace and ability in the planning and use of teaching and learning strategies are accommodated.
  • Learners with special needs and barriers to learning and development are identified and assisted.
  • Teaching and learning support materials are used to facilitate learner progress and development.
  • Teaching and learning strategies used in a particular context in the light of the extent to which the objectives of the learning experience that have been achieved are assessed.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Administrative duties required for the effective management of the learning environment are performed.
  • Learning environments which are safe as well as conducive to learning are created and maintained.
  • Learning environments that are sensitive to cultural, linguistic, gender and other differences are created.
  • Learning environments are democratically managed in ways that foster creative and critical thinking.
  • Conflict situations are resolved within classrooms in an ethical and sensitive way.
  • Learners are assisted to manage themselves, their time, physical space and resources.
  • Appropriate action is taken to assist or refer learners to specialists (e.g. social worker) in order to address personal or social problems.
  • Actions in ways which reflect knowledge with understanding of a variety of ways of managing individual learners and classes are justified.
  • Deep and systematic understanding of current thinking, practice, theory and methodology in an area of specialisation are provided for.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Assessment tasks and strategies appropriate to the specialisation and for a range of learning contexts are selected, adapted or designed.
  • The link between the method of assessment, the overall assessment purpose and the objectives being assessed is explained.
  • Assessment tasks using clear language and instructions are designed and administered.
  • A variety of sufficient sources confirming evidence of learner competence are collected.
  • A range of assessment strategies are used to accommodate differences in learning style, pace and context.
  • The progress of individual learners is systematically assessed and recorded.
  • Assessment results are used to provide feedback to inform future teaching, learning and assessment strategies.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • A sense of co-operation and respect towards others in the learning environment is maintained.
  • Effective professional communication and involvement of parents, guardians and other members of the community in school affairs is initiated and maintained.
  • An ability to engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices is demonstrated.
  • Education policies, procedures and systems which impact on institutions and classrooms, as well as on the national education and training landscape are engaged with.
  • Ways that enhance the status of professional educators which ensure a responsible culture of teaching and learning are conducted.
  • Values and principles of the Constitution, particularly those related to human rights and the environment are promoted.
  • The practice of democratic values, attitudes and dispositions in the school, as well as in society at large are promoted.
  • Supportive and empowering environment for learners are encouraged, created and maintained.
  • Own professional progress is effectively evaluated.
  • Commitment to act in and promote the best interests of learners, parents, communities, colleagues and the profession demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • An ability to engage critically with a wide variety of stakeholders is demonstrated.
  • Internal and external networking opportunities are effectively used.
  • A sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude is practiced and promoted.
  • Numerical information in their learning area, subject or discipline is interpreted.
  • Understanding of numerical and elementary statistical knowledge to educational issues, teaching, learning and assessment, and their own learning is applied.
  • Theoretical texts and research within the field of education are critically engaged with.

    Integrated Assessment:
    This qualification complies with both the formative and summative assessment methods.

    Summative Assessment:
    The qualification is based on the institutional system of continuous assessment which is combined with final summative assessment at the end of the year. The appropriate types of knowledge required to work reflectively and effectively in the field of education form the basis of assessments. The wide variety of subjects offered requires subject specific and focused assessments, reflecting the rational, procedures and conventions of the relevant subjects. Assessments will also reflect the unique needs of the subject and that will, at the same time, guide the number as well as the weightings of the assessments. The emphasis of the assessments in the subject methodologies also link very strongly with authentic assessments and therefore providing opportunities to form links with the field of education.

    Formative Assessment:
    A variety of assessment techniques will be used and will therefore provide an opportunity for learners with varying learning styles to succeed. Assessment techniques include tests, online-tests, online-assignments, portfolios, digital storytelling, reflective journals, research assignments, methodology assignments, presentations, individual and group work assignments, reports, work based and/or integrated assessments and research assignments. Module guides will reflect the formal timetable for formal assessments throughout the year, while the subject guides will provide learner with the finer detail and weightings.

    The assessment for school experience will comprise of an assessment of teaching practice and the portfolio. In teaching practice, learners are expected to satisfy the teaching practice criteria. Supervisors will be appointed by the School of Education, and together with the external examiner, the school in which they teach will be visited schools to assess the teaching practice. The assessment will comprise the supervisors' reports, confidential reports by schools, a student report and the examiner's reports. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparison for the Postgraduate Certificate in Intermediate Phase Teaching NQF Level 7 was conducted against international qualifications from institutions known to have world-renowned reputations for the provision of teacher education in the United Kingdom and in Australia.

    Postgraduate Certificate in Education PGCE - United Kingdom (UK):
    The purpose of this qualification is to further develop the learners teaching skills, knowledge and reinforce their teaching career with a solid postgraduate qualification that is highly sought after by the best schools in Dubai, schools in Abu Dhabi and schools worldwide. Furthermore, the Postgraduate Certificate in Education (PGCE) is specifically designed for school teachers who are currently working as teachers in part time or full time teaching job and would like to take a postgraduate qualification in education without having to leave their job.

    The PGCE is focused on the improvement of individual teaching practice through critical reflection and action research.

    Outcomes of the Qualification:
    The general aim of the PGCE is to improve the practice by building new ideas and strategies which are tested out in the classrooms. More specifically, the qualification aims to improve teaching by:
  • Helping learners to understand your own education system from an international perspective.
  • Enabling learners to become conversant with the basic assumptions, concepts, and principles of a range of learning theories and to evaluate their usefulness in specific educational situations.
  • Promoting a deeper understanding of a range of teaching strategies.
  • Developing expertise in practitioner research.
  • Making appropriate use of professional and research literature.

    The competencies of this qualification and those of the current one are similar even though teachers have to be more focused on the relevant Phase of the teaching practice than being a general teacher.

    A University in Australia offers the Graduate Diploma in Education (GDipEd).

    Entry requirements:
    An appropriate Bachelor Degree or an equivalent qualification.

    The Graduate Diploma in Education is a one-year teacher preparation qualification for learners who already hold a tertiary Degree. The qualification offers practical, school-based learning and draws on the latest research into effective teaching methods; ensuring learners are well equipped to meet the challenges of a teaching career. Modules within the qualification will challenge learners to use their knowledge, expertise and experience to design learning environments that will engage learners in the learning process and cater for a variety of learning styles. Learners learn to cooperatively and critically plan, design, implement and review relevant syllabi including developing teaching and learning strategies and curriculum materials. Learners will have developed a personal theory of teaching that fully considers the role of teachers in the promotion of a socially just and inclusive society. This qualification encourages active engagement with local and global communities to promote the continuing enhancement of learning for the benefit of all.

    Conclusion:
    The comparison done revealed that there are similarities with regard to the purpose of the qualifications since all of them seek to equip learners with the skill and content knowledge to work effectively as teachers within the teaching profession. In addition, modular similarities such as language of learning and teaching (English), learning with technology, research skills and professionalism within the teaching practice, and the creation and management of effective learning environments in these qualifications were found. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Advanced Diploma in Intermediate Phase Teaching at NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Education in Teaching at NQF Level 8.
  • Bachelor of Education Honours at NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Rhodes University 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.