SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Postgraduate Certificate in Intermediate Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
101443  Postgraduate Certificate in Intermediate Phase Teaching 
ORIGINATOR
University of Pretoria 
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  139  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2028-06-30  

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.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this qualification is to develop competent quality beginner teachers, who are able to apply specialised content knowledge, focused teaching skills and professional values in schools in varying contexts. This qualification will provide a well-rounded education that equips learners with the required subject content knowledge base, educational theory and methodology. It will also develop qualified classroom teachers who can demonstrate focused knowledge and skills in teaching Grade 4-7 learners. Specialised knowledge is provided through compulsory modules such as those developing information technology skills, fundamental mathematics, language teaching and learning support skills, as well as through elective modules in order to provide appropriate support and be able to identify and overcome barriers to learning.

Rationale:
The Postgraduate Certificate in Intermediate Phase Teaching is designed to provide learners with integrated knowledge of, and equip them with skills related to intermediate phase teaching. The demand for competent teachers in the country remains high and is reflected in the eleven basic competences of a beginner teacher (as gazetted in the Minimum Requirements for Teacher Education Qualifications, 2014). It follows that this qualification aims to provide a relevant and contemporary learning experience for teachers so that they may become responsible productive citizens. The qualification is focused on developing practical competence, reflexively grounded in educational theory.

This qualification is a professional teaching qualification that "caps" an undergraduate Degree. It offers entry-level professional preparation for teachers who wish to develop focused knowledge and skills as classroom teachers in the Intermediate Phase. For this purpose the qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful teachers to apply their learning as beginner teachers in schools in varying contexts (Government Gazette, 2014:28). 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The Institution has policies and systems to admit prospective learners who do not meet the formal or statutory requirements for entrance, but who can demonstrate that they possess the appropriate knowledge and skills required for admission to a specific qualification. In this regard, the Institution supports the principle of RPL as a mechanism for providing prospective learners with status, the opportunity to enrol for a specific qualification (if the circumstances warrant it). These processes are controlled by the Institution. RPL will be implemented where teachers are transferring from one academic institution to another, to the extent that students can receive credits for modules passed to a maximum of 50% of the qualification, as allowed by the Council on Higher Education (CHE).

Entry Requirements:
The minimum admission requirement to this qualification is:
  • An appropriate Diploma, Level 6.
    Or
  • An appropriate Bachelor's Degree, Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at Levels 5 and 7 and elective modules at Level 6 totalling 139 Credits.

    Compulsory Modules at Level 5, 3 Credits:
  • First Aid, 3 Credits.

    Elective Modules, Level 6, 16 Credits (select two):
  • Mathematics (Mathematics, Applied Mathematics, Statistics or any other related academic module at first year level), 8 Credits.
  • Social Sciences (History, Geography, or any other related academic module at first year level), 8 Credits.
  • Science and Technology (Biology, Botany, Zoology, Chemistry, Physics, Physiology, Genetics, Microbiology, Biotechnology or any other related academic module at first year level), 8 Credits.
  • Life Skills (Psychology and Human movement studies, Recreation, religion studies, art and/or music related modules or any other related academic module at first year level), 8 Credits.

    Compulsory Modules, Level 7, 114 Credits:
  • Global and social perspectives in education, 8 Credits.
  • Foundations of education, 8 Credits.
  • Learning theories and assessment in teaching, 18 Credits.
  • Facilitating learning, 12 Credits.
  • Learning Support Education, 6 Credits.
  • Professional ethics and law in teaching, 6 Credits.
  • Professional development, 8 Credits.
  • Teaching Practice (1), 12 Credits.
  • Teaching Practice (2), 12 Credits.
  • Intermediate Phase studies (Mathematics requirement), 12 Credits.
  • Intermediate Phase (IP) Language teaching (Language requirement), 12 Credits.

    Electives, Level 7, 6 Credits each:
    Students choose between either:
  • Information and Communication Technology.
    Or
  • Technology in teaching. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Plan, design, and reflect on learning programmes appropriate for intermediate phase learners and their learning context.
    2. Understand the importance of and understand ways of accessing the sound subject knowledge (founded on a wide range of relevant and recognised theories and perspectives) underpinning the learning areas they will be teaching.
    3. Communicate effectively using visual, mathematical and language skills in the modes of oral and/or written presentation as well as through current available technologies in sustained discourse.
    4. Demonstrate competence in managing and administering learning environments and supporting learners in ways that are sensitive, stimulating, democratic and well organised.
    5. Monitor and assess learner progress and achievement in a reliable, varied and appropriate way, using the results to plan and mediate conducive learning environments.
    6. Demonstrate a responsible and positive work ethic within the education system, the institution where they are working, and the community in which the institution is located through respect for and commitment to the educator profession and through the establishment of a quality community of practice.
    7. Select, apply and adjust effective teaching and learning strategies in ways which meet the needs of the learners and the context so as to enhance learning at intermediate phase. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Select and/or design materials and resources appropriate to learning programmes, taking cognisance of the teaching approach and accuracy of the content.
  • Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, context and specialisation, taking into account national, regional and school curriculum policies, learner contexts, and learner differences.
  • Justify selection and design of learning programmes in ways, which show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum.
  • Evaluate and improve learning programmes, lessons and materials on the basis of experience, classroom research, and an understanding of the knowledge base underpinning the relevant learning areas or subjects being taught.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate familiarity with the fields of knowledge and epistemic values and principles which underpin the discipline of education and the learning areas taught.
  • Understand and tailor teaching accordingly to the process on how learners acquire knowledge.
  • Demonstrate knowledge on how to teach a learning specialisation and how to select, pace and sequence content in accordance with both subject and learner needs.
  • Teach at least two official languages as well as two of the following four subjects in this phase, namely Mathematics, Science and Technology, Life Skills and Social Sciences.
  • Interpret and critically discuss the content of curricular knowledge in practice and apply appropriate values and conceptual frameworks to problem solving in the relevant fields of knowledge.
  • Evaluate what learning material (including textbooks) should be selected, at what level, in what sequence, and how it should be assessed, in the intermediate phase and specific learning areas.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Describe strategies to manage differently resourced classrooms and schools in order to ensure conducive learning environments.
  • Provide a clear description of classroom practices and experiences.
  • Identify challenges encountered across contexts by both teachers and learners.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Communicate ideas in the classroom and school in language accessible to learners.
  • Use statistics appropriately and responsibly in support of their ideas.
  • Use information and communications technology to further their own learning and facilitate the learning of others.
  • Convey the content of their learning area in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the learners in their care.
  • Foster interactive communication with learners through the use of non-judgmental language, constructive feedback and demonstration of mediation skills.
  • Use the main language of instruction to explain, describe, discuss and relate key concepts in their area of specialisation.
  • Use an additional official language (other than home or first additional language) to explain, describe and discuss such key concepts in a conversational style.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Create and maintain learning environments, which are safe, conducive to learning and democratic in ways that foster creative and critical thinking.
  • Discipline learners in ways that are fair, firm and promote growth.
  • Create learning environments that are sensitive to cultural, linguistic, gender and other differences.
  • Resolve conflict situations within classrooms in an ethical and sensitive way.
  • Perform administrative duties required for the effective management of the learning environment.
  • Take appropriate action to assist or refer learners in the solution of personal or social problems.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Select, adapt and/or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts.
  • Explain the link between the method of assessment, the overall assessment purpose and the outcomes being assessed.
  • Design and administer assessment tasks using clear language and instructions.
  • Collect from a variety of sources sufficient confirming evidence of learner competence.
  • Use a range of assessment strategies to accommodate differences in learning style, pace and context and demonstrate sensitivity to gender, culture, language and barriers to learning and development.
  • Use and interpret assessment results to provide feedback in educationally constructive ways on learner progress and achievement, as well to inform future teaching, learning and assessment strategies.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Describe strategies to manage differently resourced classrooms and schools in order to ensure conducive learning environments.
  • Provide a clear description of classroom practices and experiences.
  • Identify challenges encountered across contexts by both teachers and learners.

    Integrated Assessment:
    In this qualification, assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification.

    The Faculty of Education subscribes to a rigorous assessment procedure to ensure that its assessment methods and procedures are fair, valid and reliable and are aligned to the outcomes of the modules and to the Exit Level Outcomes of the qualification.

    Integrated assessment is understood as providing an opportunity for education learners to demonstrate their achievement holistically in terms of the overall purpose of the qualification and across Exit Level Outcomes. As such integration is encouraged at three levels: within a constituent module, between modules, and across the qualification as a whole through the teaching practice modules (which includes the professional development of the teacher portfolio where students collect evidence of their professional development and reflect on insights they have gained throughout the year).

    All the modules of this qualification are set on the Level 7, necessitating from the teachers a mastery of subject matter of greater theoretical complexity than in their undergraduate years. It also requires learners to apply this theoretical knowledge through problem solving and practice.

    Assessment is done continuously and various assessment tools are applied in order to measure students' attainment to achieve and master the learning outcomes of their module. These tools include research-based or practical-based or observation-based assignment tasks, group projects, community projects, portfolios, essays, research articles, oral presentations, practical demonstrations, tests and examinations. Students are assessed by practising teachers and qualified education personnel during work integrated learning (Teaching Practice).

    Quality assurance procedures within the Faculty of Education will include internal and external course moderation. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Postgraduate Certificate in Education (PGCE) in Foundation Phase Teaching was compared with qualifications offered in England, Scotland and New Zealand. The following aspects were compared: entry requirements, duration, focus areas and the practical component.

    At the Cambridge University, in England a PGCE (General Primary) 5-11 yrs is offered. The entry requirement to the PGCE (General Primary) 5-11 years is a minimum of a Degree or equivalent. For a primary teaching Degree in a national curriculum subject is useful. Teachers studying on the General Primary course follow a 5-9 specialist option with substantial placements in Key Stages 1 and 2, Core subjects are Maths, English and Science; Foundation subjects are Art, Computing and ICT, Design and Technology, Drama, Geography, History, Music, Physical Education and Religious Education.

    The duration of the qualification is one year. Teachers are required to spend at least 120 days of the in Partnership schools for practice teaching.

    The University of Edinburgh in Scotland offers a one year qualification, the PGDE (Primary) 3-12yrs. The entry requirement to the Postgraduate Diploma in Education (PGDE) (Primary) 3-12yrs is a United Kingdom (UK) Honours Degree or its international equivalent is preferred. The qualification involves both campus-based modules and experiential Professional Placements undertaken in primary schools. It follows a chronological sequence in terms of addressing pupil learning and development. There are three main units of study, each focusing on the needs of learners at specific school stages:
  • Early Years.
  • Middle Primary Years.
  • Upper Primary Years.

    Each unit comprises two module, A 'Preparing for Teaching' course and a 'Teaching in School' (placement) module.

    In New Zealand, the University of Auckland offers a one year qualification, the Graduate Diploma in Teaching (Primary). The entry requirements to this qualification is a Bachelor's Degree at level 7 on the New Zealand Qualifications Framework (NZQF) consisting of at least 360 Credits; or Bachelor's Degree with Honours at Level 8 on the NZQF consisting of at least 480 Credits. The qualification includes the learning areas of: Health and Physical Education, Science Education, Arts, Language and Literacies Education, Mathematics, Statistics and Technology Education, and Social Studies Education.

    Conclusion:
    Although the titles may differ but the entry requirements, the duration as well as some of the modules are similar. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers specific and systemic articulation options. However, for the systemic articulation options, the learner needs to meet the minimum entry requirements of the qualifications offered by other institutions.

    Horizontal Articulation:
  • Advanced Certificate in Teaching, Level 7 in a different phase in order to strengthen their knowledge and skills in a field of specialisation and/or phase.

    Vertical Articulation:
  • Bachelor of Education Honours Degrees, Level 8 specialising in cognate fields. 
    		•

    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. University of Pretoria 


    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.