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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Theatre 
SAQA QUAL ID QUALIFICATION TITLE
101890  Advanced Diploma in Theatre 
ORIGINATOR
University of Cape Town 
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 02 - Culture and Arts  Visual Arts 
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
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 cap the undergraduate Diploma qualification by offering learners an opportunity to acquire practical skills not offered in the three-year undergraduate Diploma in Theatre and Performance. The qualification will also deepen, strengthen and/or focus their skills and capacities in a specific area of choice.

Rationale:
The Advanced Diploma in Theatre facilitates the professional development of learners with an Undergraduate Diploma in Theatre and Performance. Currently, learners exiting with the Diploma in Theatre and Performance cannot readily move on to advanced postgraduate qualifications in order to acquire the professional skills they missed out on by not completing the fourth year and this limits their career choices and employability. This qualification will make it possible for learners to cap their undergraduate qualification by acquiring the practical skills and by gaining additional production experience aimed at facilitating their successful entry in the profession.

In preparation for this application the current cohort of Diploma students were surveyed and what emerged was that there were two groups of responses. The first group indicated an interest in moving into further postgraduate study either in the Postgraduate Certificate in Education or the Honours programme (these students would now be catered for through the Advanced Diploma in Drama). The second group of students indicated an interest in a fourth year of study but not in order to advance to Postgraduate Degrees but rather in order to better articulate to the world of work. This group recognised that those in their cohort who were registered for the Bachelor of Arts stream were receiving additional practical skills in the fourth year putting them at a disadvantage with regard to employability. They also indicated that they would not be interested in the advanced diploma if it focused too much on academic study and/or research methods and if the practical component only constituted 25% of the overall qualification. The Advanced Diploma in Theatre is designed to serve this latter group of students.

Completion of this qualification will open up further opportunities for career development and will enable those who qualify to use their skills more flexibly in the job market. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
UCT is a broad institution with multiple forms and sites of academic practice. RPL practices for specific programmes are context-sensitive and framed to suit those differing contexts where RPL is deemed appropriate. RPL at UCT is based on a developmental model, not a deficit model of adult learning; it builds on knowledge and skills that adults have already acquired.

RPL process:
UCT engages in a process of evaluation for students who apply on the basis of RPL. The evaluation of prior learning is an academic task and, like other forms of assessment, is done by academic experts in the given field, drawing on other experts as needed.

The academic will decide on the most appropriate methods and approaches for the assessment of prior learning in their field. The assessment of the RPL candidate and the decisions concerning their admission are the ultimate responsibility of the Deans in consultation with the heads of department to which they are applying, facilitated and supported by the expertise of staff within the Centre for Higher Education Development (CHED).

RPL processes involve the following procedures:
  • Adult learners seeking alternative access to a specific programme of study will approach the Admissions office or the Faculty officer responsible for RPL who will then direct them to the appropriate programme leader.
  • Programme leaders develop the RPL assessment in consultation with CHED.
  • The outcome of the RPL process, including a written report by the assessor(s) detailing the basis on which the recommendation is made, will be forwarded to the Head of Department concerned.
  • The final decision regarding the admission of the RPL candidate to a particular programme of study is made by the appropriate faculty committee or dean.

    RPL Assessment:
    RPL assessment methodologies include but are not limited to portfolios of evidence, interviews, demonstrations and simulations, observations, written and oral exams, letters of recommendation and other forms of expert testimony, case studies, and documentation of successful past learning experiences; and assessment methods allow for judgements of past learning in relation to the outcomes of the particular course/programme. While the choice of methodologies is ultimately an academic function, UCT recognises the importance of learners' input into the decision-making process. The choice and use of a given set of RPL methodologies are consistent with the UCT principles of assessment more generally. RPL practices should meet key criteria for validating assessment practices, and in particular: transparency, fairness, legitimacy, attention to unintended negative consequences, and feasibility.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • A Diploma in Theatre and Performance, Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at Level 7 totalling 120 Credits.
  • Contemporary Performance, 30 Credits.
  • Introduction to Directing, 30 Credits.
  • T&P Studiowork 3D: Advanced Practice, 60 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:
  • Demonstrate advanced content-knowledge in the theatre and performance studies.
  • Develop practical theatre arts and performance skills and capacities.
  • Produce solutions to both familiar and novel creative problems as they arise in the course of professional activity. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria will be assessed in an integrated manner across the Exit Level Outcomes:
  • Develop skills in a specific professional area of choice, the area of choice the student identifies to be in line with the available resources in the department at the time.
  • Demonstrate the ability to communicate clearly to others in a professional context.
  • Show an appreciation of the specific context in which particular professional activity occurs and an ability to adapt and apply competencies to match issues arising as a result of such contextual particularities.
  • Show an appreciation of the ethical behaviours and issues related to work in the theatre.
  • Demonstrate the ability to receive and give critical comment on work activities.
  • Demonstrate the ability to function in a professional context as an individual and as part of a team.

    Integrated Assessment:
    The field of Theatre and Performance requires a complex mix of assessment strategies that includes ongoing assessment of the process of practical skills acquisition over time (formative assessment); the assessment of practical application of skills in particular assignments at a specific point in time (summative assessment); assessment by means of writing tasks such as essays and written projects; oral presentations; as well as more formal written examinations. The following breakdown indicates the different assessment strategies in the different courses.

    The modules Contemporary Performance and Introduction to Directing are modules in the Bachelor of Arts (BA) Theatre and Performance qualification and the Drama major of the general BA Degree. Assessment for these modules include a combination of practical assignments (group or solo performance presentations based on a particular task in line with the content of the course), essay tasks, and written examinations on theory. Coursework counts for 50% of the final mark; (i) a two-hour examination counts for 50%. (ii) A sub-minimum of 50% must be achieved in each of (i) and (ii). A portion of this work is submitted to the external examiner. A two-hour written examination counts for 35%. A sub-minimum of 50% must be achieved in the coursework and the examination.

    The module T&P Studiowork 3D: Advanced Practice will be assessed by means of small group practical assignments (for example a scene study or performed monologue) and participation in production projects (the role in such projects to be determined by the area of focus the student has identified). (i) Coursework during the first three quarters, classwork and in-house performances count 50% of the final mark. (ii) Final practical examination counts 50% of the final mark. In order to pass, students must obtain at least 50% in both (i) and (ii) above. 
    		•

    INTERNATIONAL COMPARABILITY 
    The department of Drama has a significant international reputation evidenced by the number of invitations received to participate in international events and the number of collaborations we are asked to participate in. The graduates work all over the world and this is testimony to the value of the teaching and learning. Comparison between this qualification and similar international qualifications are hard to identify (as many Diploma qualifications have been converted into Degree course recently, particularly in the UK Drama Schools through the Bologna process). Most Diplomas in Drama at international institutions are wholly practically orientated while half of the Advanced Diploma in Drama at this institution develops the student's academic competencies. This is especially unique as it caps an undergraduate Diploma. It is similar to the purpose and outcomes of the Graduate Diploma in Creative Arts (Drama) offered by Flinders which is a postgraduate qualification for the enhancement of student's creative and practical skills but which allows for articulation into a Master's. 

    ARTICULATION OPTIONS 
    Currently there is no Postgraduate Diploma offered that would accommodate higher level, practically oriented study.

    This qualification only offers the following articulation options:

    Horizontal Articulation:
  • Postgraduate Certificate in Education in Further Education and Training teaching, Level 7. 
    		•

    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.
     
    NONE 


    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.