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: 

Advanced Certificate in Intermediate Phase Mathematics and English First Additional Language Teaching 
SAQA QUAL ID QUALIFICATION TITLE
112663  Advanced Certificate in Intermediate Phase Mathematics and English First Additional Language Teaching 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Certificate  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 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-10-30  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 Advanced Certificate in Intermediate Phase Mathematics and English First Additional Language Teaching is a vocational orientated qualification. The knowledge gained emphasises the general principles and their application in Mathematics and English Education. The qualification provides teacher education learners with a sound knowledge base for teaching Mathematics and English (FAL) in Intermediate Phase. It also provides a learner with the ability to apply their knowledge and skills to classroom teaching while equipping them to undertake more specialised and intensive learning. This qualification has a strong professional focus to prepare teachers to teach mathematics in the Intermediate Phase, or to strengthen their existing Mathematics and English content knowledge in the Intermediate Phase. This qualification includes a WIL component embedded.

This qualification intends to address the needs of three groups of teachers:
  • Teachers who want to specialise in teaching Mathematics and English (FAL) but who have not studied Mathematics or English as a First Additional Language in a prior professional teaching qualification (retraining).
  • The teachers, who have a professional teaching qualification but did not specialise in the intermediate phase. These teachers have acquired appropriate background knowledge by teaching the IP and want to strengthen their knowledge and skills by completing a formal qualification in the Intermediate Phase (Recognition of Prior Learning (RPL) upgrading).
  • Teachers who wish to enhance their specialisation in Mathematics and English (FAL) as a subject in the Intermediate phase. Teachers who studied in an initial three-year Diploma in education, offered by former College of Education or a National Professional Diploma in Education at NQF Level 5) (upgrading).

    Rationale:
    All learners in South African schools have to take Mathematics and two languages as compulsory subjects up to the end of Grade 9. In all the school phases, learners in South Africa take English as a school subject, be it as a Home Language or as a First Additional Language. For the vast majority of learners, English is, however, the First Additional Language. The teaching of learners is in their Home Language in Grade R-3, but from Grade 4, onwards English becomes the Language of Learning and Teaching (LoLT). Thus learners in Grade 4 and onwards not only have to master new subject content, but they also have to become proficient in English as the LoLT and the FAL. Learners' lack of competence and primarily academic competency in English as the LoLT often causes a barrier to learning and academic success.

    The results of the various tests and systemic evaluation in Mathematics and Language skills that were published, it is distressing to note how poor the results of the majority of learners are.

    Mathematics is a hierarchical subject in which cognitive ability to grasp new concepts rests upon previously gained experience. If teachers did not explain the basic concepts in Mathematics, in the Intermediate Phase, it would be impossible to complete further and future studies in Mathematics successfully. Teachers' content knowledge contributes to the quality of teaching mathematics. The ACT (IP) endeavours to train teachers in the content as well as the pedagogical content knowledge to teach mathematics effectively.

    Language is the vehicle that carries the content of all subjects that have to be studied. If one does not understand the language of learning and teaching, proper knowledge cannot take place. The situation is made worse by the fact that there are a significant number of teachers in South Africa not trained in modern language teaching methods.

    At the same time, it is planned to strengthen teachers' knowledge of English grammar, language structures and conventions, vocabulary and pronunciation, as well as their understanding of modern language teaching methods.

    In this Advanced Certificate, it is thus envisaged to strengthen both the subject content knowledge and the curriculum knowledge in Mathematics and English as FAL of IP teachers. When one refers to other subjects taught in the IP phase in the modules of English as FAL, examples from Mathematics will be used. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning is in accordance with the RPL policy of the institution which is aligned to the updated guidelines developed by SAQA and the requirements of the HEQSF 2014.

    RPL can be considered to gain entrance into the Advanced Certificate in Intermediate Phase Mathematics and English First Additional Language Teaching (that is, as a way of meeting the admission requirements without holding a qualification usually used to gain entrance). Prior learning may be assessed against the outcomes of equivalent qualifications to determine compliance with access requirements. Learners must, at the time of application, provide proof in the form of an academic record or other documentation to substantiate that they have the required level of knowledge and expertise.

    Learners with relevant experience on an advanced level in the field of Intermediate Phase Mathematics and English First Additional Language Teaching, may also be considered for RPL provided that they submit a portfolio of evidence to substantiate that they have achieved the required exit level outcomes. If deemed necessary, they may be interviewed based on the evidence provided in the portfolio. Each case will be treated by its RPL merits, aligned with and at the discretion of the institution.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Diploma in Education, NQF Level 6.
    Or
  • National Professional Diploma in Education, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 6 totalling 120 Credits.

    Compulsory Modules, 120 Credits:
  • Profiling the Intermediate Phase Teacher, 12 Credits.
  • Teaching Numbers and Operations in the Intermediate Phase, 12 Credits.
  • Teaching Listening and Speaking in English as the FAL in the Intermediate Phase, 12 Credits.
  • Teaching Patterns, Functions and Algebra in the Intermediate Phase, 12 Credits.
  • Teaching Reading and Viewing in English as the FAL in the Intermediate Phase, 12 Credits.
  • Teaching Space and Shape in the Intermediate Phase, 12 Credits.
  • Teaching Writing and Presenting in English as the FAL in the Intermediate Phase, 12 Credits.
  • Teaching Measurement in the Intermediate Phase, 12 Credits.
  • Teaching Language Structures and Conventions in English as the FAL in the Intermediate Phase, 12 Credits.
  • Teaching Data Handling in the Intermediate Phase, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a thorough understanding of the requirements of the Intermediate Phase curriculum regarding the levels of differentiation within a grade as well as the learning trajectory of subjects and topics through the Intermediate Phase (CAPS documents).
    2. Demonstrate a fundamental, outline knowledge of each of the topics in Intermediate Phase Mathematics, viz. Numbers, Operations and Relations; Patterns, Functions and Algebra; Space and Shape; Data Handling and Measurement.
    3. Demonstrate the mathematical knowledge for teaching as well as pedagogical content knowledge each of the topics in Intermediate Phase Mathematics, viz. Numbers, Operations and Relations; Patterns, Functions and Algebra; Space and Shape; Data Handling and Measurement. Demonstrate knowledge for teaching English as FAL in the Intermediate Phase which is: listening and speaking; reading and viewing; writing and presenting, and language structures and conventions.
    4. Identify and address barriers to learning within Mathematics and English (FAL) in the Intermediate Phase.
    5. Gather information and apply their knowledge (as mentioned in 2 and 3) in the work environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Provide evidence of the understanding of the structure and design of the IP curriculum.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Illustrate an understanding of the basic concepts of the topics viz. Numbers, Operations and Relations; Patterns, Functions and Algebra; Space and Shape; Data Handling and Measurement.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Illustrate an understanding of the pedagogical content knowledge of the topics: Numbers, Operations and Relations; Patterns, Functions and Algebra; Space and Shape; Data Handling and Measurement, Listening and speaking; reading and viewing; writing and presenting, and language structures and conventions.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Illustrate the ability to recognise and address misconceptions.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply the knowledge in an Intermediate Phase Mathematics classroom and an English FAL classroom. (WIL component).

    Integrated Assessment:
    Formative assessment:
  • Written and multiple-choice assignments.

    Summative assessment:
  • Examinations and Portfolio of Evidence. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Advanced Certificate in Intermediate Phase Mathematics and English First Additional Language Teaching (ACT-IP Math & Eng) focuses on the development of teachers' subject content knowledge. The qualification deepens their understanding of how to teach school Mathematics and English more effectively; it was important to look at the extent other countries cover the content.

    The following shows how the Elementary School Teaching Guide for the Japanese Course of Study: Mathematics (Grade 1-6) relates to content in terms of content at comparable levels (grades):

    ACT-IP Math and Eng Elementary School Teaching Guide for the Japanese Course of Study: Mathematics (Grade 1-6).
  • Numbers, operations.
  • Numbers and calculations.
  • Space and shape.
  • Geometrical figures.
  • Measurement Quantities and measurement.
  • Functions and algebra.
  • Mathematical relations.
  • Data handling.

    Compare to the California Common Core State Standards: Mathematics (CA CCSSM) in the USA the ACT-IP Math and Eng the following is comparable:
  • Numbers, operations.
  • Numbers and operations in base 10.
  • Numbers and operations in fractions.
  • Space and shape.
  • Geometry.
  • Measurement.
  • Measurement and data.
  • Functions and algebra.
  • Data handling, Combined with measurement.

    The Moroccan Mathematics content covered is comparable to this qualification as follows:
  • Numbers, operations.
  • Place value.
  • Space and shape.
  • Geometry.
  • Measurement.
  • Measurement.
  • Functions and algebra.
  • Not covered.
  • Data handling.

    The qualification will also consider the cognitive domains of knowing, applying and reasoning as articulated in TIMSS to cover the aspect of depth required in terms of understanding. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.

    Horizontal Articulation:
  • Advanced Certificate in Intermediate Phase Teaching in other specialisations, NQF Level 6.

    Vertical Articulation:
  • Advanced Diploma in Education, NQF Level 7.
  • Bachelor of Education Honours, 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.
     
    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.