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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Senior Phase Natural Science Education 
SAQA QUAL ID QUALIFICATION TITLE
115294  Advanced Diploma in Senior Phase Natural Science Education 
ORIGINATOR
University of South Africa 
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
Reregistered  EXCO 0821/24  2019-12-17  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 Diploma in Senior Phase Natural Science Education qualification seeks to:
  • Transcend the standard or traditional way of teaching science in a move towards more learning-and learner-centred teaching methods.
  • Develop and consolidate in an integrated way appropriate disciplinary, practical, pedagogical and situational knowledge in the field of science education.
  • Foster self-reflexivity and subject reflexivity to gain a deeper understanding of the teaching of natural science and the role of research in improving the teaching of natural science.
  • Nurture commitment to the ideals of developing proficient science teachers who can solve problems independently and collaboratively.
  • Promote and develop the dispositions and competencies to integrate subject knowledge in the various strands of school science.
  • Promote and develop the dispositions and competencies to make appropriate use of appropriate technology to enhance the learner engagement in the science classroom.

    The qualification will, therefore, seek to:
  • Provide teachers with a deeper understanding of technical and pedagogical content knowledge for the effective teaching of school natural science and technology in diverse contexts.
  • Apply theories and action research in Natural Science Education relevant to school natural science.
  • Expose teachers to strategies that will enable them to teach natural science in a variety of ways.
  • Demonstrate competence to teach natural science through problem-solving.
  • Develop the ability to integrate the various strands of natural science into a coherent, deep conceptual understanding of natural science and technology as a discipline and its role in society.
  • Broaden teaching and learning horizons by using appropriate technology/ICT effectively.

    Teachers who achieve the Exit Level Outcomes will become innovative in the field of science education.

    Rationale:
    The rationale of the qualification is to provide a learning pathway enabling teachers who have completed a Bachelor Education qualification or an appropriate undergraduate qualification capped by an appropriate PGCE, or a former Higher Diploma in Education, which will have focused on developing their subject content knowledge, to deepen their understanding of how to teach school natural science more effectively.

    The Advanced Diploma in Senior Phase Natural Science Education is a qualification in the CPD (Continuing Professional Development) pathway of the College of Education which seeks to strengthen and enhance an existing specialisation in the teaching of Natural Science.

    The qualification requires a specific depth of, and specialisation in subject knowledge, together with skills in using resources from a variety of institutions, to enable teachers to teach natural science successfully/effectively in a variety of contexts.

    The qualification requires intellectual independence and the development of some level of research competence in the field of education and, more specifically, teaching and learning, to provide a basis for further studies in the field of natural science education. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Serving teachers with incomplete teacher qualifications or with Certificates and Diplomas in teaching gained in the past may apply for advanced standing in the Advanced Diploma qualification in line with the institution's RPL policy stipulation. Assessing each application is on its merits.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Education, NQF Level 7.
    Or
  • A Bachelor's Degree or Diploma and Postgraduate Certificate in Education, NQF Level 7.
    Or
  • A three-year Diploma, NQF Level 6.
    Or
  • Further Diploma in Education which follows a former professional teaching qualification.
    Or
  • A four-year Higher Diploma in Education.
    Or
  • An Advanced Certificate, NQF Level 6.
    Or
  • A National Professional Diploma in Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 7 totalling 120 Credits.

    Compulsory Modules, NQF Level 7, 120 Credits:
  • Teaching Earth and Beyond, 24 Credits.
  • Teaching Energy and Change, 24 Credits.
  • Teaching Life and Living, 24 Credits.
  • Teaching Matter and Materials, 24 Credits.
  • Teaching Science, Technology, Society and the Environment, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Transcend the standard or traditional way of teaching natural science in a move towards more learning-and learner-centred teaching methods.
    2. Develop and consolidate in an integrated way appropriate disciplinary, practical, pedagogical and situational knowledge in the field of science and technology education.
    3. Foster self-reflexivity and subject reflexivity to gain a deeper understanding of the teaching of science and the role of research in improving the teaching of science.
    4. Nurture commitment to the ideals of developing scientifically proficient learners who can solve problems independently and collaboratively.
    5. Promote and develop the dispositions and competencies to integrate subject knowledge in the various strands of school science.
    6. Promote and develop the dispositions and competencies to make appropriate use of appropriate technology to enhance learner engagement in the science classroom. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Select, sequence and pace learning in a manner appropriate to effective Science teaching, diverse learning needs and diverse contexts of practice.
  • Select and use a range of teaching, learning and assessment strategies appropriate to effective Natural Science teaching, diverse learning needs and diverse contexts of practice.
  • Teach scientific concepts in ways that promote learner engagement, the development of deep conceptual understanding and the ability to transfer learning to authentic contexts.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Adapt general educational principles and theories to the facilitation of the effective learning of Natural Science for diverse learners in diverse contexts.
  • Integrate/apply Natural Science skills and understandings in other subjects or contexts.
  • Be able to justify the practice by reference to appropriate theory.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Reflect on and critically evaluate own teaching, learning and assessment practice.
  • Research teaching, learning and assessment problems and feed findings back into improved practice.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Critically analyse own and others' lesson plans, learning qualifications and assessment tasks.
  • Identify and critically evaluate what counts as undisputed knowledge, necessary skills and important values.
  • Adopt a range of mediation styles that require both individual and group-based learner engagement.
  • Demonstrate in practice a commitment to a problem-solving approach to the teaching of Natural Science.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Make educational judgements on issues arising from real practice and authentic case studies/examples of real-world issues.
  • Justify choices concerning the theoretical underpinnings of general pedagogy as well as those related specifically to the teaching of Natural Science.
  • Make appropriate links between Natural Science learning, the world of work, the environment and human rights issues.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Select and use appropriate technologies in appropriate ways to meet different learning and teaching needs in diverse contexts of practice.

    Integrated Assessment:
    Assessment of all five modules is through a combination of formative and summative assessment with an emphasis on applied competence - that is the ability to make and justify informed choices in practice and to modify practice where necessary. Assignments in each of the modules will also introduce elements of action research approaches. Summative assessment will take place in the form of a non-venue based examination. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Advanced Diploma in Senior Phase Natural Science Education is comparable to other international qualifications, including those in Australia and the United Kingdom (UK).

    The UK offers a Professional Graduate Diploma in Education (PGDE) (Secondary) at the University of Edinburgh, United Kingdom. The qualification aims to produce competent graduates, reflective classroom practitioners, collaborators who contribute to the broader informal curriculum of the school; subject specialists and curriculum developers; and, teachers in society, whether building strong relationships with parents or contributing to national policy debates.

    In Australia, Southern Cross University offers a Graduate Diploma in Education. This Australian qualification is a one-year diploma (full-time or part-time equivalent) that offers graduates of disciplines other than education qualification to teach one subject in a secondary school. Specialisation units are generally delivered by practising teachers who bring their first-hand teaching experience to the course. School-based, professional experience enables the teachers to put theory into practice as they observe and reflect on the dynamics of the classroom. This experience also enables learners to become acquainted with the formal and informal aspects of what occurs in classroom and secondary schools. Graduates can proceed to take other programs postgraduate programs in education.

    The Advanced Diploma in Senior Phase Natural Science Education is similar to the international qualifications in terms of purpose and duration with the qualifications offered in the cited countries. The teaching practice component is applicable in all these qualifications as a component which an initial educator has to undergo during studies. 

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

    Horizontal Articulation:
  • Bachelor of Education in Intermediate Phase Teaching, NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Education, NQF Level 8.
  • Bachelor of Education Honours in Natural Science, NQF Level 8.
  • Postgraduate Diploma in Natural Science Education, 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. University of South Africa 


    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.