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 Foundation Phase Literacy Teaching |
SAQA QUAL ID | QUALIFICATION TITLE | |||
117036 | Advanced Certificate in Foundation Phase Literacy 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 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 | 2020-05-28 | 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 the Advanced Certificate in Foundation Phase Literacy Teaching is to enable foundation phase (FP) educators, subject advisors, head of departments (HoDs), teachers and literacy coaches to deepen their knowledge of early literacy development in both Home Language and First Additional Language, to strengthen their pedagogy and to be able to apply this knowledge in a classroom and school context such as making decisions about how to implement the curriculum in different contexts. Upon completion of the qualification, qualifying learners will demonstrate an understanding of: Leaners will be able to apply this knowledge in their teaching/educational contexts and reflect on their practice in relation to the teaching activities described above and to evaluate the extent to which they have achieved their goals. Rationale: Despite the fact that South Africa allocates a large proportion of Gross Domestic Product (GDP) to education; learners continue to do poorly in reading and writing when compared with similar countries and even in comparison with poorer countries that invest less in education. The Progress in International Reading Literacy Study (PIRLS) (2016) research revealed that 78% of learners could not read for meaning in Grade 4 in the language in which they had been taught to read in the FP. The achievement was lower for children who had learned to read in African languages. Most South African children learn to read in an African Language in the FP, where the Home Language is usually the Language of Learning and Teaching (LoLT). They switch to English as the LoLT in Grade 4, at the beginning of the Intermediate Phase. Research carried out for the South African Government (RESEP 2016) showed that a binding constraint to improving literacy achievement is the weak teacher content knowledge and pedagogical skill. The researchers also highlighted the centrality of literacy in improving educational outcomes more generally. The institution consulted with the Department of Higher Education and Training, including through the Primary Teacher Education (PrimTEd) Literacy Working Group, with at other institutions and the Provincial Department of Education, and established that there is a need for a certified Continuing Professional Development (CPD) programme explicitly designed to develop FP educators' content knowledge and pedagogical skill in relation to Early Literacy. The qualification is aimed at the professional development of subject advisors, HoDs, teachers and literacy coaches who already have an FP teaching qualification. It seeks to deepen their understanding of how children learn to read and write and to develop their skills in teaching literacy in line with the requirements of the curriculum. It takes account of the fact that the overwhelming majority of teachers and learners speak the local vernacular language and the LoLT in the FP in most schools vernacular. The qualification will result in improved literacy achievement by FP learners, which would be of great benefit to society and the economy. Currently, learner' inability to read with comprehension by the end of Grade 3 has been identified as a binding constraint on both educational development and the economy, and one of the main reasons for the high learner drop-out rates (RESEP 2016). High levels of literacy are especially important in a knowledge economy and the fourth industrial revolution. The qualification focuses on strengthening educators' existing roles and enabling them to specialise in one crucial aspect of the Foundation Phase curriculum - Literacy. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Recognition of Prior Learning (RPL):
The Teacher Education Programme Committee (TEPEC) stipulated that entrance to the Advanced Certificate in Foundation Phase Literacy Teaching must be limited to those teachers who are already professionally qualified to teach in the Foundation Phase, its purpose being to strengthen their literacy teaching specialisation. The institution cannot therefore recognise any form of informal, non-formal or experiential learning for purposes of entry to the qualification. The qualification is designed to develop teachers' formal knowledge of literacy and literacy teaching, as well as how to apply that knowledge practically in the classroom. The institution do not therefore recognise informal, non-formal or experiential learning to grant credits for achievement of the literacy modules in the course. However, the assessments require teachers to apply theory to practice and to reflect on their current practice, so the experience that they bring will advance their standing to achieve the qualification. The institution do recognise informal, non-formal or experiential learning of computer literacy to grant credits, which is conducted by means of practical assessment. If learners pass the assessment, they will be exempted from Module 0 Computer Literacy. The institution also recognises equivalent prior formal learning to grant credits for modules of the qualification. The institution offers Short Courses that are fully aligned to the qualification modules, including the assessment of the modules. Provided that learners have the necessary qualifications to register for the qualification, they will receive recognition of prior learning (RPL) credits for the Short Courses that they have successfully completed. The institution also recognise modules/short courses passed in other universities that are fully equivalent. Entry Requirements: The minimum entry requirement for this qualification is: Or Or Or Or |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
This qualification consists of the compulsory modules at National Qualifications Framework Level 6 totalling 120 Credits.
Compulsory Modules, Level 6, 60 Credits: Year 1: Compulsory Modules, Level 6, 60 Credits: Year 2: Creating a Culture of Reading, 10 Credits. Optional Module, Level 5, 0 Credits: |
EXIT LEVEL OUTCOMES |
1. Demonstrate understanding of key terms, concepts, facts, principles and theories.
2. Demonstrate an understanding of different forms of knowledge. 3. Evaluate and select different methods and strategies. 4. Demonstrate an ability to solve problems in unfamiliar contexts. 5. Demonstrate an understanding of ethics and professional practice. 6. Ability to evaluate different sources of information. 7. Present and communicate complex information. 8. Make decisions and act appropriately across a variety of contexts and systems. 9. Manage learning by evaluating performance against criteria. 10. Ability to work effectively in a team. |
ASSOCIATED ASSESSMENT CRITERIA |
Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: Associated Assessment Criteria for Exit Level Outcome 10: Integrated Assessment: Learners write online, multiple-choice tests at the end of each module, to assess their subject content and pedagogical knowledge. The test is externally moderated, and marking is done electronically. Learners write an assignment at the end of each module to assess their ability to apply this knowledge. The assignments generally require learners to include resources and other evidence of application and to reflect critically on their decisions and actions. The assignment has both an individual and a group work component. Assessment criteria are provided. Samples of the assignments are externally moderated. The pass mark for both the test and the assignment is 50%. The test counts 40% towards the final mark for each module and the assignment 60%. Individual feedback is provided within 3 weeks of writing the test/handing in the assignment. Informal assessment is provided continuously throughout the qualification. Work Integrated Learning (WIL) is assessed by means of an assessment portfolio, which is assessed at the end of each year using explicit criteria. A sample of the portfolios is externally moderated. The pass mark is 50%. To progress from one year to the next, learners must pass at least 4 compulsory modules. In order to be awarded the qualification, learners must receive credit for all 12 compulsory modules, the computer literacy course and the WIL within 3 years of initial registration. In order to progress from one year to the next, learners must pass at least 4 compulsory modules. To be awarded the qualification, learners must receive credit for all 12 compulsory modules, the computer literacy course and the WIL within 3 years of initial registration. |
INTERNATIONAL COMPARABILITY |
The Advanced Certificate in Foundation Phase Literacy Teaching compares favourably with other international qualifications such as the Advanced Certificate in Reading at Teachers College, Columbia University, USA. This is an in-service teacher professional development qualification designed for state-certified teachers who wish to gain a deeper understanding of the reading process and approaches to improving learners' reading skills, as well as writing development. The entry requirements are a recognised qualification and a valid teaching certificate. It is a one-year, part-time online qualification. The USA is well-established in the field of literacy education and Teachers College, Columbia is a respected institution for teacher education.
Edith Cowan University in Western Australia offers a Graduate Certificate of Education (Literacy). It is an in-service qualification designed to allow teachers to enhance their skills in a specialised field of study. It provides practical links between theory, reading and writing processes, assessment and teaching to develop deep understandings about effective teaching of reading and writing. The entry requirements are a BEd or equivalent, or first degree + PGCE or three-year teaching diploma with experience. It is a one-year, part-time qualification with an online option. Australia is recognized as a leading country in the field of literacy education and Edith Cowan is known for its teaching quality. The University of Auckland in New Zealand offers a Graduate Diploma in Education (Literacy Specialisation). The qualification aims to develop the knowledge and expertise necessary for teachers to become literacy leaders in their schools or other educational settings. The entry requirement for the qualification is a BEd. It is a one-year full-time qualification (also offered part-time over a maximum of four years). It has a blended mode of delivery (contact and online). New Zealand is recognized as a leading country in early literacy education and University of Auckland is highly regarded. These three qualifications have similar purposes, entrance requirements, learning content and modes of delivery for in-service teachers to those of the South African qualification. All these qualifications are well aligned to the Standards for Literacy Professionals developed by the International Literacy Association (ILA) to which South Africa is affiliated through the Literacy Association of South Africa (LITASA). |
ARTICULATION OPTIONS |
This qualification allows possibilities for horizontal and vertical articulation.
Horizontal Articulation: Vertical Articulation: |
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. |