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 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:
  • The FP CAPS curriculum for Home Language and English First Additional Language (EFAL) and theories/principles are underpinning it.
  • Emergent literacy and how to support this in Grade R.
  • The different components of literacy and how to teach in the FP (decoding and its subcomponents, vocabulary development, comprehension, writing and handwriting).
  • EFAL and how to teach literacy in English in the FP.
  • How to create a culture of reading and why this is important.
  • Inclusive education, why this is important and how to teach inclusively.
  • The role of assessment and remediation in literacy learning and teaching and how to put this into practice in the FP.
  • The purpose of planning in effective literacy teaching, how to put this into practice in the FP and ensure progression.
  • Apply, evaluate and reflect on the knowledge of their teaching/educational contexts.
  • Teach reading and writing in the Foundation Phase more confidently and competently.

    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:
  • Bachelor of Education in Foundation Phase Teaching, NQF Level 7.
    Or
  • Postgraduate Certificate in Education Foundation Phase Teaching, NQF Level 7.
    Or
  • A three-year Diploma in Education with a Junior Primary specialisation.
    Or
  • A three-year Junior Primary Teachers Diploma.
    Or
  • National Professional Diploma in Education (NPDE - Level 5) in the Foundation Phase. 
    		•

    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:
  • CAPS Reading Activities, 10 Credits.
  • Emergent Literacy, 10 Credits.
  • Teaching Decoding, 10 Credits.
  • Teaching Vocabulary, 10 Credits.
  • Teaching Comprehension, 10 Credits.
  • Teaching Writing and Handwriting, 10 Credits.

    Compulsory Modules, Level 6, 60 Credits:
    Year 2:
  • Teaching EFAL in the FP (1), 10 Credits.
  • Teaching EFAL in the FP (2), 10 Credits.
    Creating a Culture of Reading, 10 Credits.
  • Inclusive Education, 10 Credits.
  • Reading Assessment and Remediation, 10 Credits.
  • Planning and Progression, 10 Credits.

    Optional Module, Level 5, 0 Credits:
  • Computer Literacy, 0 Credits (either in Year 1 or 2). 
    		•

    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:
  • Define and explain key terms, concepts, facts, principles and theories relating to early literacy and apply this knowledge in a variety of contexts.
  • Use knowledge to reflect critically on their practice and set goals for improvement.
  • Demonstrate the ability to relate this knowledge to other disciplines (e.g. whole child development).

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Explain how knowledge about learning and teaching of early literacy is developed.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Use different methods and strategies for teaching various components of reading and writing depending on the capabilities of the learner and the nature of the context.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify, analyse and solve various problems related to early literacy.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Explain and discuss education legislation in relation to ethics and its implications and professional practice.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Demonstrate the ability to evaluate different sources of information about early literacy, both in print and on-screen.
  • Select information fit for purpose.
  • Synthesise information from a variety of sources.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Demonstrate the ability to identify, present and communicate written and verbal information to a variety of audiences.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Demonstrate the ability to make decisions and act appropriately in familiar and new contexts and across systems.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Use the given criteria to evaluate their performance and that of others.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Demonstrate accountability by working together in teams.

    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:
  • Advanced Certificate in Education Leadership, Management and Development, NQF Level 6.
  • Advanced Certificate in Language Education, NQF Level 6.

    Vertical Articulation:
  • Bachelor of Education, NQF 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.
     
    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.