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:

Postgraduate Certificate in Education in Intermediate Phase Teaching

SAQA QUAL ID	QUALIFICATION TITLE
119284	Postgraduate Certificate in Education in Intermediate Phase Teaching
ORIGINATOR
Lyceum College (Pty) Ltd
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			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 0333/25	2025-07-10	2028-07-10
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-07-10		2032-07-10

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 Postgraduate Certificate in Education in Intermediate Phase Teaching [PGCE (Intermediate Phase Teaching)] provides learners with a holistic, child-centred approach to education, by facilitating their engagement with educational theory, an understanding of relevant and current policy and legislation, subject content knowledge, alongside cooperative and collaborative learning methodologies, which are relevant to the South African context (and to their journey of lifelong learning).

The qualification caters for learners who have completed an appropriate degree or diploma, which must include sufficient disciplinary learning in appropriate fields to enable the development of teaching specialisation subjects applicable to Grades 4 -7.

The qualification aims to produce 'competent and qualified teachers who:

are values-driven and child-centred.

adopt a cooperative and collaborative approach (to their learning, the learning of others, children's caregivers, and colleagues).

have sufficient subject knowledge.

understand diversity in the South African context.

can engage in differentiated teaching, learning and assessment.

can reflect critically on educational theory and practice.

have highly developed literacy, numeracy, and information technology skills.

conduct themselves in a manner that enhances and develops the South African teaching profession.

Upon completion of the qualification, qualifying learners will be able to:

Demonstrate knowledge of and competence in reading, writing, and speaking the Language of Learning and Teaching (LoLT) / instruction to facilitate own academic learning.

Gather, interpret, communicate, and use numerical and elementary statistical information to facilitate own learning, and to manage Grade 4 - 7 teaching, learning and assessment.

Demonstrate integrated knowledge of and competence in selected / specialised Grade 4 - Grade 7 learning areas.

Plan, design and reflect on learning programmes that are appropriate for Grade 4 - Grade 7 learners and learning contexts in area/s of specialisation.

Select, use, and adjust teaching and learning strategies to meet Grade 4 - Grade 7 learner and context needs.

Manage and administer supportive learning environments in a sensitive, stimulating, democratic and organised way.

Monitor and assess learner progress and achievement in Grade 4 - Grade 7 areas of specialisation.

Function responsibly within the education system, the institution, and the community in which the institution is located.

Demonstrate respect for, and commitment to the profession of education.

Rationale:
The Policy on the Minimum Standards for Teacher Education Qualifications (MRTEQC) was promulgated by the government to ensure that teachers are equipped with the necessary competencies. This qualification offers entry-level initial professional preparation for learners who wish to develop focused knowledge and skills as classroom teachers in the Intermediate Phase Teaching (Grade 4 to 7). For this purpose, the qualification requires a specific depth and specialisation of knowledge, together with practical skills and work experience to enable successful learners to apply their learning as beginner teachers in schools in varying contexts.

The Skills Development Strategy, the Human Resources Development Strategy and the National Development Plan expressed a strong need to equip not only learners who are entering teaching with marketable skills but also those who have already entered the profession with the skills and practical experience to participate in a meaningful way in teaching and learning and advance their career growth in the long term. The qualification provides for the development of professional competence informed by sound knowledge and understanding of the area of specialisation. Furthermore, it provides the educational theory to allow the learner to develop practical competence.

The Centre for Development and Enterprise (CDE) critique report noted that a qualified teacher is not necessarily a good teacher. Not all qualified teachers are competent professionals able to provide quality teaching and learning. It is common cause that the quality of most ITE qualifications leaves a lot to be desired and the result is that most of the current teaching force has been inadequately educated and trained, whether during apartheid or in the recent past. In line with this, the review took cognisance of the government's 2011 Integrated Strategic Planning Framework for Teacher Education and Development, the National Qualifications Framework Act of 67 of 2008: Revised policy on the Minimum Requirements for Teacher Education Qualifications, and the CDE report on teacher supply and demand.

In addition, the qualification aims to confound the criticism of poor quality ITE qualifications by ensuring that the qualification is structured soundly, includes salient subject choices related to identified needs, and above all, sets a high standard of quality. Most especially, the qualification aims for excellence in teaching.
The learning pathway of the qualification for learners to articulate into an appropriate NQF Exit Level 8 higher education qualifications.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access:

Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit:

Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.

Credit shall be appropriate to the context in which it is awarded and accepted. is

Entry Requirements:
The minimum entry requirement for this qualification is:

Bachelor's degree at NQF level 7 or 8.
Or

An approved Diploma at NQF Level 6 that contains sufficient in-depth subject content knowledge to support quality Grade 4 to Grade 7 teaching of subjects.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory and elective modules at NQF Levels 5 and 7 totalling 144 credits.

Compulsory Module, Level 5, 8 Credits

Conversational African Language (IsiZulu), 8 Credits.

Compulsory modules at NQF Level 7, 106 Credits.

Education Studies, 16 Credits.

Decoloniality, 8 Credits.

Teaching Practice 1 and, 14 Credits.

Teaching Practice 2, 18 Credits.

Technology and Teaching, 8 Credits.

Diversity and Inclusion, 10 Credits.

Creative Arts Teaching, 6 Credits.

Managing Teaching, 8 Credits.

Fundamental Mathematics, 8 Credits.

English First Additional Language (FAL) Teaching in the Intermediate Phase, 10 Credits.

Elective modules at NQF Level 7, 10 Credits (select one module)

Afrikaans Home Language (HL) Teaching in the Intermediate Phase, 10 Credits.

African Language (isiZulu)HL Teaching in the Intermediate Phase, 10 Credits.

African Language (isiZulu)FAL Teaching in the Intermediate, 10 Credits.

AND

Elective modules at NQF Level 7, 20 Credits (select two modules)

Mathematics Teaching in the Intermediate Phase, 10 Credits.

Natural Sciences and Technology Teaching in the Intermediate Phase, 10 Credits.

Social Sciences Teaching in the Intermediate Phase, 10 Credits.

Economic and Management Sciences Teaching in the Intermediate Phase, 10 Credits.

Life Skills and Life Orientation Teaching in the Intermediate Phase, 10 Credits.

English HL Teaching in the Intermediate Phase, 10 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate knowledge of and competence in reading, writing, and speaking the Language of Learning and Teaching (LoLT) / instruction to facilitate own academic learning, and the ability to apply the Language of Learning and Teaching (LoLT) / instruction to learning in Grade 4 Grade 7 classrooms.
2. Communicate and use numerical and elementary statistical information to facilitate own learning, and to manage Grade 4 - 7 teaching, learning and assessment.
3. Demonstrate integrated knowledge of and competence in selected / specialised Grade 4 - Grade 7 learning areas.
4. Plan, design and reflect on learning programmes that are appropriate for Grade 4 - Grade 7 learners and learning contexts in area/s of specialisation.
5. Apply teaching and learning strategies to meet Grade 4 - Grade 7 learner and context needs.
6. Manage and administer supportive learning environments in a sensitive, stimulating, democratic and organised way.
7. Monitor and assess learner progress and achievement in Grade 4 - Grade 7 areas of specialisation.
8. Function responsibly within the education system, the institution, and the community in which the institution is located.
9. Demonstrate respect for, and commitment to the profession of education.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Read academic and professional texts critically, integrate and use the knowledge in own studies and teaching.

Read and interpret with understanding written and graphic materials relating to the Grade 4 - Grade 7 requirements.

Select and use study methods appropriate to own needs as well as the demands of Grade 4 - Grade 7 teaching in the South African context.

Use information and communications technology to further own learning and facilitate the learning of others.

Convey learning content in written, graphic, and other forms which are appropriate to the developmental level/s and language ability of the Grade 4 Grade 7 learners in their care.

Foster interactive communication with learners through non-judgmental language, supportive replies, constructive feedback, acknowledgement of feelings and demonstration of mediation skills.

Use the Language of Learning and Teaching (LoLT) to explain, describe, discuss, and relate
key concepts in keeping with the stipulated school curriculum.

Use additional language to explain, describe and discuss key concepts in a conversational style.

Associated Assessment Criteria for Exit Level Outcome 2:

Interpret numerical information in the learning area, subject, or discipline.

Apply the numerical and statistical information to educational issues, cross-curricular activities, and own learning.

Interpret and apply numeracy and elementary statistics to manage classroom resources and monitor learner attendance.

Apply the numeracy and elementary statistics to record, interpret and report on the academic progress and achievement of learners.

Interpret and understand numerical data relating to the psychological assessment of learners.

Use elementary procedures for financial management, including budgeting.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrate an understanding of the fields of knowledge which underpin Grade 4 - Grade 7 subject/ learning area/s.

Demonstrate a commitment to the epistemic values and principles which characterise the fields of knowledge in Grade 4 - Grade 7 area/s.

Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in the Foundation phase.

Use the characteristic language, terminology, and concepts of Grade 4 - Grade 7 subject/s or learning area/s appropriately, and with confidence.

Discuss the content of Grade 4 - Grade 7 curricular knowledge and apply appropriate values and conceptual frameworks to problem-solving within these fields of knowledge.

Interpret Grade 4 to Grade 7 curricular knowledge in practice, in learning areas, in terms of a broader understanding of the relevant fields of knowledge.

Evaluate and select learning material (including textbooks), that is level appropriate, explain the sequencing, and indicate how it should be assessed, for the various learning areas.

Associated Assessment Criteria for Exit Level Outcome 4:

Select and/or design materials and resources appropriate to learning areas that take cognisance of (a collaborative and cooperative) teaching approach, conceptual adequacy, and content accuracy.

Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, South African context and learning area, whilst taking account of the national, regional and school curriculum policies, learner contexts, and learner differences.

Plan lessons and other learning experiences within teaching programmes, selecting appropriate teaching and learning strategies.

Justify selection and design of learning programmes in ways, which show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum.

Evaluate and improve learning programmes, lessons and materials based on experience, classroom research, and an understanding of the knowledge base underpinning the relevant learning areas or subjects being taught.

Associated Assessment Criteria for Exit Level Outcome 5:

Select and use teaching and learning strategies appropriate to the grade, subject and topic and based on careful assessment, appropriate to the learners in class.

Create expectations which make appropriate demands on the learners.

Select and use teaching and learning strategies, which motivate learners to meet those demands and to take initiative.

Accommodate differences in learning style, pace and ability in the planning and use of teaching and learning strategies.

Identify and assist learners with special needs and barriers to learning and development.

Facilitate occasions where learners are taught in groups, pairs and as individuals.

Make judgements about the effect that language has on learning and, in that light, make the necessary adjustments to the teaching and learning strategies.

Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners in a range of contexts, both familiar and unfamiliar.

Use teaching and learning support materials to facilitate learner progress and development.

Evaluate the efficacy of specific teaching and learning strategies in achieving learning objectives.

Use classroom research to explain the success or otherwise of teaching and learning strategies regarding key educational concepts, the needs, and abilities of the learners, and the demands of the learning area.

Associated Assessment Criteria for Exit Level Outcome 6:

Select and/or design materials and resources appropriate to selected learning areas that take cognizance of a collaborative and cooperative teaching approach, conceptual adequacy, and content accuracy.

Plan lessons and other learning experiences within teaching programmes, selecting appropriate teaching, and learning strategies.

Justify selection and design of learning programmes in ways, which show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum.

Select, adapt and/or design assessment tasks and strategies appropriate to Grade 4 - Grade 7 areas of specialisation and a range of learning contexts.

Explain the link between the method of assessment, the overall assessment purpose and the outcomes being assessed.

Design and administer assessment tasks using clear language and instructions.

Collect, from a variety of sources, sufficient confirming evidence of learner competence.

Use a range of assessment strategies to accommodate differences in learning style, pace, and context.

Evaluate own and others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and barriers to learning and development.

Systematically assess and record individual learner progress.

Use assessment results to provide supportive and developmental feedback on learner progress and achievement.

Interpret and use assessment results to inform future teaching, learning and assessment strategies.

Justify choice and design of assessment strategies, methods and procedures that show understanding of the assumptions that underlie a range of assessment approaches, and their strengths and weaknesses in relation to age and learning area being assessed.

Associated Assessment Criteria for Exit Level Outcome 8:

Maintain a sense of respect towards others in the learning environment.

Cooperate professionally with colleagues in an institutional setting.

Cooperate in maintaining orderly learning environments.

Initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in school affairs.

Engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices.

Use internal and external networking opportunities effectively.

Engage critically with education policies, procedures and systems which impact institutions and classrooms, as well as the national education and training landscape.

Apply school policies and development plans to own teaching.

Organise curricular, cross-curricular, and extra-curricular activities (where appropriate).

Select, create, justify, deliver, reflect upon and improve extra-curricular activities (where appropriate).

Associated Assessment Criteria for Exit Level Outcome 9:

Practise and promote a sense of respect and responsibility towards others by cultivating a critical, committed, and ethical attitude.

Behave in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.
> Promote the values and principles of the Constitution, particularly those related to human rights and the environment.

Promote the practice of democratic values, attitudes, and dispositions in the school, as well as in society at large.

Encourage, create, and maintain a supportive and empowering environment for learners.

Evaluate own professional progress effectively.

Show a commitment to act in and actively promote the best interests of learners, parents, communities, colleagues, and the profession.

Integrated Assessment:
The institution's approach to teaching and learning is further advanced through assessment design and methods used. Assessment for learning takes place in each module and the Teaching Practice (Workplace Integrated Learning (WIL) and is:

aligned to the qualification exit level outcomes.

encourages learners to acquire and use knowledge.

requires learners to engage in evaluation, problem-solving and critical thinking; and takes account of the need to transfer learning from their 'classroom' to the workplace / lived reality and have an impact accordingly.

The structure of the assessment is determined by the mode of delivery and the types of learning. The mode of delivery is distance.

Formative assessment:
The following formative assessment is prescribed for this qualification for fundamental, disciplinary, pedagogical, and situational learning, as follows:

Assignments

Oral presentation

Tests

Assignments/oral presentations.

The assignment requires learners to demonstrate knowledge of a specific area. They will need to read widely and write an essay.
OR

It requires learners to apply knowledge and demonstrate their ability to perform specific tasks/activities. This may include and is not limited to case studies, simulations, projects etc.

The oral presentation (for Conversational isiZulu only) requires the learner to demonstrate their proficiency in isiZulu (conversational) to facilitate learning. This can be assessed during their Teaching Practice. The assignment / oral presentation contributes 20% of the final mark.
Tests:
A minimum of one test is required. The test contributes 20% of the total final mark.
Learners must achieve a minimum of 50% in the assignments and tests to write the examination.

Summative assessment:

Examinations (and supplementary examinations)
The examinations for each module, contribute 60% of the total final mark. Examinations are written for the fundamental, disciplinary, and pedagogical subjects. A learner must achieve a minimum of 40% in the examination for the examination mark to count towards the module final mark.

The final assessment result is weighted as follows: Assignment contributes 20% of the final mark, the test contributes 20% of the final mark, and the examination contributes 60% of the final mark. Oral presentations only apply to Conversational isiZulu. For the learner to achieve credits for the module (to pass) learners must achieve an overall result of 50%.

Practical learning
The second type of assessment is for practical learning (as outlined in Revised policy on the Minimum Requirements for Teacher Education Qualifications) and is Teaching Practice (1 and 2). Learners are required to complete Teaching Practice l that:

Promotes engagement with the nature and current knowledge in the discipline.

Promotes engagement with current professional practice.

Integrates theory and practice.

Facilitates the transfer of learning.

Is in line with the qualification exit level outcomes.

INTERNATIONAL COMPARABILITY

The Revised Policy on Minimum Requirements for Teacher Education Qualifications (Government Gazette 38487, February 2015) along with the review of the General Teaching Council for Scotland guidelines for Initial Teacher Education and the Australian guidelines for Initial Teacher Education and a review conducted by the European Commission on Initial Teacher Education were used in the development of the qualification.

The General Teaching Council for Scotland's (GTC) aim is for Initial Teacher Education (ITE) to prepare "competent, thoughtful, reflective and innovative practitioners, who are committed to providing high-quality teaching and learning for all pupils". To this end, they outline:

Selection criteria - this includes, but is not limited to, the literacy and numeracy levels, use of ICT, values, capacity to develop professional values and knowledge about research and scholarship, and commitment to continuous professional development.

Partnerships with schools.

Balancing professional studies, subject studies, and school placement experience.

Quality assurance and improvement based on research.

Providing learners with the opportunity to meet the Standard for Provisional Registration; and

Meeting Equality Legislation requirements.

There is considerable overlap between the General Teaching Council for Scotland's ITE guidelines and those of Australia.

The principles underpinning the Australian guidelines for Initial Teacher Education (ITE) are flexibility, diversity, and innovation. The guidelines outline 6 qualification standards, that include the following:

Initial teacher competence - requires learner adherence to the Australian Professional Standards for Teachers, and learners to engage in classroom teaching practice that covers planning, teaching, assessing, and reflecting.

Qualification design - training provider to demonstrate impact (after graduation), the inclusion of emerging developments in education, curriculum requirements and stakeholder expectations, preparation of ITEs for ECD and contextual realities, and various modes of delivery.

Qualification entry - training provider to provide a rationale, selection criteria, and additional support to those with identified needs, to set minimum literacy and numeracy levels equivalent to the top 30% of the population and ensure coverage of a minimum number of subjects/learning areas.

Qualification structure and content - a four-year or longer full-time qualification with various configurations, preparation for the school curriculum and learning areas in selected educational settings (early childhood, primary, secondary/middle school), and opportunities for specialisation.

Professional experience - formal partnerships for pre-service teacher experience, the minimum number of days (60-80 depending on whether undergraduate or graduate entry programme), the channel of communication between the ITE provider and the school, and rigorous assessment of pre-service teacher's achievements.

Qualification evaluation, reporting and improvement - ongoing collection, analysis, and evaluation of data to inform ITE qualification improvement and reporting thereon.

The European Commission (EC), in a review of Initial Teacher Education (ITE) highlighted the following core competence requirements of all teachers:

Sound knowledge frameworks - education theories, school curricula, and assessment.

Deep knowledge of how to teach specific subjects.

Classroom teaching/management skills and strategies.

Interpersonal, reflective and research skills.

Critical attitude towards own professional conduct.

Engagement in continuous professional development.

Positive attitude to collaboration, diversity, and inclusion.

Ability to adapt plans and practices to varying contexts and learner needs.

Furthermore, the EC highlighted the integration of the following three core curriculum areas as directly linked to effective ITE curricula:

Learning areas/subjects and methodologies.

Linking ways of learning with school curricula and strategies for dealing with classroom diversity.

Teaching practice and supervision.

The following were thus considered key in the ITE curriculum:

Teaching literacy and numeracy.

ICT for teaching and learning.

Assessment and diversity.

The role of research.

The review highlighted the following, which were considered in the development of this qualification:

Selection and retention

Minimum standards have been set for entry into this qualification. These are in line with the Post-Graduate Certificate in Education

Qualification design: Developing competence in teaching. The methodology modules for selected areas of general teaching methodologies, assessment, and Curriculum Assessment Policy Statements. Alongside this, learners complete a general "Teaching methods" module. The inclusion of a variety of modules and teaching practices is designed to develop the basic competence of a beginner teacher (as outlined in the Revised policy on the Minimum Requirements for Teacher Educational Qualifications).

Preparing learners for diverse contexts. To accommodate this, learners complete a "Diversity and Inclusion" module. Developing as a professional. A collaborative and cooperative approach is adopted and content in the "Managing Teaching" module includes professional ethics and conduct.

Developing critical and reflexive thinkers. To this end, learners are exposed to various educational and psychological theories (in Education Studies and Decoloniality).

Professional experience: The inclusion of supervised teaching practice in the programme (of 12 weeks). This commences in the first semester with two weeks of observation (and the first week of this is at the institution in workshops), and two weeks of assisted teaching. In the second semester, the learner completes eight weeks of supervised teaching practice. The extended teaching practice / Workplace Integrated Learning (WIL) (eight weeks) provides the learner with the opportunity to experience the full teaching cycle- plan, implement, assess, remediate, and integrate into the school.

The qualification was thus developed in accordance with an informed review of international policies, practices, and strategies regarding post-graduate teacher training qualifications, and therefore compares favourably with international offerings. However, this qualification is specifically tailored to the South African context with consideration having been taken with regards to learner equity and linguistic diversity.

Country: United Kingdom
Institution: Coventry University
Qualification Title: Postgraduate Certificate in Education (PGCE) with Qualified Teacher Status (QTS)
NQF Level: Framework for Higher Education Qualifications (FHEQ) Level 7
Duration: One academic year
Credits: 60
Entry Requirements:
To gain entry to the qualification, all trainees must:

hold an undergraduate degree or equivalent as assessed by National Academic Recognition Centre (NARIC)

teach in a school for the duration of the study

have a signed Partnership Agreement between the school and the University

have achieved a minimum GCSE grade C/level 4, or equivalent, in English and mathematics, (additionally
Science for those wishing to teach in primary schools)
The PGCE is a standalone formal teacher training qualification resulting in the award of a Postgraduate Certificate in Education. Successful completion of the course leads to academic credibility and recognition within the teaching profession both in the UK and overseas; as well as having 60 level 7 credits that can be accredited in The PGCE is a recognised and highly desirable qualification in schools across the state maintained and independent sectors as well as international schools. Successful completion of our course will lead to the recommendation for Qualified Teacher Status (QTS), awarded by the Department for Education (DfE). This licences teachers to teach in state-maintained schools in England and is now also expected in most independent schools. To be recommended for QTS, a trainee must have teaching experience in two schools, and all trainees on the PGCE with QTS course are required to complete a placement in a contrasting second school. The placement is typically done during the second term of study and must be completed before the third term begins. This is to ensure that trainees have time to reflect and embed what they have learnt before the final assessment of teaching practice is made.

Postgraduate Certificate in Education (PGCE) is a formal Initial Teacher Training course, specifically designed for teachers wishing to train 'on-the-job' in a school. The course is offered with Qualified Teacher Status (QTS), which is the United Kingdom's professional accreditation for teaching.

Exit Level Outcomes:
On successful completion of the University of Coventry (UC) and the South African (SA) qualifications, learners will be able to:

Develop a systematic, reflective, and self-critical approach to analyse and foster skills in teaching that promote their self-efficacy and confidence.

Critically evaluate pedagogy to adopt relevant strategies and teaching methods that promote high-quality
behaviour and learning within their individual context.

Be able to adapt to new environments according to the needs of children.

Critically reflect on what impacts pupil learning, and exercise independent judgement, using evidence from
their own teaching as well as relevant educational research, to inform their own practice and improve their
classroom management skills.

Analyse their teaching, and research both teaching theory and practice to identify opportunities for
future development and put improvements into practice.

Develop critical self-awareness through mentoring and respond to feedback so that they develop great
resilience that will help them to enjoy longevity in a career of teaching.

Demonstrate that they understand the relationship between theory and their practice and meet the
minimum level when assessed against the national standards for teachers.

Synthesise and critically evaluate pedagogical theory and literature in support of an argument and
systematically present evidence of effectiveness in relation to their teaching.

Qualification structure:
The qualification consists of four compulsory modules of study comprising the following:

Behaviour and Classroom Management, 15 Credits

Curriculum Delivery and Assessment 15 Credits.

Development of Teaching, 15 Credits.

Practical Teaching Practice, 15 Credits.
Total Credits 60

Teaching and learning:
The course is a blended approach, combining distance learning online with practical school-based learning, mentor support and assessment, as well as face-to-face university-led sessions/seminars either as regular webinars throughout your course or a combination of face-to-face sessions and online sessions. These sessions provide vital peer support and a valuable collaborative learning environment for trainees to learn from one another, share experiences and reflect away from school. Trainees will spend most of their time studying and training in a school. The course is also available for full-time and part-time study and is offered nationwide in England at the Primary and Secondary levels.

Summative Assessment:
Assessment throughout the UC and SA qualifications is varied and designed to stimulate learning. It includes lesson observations, case study research, oral presentations, and written assignments. The Practical Teaching Practice module runs throughout the course, and formative assessment regularly informs progress and helps learners to develop their teaching.

Articulation:
Graduates may study for a full master's degree.

Similarities:
The University of Coventry (UC) and the South African (SA) qualifications are offered over one full-time academic year.
Both qualifications are registered at NQF Level 7.
The UC and SA qualifications share similar entry requirements since both qualifications require candidates to hold an undergraduate degree.

Differences:
The South African (SA) qualification has a weighting of 120 credits whereas the University of Coventry (UC) carries a weight of 60 credits.
The UC qualification articulates vertically into the master's degree while the SA qualification articulates into the Bachelor of Education Honour's degree.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Advanced Diploma in Education in Intermediate Phase Mathematics Teaching, NQF Level 7.

Bachelor of Education in Intermediate Phase Teaching, NQF Level 7.

Vertical Articulation:

Bachelor of Education Honours in Curriculum, NQF Level 8.

Postgraduate Diploma in Education, NQF Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

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.

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