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 THAT HAS PASSED THE END DATE: 

Further Diploma: Biology Teaching 
SAQA QUAL ID QUALIFICATION TITLE
3867  Further Diploma: Biology Teaching 
ORIGINATOR
Rand Afrikaans 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
Further Diploma  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Level 6  Level TBA: Pre-2009 was L6  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 2663/05  2006-07-01  2009-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-06-30   2013-06-30  

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 
The primary purpose of this qualification is to provide qualifying learners with the ability to:
  • Develop intellectual and practical skills in scientific principles,
  • Develop an analytical as scientific approach as scientists and teachers,
  • Perform experimental procedures in the laboratory with competence,
  • Reflect upon application of theory in the practical situation,
  • Reflect upon in relevance of theory in teaching scientific concepts and appreciation. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners accessing this qualification should demonstrate their ability to:
  • Read textbooks and study material with understanding and disseminate relevant literature, on a Grade 12 level,
  • Functional literacy in written and oral form,
  • Perform biological experiments with Grade 12 skill,
  • Draw conclusions,
  • Record findings and present results,
  • Perform note-taking, draw conclusions,
  • Analyse data and perform basic technological procedures in the laboratory.

  • Senior Certificate and
  • Teachers Diploma (M+3)


    Recognition of prior learning:

    A learner who claims to have achieved entry requirements through experiential learning will be assessed. If the student is found competent the student may gain:

    *Access,
    *Advance placement,
    * Or recognition of degree status will be granted on condition of continuing education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    The learners should be able to:

    1. Identify a problem, formulate a hypothesis, generate data and make appropriate interpretations and conclusions. Reflect upon ability to identify and solve problems.

    2. Work in a team with peer-learners, supervisors and staff and thereby reflecting upon own contribution in the team.

    3. Plan and execute experimental work and managing the process and reflect upon own skills, management of time and organisation.

    4. Master skills of collecting, analysing, organising, interpreting and critically evaluating of research.

    5. Communicate research results, knowledge and understanding with fellow-students in seminars and lecturers in presentations and practical teaching experience.

    6. Perform advanced experimental work requiring working on the edge of technology while being responsible towards the environment.

    7. Distinguish the fact that the world is a set of related systems and aware of the impact on sociological and environmental harmony.

    8. Learn through different strategies in the classroom, fieldwork, school environment, laboratory, Internet, reflection on skills and practices.

    9. Contribute to the society in general as a professional but specific in the contribution in teaching of biology.

    10. Recognise traditions, values and differences in the multicultural society.

    11. Interact with industry, engineering, medical and other related fields.

    12. Create own employment and investigate opportunities to provide teaching of biology to the society. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The learner can:

    1. Identify a problem,
    Formulate a hypothesis,
    Generate data and make appropriate interpretations and conclusions.
    Reflect upon ability to identify and solve problems.

    2. Work in a team with peer-learners, supervisors and staff
    Reflect upon own contribution in the team.

    3. Plan and execute experimental work
    Manage the process
    Reflect upon own skills, management of time and organisation.

    4. Master skills of collecting,
    Master skills of analysing,
    Master skills of organising, interpreting and
    Critically evaluation of research.

    5. Communicate research results,
    Communicate knowledge and understanding with fellow-students in seminars and lecturers in presentations
    Communicate in practical teaching experience.

    6. Perform advanced experimental work requiring working on the edge of technology while being responsible towards the environment.

    7. Distinguish that the world is a set of related systems
    Show an awareness of the impact on sociological and environmental harmony.

    8. Learn through different strategies in the classroom, fieldwork, school environment, laboratory, Internet.
    Learn through reflection on skills and practices.

    9. Contribute to the society in general as a professional
    Contribute to the society specific in teaching of biology

    10. Recognize traditions, values and differences in the multicultural society.

    11. Interact with industry, engineering, medical and other related fields.

    12. Create own employment
    Investigate opportunities to provide teaching of biology to the society.


    Formative assessment practices that will be implemented:

    Learners are continuously assessed during modules via informal and formal tests, tutorials, group projects, practical assignments and peer assessment.

    Summative assessment practices that will be implemented:

    Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of final written examination. Biology 1 will be passed with a minimum mark of 50% for the practical workbook and 50% for the written examination. 

    ARTICULATION OPTIONS 
    1. Access to qualifications on a lower level:
    None

    2. Access to qualifications on the same level:
    None

    3. Access to qualifications on a higher level:
    On completion learners can apply to enter the Bachelor of Education (Honours) 

    MODERATION OPTIONS 
    Modules and examination papers will be moderated by subject specialists in the department.

    External specialists in the field of Mathematics and Didactics will continuously moderate outcomes, assessment criteria and qualify of the course. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    1. Assessors for level 6 should at least have a level 7 qualification in Zoology or/and Botany.

    2. Assessors should at least have experience of teaching and assessment at a higher education level. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006. 

    NOTES 
    This is an old qualification recorded in June 1998. 

    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.