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: 

Advanced Certificate in Education: Biology Teaching 
SAQA QUAL ID QUALIFICATION TITLE
50182  Advanced Certificate in Education: 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
National Certificate  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  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 
Purpose:

The primary purpose of the ACE: Biology Teaching (Upgrading) is to enable practising educators to upgrade their qualifications from NQF Level 5 to 6 and, subsequently, to improve their educator status from REQV 13 to REQV 14. This might be crucial, given the indications that this might become the minimum requirement for registration as an educator. At the same time it affords those educators without degree qualifications who wish to further their studies at post-graduate level with the opportunity of gaining access to the B Ed (Hons): Biology Teaching.

A secondary, but related purpose of this particular ACE: Biology Teaching is to enable educators who are already sufficiently qualified but wish to learn more about Biology teaching - for their own development, promotion purposes and/or wish to change career paths (subject/learning area specialist moving from one to another area of specialization) to do so. The ACE is aimed at equipping them with the requisite knowledge, skills, values and attitudes to do so. In this sense the ACE serves as a form of continuing professional development.

Rationale:

Biology Teaching, if taught in a creative and effective manner would develop in learners a sensitivity to, and understanding of the bio-physical environment (including mankind and the anatomy and functioning of their own bodies), problem-solving skills and looking at bio-ethical and bio-social issues from more than one side.

Educators can play a vital role in developing a positive attitude in learners based on a constructive appreciation of our bio-physical environment in all its dimensions.

This ACE: Biology Teaching (like its predecessor, the FDE) is an ideal qualification for in-service training of educators since it builds on knowledge, skills and attitudes/values acquired during previous studies and practitioner experience, thus creating an opportunity for educators who are currently classified as REQV 13 to upgrade their qualification status to REQV 14. This is crucial, given indications that 4 year qualifications may soon be regarded as the minimum required for registration with the South African Council for Educators (SACE). A large number of educators would currently not satisfy this requirement since their professional qualifications are classified on the REQV 13 level. Successful completion of this ACE also creates opportunities for educators without degrees to further their studies at post-graduate (B Ed Hons) level, should they wish to do so. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that educator-learners who enrol for this qualification:
  • Are sufficiently competent in one of the languages of learning at RAU (Afrikaans or English) to enable them to read, with understanding, prescribed/recommended texts and to construct their own texts based on what they have read and/or discussed in class.
  • Have developed the general theoretical, academic and practical knowledge, understanding and commitments required for the award of a professional qualification (three-year diploma or the NPDE - National Professional Diploma in Education) at NQF Level 5, and have some practical experience of Biology Teaching.

    Recognition of prior learning

    Potential learners who are already at REQV 13 and have sufficient experience in Biology teaching may also use RPL to obtain credits for one or more ACE modules without their formally having done the course. In this case, the following conditions apply:
  • The ACE: Biology Teaching may be achieved only in part (not in whole) through the recognition of relevant prior learning.
  • Recognition of prior formal learning (i.e. studies completed at another registered Higher Education institution) will take place in accordance with existing policy regarding formal credit transfer (see Item 5: Access to the qualification).
  • Recognition of experiential learning will take place in accordance with Faculty-specific RPL policy, which is based on the general RPL policy at RAU.

    Subject experts will evaluate evidence in RPL applications with a view to determining an applicant's competence, allocating credits for specific modules and/or deciding on admission and/or RPL accreditation. Decisions made by the RPL committee must be confirmed by the Head of Department and the Dean of the Faculty prior to learners' being admitted to the program.

    In cases where learners apply for recognition of learning acquired through work/life experiences, credits will be awarded for competence, rather than for experience, i.e. for knowledge, skills and abilities acquired through experience. Competence will be assessed against the learning outcomes of particular modules for which RPL candidates want to be accredited and/or against the exit level of the NPDE (NQF Level 5) for candidates who wish to gain access to the program on the basis of experiential learning whichever applies. In both cases, applicants will have to provide evidence that they:
  • Can apply knowledge or skills relating to Biology teaching outside the specific context in which it was learned.
  • Have developed a conceptual as well as practical understanding of Biology teaching.
  • Can make conceptual links between their experiential learning and the outcomes of the modules/programs for which they want RPL.
  • Can reflect on theory and practice: why each is necessary and how each extends the value of the other.

    The following instruments will be used in the RPL process followed for the ACE: Biology Teaching:
  • Portfolio .
  • Interview.
  • Written test.
  • Role play.
  • Performance demonstration.
  • Oral.

    Access to the qualification

    The ACE is the ideal vehicle for in-service training since it builds on educators' existing knowledge, skills and values/attitudes - acquired during previous studies and/or practitioner experience. The minimum requirement for admission to the ACE: Biology Teaching is a recognized professional qualification at NQF Level 5 (REQV 13 or M+3) or its equivalent. This does not preclude educators with higher qualifications from enrolling for the ACE whether this be for purposes of retraining (career switches) and/or for updating/enriching their current knowledge base in a particular specialization area.
  • According to the national ACE registered by the SGB for Educators in Schooling, 96 credits must be pegged at NQF 6. However, since SAQA required only 72 and since the primary purpose of this particular ACE: Biology Teaching is upgrading - not retraining/enhancement of existing knowledge and skills - 96 credits seem appropriate.
  • This is in accordance with the standards in the generic ACE registered by the SGB for Educators in Schooling (NLRD ID: 20473).

    Since the ACE is an academic qualification, not a professional one, candidates who are not yet professionally qualified will not be able to use the ACE for purposes of registration with the South African Council for Educators (SACE). Such candidates could, if they have sufficient experience as an Biology Teaching practitioner, apply for recognition of prior learning (RPL), which could result in them obtaining a professional qualification as Biology educator on successful completion of this ACE (refer to item 11, which deals with RPL). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    NQF Level, Credits and Components assigned to Qualification

    The ACE: Biology Teaching is a 120-credit qualification at NQF Level 6. Of the 120 credits, 96 credits are allocated to learning at NQF Level 6 and 24 at NQF level 5 (1). Informing the credit allocation is the notion that 120 credits (or 1200 notional learning hours) represent one year of full-time or two years of part-time study.

    Table 1: Credits and learning Components

    Module: 1, Module Title: Ecology, Type of learning: Fundamental, NQF Level and Credits: 24 NQF level 5.
    Module: 2 Module Title: Functional Biology A, Type of learning: Core, NQF Level and Credits: 32 NQF level 6.
    Module: 3 Module Title: Functional Biology B, Type of learning: Core, NQF Level and Credits: 32 NQF level 6.
    Module: 4 Module Title: Creative Biology Teaching, Type of learning: Core, NQF Level and Credits: 32 NQF level 6.

    The ACE: Biology Teaching program consists of 5 modules, one of which is regarded as fundamental to the entire course in the sense that it forms the theoretical basis for the other modules. Other types of fundamental learning (literacy and numeracy) are integrated in the core modules: all the modules contribute to the development of reading and writing skills.

    There are no elective modules in this qualification since the whole of the ACE: Biology Teaching operates in the elective domain. Learners who choose/elect to specialize in Biology Teaching will be required to offer all the modules that contribute to this 'elective'. Consequently the modules are registered as core modules although they theoretically represent elective learning (2). 

    EXIT LEVEL OUTCOMES 
    The exit level outcomes and assessment criteria for the ACE: Biology Teaching are informed by:
  • The standards (exit level outcomes and assessment criteria) set in the generic Advanced Certificate in Education developed and registered on the NQF by the SGB for Educators in Schooling (NLRD ID: 20473).
  • The practical, foundational and reflexive competences for the role of leader, administrator and manager as set out in the Norms and Standards for Educators (February 1995).

    The competencies required for the effective and efficient performance of the other contextual educator roles are assumed to be in place since access to the ACE is limited to learners who already possess at least an NQF 5 qualification.

    The critical cross-field outcomes are already integrated in the standards of the SGB ACE (see previous paragraph). However, the knowledge, skills and values described in the critical cross-field outcomes listed below, have been explicitly contextualised for and integrated into the content and the teaching, learning, assessment strategies of the ACE: Biology Teaching program because they have particular relevance to the role of scholar, researcher and lifelong learner, as well as those of facilitator, mediator, assessor and manager:
  • Access, process and disseminate information related to the disciplines of Botany and Zoology (including practicals) and teaching methodology of Biology Teaching.
  • Identify and select and apply problem-solving skills related to bio-ethical, bio-medical, bio-social and environmental issues.
  • Work effectively with others (colleagues, parents, community members, environmental stakeholders and professional services) in facilitating Biology teaching and learning.
  • Display cultural awareness and sensitivity in planning learning programs in Biology and executing Biology teaching activities.
  • Demonstrate an understanding of the bio-physical world as a set of related systems by interacting with both the local and global biological reality in all in facets and on all levels in facilitating Biology teaching.
  • Communicate biological information in ways that are accessible to a range of stakeholders in education.

    Students (educator learners) must demonstrate that they have acquired/developed:

    1.Practical competence with regard to Biology teaching and OBE-practice.
    2. Appropriate and adaptable professional skills and judgement, in a variety of educational contexts.
    3. A commitment to, set, and aspire to achieve, high standards in Biology teaching practice, and ongoing professional improvement.
    4. A capacity to critically analyze relevant materials, resources and practices in the light of a conceptual understanding of Biology Teaching as a distinct body of knowledge.
    5. The ability to justify particular choices in Biology teaching. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Students (educator learners) will be deemed competent if/when they:
    1.
  • Select, plan, design and implement learning strategies, methods, procedures and learning programs that are effective, efficient and appropriate.
  • Evaluate Biology teaching procedures in terms of their effectiveness, efficiency and appropriateness.
  • Create a classroom or institutional atmosphere which is democratic but disciplined.
  • Consistently behave in ways that reflect consideration and/or respect for difference (in race, gender, culture) and ability (physical or mental).
  • Resolve conflict situations (within the classroom and/or school) in ways that are both ethical and considerate of difference (in culture, race, gender, context, etc).

    2.
  • Contribute to discussions on educators' unions, the South African Council for Educators and other relevant professional bodies in ways that show a critical understanding of the roles and functions these play in Biology teaching curriculum implementation, management and administration.
  • Work amicably and systematically with other practitioners in curriculum implementation, management and/or participative decision making teams.

    3.
  • Utilise professional services and other resources to provide support for learners and educators.
  • Behave in ways that promote the values and principles of the Constitution and the South African Schools Act, particularly those related to human rights and the environment.
  • Involve parents and community members in Biology teaching activities where possible and/or in the establishment of structures and procedures for doing so.

    4.
  • Apply their knowledge and understanding of the theoretical underpinnings of Biology teaching to discussions on teaching, learning and assessment.
  • Critically analyse and/or make sound/informed judgements about a varied range of bio-ethical, biosocial and environmental issues, decisions and/or activities.
  • Apply their theoretical knowledge of problem solving approaches, and resolution of biological and environmental issues to discussions on Biology teaching in South African and developing world contexts.

    5.
  • Address controversial biosocial, bio-ethical and environmental issues and reflect on decisions about such issues and/or choices on biological systems, procedures and actions on the basis of circumstantial, theoretical and/or practical considerations.
  • Relate theory to:
    > Current social, economic, political, technological and bio-physical conditions.
    > Relevant contextual features (including the different components of the biological environment).
    > Contemporary trends in Biology teaching.
  • Make sound judgements about bio-ethical, bio-social and environmental management options, actions or decisions (authentic or theoretical) based on:
    > Current legislation.
    > Commitments to human rights and the environment in the Constitution and the South African Schools Act.

    Integrated assessment

    Evidence of competence will be collected during and at the end of each module:
  • Continuous assessment (during the course of teaching and learning) will be primarily aimed at monitoring learner progress and will at times focus on both foundational and applied competence.
  • Summative assessments (at the end of various units of work) will be integrated in the sense that it will focus on applied competence (i.e. the learner's ability to integrate foundational, reflexive and practical competence in the critical analysis and/or execution of Biology teaching activities in simulated or authentic educational contexts (see Table for list of assessment instruments that will be used to assess learner competence).

    Table: Preferred assessment instruments

    The following assessment instruments will be used to determine competence as described in the exit level outcomes and their associated assessment criteria:
  • Written class tests .
  • Written assignments.
  • Work-place/site observations.
  • Simulations.
  • Interviews.
  • Panel discussions.
  • Role play.
  • Oral examinations.
  • Portfolios.
  • Other (please specify).

    Affirmation of learner competence will depend on the extent to which collected evidence confirms a learner's ability to:
  • Generate, explore and consider options for appropriate action.
  • Identify the most appropriate course of action in relation to the particular context and resources available.
  • Explain the reasons for that particular selection, as well as what was taken into account in making the selection.
  • Perform the identified action, while continuously monitoring and adapting performance as required.
  • Explain reasons for the performance or lack thereof.
  • Evaluate his/her performance and identify areas for improvement.
  • Reflect on the performance.
  • Develop a plan or strategy for future action, which reflects an integration of what has been learnt through reflection.

    Access to examinations depend on learners having obtained an average of at least 50% in continuous and/or other summative assessments prior to the final examination. In order to be deemed sufficiently competent to be awarded the ACE: Biology Teaching, learners must obtain a minimum mark of at least 50% for each module in culminating examinations. 
    		•

    INTERNATIONAL COMPARABILITY 
    N/A 

    ARTICULATION OPTIONS 
    The ACE: Biology Teaching creates opportunities for vertical and horizontal articulation at RAU and at other Higher Education institutions.

    Vertical articulation
  • Learners with an appropriate NQF Level 5 qualification (M+3) may be admitted to the ACE: Biology Teaching.

    On successful completion of the ACE: Biology Teaching learners may apply for admission to further study in the B Ed (Hons) or its equivalent at NQF Level 7. However, in terms of the Criteria for Recognition and Evaluation of Qualifications for Employment in Education (Government Gazette 21565, 22 September 2000), it could be required of a student with an old 3-year diploma (or a relevant NQF 5 qualification), plus an ACE: Biology Teaching to do additional work in order to be admitted to the B Ed (Hons).

    Horizontal articulation

    Learners who are in possession of either an undergraduate Bachelor of Education (B Ed) or a Post-graduate Certificate of Education (PGCE), both at NQF 6, qualify for access to the ACE qualifications (NQF 6) offered for those learners who need to enrich or update existing knowledge/expertise or who wish to change career paths (from one subject specializations to Biology Teaching). Learners who exit from an ACE: Biology Teaching at RAU would be able to transfer credits already accumulated to a similar ACE at other Higher Education institutions and vice versa. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessment will be conducted by academic staff employed by RAU and involved in the delivery of the ACE: Biology Teaching program. Only staff with the necessary knowledge of and expertise in Biology teaching will be considered for employment. Assessors will be responsible for designing the necessary assessment instruments, assess learners' work/performance and keep a record of each learner's progress and achievement.

    Examination papers and the results of culminating assessments will be moderated by suitable academics at other Higher Education institutions to ensure that assessments are fair, valid and reliable. 

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

    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.