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: Foundations of Language Teaching

SAQA QUAL ID	QUALIFICATION TITLE
50190	Advanced Certificate in Education: Foundations of Language 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 of the qualification: The ACE: Foundations of Language Teaching is an NQF Level 6 qualification that will provide educators from the Languages Learning Area in the GET and/or language specialization in the FET (Schooling) with the opportunity of updating their existing knowledge of language teaching with new understandings of contextual role performance and teaching and learning across the curriculum. Particular attention is paid to the acquisition of knowledge, skills and attitudes related to the development and promotion of multilingualism given the nature of South African society and the official status of indigenous languages in the Constitution. The ACE: Foundations of Language Teaching is conceived of as a form of continuing professional upgrading that is aimed at enabling educators to broaden their knowledge base (in existing or new specializations) while simultaneously upgrading their qualification (from NQF5 to 6) and educator status (from REQV 13 to 14). Rationale for the qualification: Although most practising language educators already possess the necessary knowledge and skills to teach a particular language, only newly qualified educators have been trained facilitate language learning in the context of outcomes-based education and the Learning Area: Languages, i.e. to adopt a cross-curricular approach in performing the roles, amongst others, of mediator, assessor, learning area specialist, curriculum & materials developer. The effective and efficient performance of these roles is especially crucial to the successful implementation of Curriculum 2005 and the New Curriculum Statement for General Education and Training since neither of these curriculum frameworks provide educators with ready-made.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that educator-learners who are admitted to the ACE are competent in one of the languages of instruction at RAU (Afrikaans or English) and that they have already acquired the general theoretical, academic and practical and professional knowledge, understanding and commitments required for professional NQF Level 6 qualifications in the areas of fundamental learning, subject and content of teaching, teaching and learning processes, and the school and the profession. It is also assumed that prospective educator-learners have mastered the competencies associated with the seven contextual roles as described in the Norms and Standards for Educators policy documents. Access to the qualification: In order to be admitted to the ACE: Foundations of Language Teaching, educator-learners must be in possession of either a recognized professional qualification that places them at REQV 13 (M+3 or NPDE) or an equivalent in the field of education, training and development. These conditions do not preclude educators with higher qualifications from enrolling for the ACE, especially if they are considering a new career path (see Purpose of qualification). The ACE is an academic qualification, not a professional one. It can, therefore, not be used as a means towards professional registration by learners with academic qualifications only. Practising educators without professional qualifications could, however, apply for recognition of prior learning (RPL), against the exit level outcomes of an existing professional qualification. This could provide them with professional status and/or give them access to the ACE. Recognition of prior learning: Educators who wish to enrol for the ACE but who do not qualify on the basis that they do not have a formal M+3 or NPDE qualification may apply for access on the basis of RPL (recognition of prior learning) - if they believe that they have, through teaching experience, acquired the knowledge, skills and competencies required for the award of such a qualification. They would then be assessed against the exit level outcomes of the national NPDE (National Professional Diploma in Education) to determine whether or not they qualify for admission into the ACE programme. Similarly, potential educator learners who believe that they have already acquired some of the knowledge, skills and competencies to be acquired during the course of the ACE: Foundations of Language Teaching programme may apply for exemption from those modules in which they deem themselves to be sufficiently competent. The only proviso is that, while partial achievement of the ACE ('fast-tracking') is possible, it is not possible to achieve the ACE in its entirety through an RPL process. In both cases (RPL for admission and RPL for 'fast-tracking') candidates will have to submit to a formal RPL process in which a panel of mathematics, teacher education and RPL experts will determine a candidate's competence against the qualification for which s/he want RPL credits. Assessment will focus on applicants' competence - as described in the relevant exit level outcomes and their associated assessment criteria - rather than on the way in which this competence was acquired. This means that applicants will have to provide evidence that they: Have acquired the knowledge, skills and attitudes required for admission to the ACE or exemption from specific ACE modules. Have developed a conceptual as well as a practical understanding of Language teaching and learning. Can make conceptual links between their experiential learning and the outcomes of the modules/programs fro which they want RPL. Can reflect on theory and practice and the relationship between the two in ways that will improve their own learning and the learning of those in their care. One or more of the instruments and/or strategies listed in Table 4 may be used to determine an RPL applicant's competence. Table 4: RPL assessment strategies/instruments: Strategies/instruments: Written class tests. > Apllication: Yes. Written assignments. > Apllication: Yes. Authentic workplace assessments/observations. > Apllication: Yes. Simulations (micro-lessons). > Apllication: Yes. Interviews. > Apllication: Yes. Panel discussions. > Apllication: Yes. Role play. > Apllication: Yes. Oral examinations. > Apllication: Yes. Portfolios. > Apllication: Yes.

RECOGNISE PREVIOUS LEARNING?

Y

QUALIFICATION RULES

NQF level, credits and components: The ACE: Foundations of Language Teaching is a 120-credit qualification at NQF Level 6. Informing the credit allocation is the notion that 120 credits will represent one year of full-time study or two years of part-time study. Since the ACE is not a general professional qualification but rather a graduate academic specialization, prior attainment of the practical, foundational and reflexive competences required for the performance of professional roles are assumed (Norms and Standards for Educators, February 1995). Since the ACE: Foundations of Language Teaching is informed by the standards set in the generic SGB ACE it can be assumed that the critical cross-field outcomes are, by implication, integrated in the exit level outcomes of the ACE. The competencies described in the critical cross-field outcomes will, however, be further developed as an integral part of the development of the competencies required of language learning area specialists, with specific attention being paid to their ability as curriculum and materials developers, mediators and assessors. The programme for the ACE: Foundations of Language Teaching consists of five compulsory modules, each worth 24 credits (see Table 1). Table 1: Credits and learning components: Module title: Foundations of outcomes-based language teaching: Type of learning: Fundamental NQF Level: 6 Credit allocation 24 Module title: Language Classroom Methods and Techniques Type of learning: Core NQF Level: 6 Credit allocation 24 Module title: Language Learning Materials Development: Type of learning: Core NQF Level: 6 Credit allocation 24 Module title: Language Assessment: Type of learning: Core NQF Level: 6 Credit allocation 24 Module title: Multiliteracies across the curriculum: Type of learning: Core NQF Level: 6 Credit allocation 24

EXIT LEVEL OUTCOMES

The focus of this qualification is on the role of language area specialist, with specific attention being paid to the development of competences required for the successful execution of language mediation and assessment as well as informed interpretation and design of language learning programmes and materials. The critical cross-field outcomes are integrated into the exit level outcomes of this qualification since the latter are based on the integrated standards set in the generic SGB ACE (NLRD ID: 20473). The Assessment Criteria for each exit level outcome are informed by the competencies associated with the roles of learning mediator, designer and interpreter of learning programmes and materials, assessor, and learning area specialist (see Table 2) as stipulated in the Norms and Standards for Educators. Educator-learners must demonstrate, in the Languages Learning Area of specialization, that they have developed: 1. Practical competence in selecting, designing, planning, and implementing teaching and learning materials and assessment instruments for language learning. 2. The capacity to critically analyse and evaluate language teaching methods, materials and assessment strategies in ways that show a conceptual understanding of the theory and principles of language teaching and learning. 3. The capacity to reflect on changing circumstances and conditions and their impact on language learning and teaching and to adapt existing approaches and materials accordingly. 4. The ability to justify their choices and judgments of particular language teaching methods, language learning materials and language assessment.

ASSOCIATED ASSESSMENT CRITERIA

Competence will be assumed if/when educator-learners can: 1. Utilise a range of language teaching and assessment methods. Design, produce and implement appropriate teaching learning materials. Align teaching, learning and assessment strategies to the context, outcomes and needs of individual learners. 2. Make judgements about the appropriateness and/or effectiveness of a range of language teaching and assessment methods. Substantiate their judgements with reference to relevant theories on language learning and teaching. 3. Critically discuss the relationship between changing circumstances and approaches to language teaching, learning and assessment. Adapt their own approach on the basis of new insights and/or in response to changing contexts, learner profiles (gender, age, race, culture, ability). 4. Refer to relevant theories, research findings & emerging trends in justifying choices and judgments. Integrated assessment: Integrated assessment in this ACE has the following characteristics: It is aimed at determining - in relation to learning mediation, materials development, assessment, and subject/learning area specialisation - educator-learners are able competently to engage in appropriate practices (a practical competence), to understand the theoretical bases for these practices (foundational competence), and to reflect on and improve their engagement in such practices (reflexive competence). It measures the extent to which educator learners have integrated the roles and the knowledge and skills delivered through the different courses/modules that make up the programme. It is designed in such a way that the roles of learning mediator, interpreter and designer of learning programmes and materials, assessor, and learning area/subject specialist are assessed in practice. It assesses the extent to which educator-learners can work competently, flexibly, responsively and effectively as learning mediators, materials developer, assessors, and subject/learning area specialists, in appropriate educational and/or organizational contexts. Formative assessment will be an integral part of teaching and learning and will include formal and non-formal assessment strategies. Summative assessments will take place continuously - at the end of discrete units of work as well as at the end of each module and will include one or more of the assessment strategies and/or instruments listed in Table 3. Table 3: Assessment strategies and instruments: Strategies/instruments: Written class tests. > Apllication: Yes. Written assignments. > Apllication: Yes. Authentic workplace assessments/observations. > Apllication: Yes. Simulations (micro-lessons). > Apllication: Yes. Interviews. > Apllication: No. Panel discussions. > Apllication: Yes. Role play. > Apllication: Yes. Oral examinations. > Apllication: No. Portfolios. > Apllication: Yes. Other (please specify) Learning materials. > Apllication: Yes. All assessments, whether formative or summative will focus on applied competence, i.e. on learners' ability to: Generate, explore and consider options for appropriate language learning strategies, language learning materials development, language assessment, and language specialisation. Identity the most appropriate course of action in relation to the particular context and resources available for language learning, language materials development, language assessment, and language subject/learning area specialisation. Explain the reasons for that particular selection as well as what was taken into account in language learning mediation, language materials development; language assessment, and language subject/learning area specialisation. Create a context for suitable language learning mediation, produce learning materials, assess language learning, and specialise in the area of language teaching. Explain processes of language learning mediation, language materials development, language assessment; and language specialisation. Evaluate his/her language mediation, learning materials development, language assessment, and language specialisation, and identify areas for improvement. Reflect on the mediation, production, assessment, and specialisation processes. Develop a plan or strategy for future language learning mediation, learning materials development, language assessment and language specialisation that reflects an integration of what has been learnt through reflection.

INTERNATIONAL COMPARABILITY

N/A

ARTICULATION OPTIONS

The ACE: Foundations of Language Teaching creates opportunities for vertical and horizontal articulation at RAU and at other Higher Education institutions that offer similar programmes. Vertical articulation: Learners with an appropriate NQF5 qualification (3 year diploma or NPDE or its equivalent) are eligible for admission to the ACE. On successful completion of the ACE, learners may apply for admission to the B Ed (Hons) at NQF7 at any Higher Education institution (HEI), with a view to furthering their studies in the field of Education, Training and Development. Horizontal articulation: Learners who are in possession of either a professional (undergraduate) Bachelor of Education (B Ed) or a Post-graduate Certificate of Education (PGCE), both at NQF6 may also enrol for an ACE, either in their current area of specialization with a view to enriching or updating their existing knowledge in the field or in a new area with a view to switching career paths. Articulation with other Higher Education institutions: Learners who exit from the ACE prior to completion should be able to transfer credits already accumulated to other HEIs who offer similar programmes.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

RAU will use its own qualified staff as assessors and internal moderators with the proviso that they have at least a Level 7 qualification in Mathematics. Assessors should at least have experience of teaching and assessment at both school and at a higher and/or teacher education institution. The results (scripts, assessor reports, etc.) will also be moderated by one/more external moderators renowned for their academic and/or professional expertise in the area of Mathematics Education. In addition, external specialists in the field of Mathematics and Didactics will continuously moderate outcomes, assessment criteria and quality of the course.

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

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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.