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: 

Higher Diploma: Education: Physical and Natural Sciences: Secondary Phase 
SAQA QUAL ID QUALIFICATION TITLE
7013  Higher Diploma: Education: Physical and Natural Sciences: Secondary Phase 
ORIGINATOR
University of Pretoria 
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 Higher Diploma  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  484  Level 6  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2022-12-31  

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 
This combined total qualification is designed to provide South Africa with top quality Natural Science educators who can practice in the GET- and FET-bands. One of the most important aims of the qualification is to provide Science Education students with the required knowledge, skills and attitudes in order to assume leadership roles in especially the field of Science Education, and to provide students with an adequate background in the complex education environment and to allow them to pursue further education. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Matriculation certificate
Other:
1. Minimum statutory requirement - a pass in the FET Certificate (FETC)
2. Institutional entry requirements:
  • A Senior Certificate or equivalent with three Higher Grade subjects.
  • Two official languages, which might be included among the three Higher Grade subjects.
  • One of the official languages passed must be a medium of instruction at the institution. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    EXIT LEVEL OUTCOMES 
    Higher Diploma in Education (Secondary) Physical and Natural Sciences

    Learning outcomes:
    The student in Natural Sciences will manage the specialised area of sciences successfully with regard to:
    Specify overall learning outcomes:
    The student will know the content of his/her specialisation in Natural Sciences.
  • The student will show knowledge of his/her specialisation in Natural Sciences (Biology, Botany, Zoology, Chemistry, Physics etc.)
  • The student will be able to demonstrate the necessary teaching skills of the specialised Natural Sciences by devising the necessary apparatus and methods.
  • The student will have a positive attitude towards teaching Natural Sciences. This will be evident through the following roles played out by a Natural Sciences educator.
    1. Mediator of learning in Natural Sciences
  • know the relevant basic concepts and principles (facts, happenings, phenomena) of Natural Sciences to analyse text, and synthesise important aspects.
    2. Interpreter and designer of learning programmes and materials in the GET (General Science) & FET (Biology and Physical Science) bands
  • know how to interpret and design these learning programmes and materials, to select and prepare suitable textual and visual resources for learning.
    3.Administrator and manager
  • use process skills to investigate phenomena related to Natural Sciences
  • know how to apply scientific knowledge and skills to solve problems in the field of Science Education.
    4. Researcher and lifelong learner to become the best Natural Sciences teacher. Application of relevant and appropriate research techniques and skills to be used in the solving of specific problems
    5. Citizenship and pastoral role
  • look after his/her health, hygiene, environmental problems and be a well-balanced citizen.
  • understanding the impact of science on society and the environment and create the opportunity for science teachers to contribute to continued development.
    6. Learning area/subject/discipline/phase/specialist in Natural Sciences
  • successfully structure learning experiences in the classroom which will enable learners to:
  • understand basic concepts and principles in the school Natural Science syllabus,
  • carry out practical investigations into relevant scientific phenomena
  • know different science teaching strategies and approaches and give science teachers the opportunity to research their impact and applicability to science teaching.
    7. Assessor
  • objectively, sensitively and accurately assess the progress of the learners by implementing various assessing tools.

    Critical cross-field outcomes:
    Student teachers in Natural Sciences will:
    1. Assume the teaching commitments, duties and functions of a general classroom teacher, including all pastoral, contractual, legal and administrative responsibilities.
    2. Demonstrate a knowledge of all GET and FET areas of experience required by the national and provincial/regional school curricula and be able to relate these to professional studies and school experience, as well as to the needs and goals of the community to be served
    3. Demonstrate an in-depth knowledge of at least two Physical and Natural Science subjects with the skills of researching and teaching, as well as interpreting and developing curricula
    4. Apply the principles of educational theory to all relevant learning and teaching situations and practice
    5. Display an understanding of the interrelated, holistic nature of knowledge, through being able to integrate cross-curricular topics such as multicultural education, technology, the world of work, entrepreneurship and life orientation with Physical and Natural Science subjects
    6. Command the medium(s) of instruction with a proficiency which allows for the facilitation of learning in a manner appropriate to the stage of language development of the pupils
    7. Be sensitive to and participate meaningfully in the learners' acquisition and development of language in all areas of the curriculum
    8. Diagnose and deal with the more common special educational needs
    9. Reflect critically on their own practice and a variety of educational situations and make appropriate decisions.
    10. Be encouraged to shift their workplace and place of study outdoors in order to bring theory and practical application closer together
    11. Be able to teach Natural Science subjects according to the demands and needs of Outcomes Based Education (OBE) and Curriculum 2005.
    12. Demonstrate the spirit of team work and working adequately and harmoniously together in a group. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Forms of Assessment
    The actual demonstrations of the outcomes in an authentic context would be seen on School Experience. The outcomes may also be demonstrated in simulated school contexts, in discussions and debate, in essays and presentations and in formal class tests and examinations. Continuous assessment is practised to a large extent. Reflections and self-evaluation are developed and managed.
    Practical projects, class projects, assignments (both practical and theoretical), tests and examinations (where the application of different strategies in the teaching and learning environment is demonstrated) are also utilized.
    Other forms of teaching and assessment include organized, structured visits to outdoor classrooms.
    Evaluation by peer groups in similar institutions of higher learning.

    Quality Assurance
  • Internal
    University of Pretoria
  • External
    Higher Education Quality Committee of the CHE
    Colleges Unit: Gauteng Department of Education (GDE)
    Designated ETQA (yet to be established)
    SAQA

    Integrated assessment:
    Portfolios
    Simulations
    Work-place assessments
    Written examinations
    Oral examinations
    Other:
    Associated assessment
    Derived directly from learning outcomes and the Natural Sciences.
    There are two types of assessment:
  • Summative assessment - which measures what has been learnt at the end of a lecture cycle. Determines final grades.
  • Formative assessment - daily observation and evaluation of the learner's total interaction with the work up to the end. Emphasises learner development by providing feedback.

    These are the criteria against which learner performance, demonstrating the attainment of learning outcomes, can be assessed:
    The student will demonstrate his/her knowledge of his/her specialisation in Natural Sciences in:
  • a range of various assessment techniques
  • completion of various tasks
  • formal and informal tasks that reflect congruence with learning programmes in the Natural Sciences.

    The student will be able to demonstrate and devise the necessary apparatus and methods in Natural Sciences:
  • in group and individual work
  • in multi-model presentation
  • in rural areas

    The student will have a positive attitude towards Natural Sciences.
  • use process skills to investigate e.g. natural phenomena
  • solving problems in the field of Natural Sciences through research techniques
  • aware of environmental problems and conserve the environment.

    The following are assessment strategies that can be used:
  • Form tests. Class tests and examinations
  • Projects
  • Assignments
  • Practical work
  • Group work
  • Records of assessment
  • Field trips, excursions and educational tours.
  • Safety and First Aid.
  • Stock control. 
    		•

    ARTICULATION OPTIONS 
    Related qualifications:
    B Sec Ed (Sc)
    B Sc
    BA
    B Ed (FET: Natural Sciences)
    B Ed (Honours)

    B Sec Ed (Sc) serves as an entry point to the related qualification
    B Sc serves as an entry point to the related qualification
    BA serves as an entry point to the related qualification
    B Ed (FET: Natural Sciences) serves as an entry point to the related qualification
    B Ed (Honours) serves as an entry point to the related qualification

    B Sec Ed (Sc) provides credits for the related qualification
    B Sc provides credits for the related qualification
    BA provides credits for the related qualification
    B Ed (FET: Natural Sciences) provides credits for the related qualification
    B Ed (Honours) provides credits for the related qualification

    Other articulation possibilities, either generic or specific arrangements:
    Courses in the different subjects are so structured that students are able to further their studies at any accredited institute of learning.
    1. Possibilities for entry in midstream.
    Providing such a student comes from an accredited institute of learning and providing he/she was registered for the same qualification, entry in midstream is possible.
    2. Possibilities for exit in midstream.
    Providing such a student intends going to an accredited institute of learning and providing he/she intends registering for the same qualification, exit in midstream is possible.
    3. What does this lead to after completion?
    Students who met all the requirements for the Higher Diploma in Education (FET phase: Physical and Natural Sciences), are suitably qualified to teach the relevant specialisation to learners in the last five grades of the GET-band (grade 5 to 9), as well as to learners in the FET-band (grade 10 to 12), be it in the formal, non-formal or informal education sector of society.
    Students are also able to apply their knowledge in the private sector. In this regard, the different courses endeavour to train students to use sophisticated pieces of apparatus and to devise experiments by utilising all kinds of available materials.
    4. Private sector.
    Training officials. 

    MODERATION OPTIONS 
    Memoranda, Internal Second Examiners, Internal Moderators. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Qualifications required:
    B - degree and a diploma in Education

    Career experience required:
    Five years appropriate experience

    Other criteria:
    An outstanding mediator, interpreter, leader, scholar, specialist in his/her subject 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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. University of Pretoria 


    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.