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: 

Advanced Certificate in Senior Phase Natural Sciences Teaching 
SAQA QUAL ID QUALIFICATION TITLE
96407  Advanced Certificate in Senior Phase Natural Sciences Teaching 
ORIGINATOR
University of the Free State 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Certificate  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  156  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the qualification is to advance educators with the necessary skills to teach Natural Sciences as a subject and as an area of specialisation, and to enable these educators to contribute to the development of disciplinary, pedagogical, practical and situational learning reflexive competencies in teaching and learning in Natural Sciences.
The curriculum is designed to offer learners specialised knowledge and skill for teaching and learning in the classroom. This qualification is aimed at meeting the professional training needs of educators who do not have Natural Science and those who need to specialise in Natural Science, including those who need to advance to a Senior Phase level after completing a three year diploma in education or a National Professional Diploma in Education.

Rationale:
The institution has established itself as a reputable provider of teacher education and training and has trained thousands of teachers via the former National Professional Diploma in Education (NPDE) and the Advanced Certificate in Education (ACE). The NPDE has advanced a large number of practicing teachers' status to REQV/13. This has resulted in a growing number of potential learners who are in need of upgrading to REQV/14. The Advanced Certificate in Senior Phase Natural Sciences Teaching responds actively to the requirement of the Department of Higher Education and Training (DHET) to realise a plan for a teaching and learning pathway in order to advance the career of teachers. This qualification aims to improve and strengthen educators' knowledge and competencies toward a new area of specialisation within education and teaching.
Extensive consultation with education institutions at both national and provincial levels and a national needs analysis has been conducted. It has been discovered that there is a shortage of adequately qualified teachers in need of this qualification. During educational projects undertaken by the institution to addressing gaps in the knowledge base of Natural Sciences, educators pointed to a lack in professional capacity among a large number of educators who are currently employed to teach Natural Sciences within the Free State Province and elsewhere. In this regard, this qualification will advance the qualifications of educators who are currently employed in Senior Phase as Natural Science educators but do not have adequate training, and also to offer specialist education to educators in need to advance their Natural Sciences knowledge base. In addition, the qualification also aims to retrain teachers who wish to change their career paths, thus widening the pool of educators who are able to teach this subject.
This qualification is designed to address the subject specific needs of Natural Science teachers in the Senior Phase. The curriculum includes additional credits which addresses the evident lack in specific content knowledge among many South African educators. It is envisaged that learner intake will not exceed a total of more than 100 educators for the first cohort, especially since delivery will require specialised support. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The structure of this qualification makes RPL possible. The qualification may therefore be achieved in part or completely through the RPL, which includes formal, informal and non-formal learning and work experience.

Each learner will be considered according to the institution's RPL policy and guidelines. The learner will be thoroughly briefed on the mechanism to be used and the appropriate support/guidance will be provided. The process will provide the learner with an opportunity to demonstrate competence in the relevant learning areas/outcomes and will not prevent him/her from taking up the RPL option towards attempting to gain a qualification.

If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits will be assigned to him/her. RPL will be achieved by means of an appropriate integrated assessment method as mentioned above.

This RPL may allow a successful learner:
  • Accelerated access to further learning at this or higher levels on the NQF.
  • Obtaining of this qualification in part or in whole.

    Entry Requirements:
    Admission into this qualification is subject to the General Institutional Rules and Regulations for Undergraduate qualifications of the institution.
  • An approved and recognised professional teaching qualification evaluated as REQV 13.
  • Practising teachers in possession of a recognised professional teaching qualification at minimum NQF Exit Level 5 or equivalent.
  • A Teacher's Diploma, National Professional Diploma in Education or equivalent NQF Level 5 qualification.
  • A 480-credit Bachelor of Education at NQF Level 7 (in a different phase or specialisation).
  • An applicable Advanced Diploma or Postgraduate Certificate in Education (in a different phase or specialisation).
    > Teachers who enrol for the qualification must provide proof that they either teach Senior Phase Natural Sciences or they have access to a Senior Phase Natural Sciences classroom for the duration of the qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises of compulsory modules at NQF Level 6 and elective modules at NQF Level 5, totalling 156 Credits.

    Compulsory Modules (120 credits):
  • Education Studies I: The individual in education context, 8 Credits.
  • Teaching Natural Sciences I (Life and Living), 16 Credits.
  • Teaching Natural Sciences II (Energy and Change I), 8 Credits.
  • Classroom Management: Sciences/Technology, 8 Credits.
  • Professional Practice in the Classroom, 8 Credits.
  • Teaching Natural Sciences III (Energy and Change II), 16 Credits.
  • Teaching Natural Sciences IV (Planet Earth and Beyond), 16 Credits.
  • Teaching Natural Sciences V (Matter and Material I), 16 Credits.
  • Education Studies II: Managing diversity in the learning context, 8 Credits.
  • Teaching and Learning in Education Context, 8 Credits.
  • Teaching Natural Sciences VI (Matter and Material II), 8 Credits.

    Elective Modules (36 credits):
  • Subject content module: Energy and Change, NQF Level 5, 16 Credits.
  • Subject content module: Planet Earth and Beyond, NQF Level 5, 8 Credits.
  • Subject content module: Matter and Material, NQF Level 5, 16 Credits.
  • Introduction to ICT (Take either in Semester 1 OR in Semester 2), NQF Level 5, 6 Credits.
  • ICT in the Sciences/Technology Classroom I, NQF Level 5, 3 Credits.
  • ICT in the Sciences/Technology Classroom II, NQF Level 5, 3 Credits.
  • Subject content module: Life and Living, NQF Level 5. 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Challenge their identities in a diverse world by imagining the possibilities that exist for social responsiveness as agents of change.
    2. Create a Science classroom environment that is conducive to teaching and learning environment.
    3. Critically reflect one-size-fits-all lessons collaboratively with other teachers and move to a creative space where they exercise their own professional judgements.
    4. An understanding of teaching and learning will be used as a basis for critical discussion, analysis and reflection on classroom practice.
    5. Educators will be enabled to conceptualise theory, teaching, learning and assessment of Life and Living in Natural Sciences in the Senior Phase and will integrate their specialised pedagogical content knowledge in their teaching.
    6. Demonstrate deepened knowledge and insight into Life and Living. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Diversity in the learning context is managed.
  • Inclusive Education is critically examined.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • A conducive environment for learning Science is created in the classroom.
  • Innovation for teaching and learning in an environment where there is lack of resources is displayed.
  • Teaching and learning is created and managed through creative planning, organisation of the classroom and ensuring the safety of the learners.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Scripted lessons and standardised assessment subject to critical analysis and reflection on the value and limitations of the scripted lessons are taught.
  • A move for a learner to adapt to lessons taught is anticipated with consideration of learning styles and needs of each learner.
  • New lesson plans are created and adapted to.
  • Own professional judgements are exercised and a rationale for the lessons is explained.
  • Collaborate with other teachers to improvise and improve teaching and learning is explored.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Broad approaches to teaching in different contexts, focusing on methods; interpretation of content; outcomes of teaching and multi-grade teaching are demonstrated.
  • Broad overview of different perspectives on learning with specific emphasis on constructivist and contemporary learning theories, considering different types of learning (e.g. situational, co-operative, problem-based, transformative), and ways in which educators construct powerful learning environments are demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Relevant teaching strategies, (such as large class discussions; co-operative learning; learner-research; problem-solving) are applied.
  • Assessment is undertaken and feedback is provided to learners.
  • Barriers to learning and misconceptions are identified and acted upon.
  • Resources in the subject classroom are used creatively.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Relevant teaching strategies, (such as large class discussions, co-operative learning; learner-research; problem-solving) are applied.
  • Assessment is undertaken and feedback is provided to learners.
  • Barriers to learning and misconceptions are identified and acted upon.
  • Resources in the subject classroom are used creatively.

    Integrated Assessment:
    Integrated assessment is in line with the overall purpose of the qualification and gives an opportunity to each learner to demonstrate their achievement holistically across the Exit Level Outcomes. Each module has a specific assessment strategy that complies with the institution's rules and policies regarding assessment and examination. The educator's competence in the modules will be assessed through assignments, tests and examinations or tasks equivalent to examinations. The type of assessment will however depend on the nature of the module and/or on the lecturers involved in the module. Continuous assessment activities will include tests, assignments, projects, lesson presentations, posters, presentations, critique of lessons, group assignments, portfolios and practical work.

    Formative Assessment:
    Formative assessment is an important component of the qualification and will be used for developmental purposes. Detailed feedback will be given to learners and opportunities will be scheduled for special tutorials to address indicated deficiencies in the students' performance. Formative assessment items vary and include tests (during contact sessions or online); assignments; group assignments; projects; laboratory work; presentations and critique of lessons as mentioned above.

    Summative Assessment:
    Through summative assessment the overall performance of the learners will be recorded, and this will also be followed up with feedback to the learners. Summative assessment is in the form of semester examinations, but in the case of the optional modules, summative assessment will be in the form of assignments. However, some of the core modules will only be formatively assessed. Examinations will be written at outside centres and have to comply with all institutional rules on examinations. 
    		•

    INTERNATIONAL COMPARABILITY 
    University of Texas, Austin:
    The University of Texas, Austin in the United States of America offers a UTeach Natural Science Secondary Teaching Certificate for learners who intend on teaching natural sciences at middle or high school level. The qualification is composed of foundations of project-based, case-based, and problem-based learning environments; principles of project-based curriculum development in mathematics and science education; classroom management and organisation of project-based learning classrooms. The qualification also consists of teaching, analysis, and evaluation as part of the entire learning process.

    Conclusion:
    This qualification compares favourably with Advanced Certificate in Senior Phase Natural Sciences Teaching. The content of the qualification focuses on providing learners with practical classroom skills to teach natural sciences as an area of specialisation. 

    ARTICULATION OPTIONS 
    This qualification articulates with other qualifications such as:

    Horizontally:
  • Advanced Certificate in Education in Natural Sciences, NQF Level 6.
  • Advanced Certificate in Education, NQF Level 6.

    Vertically:
  • Bachelor of Honours in Education, NQF Level 8.
  • Postgraduate Certificate in Education (Senior Phase and Further Education and Training), NQF Level 8.
  • Bachelor of Honours in Education - with specialisation in Natural Science Education, NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    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.
     
    1. University of the Free State 


    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.