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 Intermediate Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
97199  Advanced Certificate in Intermediate Phase Teaching 
ORIGINATOR
North West 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
Advanced Certificate  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  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 Advanced Certificate in Intermediate Phase Teaching is to empower teachers with more specialised knowledge and more advanced skills and competencies, and problem-solving in particular, which will enable them to recognise, identify, evaluate and manage teaching and learning problems typical of intermediate phase teachers and learners. They would also acquire an improved understanding of and be able to apply values that will enhance the development of not only the intermediate phase learners, but also the teaching profession.

The Advanced Certificate in Intermediate Phase Teaching is directed at teachers teaching grades four to seven. The curriculum includes three specialist subjects of which the first specialisation is the Teaching of English First Additional Language, the second is Fundamental Mathematical Concepts and the third is aimed at addressing Barriers to Learning.

Rationale:
The Department of Higher Education and Training expects teachers to enhance their careers and their teaching practices continuously in order to provide quality education to learners. According to the Department of Basic Education, a large number of teachers have insufficient subject knowledge, whilst there are others who prefer to teach a different subject or in a different school phase. Thus, teachers with existing qualifications need to use the continuing professional development programmes to deepen their subject knowledge, improve their current qualification, or to be retrained to teach a new subject or in a new phase so as to give new impetus to their teaching careers.

The Advanced Certificate in Intermediate Phase Teaching (ACT) qualification will enable teachers who want to specialise in a new teaching subject, of which has not been studied in a prior professional teaching qualification, or Foundation Phase (FP) and Intermediate Phase(IP) teachers, who have a prior professional teaching qualification but did not specialise in this phase, or teachers who want to strengthen their field of subject and/or phase specialisation, or those who have studied an initial three-year Diploma in education, offered by former college of education, or have a National Professional Diploma in Education at NQF Level 5 , to upgrade their qualifications.

This qualification will also offer teachers the opportunity to develop their academic careers, while enhancing their personal and social well-being. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The University accepts the principle underlying outcomes based, source based and lifelong learning, in which consideration of articulation and mobility plays a meaningful role. The University endorses the view that recognition of prior learning, gained either through formal programmes at this or other institutions, or informally (through experience), is an essential element when deciding on admission to and granting of credits for a particular chosen teaching learning programme of the University.
Recognition of prior learning deals with the proven knowledge and learning an applicant has gained, either by undergoing formal training programmes or through experience. At all times the question will deal with the level of skill the student has acquired, reviewed in the context of the exit level skill required for the envisaged teaching learning programme, or composing modules, or status for which the applicant applies, and not only the experience an applicant has recorded. Recognition of prior learning will thus be granted based on the applied competencies the applicant has demonstrated, considering the exit level outcomes to be reached with the chosen teaching learning programme, in this case, the Advanced Certificate in Intermediate Phase Teaching.

Entry Requirements:
A recognised professional teaching qualification is required for entry into the Advanced Certificate in Intermediate Phase Teaching. Teachers may present a professional Bachelor of Education Degree or an Advanced Diploma in Education or a former Postgraduate Certificate in Education (PGCE) or former Higher Diploma in Education (HDE) for admission into the Advanced Certificate in Intermediate Phase Teaching.

Teachers in possession of a three year Diploma in Education, a Teachers Diploma or a completed National Professional Diploma in Education (level 5), may also be admitted to the Advanced Certificate in Intermediate Phase Teaching. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
The Advanced Certificate in Intermediate Phase Teaching consists of compulsory modules at NQF Levels 5 and 6 and two electives at NQF Level 6, adding up to 132 Credits.
Optional Module at NQF Level 5:
Information and Communication Technology in the classroom AICT, 12 credits at NQF Level 5.

AICT module on Level 5, 12 Credits added to the minimum of 120 Credits for the ACT Qualification.
Compulsory Modules at NQF Level 6, 56 Credits:
  • Foundations of Education in the Intermediate Phase, 16 Credits.
  • Work-integrated Learning in the Intermediate Phase, 8 Credits.
  • Elementary Mathematics for Teachers, 8 Credits.
  • English First Additional Language I, 12 Credits.
  • English First Additional Language II, 12 Credits.

    Electives at NQF Level 6 (Select two, 64 Credits):
  • Life Skills, 32 Credits.
  • Mathematics, 32 Credits.
  • Afrikaans First (Home) Language, 32 Credits.
  • Science and Technology, 32 Credits.
  • SeTswana First (Home) Language 32 Credits.
  • Social Science, 32 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of knowledge of the key terms, concepts, facts, principles, rules, and theories related to intermediate phase teaching and be able to apply this knowledge to practice.
    2. Manage, organise and teach an intermediate phase class of learners effectively.
    3. Communicate accurately, coherently and effectively by means of oral, written, and technological skills when engaging with relevant stakeholders within the school context, as well as when preparing assignments, giving evidence of insight and respect for intellectual property conventions and rules.
    4. Demonstrate an insight into the challenges that face early childhood education in South Africa due to social challenges such as poverty, deep rural environments, HIV/AIDS, and the language and cultural diversity.
    5. The ability to monitor his/her own learning progress and apply relevant learning strategies to realise all the outcomes of this qualification. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Criteria for Exit Level Outcome 1:
  • The different types of knowledge needed for intermediate phase teaching are explained and discussed.
  • Specific knowledge for practical and situational teaching is applied.
  • The origin and content of the different schools of thought in the field of intermediate phase teaching is discussed.
  • The different schools of thought in the field of intermediate phase teaching are compared and evaluated.

    Assessment criteria for Exit Level Outcome 2:
  • The principles of good classroom management are explained.
  • The principles of good classroom organisation are explained.
  • Effective classroom management, organisation, teaching and learning in an authentic classroom situation is applied.

    Assessment criteria for Exit Level Outcome 3:
  • The important principles of effective communication in a school context and in written assignments are identified and applied.
  • Assignments that adhere to all academic conventions are prepared and submitted.

    Assessment criteria for Exit Level Outcome 4:
  • The range of challenges faced by early childhood education within the different South African contexts is identified.
  • The challenges teachers face when teaching in an environment with a high incidence of HIV/AIDS and poverty are discussed.
  • Possible solutions for the identified challenges are evaluated and discussed.

    Assessment criteria for Exit Level Outcome 5:
  • The effectiveness of their own learning strategies is evaluated.
  • Different strategies are developed should they need to improve their learning in order to realise the outcomes.

    Integrated Assessment:
    In agreement with the National Education Policy for Outcomes-based Education and the level descriptors of the National Qualifications Framework, the assessment approach of the institution is one of appropriate, continuous formative and summative assessment activities within an outcomes-based higher education environment.

    The assessment and moderation procedures are applicable to all of the Faculty's teaching and learning qualifications and where necessary, specific procedures are set out according to the different modes of delivery. The procedures should be read in conjunction with the Teaching and Learning Policy, Teaching and Learning Guidelines and Procedures, as well as the Assessment and Moderation Policy. The procedures are based on the most important principles contained in the above-mentioned policies.

    Qualification and module outcomes are formulated clearly according to the SAQA's level descriptors and are communicated correctly to students via their module study guides. These outcomes guide all assessment practices in the modules of this qualification. All assessment instruments adhere to the requirements of NQF level 6, and level 5 for the ICT module, and are appropriate, valid and reliable in measuring the stated qualification and module outcomes.

    Formative assessment will consist of at least an individual written assignment per module, focussing on analysis and evaluation and the solving of problems in the foundation phase classroom. Summative assessments will consist of one 3-hour written examination per module, written at the examination centre where the student has registered to complete that examination.

    In instances in which summative assessment is based on a practical assignment(s), report or portfolio, a final examination is not required and the allocated and moderated mark is the student's final (total) mark for the module.

    At least one opportunity for integrated assessment, assessing the main objective and key purpose of the qualification, will be included in the assessment activities of each module in the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    The International Baccalaureate (IB) is located in three IB regions, each administered by a regional office in Africa/Europe/Middle East, Asia-Pacific and America. The IB certificate in teaching and learning offers students the opportunity to examine the principles and practices associated with one of the three IB qualifications (Primary Years, Middle Years and Diploma Qualifications). The courses that lead to this certificate shape pre-service, new and experienced educators into reflective practitioners and teacher researchers.
    Certificate in teaching and learning for Primary School is the Certificate in teaching and learning.
    areas of inquiry are:
  • Curriculum processes.
  • Teaching and Learning.
  • Assessment and Learning.
  • Professional Learning.
  • Contemporary issues in IB education.
  • Linking theory to practice in the IB context.
  • Building capacity for practitioner inquiry.
  • Researching practice.

    IB advanced certificate in teaching and learning research is the second type of qualification offered which shapes experienced IB teachers, educators committed to research in a specific area of IB education or educators who already possess an IB certificate in teaching and learning.
    areas of inquiry:
    Domains of knowledge
  • Identification, clarification and articulation of contemporary issues in the IB context.
  • Critical analysis of contemporary IB issues.
  • Contextualising and interpretation of IB issues.
  • Application of planning and scoping.
  • Processes in IB contexts.
  • Collection, analysis, interpreting.
  • Reporting of evidence.
  • Evaluation of research activity.
  • Reflection on and dissemination.
  • Findings and implications for practice.

    The Mauritius Institute of Education (MIE), in Mauritius offers a structured and flexible pathway for continuous professional development from induction onwards through a system of accreditation. The credit-laddering system enables professionals in education to engage in Lifelong Learning while at the same time benefit from incremental credits or enter a higher grade in the profession.
    They offer both in-service and pre-service qualifications at Certificate, Diploma, Degree and Post-Graduate levels. Postgraduate qualifications consist of the Post Graduate Certificate, Diploma, Masters' and Doctoral qualification.

    MIE offers in-service training qualifications specifically designed for primary schools personnel which include Diploma qualifications for in-service primary school Head Masters, Deputy Head Masters, and Inspectors.

    Learning Outcomes
    By the end of the qualification participants should be able to:
  • Identify and reflect on the fundamentals and the international trends of school management and leadership.
  • Communicate and network with all stakeholders for the efficient and effective running of the school.
  • Engage in strategic planning, produce and manage school development plans.
  • Apply skills and strategies towards team building and address conflicts through negotiations.
  • Demonstrate knowledge and understanding of the teaching and learning processes with a view to supporting educators and learners.
  • Monitor the implementation of the curriculum effectively at school level.
  • Develop, use and apply principles and strategies which would promote good school governance and effective financial management.
  • Demonstrate knowledge and understanding of basic relevant legal provisions and procedures pertaining to school sector at primary level.
  • Enhance their self-development and contribute to knowledge in the field of education through research, lifelong learning and scholastic activities.
  • Use MIE Moodle e-learning platform.

    Delivery of qualification
    The qualification will be delivered through Open and Distance mode with a blend of print materials, face to face and online interactions. The print materials will be user friendly and designed to enable mastery of the subject matter. They will be logically structured and will contain a number of activities to be performed by the participants together with feedback about their performance. Through MIE Moodle e-platform, participants will have the opportunity to have access to their learning content as well as actively involved in discussions via the discussion forums and chats by only a click on the mouse. A system of counselling will be built in the delivery process to further support those needing help.

    Conclusion:
    Drawing a comparison between the qualifications offered at the IB and at the NWU one denotes the similarities in terms of both qualifications have been contextually developed. Both qualifications focus on the teaching and learning aspects which are pertinent in the primary school-phase.
    However, the qualification offered at MIE differs in terms of focussing on developing qualified teachers into leadership roles. Thus the content of the qualification offered at MIE differs considerably. 
    		•

    ARTICULATION OPTIONS 
    Similar to the current NPDE qualification, which the Department has already ear-marked for final closure at the end of 2014, this new specialised Advanced Certificate in Intermediate Phase Teaching on NQF Level 6, will provide the successful student with an opportunity to articulate into a cognate diploma at the same level, or a bachelor's qualification at NQF Level 7. As a new qualification, the ACT replaces the current ACE and will provide teachers with the opportunity for continuing professional development.

    Teachers will thus be able to articulate vertically from an ACT to an Advanced Diploma in Education (ADE) on NQF Level 7 or a professional Bachelors' Degree in education at NQF Level 7 and thereafter to a Post Graduate Diploma in Education at NQF Level 8.

    A student can also be able to articulate horizontally to an Advanced Certificate: Education Leadership, Management and Development at NQF Level 6 or to a Diploma in Grade R Teaching at NQF Level 06. 

    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. North West University 


    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.