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 Mathematics Teaching 
SAQA QUAL ID QUALIFICATION TITLE
97203  Advanced Certificate in Senior Phase Mathematics 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  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 qualification is to strengthen the subject specialisation of practising teachers with a prior qualification in Mathematics Teaching at a lower level, or to retrain teachers for the teaching of Mathematics in the Senior Phase. It also aims to enable these teachers to develop disciplinary, pedagogical, practical and situational learning reflexive competences in teaching and learning in the particular subject/phase in the school.

The qualification will have a strong professional focus and will address the needs of the following groups of learners:
  • Learners who did not include Senior Phase Mathematics in their previous professional training but who want to specialise in this field. (Retraining in a new teaching subject).
  • Learners who did not specialise in Senior Phase Mathematics in their prior professional training, but who gained experience in teaching Senior Phase Mathematics and who want to acquire a professional qualification in Senior Phase Mathematics teaching (Upgrading).
  • Learners who studied this specialisation in a three-year Diploma in Education or a National Professional Diploma in Education (NPDE), and who want to strengthen their field of study (Upgrading).

    Upon qualifying learners will be able to:
  • Demonstrate knowledge of concepts, principles and procedures relevant to Senior Phase Mathematics Teaching.
  • Apply ICT skills to Senior Phase Mathematics Teaching.
  • Act with integrity by maintaining the highest level of professional work ethics.
  • Critically analyse relevant materials, resources and practices.

    Rationale:
    The Advanced Certificate in Senior Phase Mathematics Teaching is designed to address the specific needs of Mathematics teachers in the Senior Phase. In addition to the national prescribed requirements, this curriculum includes additional credits for in-depth knowledge. This speaks to the evident lack in specific content knowledge among many South African teachers. It is expected that education departments will welcome the delivery of this qualification.
    The knowledge base of Senior Phase Mathematics teacher indicates a lack in professional capacity among large numbers of teachers who currently are employed to teach the subject in the Free State Province and elsewhere. Therefore, this qualification will not only upgrade the qualification of those teachers who are currently employed in Senior Phase Mathematics positions without adequate training, but also offers specialist education to those teachers who need to strengthen their Senior Phase Mathematics knowledge base. In addition, the qualification also aims to provide retraining to teachers who wish to change their career path, thus widening the pool of teachers who are able to teach this subject. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The Institutional rules and requirements for RPL apply where the minimum requirements are not met.
    Thus learners that do not meet the minimum criteria may apply for access into the qualification through the RPL process. Learners will have to provide evidence of any additional courses completed or relevant workplace experience. Learners will follow the institutional RPL procedures.

    Learners are required to have the following in order to be considered for admission:
  • A professional Bachelor of Education (B. Ed) or an Advanced Diploma in Education (or a former PGCE or a Higher Diploma Postgraduate) for admission into the Advanced Certificate in Teaching.
    Or
  • A three-year Diploma in Education.
    Or
  • A Teachers Diploma.
    Or
  • A National Professional Diploma in Education (Level 5).
    Or
  • Learners must also have a Senior Phase level Mathematics in a prior professional education qualification or, at least two years practical experience as a Senior Phase Mathematics teacher. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of modules at NQF Levels 5 and 6 totalling 156 Credits.

    Elective Modules at NQF Level 5:
    (Choose 3 subject content modules from the following electives):
  • Numbers, Operations and Relations, 8 Credits.
  • Algebra, 8 Credits.
  • Patterns and Functions, 8 Credits.
  • Measurement, 8 Credits.
  • Space and Shape, 8 Credits.
  • Data Handling, 8 Credits.

    Compulsory Modules at NQF Level 5:
  • Introduction to ICT, 6 Credits.
  • ICT in the Mathematics Classroom I, 3 Credits.
  • ICT in the Mathematics Classroom II, 3 Credits.

    Compulsory Modules at NQF Level 6, 120 Credits.
  • Education Studies I in The individual in education context, 8 Credits.
  • Teaching Senior Phase Maths I (Numbers, Operations and Relations), 16 Credits.
  • Teaching Senior Phase Maths II (Algebra), 8 Credits.
  • Classroom Management in Mathematics, 8 Credits.
  • Professional Practice in the Classroom, 8 Credits.
  • Teaching Senior Phase Maths III (Patterns and Functions), 16 Credits.
  • Teaching Senior Phase Maths IV (Measurement), 8 Credits.
  • Teaching Senior Phase Maths V (Space and Shape), 16 Credits.
  • Education Studies II in Managing diversity in the learning context, 8 Credits.
  • Teaching and Learning in Education Context, 8 Credits.
  • Teaching Senior Phase Maths VI (Data Handling), 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge of concepts, principles and procedures relevant to Senior Phase Mathematics Teaching.
    2. Apply ICT skills to Senior Phase Mathematics Teaching.
    3. Act with integrity by maintaining the Highest Level of professional work ethics.
    4. Critically analyse relevant materials, resources and practices. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Mathematical and Science concepts in a manner that facilitates knowledge acquisition and transfer are taught.
  • The origin and content of the different schools of thought in the field of senior phase teaching is discussed.
  • Terms, concepts, facts, principles, rules and theories related to senior phase teaching to enable effective teaching and learning strategies and methods in the foundation phase classroom are discussed and applied.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Modern technological innovation are integrated in to Mathematics teaching.
  • Computer technology in the classroom as a tool to support an interactive mediated learning style is used.
  • Effective learning in mathematics by making the resources of the Internet available to learners is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Moral and ethical issues appropriate to classroom teaching are identified and applied.
  • Reasonable course of action within the prescripts of the teaching profession are suggested and recommended.
  • The principles of good classroom organisation explained and applied.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The South African education context is critically examined and the professional contexts and practices in terms of social justice education are evaluated.
  • Teaching models, including underpinning theory, current thinking, policies and legislation are understood and applied.

    Applied competence will be demonstrated through a variety of formative assessment methods. Summative assessment will be examinations. Various assessment activities that are constructively aligned to the qualification and module outcomes and teaching and learning activities will seek to integrate theory and practice. Assessment will be in line with the University's Assessment Policy.

    WIL is integrated in the teaching modules and includes opportunities for learning from practice and learning in practice. It is expected that the students will be able to carry out activities in their classrooms and reflect critically on their own practice. Practical assessment activities, assignments and a reflective journal forms part of all the modules with the aim to develop the learners' sense of agency as teachers. 
    		•

    INTERNATIONAL COMPARABILITY 
    A study has been conducted to establish the comparability of this qualification to other cognate international qualifications. One qualification from Australia and the other one from the United Kingdom were selected for this exercise.

    In Australia, Charles Strut University offers a Graduate Certificate in Mathematics. The qualification allows learners from a non-mathematical background to upgrade their quantitative and problem solving skills within the context of mathematics teaching. Core modules for this qualification are: Computer Aided Mathematics 1; Mathematical Modelling; Curriculum Methods 1: Mathematics; Complex Analysis and Linear Algebra.

    Pennsylvania State University in the United States offers a Certificate Program in Secondary Education: Mathematics. The qualification is designed for the learners who hold a baccalaureate degree and want to become certified to teach mathematics in secondary schools. Core modules for this qualification are: Introduction to Programming Techniques; Social and Cultural Factors in Education; Behaviour Management Strategies for Inclusive Classrooms; Introduction to the History of Mathematics and Learning Theory and Instruction Procedures.

    Conclusion:
    This qualification compares well with the two qualifications cited above. The purpose of these qualifications is to create a specialist mathematics teacher who understands modern technology and its application in mathematics teaching. 

    ARTICULATION OPTIONS 
    This qualification is designed to articulate horizontally and vertically within and across the sub-frameworks of the NQF. There is no direct progression route into an Advanced Diploma in Education from the Advanced Certificate in Teaching. However, learners who do hold a prior B Ed, an Advanced Diploma in Teaching, a former Postgraduate Certificate in Education or a former Postgraduate Higher Diploma in Education, may progress to a cognate Advanced Diploma in the area of specialisation studied in the Advanced Certificate.

    Learners entering with a three-year Diploma in Education, a Teachers Diploma or a completed National Professional Diploma in Education (Level 5) could, on completion of an Advanced Certificate in Teaching, gain access to an Advanced Diploma in Education (as an interim measure for a period to be determined by the Minister of Higher Education and Training. 

    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.