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 Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
97436  Advanced Certificate in Foundation Phase 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  Early Childhood Development 
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 enable teachers to develop their disciplinary and pedagogical skills in teaching of the Foundation Phase.

This will be pursued in the curriculum through specialised learning, and the application of specialised knowledge and skills to teaching and learning in the Foundation Phase classroom. Furthermore the qualification is designed to deepen the learner's subject matter knowledge, general principles and methodology in Foundation Phase teaching.

Upon completion of the qualification learners will be able to:
  • Construct a suitable situation or environment for learning in order to facilitate learning within diverse education contexts.
  • Work with colleagues and the community to contribute to change in the broader educational context and society.
  • Apply principles, concepts, theories and practices of effective teaching and learning of inclusivity and address barriers to learning in the classroom.
  • Identify teaching strategies, assessment approaches and the application of ICT skills to Foundation Phase Teaching.
  • Transform and monitor own subject competence into learning experiences and reflect on professional practice based on an integrated knowledge base and act with integrity by maintaining the highest level of professional work ethics.

    Rationale:
    The institution has established itself as a reputable provider of teacher qualifications in 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). During the past 12 years, the institution has advanced the national strategic priorities by providing specialist training to address the need for enabling teachers to upgrade their qualifications. The Advanced Certificate in Foundation Phase Teaching [AdvCert (Foundation Phase Teaching)] consequently addresses the requirement of the Department of Higher Education and Training (DHET) for establishing a teaching and learning pathway for teachers in order to progress in their careers.

    Extensive consultation with education departments on a national level was conducted to identify the shortage of adequately qualified teachers for the Foundation Phase (FP) classroom as well as to improve the professional capacity of a large number of teachers who are currently employed to teach Foundation Phase in the Free State Province and elsewhere. Thus, the qualification will not only enable teachers to upgrade their qualifications but also offer specialist training and knowledge to those teachers who need to strengthen their teaching skills in the Foundation Phase. 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 phase. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The assessment of prior learning are governed by the regulations of the institution and supported by the Recognition of Prior Learning (RPL) Centre, in collaboration with heads of departments and programme directors. RPL assessment is concerned with the recognition of prior learning acquired in other contexts (by means of work experience or other formal training) within the sustainable agriculture and rural development environment. The qualification can therefore be achieved in part or in whole by means of the RPL process.

    Entry Requirements:
  • A recognised professional teaching qualification.
    Or
  • Professional Bachelor of Education or an Advanced Diploma in Education (or a former PGCE or Higher Diploma Postgraduate.
    Or
  • Three year Diploma in Education.
    Or
  • Teachers Diploma or a completed National Professional Diploma in Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Modules at NQF Level 6, 120 Credits:
  • Education Studies I: The individual in Education Context, 8 Credits.
  • Teaching and Learning in the FP S1, 8 Credits.
  • Teaching Mathematics in the FP I S1, 16 Credits.
  • Professional Practice in the Classroom S1, 8 Credits.
  • Teaching Mathematics in the FP II S1, 8 Credits.
  • Early Childhood Development and Learning S1, 16 Credits.
  • The Curriculum in FP Teaching S2, 8 Credits.
  • Teaching English FAL in the FP S2, 8 Credits.
  • Language Teaching in the FP (IsiZulu/English/Afrikaans/Sesotho) S2, 16 Credits.
  • Education Studies II: Managing diversity in the learning context S2, 8 Credits.
  • Teaching Life Skills in the FP S2, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Construct a suitable situation/environment for learning and facilitate learning within diverse education contexts.
    2. Working with colleagues and the community to contribute to change in the broader education context and society.
    3. Apply principles, concepts, theories and practices of effective teaching and learning of inclusivity and addressing barriers to learning in the classroom.
    4. Identify teaching strategies, assessment approaches and the application of ICT skills to Foundation Phase Teaching.
    5. Transform and monitor own subject competence into learning experiences, reflect on professional practice and act with integrity by maintaining the highest level of work ethics. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Learning programmes and materials are interpreted and designed for Foundation Phase teaching.
  • New lesson plans based on needs of own learners are created and delivered.
  • Adaptions to lessons are made considering learning styles and needs of own learners.
  • Knowledge of learners and how they learn is effectively communicated and learning in the Foundation Phase teaching is mediated.


    Associated Assessment Criteria for Exit Level Outcome 2:
  • Their citizenship and pastoral role within the community is reflected upon and integrated in the Foundation Phase learning and teaching.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Barriers to learning in Foundation Phase teaching and learning are identified and managed.
  • An inclusive approach to identification and screening of learning problems is applied.
  • Plans that could bring about equality in the classroom are proposed and implemented.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • ICT knowledge and skills are designed, planned and applied in the FP teaching.
  • Competence in the use of hardware and software in ICT is demonstrated.
  • Scripted lessons are taught and standardised assessment methods in classroom are applied.
  • Foundation Phase classrooms are managed effectively and learners are assessed effectively.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Positive work ethic in the classroom is displayed.
  • Classroom professionalism through attitudes, skills and knowledge of the FP is demonstrated.
  • Sound subject knowledge and how to teach it is demonstrated.

    Integrated Assessment:
    Applied competence will be demonstrated through a variety of formative assessment methods. Summative assessment will be in the form of examinations. Theory and practice will be integrated in the various assessment activities that are constructively aligned to the qualification and module outcomes. Assessment will be in line with the University's Assessment Policy assessment.

    The assessment for school experience will comprise of an assessment of teaching practice and the portfolio. In teaching practice, learners are expected to satisfy the teaching practice criteria. Supervisors will be appointed by the School of Education, and together with the external examiner, the school in which they teach will be visited to assess the teaching practice. The assessment will comprise the supervisors' reports, confidential reports by schools, a student report and the examiner's reports. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Advanced Certificate in Foundation Phase Teaching compares favourably with other similar international qualifications. The University of Canterbury Christchurch in New Zealand offers the Graduate Diploma in Early Childhood Teaching (GradDipECTch). The GradDipECTch is a one-year, fulltime (or two or three year part-time equivalent ) teaching qualification for learners who hold a Bachelor's Degree and wish to become qualified Early Childhood teachers. The Professional Practice is an important component of the qualification, it is the time spent working in a classroom. It provides a supportive context in which learners can trial and refine their planning, teaching and management skills. Professional Practice initiates learners into the complexities of the teacher's role within the classroom, the school and the wider community.

    The entry requirement of the qualification is similar to the current wherein learners are supposed to have first acquired a Bachelor's Degree.
    The Diploma in Early Childhood Education and Care from the Open Training and Education Network (OTEN) in the United Kingdom is an online qualification that provides learners with an opportunity needed to work in all areas of children's services including pre-schools, occasional day care centres and family day care centres. With theory and practical work placements, learners will gain the skills and knowledge they need to work in the early learning sector.

    The qualification is structured to enable learners to gain the necessary skills and knowledge required to support and encourage children's connection with their environment, to design, implement and evaluate the curriculum to foster children's learning and development and to give support to children's that includes understanding and acceptance of all cultures. In addition, there are modules that ensure teachers describes the skills and knowledge required in working with children to ensure they can develop and maintain effective relationships and promote positive behaviour.

    Conclusion:
    Although the international qualifications may differ in terms of the titles but the above cited international qualifications compare favourably with this qualification. Similarities identified are in terms of the development of competencies needed for a learner to be a teacher in the Foundation Phase. 

    ARTICULATION OPTIONS 
    Successful completion of the Advanced Certificate in Foundation Phase Teaching may enable learners to articulate:
    Horizontal Articulation:
  • Advanced Certificate in Education Leadership, Management and Development at NQF Level 6.
  • Advanced Certificate in Education, Computers, Telecommunications: Mathematics, Science and Technology at NQF Level 6.
  • Advanced Certificate in Education, Language Education at NQF Level 6.

    Vertical Articulation:
  • Advanced Diploma in Intermediate Phase Teaching at NQF Level 07. 
    		•

    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.