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: 

Postgraduate Certificate in Intermediate Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
97518  Postgraduate Certificate in Intermediate Phase Teaching 
ORIGINATOR
University of Cape Town 
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 Diploma  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  138  Not Applicable  NQF Level 07  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:
This qualification provides preparation for learners who wish to develop focused knowledge and skills as teachers in the Intermediate Phase. Upon completion of the qualification learners will be able to perform the following:
  • Demonstrate understanding of the importance of sound subject knowledge for teaching, and ways of accessing it.
  • Demonstrate knowledge of how learners learn, and how to tailor teaching accordingly.
  • Explain how to teach, select, pace and sequence content in accordance with both the subject and learner needs.
  • Demonstrate knowledge about the school curriculum, to unpack it` specialised content, to use available resources appropriately in order to plan and design suitable learning programmes.
  • Assess learners in reliable and varied ways and to use the assessment results to improve teaching and learning.
  • Apply understanding of issues of diversity, inequality and social justice in the education system.
  • Develop strategies to manage differently resourced classrooms and schools in order to ensure conducive learning environments.
  • Apply understanding of the legislative framework in which teachers work as professionals.

    Rationale:
    This is an initial professional teaching qualification for learners who wish to develop focused knowledge and skills as classroom teachers for Grades 4-7. Previously offered as the Postgraduate Certificate in Education (GCE) (Intermediate and Senior Phase) - a popular qualification attracting learners from a wide range of backgrounds and well over subscribed in recent years. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL will be possible whereby specific existing knowledge and skills will be assessed in one or more of the courses, against the outcomes of the course and in line with the assessment procedures of the qualification.

    Entry Requirements:
  • Bachelors' Degree. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of modules at NQF Levels 5 and 7, and elective modules at NQF Level 7 totalling 136 Credits.

    Module at NQF Level 5, 8 Credits:
  • Xhosa Communication for Educators, 8 Credits.

    Modules at NQF Level 7, 110 Credits:
  • Education, 40 Credits.
  • School Experience IP, 32 Credits.
  • English 1st Additional Language IP, 8 Credits.
  • Expressive Arts and Skills for Life IP, 8 Credits.
  • General Method IP, 4 Credits.
  • Numeracy IP, 10 Credits.
  • English IP, 8 Credits.
  • Lot - English.

    Elective Modules at NQF Level 7, 20 Credits:
    Learners must choose two:
  • Mathematics IP, 10 Credits.
  • Natural Science IP, 10 Credits.
  • Social Sciences IP, 10 Credits.
  • Afrikaans IP, 8 Credits.
  • Xhosa IP, 8 Credits.
  • Lot - Afrikaans.
  • Lot - Xhosa. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate understanding of the importance of sound subject knowledge for teaching, and ways of accessing it.
    2. Demonstrate knowledge of how learners learn, and how to tailor teaching accordingly.
    3. Explain how to teach, select, pace and sequence content in accordance with both the subject and learner needs.
    4. Demonstrate knowledge about the school curriculum, to unpack it` specialised content, to use available resources appropriately in order to plan and design suitable learning programmes.
    5. Assess learners in reliable and varied ways and to use the assessment results to improve teaching and learning.
    6. Develop strategies to manage differently resourced classrooms and schools in order to ensure conducive learning environments. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Knowledge of Interpreting relevant curricula design, interesting and imaginative learning tasks and lesson planning for teaching is demonstrated.
  • Teaching methods used in Intermediate Phase classrooms and teaching/ learning texts such as textbooks or curriculum documents are examined.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Learners are equipped to enact curricula at classroom level and to cover practical applications for teaching the subject effectively and innovatively.
  • An understanding on issue of diversity, inequality and social justice in the education system is demonstrated.
  • Learners are introduced to mathematical resources for developing their own understanding of Intermediate Phase Mathematics.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Methods/techniques on how to introduce life skills for primary school learners are applied.
  • Lesson planning and the discussion of lessons are demonstrated.
  • The use of the skills of drama and role play skills in teaching and learning is demonstrated.
  • Whole class teaching, co-operative learning and pair work is identified.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Interesting and imaginative learning tasks and lesson planning are identified.
  • Questioning, investigation and discovery as pedagogical tools in education are utilised.
  • Critical and creative use of resources in highly resourced and under resourced school contexts are identified.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Learner proficiency in their language of teaching and learning in schools is assessed.
  • Assessment and student feedback are demonstrated.
  • An introduction to the principles and methods of assessment is demonstrated.
  • Assessment based on the supervisors' reports, confidential reports by schools, student report and the examiner's reports are conducted.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Teaching strategies such as large class discussion, co-operative learning, pair work, role-play, learner-research, problem-solving are demonstrated.
  • Critical and creative use of resources in highly resourced and under resourced school contexts are illustrated.

    Integrated Assessment:
    All modules have different assessment practices. Submission of all assignments is compulsory.
    The assessment for School experience comprises of an assessment of teaching practice and the portfolio. In teaching practice, students are expected to satisfy the teaching practice supervisors appointed by the School of Education, the school in which they teach and the external examiner, who will visit schools during teaching practice. The assessment is based on the supervisors' reports, confidential reports by schools, a student report and the examiner's reports. The mark for the course as a whole will be awarded jointly for teaching practice and the portfolio. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparison for the Postgraduate Certificate in Intermediate Phase Teaching NQF Level 7 was conducted against international qualifications from institutions known to have world-renowned reputations for the provision of teacher education such as the University of Oxford and of the University of Nottingham both in the United Kingdom.

    Postgraduate Certificate in Education - Oxford University - United Kingdom:
    In the most recent OFSTED inspection the Oxford PGCE was awarded the highest grades in all categories. The Oxford Internship Scheme, as our PGCE programme is known, involves a close partnership between the university department and local comprehensive schools. This enables all aspects of the course to be planned, carried out and evaluated jointly by university and school staff. This partnership results in a course which integrates work in the university and in school throughout the year. The university positively encourage applications from all sections of the community since we believe it is vital that the teaching profession fully reflects our diverse and pluralistic society.

    Qualification Structure:
    At Oxford learners are highly prepared to teach in secondary schools (covering the 11-19 age range). The qualification is offered is offered based on the following module areas:
  • English.
  • Geography.
  • History.
  • Mathematics.
  • Modern Languages: French, German and Spanish.
  • Religious Education.
  • Science: Biology, Chemistry and Physics.

    As part of the assessment criteria for this qualification, learners are expected to undergo a teacher inspection process performed by an Education Provider which will be compiled as the Teacher Education Inspection Report. This report will have dates of when it was conducted, the name of the inspector, and its unique reference number.

    Postgraduate Certificate in Education PGCE - Nottingham University - United Kingdom:
    The purpose of this qualification is to further develop learners teaching skills, knowledge and reinforce their teaching career with a solid postgraduate qualification that is highly sought after by the best schools in Dubai, schools in Abu Dhabi and schools worldwide. Furthermore, the PGCE Postgraduate Certificate in Education is specifically designed for school teachers who are currently working as teachers in part time or full time teaching job and would like to take a postgraduate course in education without having to leave their job.

    Facts about the PGCE Education:
  • The Postgraduate Certificate in Education, International (PGCE) is a part-time, distance learning programme of professional enrichment for educators and school teachers working in countries other than the United Kingdom.
  • It comprises a face-to-face introductory event followed by distance learning and tutor support.
  • The PGCE is focused on the improvement of individual teaching practice through critical reflection and action research.
  • This course enables students to compare teaching approaches in different countries.
  • Almost 200 students have completed the programme, with the same number currently on course.

    Outcomes of the Qualification:
    The general aim of the PGCE Postgraduate Certificate of Education is to improve practice by building new ideas and strategies which are tested out in your own classrooms. More specifically, the programme aims to improve teaching by:
  • Helping learners to understand your own education system from an international perspective.
  • Enabling learners to become conversant with the basic assumptions, concepts, and principles of a range of learning theories and to evaluate their usefulness in specific educational situations.
  • Promoting a deeper understanding of a range of teaching strategies.
  • Developing expertise in practitioner research.
  • Making appropriate use of professional and research literature.

    Qualification Structure:
    The PGCE consists of 4 key modules and is a part-time course delivered through distance learning over 12 months. These modules include the following:
  • Contexts: - wherein focus will be about national and international contexts for education and considers ideas from the philosophy of education about the purposes of education in different national settings.
  • Understanding learning: - wherein focus will be upon broad areas within the field of learning theory: motivation, intelligence, behaviourism and constructivism.
  • Approaches to teaching: - learners will concentrate on teaching strategies' which will include materials on questioning, group work, and other forms of collaborative learning and 'Aspects of pedagogy' will include materials on pupil management, planning, assessment and differentiation.
  • Investigating student learning: - wherein learners will be asked to plan and undertake a small scale investigation in their own school assisting them to develop understanding in the classroom context.

    Qualification Entry Requirements:
    Learners who are interested in the PGCE Postgraduate Certificate in Education will have to satisfy the following for admission:
  • Day-to-day access to a computer and the internet and regular access to a school classroom context.
  • Be a graduate of an accredited university or other institution of higher education, generally with at least a second class honours Degree.
  • Possess an approved professional qualification deemed equivalent to an honours bachelor Degree.

    Conclusion:
    The results of the comparability studies conducted reveal that this qualification is on an even level and compares with some of the best in teaching qualifications in the world more especially with the one`s in the United Kingdom. In terms of the purpose, structure and outcome this qualification compares very well with the qualifications cited above since all seek to develop additional skill and knowledge of the learner to perform effectively in a classroom environment. In addition, modular similarities were found such as English, Mathematics and Additional languages. 
    		•

    ARTICULATION OPTIONS 
    The qualification provides learners with possibilities to articulate vertically and horizontally.
    Horizontal Articulation:
  • Advanced Diploma in Senior Phase and Further Education and Training (FET) Teaching, at NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Teaching and Learning in Higher Education, at NQF Level 8.
  • Bachelor of Education (Honours), at 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 Cape Town 


    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.