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 Diploma in Education in Intermediate Phase Mathematics Teaching 
SAQA QUAL ID QUALIFICATION TITLE
97683  Advanced Diploma in Education in Intermediate Phase Mathematics Teaching 
ORIGINATOR
Stellenbosch 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 Diploma  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 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:
The core purpose of the Advanced Diploma in Education in IP Mathematics Teaching is as a Continuous Professional Development (CPD) qualification to further strengthen and enhance an existing specialisation in IP Mathematics Teaching and to develop a new role or practice to support IP Mathematics Teaching and learning in education. The qualification will offer a two year, part time programme of intellectual enrichment and intensive, focused and applied specialisation, which meets the requirements of IP Mathematics Teaching. The qualification will provide the Advanced Diploma graduate with a deep and systematic understanding of current thinking, practice, theory and methodology in IP Mathematics Teaching in a complex and rapidly changing South African educational environment.

The Advanced Diploma will further strengthen and enhance the existing specialisation in Intermediate Phase Mathematics Teaching and to develop a new role or practice to support Intermediate Phase Mathematics teaching and learning as part of continued professional development.

The architecture and purpose as set out in the qualification does not only take the core purpose of Minimum Requirements for Teacher Education Qualifications (MRTEQ) Policy as a point of departure, but also on the premise that we want to afford educators the opportunity to strengthen their Pedagogical Content Knowledge (PCK). Schulman (1987) regards PCK as "the knowledge base for teaching". Lederman et al. (1997) stated the PCK requirements as content, curriculum, assessment and Pedagogical Knowledge of instruction as well as knowledge of how learning occurs.

It will be clear that this happened in the Advanced Diploma in Education Intermediate Phase Mathematics Teaching qualification when learners are able to demonstrate:
  • Demonstrate an ability to take full responsibility for own work, decision-making, use of resources and understand of when to take limited accountability for the decisions and actions of others.
  • Demonstrate an understanding of the role of instructional leadership in managing and leading subject and learning areas at school and classroom level.
  • Demonstrate integrated knowledge of South African education systems and educational contexts as well as an understanding of educational policies, and be able to explain, evaluate and apply appropriate educational perspectives.
  • Demonstrate integrated knowledge of how to apply modules in the educational environment and be able to identify, describe, and apply appropriate instructional methods.
  • Apply an integrated knowledge of the fundamentals and skills of numbers, operations, relationships, patterns, functions, algebra, space, shape, measurement, statistics and probability in the South African educational context as well as an understanding of the current curriculum.

    Rationale:
    The adoption of the new Higher Education Qualifications Sub-Framework (HEQSF) has necessitated the alignment of all higher education qualifications with the HEQSF. In addition, teacher education qualifications need to satisfy the demands of the Minimum Standards for Teacher Education Qualifications (MRTEQC) that was promulgated by Government Gazette Vol 553, Number 34467 on the 15th July 2011. The MRTEQC identifies three broad qualification pathways that educators may follow with a view to advance their careers, of which one is a teaching and learning pathway. This application serves all of these purposes.

    Any qualification should have a clear logic and a sound theoretical underpinning aim. Key questions which need to be asked is: Who are our learners? What are the attributes that need to be developed to ensure that our learners meet the requirements? How do we ensure that these attributes are developed? And What is the profile of the in-service educator?

    We need to develop educators who are adaptable and reflexive so that they can function optimally in a complex educational context. The qualification envisions a learner who can think critically and who possesses the professional, technological and cultural knowledge to function optimally in their respective diverse teaching contexts. In-service Mathematics educators (in the Further Education and Training (FET), Senior (SP) and Intermediate (IP) phase) also need to further develop their specific professional attributes and skills for the teaching profession. It would thus not include only practical knowledge, but also deep-theoretical knowledge of the application of a constructivists approach in the classroom to enhance the quality of their contribution in these contexts.

    Ball and Bass (2000) define pedagogical content knowledge within a mathematics teaching context as follows: "Pedagogical content knowledge is a special form of knowledge that bundles mathematical knowledge with knowledge of learners, learning and pedagogy. These bundles offer a crucial resource for teaching mathematics, for they can help the teacher anticipate what learners might have trouble learning, and have ready alternative models or explanations to mediate those difficulties. Because one big challenge of teaching is to integrate across many kinds of knowledge in the context of a particular situations, the fact that there are patterns in and predictability to what learners might think, and that there are well tried approaches to develop certain mathematical ideas, can help manage this challenge."

    Silver et al (2007) states that there are three knowledge domains which forms the basis of effective mathematics teaching, these are mathematics content, mathematics pedagogy and learner thinking. In previous years in North America, Silver et al (2000) states that these knowledge domains were treated as separate entities, that is mathematics content was taught separate to the mathematics pedagogy and many educators struggled to make the connections between the content and the pedagogy.

    Hill and Ball (2009), who built their work on Shulman's (1987) work on Pedagogy Content Knowledge (PCK), also purports that educators not only need subject matter knowledge but also the best pedagogy to teach that content knowledge. An approach that treats these knowledge domains as intertwined is referred to as the practice based approach (Silver et al, 2007). Intertwined in the sense that they tie the knowledge domains to the work place or site of teaching.

    People who advocate this approach (Ball and Bass 2003; Little, 1993, cited in Silverman et al, 2007) argue "that learning experiences that are highly connected to and contextualized in professional practice can better enable mathematics educators to make the kinds of complex nuanced, judgments required in teaching.

    The modules for this Intermediate Phase (IP) Mathematics teaching qualification will be structured using this PCK framework described below and the practice based approach described above.

    Educators also need to be subject specialists with a sound knowledge base with regards to Mathematics in the Further Education and Training (FET), Senior (SP) and Intermediate (IP) phase, who are able to function in a diverse (in its broadest sense) school context.

    Bell and Gilbert (1994, p. 494) consider the key features of the educator development process as:
    "Educator development can be seen as having two aspects. One is the input of new theoretical ideas and new teaching suggestions. The second is trying out, evaluation, and practice of these new theoretical and teaching ideas over an extended period of time in a collaborative situation where the teachers are able to receive support and feedback, and where they are able to reflect critically. Both are important if all three aspects of teacher development - personal, professional, and social development - are to occur."

    Adey (2006, p. 54) also posits that, "Professional Development itself has to meet at least the three criteria of duration/intensity, appropriate methods, and an in-school element." 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The candidates for this qualification will be identified by the National and/or Provincial Education officials, using the admission requirements and selection criteria as guidelines for admission to this qualification. Where necessary the ARPL policy and the institution's admissions policy will be complied too.

    Entry Requirements:
  • A four-year Bachelor of Education.
    Or
  • AGeneral First Degree).
    Or
  • Diploma, (360 Credits) plus PGCE (120 Credits).
    Or
  • Diploma, (360 Credits plus an Advanced Diploma in Teaching (120 Credits).
    Or
  • A Higher Diploma in Education (120 Credits).
    Or
  • An Advanced Certificate in Education (120 Credits).
    Or
  • A Further Diploma in Education (120 Credits). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of compulsory modules at NQF Level 7, totalling 120 Credits.

    Module at NQF Level 7, 120 Credits:
  • General Pedagogy, 6 Credits.
  • Educational Perspectives, 6 Credits.
  • Curriculum Leadership and Management, 6 Credits.
  • Work integrated learning, 12 Credits.
  • Numbers, Operations and relations, 22 Credits.
  • Patterns, Functions and Algebra, 14 Credits.
  • Space and shape, 20 Credits.
  • Measurement, 20 Credits.
  • Data Handling, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an ability to take full responsibility for own work, decision-making, use of resources and understand of when to take limited accountability for the decisions and actions of others.
    2. Demonstrate an understanding of the role of instructional leadership in managing and leading subject and learning areas at school and classroom level.
    3. Demonstrate integrated knowledge of South African education systems and educational contexts as well as an understanding of educational policies, and be able to explain, evaluate and apply appropriate educational perspectives.
    4. Demonstrate integrated knowledge of how to apply modules in the educational environment and be able to identify, describe, and apply appropriate instructional methods.
    5. Apply an integrated knowledge of the fundamentals and skills of numbers, operations, relationships, patterns, functions, algebra, space, shape, measurement, statistics and probability in the South African educational context as well as an understanding of the current curriculum. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Integrated knowledge of learning and instructional theories and psychology in the educational context is applied.
  • Appropriate instructional theories and psychological principles are identified, described, evaluated, explained and analysed.
  • Evidence based solutions to problems are applied.
  • Facilitation of collaborative learning processes and theory driven arguments is identified.
  • Necessary specialised knowledge and critical social cognition needed for significant leadership in a complex and rapid changing society as the South African teaching environment is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Key features of the curriculum and how these impact's on planning, teaching and assessment practices are demonstrated.
  • How school structures, systems and procedures impact on curriculum delivery and acting accordingly is explained.
  • Leadership in the implementation of the curriculum and guidance on the development of learning programmes, teaching, learning and assessment methods is provided.
  • Competence in monitoring and evaluation of learner achievement, policy development and facilitating curriculum development and subject management is demonstrated.
  • Teaching and learning resources are used creatively and managed through innovation.

    Associated assessment criteria for Exit Level Outcome 3:
  • Evidence based solutions to problems are used and theory driven arguments are identified.
  • Necessary specialised knowledge and critical social cognition are described.
  • Significant leadership in a complex and rapid changing society as the South African teaching environment is developed.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Leadership in a complex and rapid changing society as the South African teaching environment is identified.
  • Reflective practice is engaged in.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Collaborative learning processes and basic research skills are identified.
  • The real theory of learning and how to teach the above mathematics content in a way that engages learners in understanding, reasoning and problem solving is applied.
  • The strategies/activities that promote understanding and reasoning, small-group learning, teacher questioning, and classroom discussions are demonstrated.
  • Activities that help educators to construct their own understanding of the content in order to listen to learners and to ask probing questions instead of leading questions are used.
  • The ability to apply real theory of learning and how to teach the above mathematics content in a way that engages learners in understanding, reasoning, and problem solving is demonstrated.

    Integrated Assessment:
    Learner assessment is integrated in the whole system of the qualification approach to teaching and learning and as such forms part of the institutional context. The institution will ensure that their qualifications are aligned with the Assessment Policy (2012-2017). Assessment may take place through a system of formative and summative assessments.

    Formative assessments will be made up of tests/assignments/projects/case studies, etc.
    Summative assessments will be formal examinations written in November, affording learners a first and second opportunity.

    In modules where a formal examination is required, a class mark is allocated during the year (for year modules). A minimum class mark is required for admission to the examination. A learner's class attendance, class work and practical work (formal assessments where appropriate) are taken into account to calculate a class mark. A learner's overall performance in a module is represented by a final mark. To determine the final mark, the results of examinations and class marks are taken into account in accordance with a fixed formula. This formula is a ratio of 50%:50% (class mark: examination mark) for year modules.

    A final mark of 50% is required to pass a module. All these regulations are published in the General Calendar (Part 1) in the chapter "University Examinations". Every learner receives a copy of the Calendar at registration, which means that this information is communicated to learners before the commencement of every academic year.

    The qualification coordinator explains the above-mentioned information to all first-year learners during the orientation week at the beginning of the academic year. Learners are given a handout detailing the assessment policies and procedures and the timetable with the dates and times for tests and examinations. 
    		•

    INTERNATIONAL COMPARABILITY 
    The international comparability study for the Advance Diploma in Education Intermediate Phase Mathematics NQF Level 7 was conducted against international qualifications in Australia and New Zealand.

    The Graduate Diploma in Education offered in Australia is a one-year educator preparation qualification for learners who already hold a tertiary Degree. The qualification offers practical, school-based learning and draws on the latest research into effective teaching methods; ensuring learners are well equipped to meet the challenges of a teaching career. Modules within the qualification will challenge participants to use their knowledge, expertise and experience to design learning environments that will engage learners in the learning process and cater for a variety of learning styles. Participants learn to cooperatively and critically plan, design, implement and review relevant syllabi including developing teaching and learning strategies and curriculum materials. Learners will have developed a personal theory of teaching that fully considers the role of educators in the promotion of a socially just and inclusive society. This qualification encourages active engagement with local and global communities to promote the continuing enhancement of learning for the benefit of all.

    Admission Requirements:
  • An appropriate Bachelor Degree or equivalent qualification from an approved tertiary institution.
  • Additionally tertiary studies must provide the prerequisites for the nominated teaching area/s.

    The development of key competencies throughout the Graduate Diploma in Education program provides knowledge and skills sought by employers in business and industry, especially in areas where an understanding of program development and training are required.

    In New Zealand the Graduate Diploma in Education and Teaching (GradDipEdTchg) is also offered for a one year period. The Graduate Diploma in Teaching (GradDipTchg) is an intensive qualification designed to equip learners with the relevant skills to teach in their areas of specialisation.

    Conclusion:
    The Advance Diploma in Education Intermediate Phase Mathematics is similar to the international qualifications in terms of purpose and duration with the qualifications offered in the cited countries. The teaching practice component is applicable in all these qualification as a component which an initial educator has to undergo during studies. 
    		•

    ARTICULATION OPTIONS 
    This qualification articulates as follows:

    Horizontal Articulation:
  • Postgraduate Certificate in Education, at NQF Level 7.
  • Bachelor of Education, at NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in 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. Stellenbosch 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.