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 Further Education and Training Physical Sciences Teaching 
SAQA QUAL ID QUALIFICATION TITLE
97690  Advanced Diploma in Education in Further Education and Training Physical Sciences 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 purpose of the qualification is to afford learners the opportunity to strengthen their pedagogical content knowledge (PCK) through Professional Practice-Based Learning (PPBL).

This will be achieved when learners are able to demonstrate:
  • A thorough understanding and competency of, and interact responsibly with, the required subject content knowledge base, educational theory and methodology.
  • Knowledge and skills in the teaching of Physical Sciences in the FET phase.
  • A specific depth of and specialisation in knowledge, together with practical skills and workplace application.
  • Initiative and responsibility in an academic and professional teaching environment.
  • Intellectual independence and the development of some level of research competence in the field of education and more specifically, teaching and learning.
  • An understanding of the diversity in the South African and human context in order to teach in a manner that includes all learners.

    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 teachers 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.

    The qualification envisions a teacher who can think critically and who possesses the professional, technological and cultural knowledge to function optimally in their respective diverse teaching contexts. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The RPL process in the faculty is as follows:
  • A learner applies for admission as if under "normal" application procedures.
  • At the same time the learner also apply for ARPL in writing to the relevant centre chair.
  • The centre chair discusses the merits of the application with lecturers where applicable, or with the programme coordinator, depending on the nature of the application. If no faculty decision is required, the centre chair communicates with the learner in this respect.
  • If there seems to be potential for success and a faculty decision is required, the application is referred by the relevant department to the ARPL faculty committee. The process to be followed is communicated to the learner. If the potential success of the application appears to be low, this is also communicated in writing to the learner via the faculty secretary.
  • The ARPL committee might request additional information from and/or a personal interview with the learner where applicable.
  • The ARPL committee provides the learner with guidelines to compile an ARPL portfolio if applicable.
  • The ARPL committee considers and assesses the evidence, consults with staff or other stakeholders if needed and makes a recommendation in writing to the faculty committee. The relevant centre chair and programme chair are informed about the recommendation.
  • The faculty committee considers the recommendation of the ARPL committee and either refers it back for further consideration or recommends it to the Faculty Board for approval.
  • The learner is informed of the decision of the Faculty Board via the faculty secretary.
  • Both the learner and the centre /programme committee are entitled to lodge an appeal to the chair of the ARPL committee should they consider the decision of the Faculty Board or the process unreasonable.

    Entry Requirements:
    The minimum admission requirements are:
  • A four-year Bachelor of Education at NQF Level 7.
    Or
  • An Undergraduate Degree at NQF Level 7 with a Postgraduate Certificate in Education at NQF Level 7.
    Or
  • A three-year Diploma at NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Level 7 totalling 120 Credits.
    Modules:
  • General Pedagogy, 6 Credits.
  • Educational Perspectives, 6 Credits.
  • Chemistry, 30 Credits.
  • Pedagogical Content Knowledge of Chemistry, 15 Credits.
  • Curriculum Management, 6 Credits.
  • Physics, 30 Credits.
  • Pedagogical Content Knowledge of Physics, 15 Credits.
  • Work Integrated Learning, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Understand and interact responsibly with the required subject content knowledge base, educational theory and methodology.
    2. Reflect on knowledge and skills in the teaching of Physical Sciences in the FET phase.
    3. Show initiative and act responsibly in an academic and professional teaching environment.
    4. Demonstrate an understanding of the diversity in the South African and human context in order to teach in a manner that includes all learners.
    5. Show intellectual independence and the development of some level of research competence in the field of education and more specifically, teaching and learning. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • An integrated knowledge of the fundamentals of Physics and the skills to teach in the South African educational context is demonstrated.
  • The dynamics of the current curriculum are identified and explained.
  • An awareness of possible subject misconceptions is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Key features of the curriculum and how these impacts on planning, teaching and assessment practices are discussed.
  • Teaching and learning resources are creatively managed and used.
  • School structures, systems and procedures are explained and their impact on curriculum delivery is evaluated.
  • Competence in monitoring and evaluation of learner achievement, policy development and facilitating curriculum development is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Collaborative learning methods and processes are introduced and facilitated.
  • Leadership in a complex and rapidly changing society in the South African teaching environment is demonstrated.
  • Knowledge of professional conduct, ethics and legal responsibilities, as well as the role of the wider societal context in the education of children is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Learning and development in diverse educational contexts is supported and nurtured.
  • Learners with particular learning needs are identified and the necessary support is given.
  • The adolescent learner is supported developmentally, cognitively, emotionally and psychologically.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Different assessment strategies are evaluated and applied.
  • Learning to improve own practice is demonstrated by engaging in critical evaluation of recent research and literature linked to their subject specialism.
  • Common research methods in educational research are considered for application.
  • Independent educational research in relation to educational policy, practice and theoretical development is carried out.

    Integrated Assessment:
    Learner assessment is integrated in the whole system of a programme approach to teaching and learning and as such forms part of the institutional context. 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 at the end of each year, affording learners a first and second opportunity.

    School-based Work Intergrated Learning, including supervised and assessed teaching practice, constitutes an essential part of the Advanced Diploma. In a full-time contact qualification, teachers will spend a period of time in formally supervised and assessed school-based practices over the duration of the Degree. 
    		•

    INTERNATIONAL COMPARABILITY 
    In Australia, The Graduate Diploma in Education (GDipEd) is a one-year teacher qualification that is designed for students who already hold a tertiary Degree. The program 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.

    Postgraduate Diploma in Education in Literacy in New Zealand critically examines literacy underachievement through a combination of theory and practice. Learners focus on the shifts of developmental theories and best classroom practice. Learners are also offered an opportunity to explore in depth the complexity of issues in light of current thinking within the teaching environment.

    Conclusion:
    The two qualifications cited above share similarities with this qualification in terms of purpose. Strong pedagogical content knowledge of learners is the main focus of these qualifications. Learners are also enabled to develop a personal theory of teaching that fully considers the role of teachers in the promotion of a socially just and inclusive society. 

    ARTICULATION OPTIONS 
    This qualification articulates horizontally with the following:
  • Advanced Diploma in Education in Special Needs Education, at NQF Level 7.

    Vertical articulation is possible with the following:
  • Postgraduate Diploma in Curriculum Studies, at NQF Level 8.
  • Bachelor of Education Honours (Professional) in Curriculum Studies, 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.