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 Senior Phase Natural Sciences Teaching 
SAQA QUAL ID QUALIFICATION TITLE
97693  Advanced Diploma in Education in Senior Phase Natural 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 Advanced Diploma in Education`s purpose is to further strengthen and enhance an existing specialization in Natural Sciences Teaching and to develop a new role or practice to support Natural Sciences Teaching and learning in education as part of continued professional development. The architecture and purpose of the qualification does not only take the core purpose of MRTEQC as a point of departure, but also on the premise that the institution want to afford educators the opportunity to strengthen their Pedagogical Content Knowledge (PCK) through Professional Practice-Based Learning (PPBL).

Furthermore, the purpose of the Advanced Diploma in Education in Further Education and Training (FET) Life Sciences Teaching is as a Continuous Professional Development (CPD) qualification to further strengthen and enhance an existing specialization in Life Sciences Teaching and to develop a new role or practice to support Life Sciences teaching and learning in education.

The institution will know that this happened in the Advanced Diploma in Education in SP Natural Sciences Teaching qualification 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.
  • Competency in applying the principles and theory of a professional teaching career.
  • Focused knowledge and skills in the teaching of Natural Sciences in the SP 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 teaching 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 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. 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? 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 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 Life Sciences educators 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-knowledge of the scientific method and the application of a constructive approach in the classroom to enhance the quality of their contribution in these contexts.

    Silver, Clark, Ghousseini, Charalambous and Sealy (2007) argue that Professional Practice-Based Learning (PPBL) experiences that are entrenched in professional practice better enable educators to make complex and nuanced judgements about their teaching. PPBL requires teachers to develop the following skills:
  • Identifying strengths, deficiencies, and limits in their content knowledge.
  • Setting learning and improvement goals.
  • Identifying and performing appropriate learning activities.
  • To systematically analyse practice, and implement changes striving to improve their practice.
  • Incorporating formative evaluation feedback into their daily practice.
  • Locating, appraising, and assimilating evidence from scientific studies related to their.
  • learners barriers to learning.
  • Using information technology to optimize learning (self and learners).

    The qualification will offer a two year, part time programme of intellectual enrichment and intensive, focused and applied specialisation, which meets the requirements of Life Sciences Teaching. The qualification will provide the educators with a deep and systematic understanding of current thinking, practice, theory and methodology in Life Sciences Teaching in a complex and rapidly changing South African teaching environment. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL)
    In tandem with the ARPL policy of the University (Senate, June 2004) the process for ARPL in the faculty will be as follows:
  • Applications for ARPL will be considered at the post-graduate level. At undergraduate level the "normal" requests for ad hoc admission apply as per the institution`s Calendar and are considered as part of the usual business of the Faculty Board.
  • An applicant will apply for admission as if under "normal" application procedures.
  • At the same time the applicant 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 qualification co-ordinator, depending on the nature of the application. If no faculty decision is required, the centre chair communicates with the applicant 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 applicant. If the potential success of the application appears to be low, this is also communicated in writing to the applicant via the faculty secretary.
  • The ARPL committee might request additional information from and/or a personal interview with the applicant where applicable.
  • The ARPL committee will provide the applicant 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 qualification chair will be informed about the recommendation.
  • The faculty committee will consider the recommendation of the ARPL committee and either refer it back for further consideration or recommends it to the Faculty Board for approval.
  • The applicant will be informed of the decision of the Faculty Board via the faculty secretary.
  • Both the applicant and the centre /qualification committee will been titled 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:
  • 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 
    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.
  • Chemistry, Matter and Material, 15 Credits.
  • Physics, Energy and Change, 15 Credits.
  • Pedagogical Content Knowledge of Natural Sciences 1, 15 Credits.
  • Curriculum Management, 6 Credits.
  • Life Sciences, Life and Living, 15 Credits.
  • Earth and Beyond, 15 Credits.
  • Pedagogical Content Knowledge of Natural Sciences 2, 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. Show intellectual independence and develop some level of research competence in the field of education and more specifically in the leadership roles of teaching and learning.
    3. Understand the diversity in the South African and human context in order to teach in a manner that includes all learners. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Integration of the knowledge of learning, instructional theories and psychology in the educational context is demonstrated in teaching and appropriate instructional theories are identified and applied.
  • Facilitation of collaborative learning processes and theory driven arguments are explained.
  • Knowledge of South African education systems and educational contexts as well as an understanding of educational policies and curriculum is integrated and appropriate knowledge and educational perspectives are explained, described and applied.
  • Integrated knowledge, as well as practical and didactical skills, of Senior Phase Chemistry and Physics fundamentals in the South African educational context is applied.
  • Teaching and learning and assessment resources are identified, managed and used as well as innovation is created in the Senior Phase Natural Science Teaching.
  • Integrated knowledge, ways on how to apply other modules, as well as practical and didactical skills, of Senior Phase Life Sciences and Earth and Beyond fundamentals in the South African educational context is used.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The necessary specialised knowledge and critical social cognition needed for significant leadership in a complex and rapid changing society as the South African teaching environment are evaluated.
  • Evidence based solutions to problems and theory driven arguments are evaluated and identified.
  • Leadership in a complex and rapid changing society as the South African teaching environment is developed.
  • Facilitation of collaborative learning processes and basic research skills are evaluated.
  • Social cognition needed for significant leadership in a complex and rapid changing teaching environment is evaluated.
  • Provide leadership in the implementation of the curriculum and guidance on the development of learning programmes, teaching and learning and assessment methods are provided.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Barriers to learning, as well as in curriculum differentiation are Identified and addressed for multiple learning levels within a grade in the Senior Phase.
  • Learning content is appropriately sequenced based on learners' development.
  • Appropriate work schedules, lessons, learning materials and assessments for the learner are developed.
  • Learners' activities to identify misconceptions and to deploy appropriate pedagogic strategies for remediation are evaluated.
  • Appropriate assessment tools to both evaluate pupil performance and inform future teaching is used.

    Integrated Assessment:
    Learner assessment is integrated in the whole system of a 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.
  • Summative assessments will be formal examinations written at the end of the year, 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 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.

    Practical learning involves learning from and in practice. Learning from practice includes the study of practice, using discursive resources to analyse different practices across a variety of contexts, drawing from case studies, video records, lesson observations, etc., in order to theorise practice and form a basis for learning in practice. Learning in practice involves teaching in authentic and simulated classroom environments. 
    		•

    INTERNATIONAL COMPARABILITY 
    The international comparability study for the Advance Diploma in Education Senior Phase Natural Science NQF Level 7 was conducted against international qualifications in countries such as: Australia and the United Kingdom.

    The Graduate Diploma in Education offered in Australia is a one-year educator preparation qualification for educators 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 educators 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. Educators will learn to cooperatively and critically plan, design, implement and review relevant syllabi including developing teaching and learning strategies and curriculum materials. They 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.

    Prerequisites for admission are:
    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.

    Upon completion learners are eligible for registration in Queensland and qualified for employment as educators in state and independent schools worldwide. An education Degree opens up a vast range of career opportunities within educational settings such as Head of Department, Principal, Guidance Officer, learning support educators, learner advisor and education advisor. The development of key competencies throughout the Graduate Diploma in Education qualification provides knowledge and skills sought by employers in business and industry, especially in areas where an understanding of qualification development and training are required.

    The Professional Graduate Diploma in Education (PGDE) (Secondary) is offered in the United Kingdom. The qualification is aimed at producing reflective and competent learners, sensitive to the demands of the pupils and the job. Furthermore, the qualification is for learners who want to become educators in the secondary sector. The one-year qualification is the Scottish route to qualified educator status. The qualification aims to educate learners so that they develop the capacity to become transformative educators who make a positive impact on the outcomes of learners and have the capacity to become future leaders in the profession. To date the qualification focuses on teaching learners to use their powerful subject knowledge to create interesting, relevant and progressive teaching.

    The qualification seeks to ensure that beginner educators have both a theoretical and practical knowledge of how to teach, in order to meet the needs and interests of young people. Furthermore, the qualification seeks to develop the ability of beginner educators to think and act reflectively and reflexively to a high level. A key focus of the qualification is on social justice and what this means for practitioners in terms of how they think about their learners identity and what and how they teach within and across their subject disciplines.

    The design of the qualification is to prepare the educators adequately for the range of roles that educators are expected to play. It is coherent and progressive and features assessment that will support learners learning to provide reliable feedback and reporting.

    Outcomes of the qualification:
  • The knowledge, skills, attitudes and competencies necessary for a beginning teacher.
  • Knowledge of the distinctive traditions, practices, and forms of organisation of education in Scotland.
  • The ability to relate theory to practice in all aspects of education.
  • The attitudes and values necessary to support reflective practice.
  • Skills in professional research and enquiry, including skills in action research.
  • A critical understanding of the teaching and learning process, including those relating to special needs, new technology, and equal opportunities.

    Conclusion:
    The Advance Diploma in Education Senior Phase Natural Science 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 allows for both possibilities for horizontal and vertical articulation.

    Horizontal Articulation:
  • Advanced Diploma in Education in Further Education and Training Mathematics Teaching, NQF Level 7.
  • Advanced Diploma in Education in Further Education and Training Life Sciences Teaching, NQF Level 7.
  • Advanced Diploma in Education in Intermediate Phase Mathematics Teaching, NQF Level 7.
  • Advanced Diploma in Education in Senior Phase Mathematics Teaching, NQF Level 7.
  • Bachelor of Education in Intermediate Phase Teaching, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours in Curriculum Inquiry, NQF Level 8.
  • Bachelor of Education Honours in Education Development and Democracy, NQF Level 8.
  • Bachelor of Education Honours in Educational Support, NQF Level 8.
  • Postgraduate Diploma in Education, 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.