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 Senior Phase English First Additional Language Teaching

SAQA QUAL ID	QUALIFICATION TITLE
97707	Advanced Certificate in Senior Phase English First Additional Language 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		Schooling
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:

Strengthen the subject specialisation of practising teachers with a prior qualification in English first additional language, or to retrain teachers for the teaching of English first additional language in the Senior Phase.

To enable these teachers to develop disciplinary, pedagogical, practical and situational learning reflexive competences in teaching and learning in the particular subject/phase in the school.

This will be pursued in the curriculum through specialised learning, and the application of specialised knowledge and skills to teaching and learning in the classroom. The qualification is designed to deepen the teachers' subject matter knowledge, general principles and methodology in English first additional language teaching. As such, teachers will be enabled to develop disciplinary, pedagogical, practical and situational learning reflexive competences in teaching and learning in the Senior Phase of schooling. Aims such as the following will also be pursued to explore the purpose of the qualification: Fostering self-reflexivity and self-understanding; development of the competences to organise learning among a diverse range of learners in diverse contexts.

Upon qualifying teachers will be able to:

Manage diversity in the learning context.

Manage the English classroom and creating an environment conducive for teaching and learning.

Interpret curricula at a classroom level and apply the pedagogy associated with the teaching of listening, writing, reading and speaking in the Senior Phase English FAL classroom.

Rationale:
The University has established itself as a reputable provider of teacher 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 University has advanced the national strategic priorities by providing specialist training to address the need for the upgrading of teacher qualifications and/or unqualified and under-qualified teachers. A large number of practicing teachers' status has been advanced due to obtaining the NPDE. However, currently there is a growing number of potential teachers who are in need of upgrading to REQV14. The Advanced Certificate in Senior Phase English First Additional Language Teaching [AdvCert (SP English FAL Teaching) consequently addresses the requirement of the DHET for a teaching and learning pathway for teachers in order to advance their careers. The Advanced Certificate in Senior Phase English First Additional Language Teaching [AdvCert (SP English FAL Teaching)] will meet this need as the qualification will not only focus on Senior Phase education in general, but have a specific aim to improve the teachers' knowledge and competencies towards a new subject, or strengthen their subject specialisation.

Extensive consultation with education departments on a national level, as well as a national needs analysis emphasised the shortage of adequately qualified teachers for the Senior Phase English FAL classroom. Projects undertaken by the University has been to address the gaps in the knowledge base of Senior Phase English FAL teachers. It was also found that there is a lack in professional capacity among a large number of teachers who are currently employed to teach Senior Phase English FAL in the Free State Province and elsewhere.

The qualification will have a strong professional focus and will address the needs of the following groups of teachers:

Teachers who did not include English first additional language in their previous professional training but who want to specialise in this field. (Retraining in a new teaching subject).

Teachers who did not specialise in English first additional language in their prior professional training, but who gained experience in teaching English first additional language and who want to acquire a professional qualification in English first additional language teaching in the Senior Phase (Upgrading).

Teachers who studied this specialisation in a three-year Diploma in Education or a NPDE, and who want to strengthen their field of study (Upgrading).

The Adv Cert (SP English FAL Teaching) is designed to address the subject specific needs of English FAL teachers in the Senior Phase. In addition to the national prescribed requirements, this curriculum includes additional credits for deepening of content knowledge. This speaks to the evident lack in specific content knowledge among many South African teachers. It is expected that the education departments will welcome the delivery of an Adv Cert (SP English FAL Teaching).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The Institutional rules and requirements for RPL apply where the minimum requirements are not met.

Entry Requirements:
Admission into the Adv Cert (SP English FAL Teaching) is subject to the General Institutional Rules and Regulations for Undergraduate qualifications of the institution. The following specific requirements apply:

An approved and recognised professional teaching qualification evaluated as REQV 13.
Or

Practising teacher in possession of a recognised professional teaching qualification at minimum NQF Exit Level 5 or equivalent.
Or

A Teacher's Diploma, National Professional Diploma in Education or equivalent NQF Level 5 qualification.
Or

A 480 - Credit Bachelor of Education at NQF Level 7 (in a different phase or specialisation).
Or

Advanced Diploma or Postgraduate Certificate in Education (in a different phase or specialisation)
Or

Teachers who enrol for the qualification must provide proof that they either teach English FAL or they have access to an English FAL classroom for the duration of the programme.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory and elective modules at NQF Levels 5 and 6, totalling 120 Credits:

Elective Modules at NQF Level 5:

Introduction to ICT (Taken either in Semester 1 or in Semester 2), 6 Credits.

Introduction to ICT (Take either in Semester 1 or in Semester 2), 6 Credits.

ICT in the English FAL Classroom II, 3 Credits.

Compulsory Modules at NQF Level 6:

Education Studies I: The individual in education context, 8 Credits.

Teaching Senior Phase English FAL I (Planning and Assessment in English Language Teaching), 8 Credits.

Teaching Senior Phase English FAL II (Teaching approaches in English FAL in the Senior Phase), 8 Credits.

ICT in the English FAL Classroom I, 3 Credits.

Classroom Management: Language, 8 Credits.

Teaching Senior Phase English FAL III (Speaking and Listening), 16 Credits.

Professional Practice in the classroom, 8 Credits.

Teaching Senior Phase English FAL IV (Reading and Viewing), 16 Credits.

Teaching Senior Phase English FAL V (Language Structure and Convention), 16 Credits.

Education Studies II: Managing diversity in the learning context, 8 Credits.

Teaching and Learning in Education Context , 8 Credits.

Teaching Senior Phase English FAL VI (Writing), 16 Credits.

EXIT LEVEL OUTCOMES

1. Managing diversity in the learning context.
2. Managing the English classroom and creating an environment conducive for teaching and learning.
3. Interpret curricula at a classroom level and apply the pedagogy associated with the teaching of listening, writing, reading and speaking in the Senior Phase English FAL classroom.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Diversity in South Africa is understood.

The challenges that come with becoming an agent of change are understood and plans for implementation in the classroom are proposed to bring about equality.

Inclusive Education is critically examined.

The theoretical perspective offered by a Transformative Inclusive Education framework is understood.

South Africa's implementation of Inclusive Education is compared to other countries.

Adaptions to lessons are made in accordance with learning styles and needs of own learners.

An introduction to various learning styles (and models) (e.g. VAKT; Kolb; Gardner) and barriers to learning is acquired and integrated.

Associated Assessment Criteria for Exit Level Outcome 2:

Accountability responsibility and relationships in the classroom is demonstrated.

Curricula at a classroom level are interpreted and the pedagogy associated with the teaching of language structure and convention in the Senior Phase English FAL classroom is applied.

An English FAL classroom environment is created that is conducive to teaching and learning is created through creative planning and organisation of the classroom.

Sound pedagogic content knowledge is acquired and demonstrated.

Learning programmes are planned and designed.

Scripted lessons are taught.

The value and limitations of the scripted lessons are critically analysed and reflected upon.

Own professional judgements are exercised and the rationale for the lessons is explained.

Broad approaches to teaching are applied in different contexts, focusing on methods; interpretation of content; outcomes of teaching and multi-grade teaching.

Different types of learning (e.g. situational, co-operative, problem-based, transformative) are considered, to construct a learning environments.

A broad overview of the different perspectives on learning are understood with specific emphasis on constructivist and contemporary learning theories.

Teaching approaches in the English FAL classroom is interpreted and explored.

The creative use of resources in the subject classroom is utilised.

Associated Assessment Criteria for Exit Level Outcome 3:

Overview of traditional and contemporary approaches to English FAL learning and teaching is analysed.

Relevant teaching strategies (such as community language learning; the Direct Method; Audio-lingual method; Total Physical Response; Content-based; Task-based and Participation Approach) are applied.

The curriculum at a classroom level is interpreted and sound assessment principles is to applied in the planning and design of integrated assessment activities in the Senior Phase.

Principles of integrated assessment and feedback in the English FAL classroom are understood.

Application of relevant teaching strategies, (such as large class discussions, co-operative learning, learner-research, problem-solving).

Barriers to learning are identified and acted upon.

Assessment and feedback to learners is made.

Integrated Assessment:
Applied competence will be demonstrated through a variety of formative assessment methods. Summative assessment will be examinations. Various assessment activities will be constructively aligned to the qualification and module outcomes; and teaching and learning activities will seek to integrate theory and practice. Assessment will be in line with the University's Assessment Policy assessment.

Work Integrated Learning (WIL) will be integrated in the teaching modules and will include opportunities for learning from practice and learning in practice. It is expected that the teachers will be able to carry out activities in their classrooms and reflect critically on their own practice. Practical assessment activities, assignments and a reflective journal form part of all the modules with the aim to develop the learners' sense of agency as teachers.

INTERNATIONAL COMPARABILITY

During the development of this qualification the Cambridge English Teaching Framework was used in the development process. The Cambridge English Teaching Qualifications have achieved wide recognition and acceptance by constantly evolving to reflect and encourage good practice in language teaching and teacher training. As part of that evolution, this framework has been developed to help explain clearly to teachers and their employers how the teaching qualifications map onto a core syllabus of competencies.

The following competences are indicative of the key principles and concepts that are relevant in the qualifications for teachers:

Understand the general learning theories (i.e., constructivism, humanism, behaviourism, social-constructivism).

Approaches and methods for teaching language (i.e., communicative approach, task-based learning (TBL), audio-lingual, grammar-translation, etc.).

Demonstration of practical application for language learning and teaching.

Understand the concepts such as learning styles (e.g., visual, auditory, kinaesthetic), multiple intelligences, learning strategies, special needs.

Accommodate the differences in types of learners and teaching contexts in the planning of lessons.

Demonstrate the practical application for language learning and teaching in using a range of different teaching techniques.

Following/adapting appropriate templates for individual lessons and a series of lessons.

Ability to work creatively within the constraints of a prescribed syllabus.

Demonstrate the ability to use these techniques effectively in a specified context in order to engage and motivate learners.

Create and maintain a constructive learning environment.

Understand the learner's differences, styles, preferences and difficulties.

Understand the key principles and techniques for providing positive and corrective feedback.

Conclusion
This qualification compares favourably with the standards set by the Cambridge English Teaching Framework in term of the competences that a qualifying teacher will achieve.

ARTICULATION OPTIONS

The qualification provides access to an Advanced Diploma in Education. Teachers of the Adv Cert who hold a Degree can proceed to the Advanced Diploma, Honours or PGDE qualifications in a cognate area. Teachers may also present a completed Advanced Certificate for admission with credit accumulation and transfer into a cognate Bachelor of Education Degree.

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