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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Science Education 
SAQA QUAL ID QUALIFICATION TITLE
97778  Advanced Diploma in Science Education 
ORIGINATOR
University of Johannesburg 
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  Higher Education and Training 
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 this qualification is to guide teachers in developing an understanding of the nature of the subject discipline and to acquire pedagogic content knowledge. The teacher will be able to teach Senior Phase Natural Sciences- and/or FET Physical or Life Sciences. The proposed curriculum covers theoretical and pedagogical components required in the teaching of Natural -, Physical - and Life Sciences. This qualification comprises a knowledge mix consisting of four different knowledge strands according to the Curriculum Assessment Policy Statement (CAPS), accompanied by four Pedagogical Content Knowledge (PCK) components, to break the predominant transmission mode that characterises many classrooms.

Rationale:
The rationale for the Advanced Diploma in Science Education as a Continuous Professional Development (CPD) learning programme is to provide teachers with opportunities to strengthen or supplement their existing specialisation in either Senior Phase Natural Sciences, or FET Physical Sciences or Life Sciences, in ways that will be meaningful to the lives of learners. This qualification is designed with three endorsements, namely Senior Phase Natural Sciences, or FET Physical Sciences or Life Sciences, thus catering for the professional development needs of individual teachers. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The Faculty accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty accepts the challenge to assess prior learning and award credit that is aligned to Faculty qualifications to promote lifelong learning. The purpose of the institution's RPL policy, which directs the Faculty's RPL procedure, is to recognise prior learning in order to provide for admission to qualifications, grant advanced placement in qualifications and grant credits for modules using the principles and processes that serve as basis for Faculty-specific RPL practices.

A panel of selected staff members will determine, on a one-on-one basis, the competence of prospective learners who apply for RPL. In determining an applicant's competence against the relevant exit level outcomes, this panel will do one or more of the following:
  • Verify the standard/quality of the learner's prior qualifications.
  • Ask for and assess a portfolio containing examples of the learner's work in the field of education, training and development.
  • Observe the learner's performance in authentic and/or in situ teaching-learning situations and/or contexts.
  • Conduct one-on-one interviews with learners to discuss the results of the evidence collection process.

    Learners are supported mainly through monitoring of assessment results and provision of assistance through the tutor system.
  • The lecturer in conjunction with the tutor identifies at-risk learners.
  • A support strategy is developed by the lecturer and discussed with the tutor.
  • Support includes: Individual tutor sessions with learners, group work sessions and referral to the Academic Development Division for professional services.
  • The learner's progress is then tracked and monitored.

    Entry Requirements:
    The minimum entrance requirements are:
  • A four- year Bachelor of Education Degree.
    Or
  • A general Bachelor's Degree or a 360 Credits Diploma plus a 120 Credits at NQF Level 7 Advanced Diploma in Teaching. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Level 7 totalling 120 Credits.
    Modules:
  • Adv Science for Ed A, 10 Credits.
  • PCK A, 10 Credits.
  • Adv Science for Ed B, 10 Credits.
  • PCK B, 10 Credits.
  • Conceptual Change, 20 Credits.
  • Adv Science for Ed, 10 Credits.
  • PCK C, 10 Credits.
  • Adv Science for Ed D, 10 Credits.
  • PCK D, 10 Credits.
  • Inquiry Methodology, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Interrogate practice by using theories and research findings in Science Education.
    2. Use a variety of teaching and learning approaches to solve problems in Natural-, Physical and/or Life Sciences.
    3. Commit to high ethical standards in the practice of Natural-, Physical and/or Life Sciences Education.
    4. Use science and technology to enhance pedagogical content knowledge in Natural-, Physical and/or Life Sciences. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The lessons learned from findings captured in research publications are applied.
  • Various theories to enhance and improve Natural -, Physical and/or Life Sciences teaching and learning practice are used.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Appropriate teaching and learning approaches to achieve specific learning objectives are selected and applied.
  • Constructive conversations around content themes with colleagues and like-minded individuals within the educational field are engaged in.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Agreed ethical standards in the teaching and learning of Natural -, Physical and/or Life Sciences Education are adhered to.
  • Professional standards and respect for the code of conduct for educators are demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Digital resources for classroom learning to challenge and extend the learners' conceptual knowledge are created.
  • The multiple perspectives that form part of the Science and Technology field in the design of learning activities are taken into account.
  • Appropriate resource materials in the Natural -, Physical and/or Life Sciences classroom in developing a comprehensive pedagogical content knowledge (PCK) are used.

    Integrated Assessment:
    There are a minimum of three summative assessment opportunities per semester module and at least seven summative assessment opportunities per year module. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, a portfolio or substantial assignment) to ensure that outcomes are assessed in an integrated manner. The weighting of the latter assessment opportunity should be at least 50% but not more than 60% of the final mark.

    Formative and summative assessment opportunities are available to learners. Formative assessment supports teaching and learning, provides feedback to the learner, diagnoses the learners' strengths and weaknesses, assists in the planning of future learning and helps to make decisions on the readiness of the learner to do a summative assessment. Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners in relation to the outcomes of a module. The marks reflect a pass or fail. An assessment analysis is done for each assessment to ensure that all questions are on the correct cognitive level as well as to ensure an appropriate percentage of higher and lower cognitive questions. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is comparable to the Post Graduate Certificate of Education (PGCE) (Secondary) of the University of Cambridge, which emphasises the following:
  • Subject teaching: focusing on the curriculum, principles and practice of teaching a science subject.
  • Professional studies: the professional role of the teacher and aspects of teaching which are relevant to the whole school.

    Whereas Cambridge offers three specialisations (Biology, Chemistry and Physics), we offer specialisation in Senior Phase Natural Sciences, and FET Physical Sciences and Life Sciences. However, despite the fact that our qualification caters for the South African classroom, the same academic rigour characterises the programmes, and there is also similarity in the content.

    In Singapore, the Advanced Diploma in Science Education is designed to provide teachers with a framework of knowledge and skills in the teaching of primary Science. The qualification also enables teachers to reflect, re-examine and refine their classroom practices. They are also equipped with knowledge and skills to design curriculum in biological sciences and physical sciences.

    Conclusion:
    The qualification compares very well with the qualifications cited above because they are all designed to strengthen the pedagogical content knowledge of teachers in Natural, Physical and Life Sciences. 
    		•

    ARTICULATION OPTIONS 
    This qualification is designed to articulate horizontally and vertically on the NQF. It articulates horizontally with:
  • Advanced Diploma in Education in Special Needs Education, at NQF Level 7.

    It articulates vertically with:
  • Postgraduate Diploma in Curriculum Studies, at NQF Level 8.
  • Bachelor of Education Honours (Professional): 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. University of Johannesburg 


    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.