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 Intermediate Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
98817  Advanced Certificate in Intermediate Phase Teaching 
ORIGINATOR
University of Cape Town 
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 Advanced Certificate in Intermediate Phase Teaching is primarily focused on improving the teaching of Mathematics and English First Additional Language in the Intermediate Phase (IP). These would be two subject specialisations listed on the graduate's certificate. Knowledge and skills gained on this qualification will emphasise general principles of teaching and their application in the classroom. This qualification will provide candidates with a sound knowledge base for teaching and assessing English (FAL) and Mathematics at this phase level. In addition, it will provide candidates with the ability to apply the knowledge and skills to classroom teaching. This qualification has a strong professional focus and provides principles, which guide the teaching and learning of the content at the Intermediate Phase level. The qualification includes a simulated work experience or Work Integrated Learning (WIL). In addition, this qualification will equip candidates to undertake more specialised and intensive learning as part of their continuing professional development.

Rationale:
This qualification is in direct response to national and provincial priorities. There is a need to provide on-going training in content and methodologies for teaching Mathematics and English First Additional Language (FAL). The strengths of the qualification lie in the fact that it is grounded in classroom practice and informed by current research on English (FAL) and Mathematics teaching.
The quality of teaching is central to alleviating the education crisis. There are serious shortfalls in many teachers' content, pedagogic knowledge, and classroom management skills.
Given the importance of the teachers' role in the classroom, improving teacher effectiveness is a key focus and continuing teacher professional development activities should seek to build teachers' content and pedagogic knowledge in Intermediate Phase English (FAL) and Mathematics. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Recognition of Prior Learning (RPL) in this qualification is by exception. Both the content and the pedagogy modules will contain significant portions that are new to in-service teachers, which make RPL unlikely in all but very unusual cases. The RPL policy of the School of Education provides candidates with the opportunity to develop, under the supervision of an academic staff member, a suitable portfolio of material commensurate with the requirements of a particular module(s). Such portfolios are assessed by the course convener in consultation with the appointed external examiner for the module(s).

Entry Requirements:
The minimum requirement for this qualification is:
  • Professional Bachelor of Education Degree.
    Or
  • Post Graduate Certificate in Education (PGCE) or equivalent.
    Or
  • Three-year Diploma in Education, or a three year Teachers Diploma, or National Professional Diploma in Education (NPDE - Level 5) and at least three years approved teaching experience. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Modules at NQF Level 5:
  • Introduction to ICTs for Teachers, 12 Credits.

    Modules at NQF Level 6:
  • English Classroom Proficiency, 8 Credits.
  • Curriculum and Assessment IP, 14 Credits.
  • Learning and Teaching IP, 10 Credits.
  • Numbers and Algebra IP, 22 Credits.
  • Space, Measurement and Data Handling IP, 22 Credits.
  • Teachers as Readers and Writers, 8 Credits.
  • English 1st Additional Language IP, 18 Credits.
  • Teaching Language IP, 18 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of knowledge of the key terms, concepts, facts, principles, rules, and theories related to intermediate phase teaching and an ability to apply this knowledge to practice.
    2. Manage, organise and teach an intermediate phase class of learners effectively.
    3. Communicate accurately, coherently and effectively by means of oral, written, and technological skills when engaging with relevant stakeholders within the school context, as well as when preparing assignments, giving evidence of insight and respect for intellectual property conventions and rules.
    4. Demonstrate an insight into the challenges that face education in South Africa due to social challenges such as poverty, deep rural environments, HIV/AIDS, and the language and cultural diversity.
    5. Demonstrate the ability to monitor own learning progress and apply relevant learning strategies to realise all the outcomes of this qualification. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Criteria for Exit Level Outcome 1:
  • The different types of knowledge needed for intermediate phase teaching are explained and discussed.
  • Specific knowledge for practical and situational teaching is applied.
  • The origin and content of the different schools of thought in the field of intermediate phase teaching is discussed.
  • The different schools of thought in the field of intermediate phase teaching are compared and evaluated.

    Assessment criteria for Exit Level Outcome 2:
  • The principles of good classroom management are explained.
  • The principles of good classroom organisation are explained.
  • Effective classroom management, organisation, teaching and learning in an authentic classroom situation are applied.

    Assessment criteria for Exit Level Outcome 3:
  • The important principles of effective communication in a school context and in written assignments are identified and applied.
  • Assignments that adhere to all academic conventions are prepared and submitted.

    Assessment criteria for Exit Level Outcome 4:
  • The range of challenges faced by education within the different South African contexts is identified.
  • The challenges teachers face when teaching in an environment with a high incidence of HIV/AIDS and poverty are discussed.
  • Possible solutions for the identified challenges are evaluated and discussed.

    Assessment criteria for Exit Level Outcome 5:
  • The effectiveness of own learning strategies are evaluated.
  • Different strategies are developed to address the need to improve own learning in order to realise the outcomes of the qualification.

    Integrated Assessment:
  • The assessment policy of the qualification is that of the School of Education. Each module has its own specified assessment requirements but there is a common policy for assessment.
  • All work submitted must be original. In other words, learners must be able to show that it is their own work, and that they are, therefore, entitled to be credited for it. All references, sources of information, books consulted, journals used, web sites and documents extracted from or included in the text or in appendices must be accurately and fully acknowledged. This is a) to make it easy to see what information learners have used and where it can be found, and b) to avoid the possibility that they may be accused of plagiarism.
  • Assignments and tests are returned to learners within three - four weeks of receipt, unless there is a gap of longer than three weeks between class meetings (e.g. over a vacation, during teaching practice, or between blocks of teaching), in which case they will be returned at the next meeting of the class.
  • Work handed in late (i.e. after the stipulated deadlines/date/time) will be credited at the discretion of the Qualification Leader and/or lecturer(s) concerned, but will be penalised accordingly. Work handed in more than a week late will be recorded as having been submitted, but will not be marked.
  • Requests for an extension of a deadline as a result of serious personal problems or illness will only be considered on production of a written medical certificate verifying the reasons for inability to submit the work on time. Except in the case of illness at the time an extension will not normally be granted unless it is requested before the deadline for the assignment.
  • Learners have the right to a re-examination.

    Where modules are examined by assignments and tests only:
  • Within in a week of receiving the returned assignment, a learner may request the lecture to set an appropriate re-assessment for any assignment or test, to be submitted at a date set by the convenor. 
    		•

    INTERNATIONAL COMPARABILITY 
    The International Baccalaureate (IB) is located in three IB regions, each administered by a regional office in Africa/Europe/Middle East, Asia-Pacific and America. The IB certificate in teaching and learning offers learners the opportunity to examine the principles and practices associated with one of the three IB qualifications (Primary Years, Middle Years and Diploma Qualifications). The modules that lead to this certificate shape pre-service, new and experienced educators into reflective practitioners and teacher researchers.

    Certificate in teaching and learning for Primary School is the Certificate in teaching and learning.
    Areas of inquiry are:
  • Curriculum processes
  • Teaching and Learning
  • Assessment and Learning
  • Professional Learning
  • Contemporary issues in IB education
  • Linking theory to practice in the IB context
  • Building capacity for practitioner inquiry
  • Researching practice

    IB Advanced Certificate in Teaching and Learning research is the second type of qualification offered which shapes experienced IB teachers, educators committed to research in a specific area of IB education or educators who already possess an IB Certificate in Teaching and Learning.
    Areas of inquiry:
  • Domains of knowledge
  • Identification, clarification and articulation of contemporary issues in the IB context
  • Critical analysis of contemporary IB issues
  • Contextualising and interpretation of IB issues
  • Application of planning and scoping
  • Processes in IB contexts
  • Collection, analysis, interpreting
  • Reporting of evidence
  • Evaluation of research activity
  • Reflection on and dissemination
  • Findings and implications for practice

    The Mauritius Institute of Education (MIE), in Mauritius offers a structured and flexible pathway for continuous professional development from induction onwards through a system of accreditation. The credit-laddering system enables professionals in education to engage in Lifelong Learning while at the same time benefit from incremental credits or enter a higher grade in the profession.

    They offer both in-service and pre-service qualifications at Certificate, Diploma, Degree and Post-Graduate levels. Postgraduate qualifications consist of the Post Graduate Certificate, Diploma, Masters' and Doctoral Degrees.

    MIE offers in-service training qualifications specifically designed for primary schools personnel which include Diploma qualifications for in-service primary school Head Masters, Deputy Head Masters, and Inspectors.

    Learning Outcomes:
    By the end of the qualification participants should be able to:
  • Identify and reflect on the fundamentals and the international trends of school management and leadership.
  • Communicate and network with all stakeholders for the efficient and effective running of the school.
  • Engage in strategic planning, produce and manage school development plans.
  • Apply skills and strategies towards team building and address conflicts through negotiations.
  • Demonstrate knowledge and understanding of the teaching and learning processes with a view to supporting educators and learners.
  • Monitor the implementation of the curriculum effectively at school level.
  • Develop, use and apply principles and strategies which would promote good school governance and effective financial management.
  • Demonstrate knowledge and understanding of basic relevant legal provisions and procedures pertaining to school sector at primary level.
  • Enhance their self-development and contribute to knowledge in the field of education through research, lifelong learning and scholastic activities.
  • Use MIE Moodle e-learning platform.

    Conclusion:
    Drawing a comparison between the qualifications offered at the IB and at the NWU shows the similarities in both internationally and the national qualifications and that they have been contextually developed. Both qualifications focus on the teaching and learning aspects which are pertinent in the primary school-phase.

    However, the qualification offered at MIE differs in terms of focussing on developing qualified teachers into leadership roles. Thus the content of the qualification offered at MIE differs considerably. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows both the vertical and horizontal articulation possibilities:

    Horizontal Articulation:
  • Advanced Certificate in Education in School Management and Leadership, Level 6.

    Vertical Articulation:
  • Advanced Diploma in Education, Level 7.
  • Bachelor of Education, Level 7. 
    		•

    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 Cape Town 


    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.