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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Certificate in Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
98829  Advanced Certificate in Foundation Phase Teaching 
ORIGINATOR
University of Fort Hare 
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 enable educators who wish to specialise in Foundation Phase teaching to gain knowledge which will enable them to teach in this particular phase. The main target group for this programme are teachers who wants to specialise in a new teaching subject not studied in a prior professional teaching qualification, teachers with a prior general professional teaching qualification who by teaching in the Foundation phase gained background knowledge and now would like to strengthen their knowledge and skill by completing a formal qualification and teachers who hold a National Professional Diploma in Education who wish to upgrade their qualification.

The purpose of the qualification is to enable teachers to develop their disciplinary and pedagogical skills in teaching of the Foundation Phase.

This will be pursued in the curriculum through specialised learning, and the application of specialised knowledge and skills to teaching and learning in the Foundation Phase classroom. Furthermore the qualification is designed to deepen the learner's subject matter knowledge, general principles and methodology in Foundation Phase teaching.

The main target group for this programme are teachers who want to specialise in a new teaching subject not studied in a prior professional teaching qualification, teachers with a prior general professional teaching qualification who by teaching in the Foundation phase gained background knowledge and now would like to strengthen their knowledge and skill by completing a formal qualification and teachers who hold a National Professional Diploma in Education who wish to upgrade their qualification.

Upon completion of the qualification learners will be able to:
  • Construct a suitable situation/environment for learning and facilitate learning within diverse education contexts.
  • Design suitable activities to stimulate active participation in acquiring listening, reading and writing skills.
  • Apply principles, concepts, theories and practices of effective teaching and learning of inclusivity and addressing barriers to learning in the classroom.
  • Identify teaching strategies, assessment approaches and the application of ICT skills to Foundation Phase Teaching.
  • Transform and monitor own subject competence into learning experiences, reflect on professional practice and act with integrity by maintaining the highest level of work ethics.

    Rationale:
    It is envisaged that the qualification will address Department of Education (DoE)'s needs by providing qualified specialist teachers to schools in the Province. It provides an opportunity for the development of content knowledge, currently lacking amongst foundation phase teachers in the Eastern Cape. Its target audience is qualified teachers currently teaching foundation phase with a generic qualification who wishes to specialise. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Entry Requirements:
    The minimum requirement for this qualification is either one of the following:
  • Professional Bachelor of Education (BEd) 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? 
    N 

    QUALIFICATION RULES 
    This qualification consists of one Optional Module at NQF Level 5 compulsory modules at NQF level 6 for a total of 120 Credits.

    Optional Modules at NQF Level 5:
  • Information Communication Technology (ICT), 12 Credits.

    Compulsory Modules at NQF Level 5:
  • Foundations of Education, 16 Credits.
  • Literacy 1, 8 Credits.
  • Numeracy 1, 8 Credits.
  • Life Skills 1, 8 Credits.
  • Home Language, 16 Credits.
  • Education and Diversity, 8 Credits.
  • Multigrade Teaching, 8 Credits.
  • Literacy 2, 8 Credits.
  • Numeracy 2, 8 Credits.
  • Life skills 2, 8 Credits.
  • First Additional language, 16 Credits.
  • Work integrated Learning, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Construct a suitable situation/environment for learning and facilitate learning within diverse education contexts.
    2. Design suitable activities to stimulate active participation in acquiring listening, reading and writing skills.
    3. Apply principles, concepts, theories and practices of effective teaching and learning of inclusivity and addressing barriers to learning in the classroom.
    4. Identify teaching strategies, assessment approaches and the application of ICT skills to Foundation Phase Teaching.
    5. Transform and monitor own subject competence into learning experiences, reflect on professional practice and act with integrity by maintaining the highest level of work ethics. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment criteria for Exit Level Outcome 1:
  • Learning programmes and materials are interpreted and designed for Foundation Phase teaching.
  • New lesson plans based on needs of own learners are created and delivered.
  • Adaptations to lessons are made considering learning styles and needs of own learners.
  • Knowledge of learners and how they learn is effectively communicated and learning in the Foundation Phase teaching is mediated.

    Assessment criteria for Exit Level Outcome 2:
  • Understanding of how children learn with particular emphasis on numeracy, literacy and life skills is demonstrated.
  • Various strategies to promote active learning, including questioning technique, activity-based teaching and group work are used.
  • Specific outcomes for the learning areas in the Foundation Phase to plan learning programmes are used.
  • Progress of learners using a variety of assessment strategies is assessed.

    Assessment criteria for Exit Level Outcome 3:
  • Barriers to learning in Foundation Phase teaching and learning are identified and managed.
  • An inclusive approach to identification and screening of learning problems is applied.
  • Plans that could bring about equality in the classroom are proposed and implemented.

    Assessment criteria for Exit Level Outcome 4:
  • Information Communication Technology (ICT knowledge and skills are designed, planned and applied in the FP teaching.
  • Competence in the use of hardware and software in ICT is demonstrated.
  • Scripted lessons are taught and standardised assessment methods in classroom are applied.
  • Foundation Phase classrooms are managed effectively and learners are assessed effectively.

    Assessment criteria for Exit Level Outcome 5:
  • Positive work ethic in the classroom is displayed.
  • Classroom professionalism through attitudes, skills and knowledge of the Fair Play is demonstrated.
  • Sound subject knowledge and how to teach it are demonstrated.

    Integrated Assessment:
    The following methods of assessment shall be integrated for this module:

    Formative Assessment:
    A variety of modules are included in the Certificate programme, therefore different types of formative assessment will be applied to the nature of each module. Assessment during the year will consist of a combination of assignments and classroom practice to be submitted to and assessed by the lecturer.

    Summative Assessment:
    Examinations will be conducted to assess knowledge of the theoretical components of some modules. Classroom and assessment practices will be evaluated through structured observation. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Advanced Certificate in Foundation Phase Teaching compares favourably with other similar international qualifications. The University of Canterbury Christchurch in New Zealand offers the Graduate Diploma in Early Childhood Teaching (GradDipECTch). GradDipECTch is a one-year, fulltime (or two or three year part-time equivalent ) teaching qualification for learners who hold a Bachelor's Degree and wish to become qualified Early Childhood teachers. The Professional Practice is an important component of the qualification, it is the time spent working in a classroom. It provides a supportive context in which learners can trial and refine their planning, teaching and management skills. Professional Practice initiates learners into the complexities of the teacher's role within the classroom, the school and the wider community.

    The entry requirement of the qualification is similar to the current wherein learners are supposed to have first acquired a Bachelor's Degree.

    The Diploma in Early Childhood Education and Care from the Open Training and Education Network (OTEN) in the United Kingdom is an online qualification that provides learners with an opportunity needed to work in all areas of children's services including pre-schools, occasional day care centers and family day care centers. With theory and practical work placements, learners will gain the skills and knowledge they need to work in the early learning sector.

    The qualification is structured to enable learners to gain the necessary skills and knowledge required to support and encourage children's connection with their environment, to design, implement and evaluate the curriculum to foster children's learning and development and to give support to children's that includes understanding and acceptance of all cultures. In addition, there are modules that ensure teachers describe the skills and knowledge required in working with children to ensure they can develop and maintain effective relationships and promote positive behaviour.

    Conclusion:
    Although the international qualifications may differ in terms of the titles but the above cited international qualifications compare favourably with this qualification. Similarities identified are in terms of the development of competencies needed for a learner to be a teacher in the Foundation Phase. 

    ARTICULATION OPTIONS 
    This Qualification allows for possibilities of both vertical and horizontal articulation.

    Horizontal articulation with other qualifications at NQF Level 6 includes the:
  • Advanced Certificate in Education Leadership, Management and Development, at NQF Level 6.
  • Advanced Certificate in Education, Language Education, at NQF Level 6.

    Vertical articulation with other qualifications at NQF Level 7 includes the:
  • Advanced Diploma in Intermediate Phase Teaching, at NQF Level 07. 
    		•

    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 Fort Hare 


    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.