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 Further Education and Training Life Sciences Teaching 
SAQA QUAL ID QUALIFICATION TITLE
98865  Advanced Diploma in Education in Further Education and Training Life 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 purpose of Advanced Diploma in Education in Further Education and Training Life Sciences is to further strengthen and enhance an existing specialisation in Life Sciences Teaching and to develop a new role or practice to support Life Sciences Teaching and learning in education as part of continued professional development.

This two-year part time qualification is aimed at offering an intellectual enrichment and intensive, focused and applied specialisation which meets the requirements of Life Sciences Teaching. The qualification will provide the qualifying learner 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.

Upon successful completion, learners will be able to:
  • Understand and interact responsibly with the required subject content knowledge base, educational theory and methodology.
  • Reflect on knowledge and skills in the teaching of Life Sciences in the FET phase.
  • Show initiative and act responsibly in an academic and professional teaching environment.
  • Demonstrate an understanding of the diversity in the South African and human context in order to teach in a manner that includes all learners.
  • Show intellectual independence and the development of some level of research competence in the field of education and more specifically, teaching and learning.

    Rationale:
    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 teachers 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 in-depth knowledge of the scientific method and the application of a constructivist approach in the classroom to enhance the quality of their contribution in these contexts.

    "Teacher development can be seen as having two aspects. One is the input of new theoretical ideas and new teaching suggestions. The second is trying out, evaluation, and practice of these new theoretical and teaching ideas over an extended period of time in a collaborative situation where the teachers are able to receive support and feedback, and where they are able to reflect critically. Both are important if all three aspects of teacher development - personal, professional, and social development - are to occur." 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In tandem with the Assessment and Recognition of Prior Learning (ARPL) policy of Stellenbosch University (Senate, June 2004) the process for ARPL in the faculty is as follows:
  • Applications for ARPL are mainly considered at the Postgraduate level. At undergraduate level the "normal" requests for ad hoc admission apply as per the University Calendar and are considered as part of the usual business of the Faculty Board.
  • An applicant applies 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 provides 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 are informed about the recommendation.
  • The faculty committee considers the recommendation of the ARPL committee and either refers it back for further consideration or recommends it to the Faculty Board for approval.
  • The applicant is informed of the decision of the Faculty Board via the faculty secretary.
  • Both the applicant and the centre /Qualification committee are entitled 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:
    The minimum requirement for this qualification is either:
  • Bachelor of Education at NQF Level 7.
    Or
  • General First Degree at NQF Level 7.
    Or
  • A Teacher's Diploma plus a Postgraduate Certificate in Education.
    Or
  • A Teacher's Diploma plus and Advanced Diploma in Teaching. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Level 7 totalling 120 Credits.

    Modules:
  • General Pedagogy, 6 Credits.
  • Educational Perspectives, 6 Credits.
  • Botany, 30 Credits.
  • Pedagogical Content Knowledge of Botany, 15 Credits.
  • Curriculum Management, 6 Credits.
  • Zoology, 30 Credits.
  • Pedagogical Content Knowledge of Zoology, 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. Reflect on knowledge and skills in the teaching of Life Sciences in the FET phase.
    3. Show initiative and act responsibly in an academic and professional teaching environment.
    4. Demonstrate an understanding of the diversity in the South African and human context in order to teach in a manner that includes all learners.
    5. Show intellectual independence and the development of some level of research competence in the field of education and more specifically, teaching and learning. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • An integrated knowledge of the fundamentals of Physics and the skills to teach in the South African educational context is demonstrated.
  • An awareness of possible subject misconceptions is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Key features of the curriculum and how these impacts on planning, teaching and assessment practices are discussed.
  • Teaching and learning resources are creatively managed and used.
  • School structures, systems and procedures are explained and their impact on curriculum delivery is evaluated.
  • Competence in monitoring and evaluation of learner achievement, policy development and facilitating curriculum development is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Collaborative learning methods and processes are introduced and facilitated.
  • Leadership in a complex and rapidly changing society in the South African teaching environment is demonstrated.
  • Knowledge of professional conduct, ethics and legal responsibilities, as well as the role of the wider societal context in the education of children is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Learning and development in diverse educational contexts is supported and nurtured.
  • Learners with particular learning needs are identified and the necessary support is given.
  • The adolescent learner is supported developmentally, cognitively, emotionally and psychologically.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Different assessment strategies are evaluated and applied.
  • Learning to improve own practice is demonstrated by engaging in critical evaluation of recent research and literature linked to their subject specialism.
  • Common research methods in educational research are considered for application.
  • Independent educational research in relation to educational policy, practice and theoretical development is carried out.

    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 the qualification is aligned with its assessment policy.

    Assessment may take place through a system of formative and summative assessments:
  • Formative assessments will be made up of tests/assignments/projects/case studies, etc.
  • Summative assessments will be formal examinations written in November, affording learners a first and second opportunity. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification is internationally comparable with:

    Graduate Diploma in Education - University of Queensland, Australia:
    The Graduate Diploma in Education is a one-year teacher preparation qualification for learners who already hold a tertiary Degree. The qualification offers practical, school-based learning and draws on the latest research into effective teaching methods; ensuring graduates are well equipped to meet the challenges of a teaching career. The modules which constitute the qualification will engage learners in the learning process and cater for a variety of learning styles. Participants learn to cooperatively and critically plan, design, implement and review relevant syllabi including developing teaching and learning strategies and curriculum materials. Graduates will have developed a personal theory of teaching that fully considers the role of teachers 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:
    An appropriate Bachelor's Degree or comparable qualification from an approved tertiary institution is required. Additionally tertiary studies must provide the prerequisites for the nominated teaching area/s.

    Graduates are eligible for teacher registration in Queensland and qualified for employment as teachers 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 teacher, student advisor and education advisor. The development of key competencies throughout the Graduate Diploma in Education program provides knowledge and skills sought by employers in business and industry, especially in areas where an understanding of program development and training are required.

    To complete the Graduate Diploma in Education, a student must complete a specified number of modules and according to the Rules for the qualification. 

    ARTICULATION OPTIONS 
    Professionally qualified teachers who are not in possession of a Bachelor's Degree may present a completed Advanced Diploma in Education for entry into an NQF Level 7 Bed qualification, or into any other appropriate Level 7 Bachelor's Degree, orfor entry into a cognate Postgraduate Diploma in Education at Level 8.

    Bachelor Degree graduates, who have completed an Advanced Diploma in Education,may proceed to a Bed Honours Degree, or an Honours Degree in another cognate fieldor to a cognate Postgraduate Diploma in Education. 

    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.