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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Certificate in FET English First Additional Language Teaching 
SAQA QUAL ID QUALIFICATION TITLE
98934  Advanced Certificate in FET 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  128  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 
This qualification enables learners to:
  • Demonstrate knowledge of concepts, principles and procedures relevant to FET English First Additional Language teaching.
  • Create a language classroom environment that is conducive to teaching and learning, through creative planning and organisation of the classroom.
  • Demonstrate knowledge and insight into teaching language structure and convention as well as literature in the English FAL classroom in the FET Phase.

    Rationale:
    The Advanced Certificate is primarily vocationally oriented. The knowledge gained from the qualification emphasises general principles and their application. The qualification provides learners with a sound knowledge base for teaching a particular subject and/or phase, as well as the ability to apply their knowledge and skills to classroom teaching, while equipping them to undertake more specialised and intensive learning.

    Thus the Advanced Certificate in FET English First Additional Language Teaching [AdvCert (FET English FAL Teaching)] addresses the requirement of creating both a teaching and learning pathway for teachers in order to advance their careers. The AdvCert (FET English FAL Teaching) does not only focus on FET education in general, but has a specific aim to improve teachers' knowledge and competencies in a new subject and to strengthen their subject specialisation. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Access to the qualification will be provided in terms of the University's RPL policy and its admission criteria stipulated by Senate. In the RPL process learners have to undergo a Portfolio Development Course (PDC) to support their admission. The PDC will focus on written submission explaining the reasons for the candidates' interest in the qualification.

    Entry Requirements:
    To be able to gain access to the Advanced Certificate in FET English First Additional Language Teaching learners should be in possession of a:
  • A Diploma in Education, Level 6 or equivalent.
    Or
  • A Bachelor of Education, Level 7 (in a different phase or specialisation).
    Or
  • An Advanced Diploma in Education, Level 7.
    Or
  • A Postgraduate Certificate in Education, Level 7 (in a different phase or specialisation). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory and elective modules at NQF Levels 5 and 6, totalling 120 Credits.

    Optional Modules, at NQF Level 5 (Teachers are expected to be ICT competent and, if not, they are required to take both the modules listed below at Level 5):
  • Introduction to ICT, 6 Credits.
  • ICT in the English Classroom I, 3 Credits.

    Elective Modules, at NQF Level 5 (Choose one):
  • Literature in FET English FAL, 8 Credits.
  • English Language Structure and Convention, 8 Credits.

    Compulsory Modules, at NQF Level 6, 120 Credits:
  • The individual in education context, 8 Credits.
  • Teaching FET English FAL (Integrated Language Teaching), 8 Credits.
  • Teaching FET English FAL (Speaking Skills), 16 Credits.
  • Classroom Management: Languages, 8 Credits.
  • Teaching FET English FAL (Reading and Literature), 16 Credits.
  • Professional Practice in the Classroom, 8 Credits.
  • Teaching FET English FAL (Listening and Comprehension), 8 Credits.
  • Teaching FET English FAL (Language Structure and Convention), 16 Credits.
  • Managing diversity in the learning context, 8 Credits.
  • Teaching and Learning in Education Context, 8 Credits.
  • Teaching FET English FAL (Writing), 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge of concepts, principles and procedures relevant to FET English First Additional Language teaching.
    2. Create a language classroom environment that is conducive to teaching and learning, through creative planning and organisation of the classroom.
    3. Demonstrate knowledge and insight into teaching language structure and convention as well as literature in the English FAL classroom in the FET Phase. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • An understanding of theories of learning which are particularly relevant to English FAL teaching is shown and applied.
  • Inclusivity and barriers to learning are explained and applied during preparation of lessons.
  • Different teaching strategies and assessment approaches are adapted and used.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Lessons to accommodate all levels of learning are collaboratively reflected upon with other teachers and a creative space is created where own professional judgements are exercised.
  • Areas where learning is required are identified.
  • Learning within diverse education contexts is facilitated.
  • English Language teaching is planned in an integrated manner and decisions are based on critical reflection of language teaching approaches, assessment and the needs of learners.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Sound subject knowledge is demonstrated during teaching.
  • Learning programmes and materials are interpreted and designed.

    Integrated Assessment:
    The learners' competence will be assessed through assignments and tests as well as examinations, or examination equivalent tasks. Continuous assessment activities in the AdvCert (FET English FAL Teaching) will include tests, assignments, projects, lesson presentations, posters, presentations; critique of lessons; group assignments, portfolios and practical work.

    Work Integrated Learning (WIL) will be integrated into the teaching modules and will include opportunities for learning from practice and learning. It is expected that the learners 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 will form part of all the modules with the aim to develop the learners' sense of agency as teachers. 
    		•

    INTERNATIONAL COMPARABILITY 
    Trinity College of London offers a Certificate in Teaching English to Speakers of Other Languages (CertTESOL). This qualification is designed for those with little or no experience of teaching English. It equips teachers with the basic skills and knowledge needed to take up a first post as a teacher of English to Speakers of Other Languages (ESOL). It gives an introduction to the theory and practice of English teaching and an insight into the challenges facing the learner and the role of the teacher. The teaching practice is a vital part of this qualification whereby teachers are exposed to at least six hours of teaching practice and are supervised by suitably qualified practitioners.

    An Advanced Certificate: Teaching English to Speakers of Other Languages (TESOL) is also offered by the Lehman College in New York. Upon completion teachers will acquire the techniques and procedures for developing in learners the ability to analyse the English language and to use standard written English. In addition, teachers will be able to choose appropriate methods and materials for developing the literacy skills of speaking, listening, reading, and writing in English for middle childhood, adolescent, and adult English language learners, including reading enrichment and remediation. They will also be equipped to develop curriculum; use relevant technology and software; current standards; instructional strategies; inclusion of learners from diverse language backgrounds. Teachers will be exposed to supervised teaching in ESOL in elementary and secondary education settings or in adult education settings for in-service teachers.

    Conclusion:
    This qualification compares favourably with the above cited international qualifications in terms of the types of competencies that learners will develop and acquire. 

    ARTICULATION OPTIONS 
    The Minimum Requirements for Teacher Education Qualifications (MRTEQ) (Government Gazette No. 34467) stipulates that there is no direct progression to the Advanced Diploma in Education from an Advanced Certificate.

    However, teachers who hold a three-year Diploma in Education, a Teachers' Diploma or completed National Professional Diploma in Education, Level 5 can, as an interim measure (for a period to be determined by the Minister of Higher Education and Training in consultation with the CHE), gain access to an Advanced Diploma in Education.

    Learners with an AdvCert who hold a Degree can proceed to the Advanced Diploma, Honours or Postgraduate Diploma in Education in a cognate area.

    Learners may also present an 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 


    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.