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 Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
98936  Advanced Certificate in Foundation 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 qualification aims to enhance teachers' understanding of core domain knowledge and professional teaching knowledge in mathematics, language, natural and social sciences for the Foundation Phase. This involves knowledge of the specific curriculum to be taught, a deeper understanding of the concepts that underpin the specific subject knowledge as well as effective ways of teaching these concepts. It also focuses on developing teachers' understanding of how children learn to count and calculate, and how children learn to read.

The qualification has two key aims in relation to the issue of subject content knowledge. The first aim is to develop the teachers' own engagement with reading and writing as well as oral and written English accuracy and fluency and their general knowledge of key concepts and content in the natural and social sciences. The second is to address specific areas of difficulty that teachers encounter in teaching in the Foundation Phase, for example an integrated approach to teaching and differentiated instruction that accommodates various levels of learner competence in a single class.

The qualification enables teachers to analyse and reflect on learner products for the purposes of feedback as well as to inform further teaching and learning. The qualification is conceptualised around giving teachers greater confidence in both what they are teaching and how they are teaching, thus they will be developing both their ability to teach as well as their professional identities. The qualification takes seriously the notion of progression from Grade R to Grade 1 and from Foundation to Intermediate Phase, and thus consolidates both the teachers' knowledge of Foundation Phase and extends their knowledge beyond this to what knowledge learners will encounter in the future years of schooling.

Rationale:
This qualification responds to a research-based consensus on the need to develop teachers' subject knowledge, as well as to develop practical knowledge of how to teach that content. It is based on the understanding that teachers cannot teach effectively if they do not have a solid grounding in the subjects that they are teaching, and invariably will not understand the ways in which the learners learn.

The qualification aims to:
  • Recognise the professional development of teachers with a qualification in Foundation Phase teaching and/or to retrain qualified teachers in a new area of teaching, namely teaching in the Foundation Phase.
  • Deepen subject matter knowledge, general principles and methodology in relation to teaching Grades R-3.
  • Develop appropriate knowledge, skills, values, attitudes and dispositions of teachers within the fields of Foundation Phase curriculum, policy, and pedagogy.
  • Enable teachers to develop disciplinary, pedagogical, practical and situational learning and reflexive competences in teaching and learning in the Foundation Phase of schooling.

    The qualification includes a simulated work experience or work integrated learning (WIL). In addition, this qualification will equip teachers to undertake more specialised and intensive learning as part of their continuing professional development. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The University has policies and systems to admit learners who do not meet the formal or statutory requirements for entrance, but who demonstrate that they possess the appropriate knowledge and skills required for admission to a specific qualification. In this regard, the University supports the principle of RPL as a mechanism for providing prospective learners with status and the opportunity to enrol for a specific qualification.

    RPL will be used to assess specific existing knowledge and skills in one or more ways against the exit level outcomes of the qualification. Such assessment procedures are in line with the assessment policy of the institution.

    Entry Requirements:
    For admission to the qualification, a teacher must either have:
  • A Bachelor of Education Degree, Level 7.
    Or
  • Postgraduate Certificate in Education, Level 8 or equivalent.
    Or
  • A Diploma in Education, Level 7.
    Or
  • National Professional Diploma in Education, Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Level 6 totalling 120 credits as well as an optional module at NQF Level 5, totalling 12 Credits.

    Compulsory Modules, at NQF Level 6. 120 Credits:
  • Beginning Knowledge FP, 16 Credits.
  • English Classroom Proficiency, 8 Credits.
  • English First Additional Language FP, 12 Credits.
  • Language and Literacy FP, 12 Credits.
  • Learning in the Foundation Phase, 12 Credits (which includes 8 Credits for WIL).
  • Number and Algebra FP, 20 Credits.
  • Space, Measurement and Data Handling FP, 20 Credits.
  • Teachers as Readers and Writers, 8 Credits.
  • Teaching in the Foundation Phase, 12 Credits.

    Optional Module, at NQF Level 5 (Teachers are expected to be ICT competent and if not then are required to take this module at Level 5):
  • Introduction to ICTs for Teachers, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate understanding and application of content knowledge and pedagogical skills for teaching Foundation Phase subject areas.
    2. Identify and address challenges (barriers to learning) in relation to emergent school knowledge acquisition.
    3. Facilitate curriculum differentiation for multiple learning levels within a grade in the Foundation Phase.
    4. Demonstrate professional dispositions (attitudes, values and beliefs). 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Terms, concepts, facts, principles, rules and theories related to foundation phase teaching are discussed and applied to enable effective teaching and learning strategies and methods in the foundation phase classroom.
  • Knowledge of a classroom situation when doing practical and situational teaching is applied.
  • The origin and content of the different schools of thought in the field of foundation phase teaching are discussed.
  • The different schools of thought in the field of foundation phase teaching are compared and evaluated.
  • Knowledge of the general content of the Language, Mathematics and Life Skills subjects in Foundation Phase is shown during teaching.
  • Literacy skills and a culture of reading and writing for enjoyment and information are demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The range of challenges faced by early childhood 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.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Different perspectives on learning with specific emphasis on constructivist and contemporary learning theories are understood and applied.
  • Different types of learning are explained and applied.
  • Learning environments are constructed with the use of different teaching methods.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Effective and professional communication with relevant stakeholders within the school context is undertaken demonstrating the ability to communicate accurately and coherently, while acknowledging respect for intellectual property conventions, both in written and verbal format.
  • A critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others is practiced and promoted.
  • A supportive and empowering environment for the learner is created taking into account the educational needs of the learner and fellow-educators.
  • Decisions are taken and acted upon in a professional, ethical and moral manner.
  • Decisions and actions are justified by drawing upon appropriate ethical and moral values.

    Integrated Assessment:
    Assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification.

    Formative (or continuous) assessment offers teachers feedback on their progress and occurs throughout the teaching and learning process. The assessment process assists both the learner and lecturer to identify advantageous and disadvantageous aspects in performance, thereby aiming to improve the module or qualification each time it is revised.

    Assignments are often used in formative assessment and contribute to a minimum of 10% of the teacher's final mark for some modules.

    Summative assessment often takes place at the end to assess whether the teacher has achieved the exit level outcomes stipulated to determine whether he or she can proceed further in the qualification or may eventually graduate. Most modules make use of written examinations, although some modules take the form of a portfolio or research project or workplace feedback reports to assess in a summative manner.

    The practical professional competency of teachers in the selected area/s of specialisation is assessed in an authentic setting and there are clear procedures for experienced teachers in associate schools to serve as co-assessors Teachers are required to compile a teaching resource portfolio that is assessed by the mentor lecturer after completion of the teaching practice period. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Advanced Certificate in Foundation Phase Teaching compares favourably with other similar international qualifications, such as the Graduate Diploma in Early Childhood Teaching (GradDipECTch) offered at the University of Canterbury Christchurch in New Zealand.

    The GradDipECTch is a one-year, fulltime (or two year part-time) qualification. 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 teachers can trial and refine their planning, teaching and management skills. Professional Practice initiates them into the complexities of the teacher's role within the classroom, the school and the wider community.

    The University of Southern Queensland in Australia offers The Graduate Diploma of Learning and Teaching and it is accredited by the Queensland College of Teachers.

    The Graduate Diploma of Learning and Teaching qualification enables learners to demonstrate:
  • The knowledge, skills, practices and values inherent in the professional standards.
  • The qualities and skills required of a teacher.
  • High levels of facility with personal and professional literacies.
  • A particular awareness, understanding and positive orientation towards redressing the educational disadvantages experienced by indigenous learners.

    The one-year Graduate Diploma of Learning and Teaching requires 8 modules to be completed over a year.

    The Primary specialisation in the qualification aims to prepare learners with sound levels of knowledge and understanding appropriate to working as educators with children around five to eight years of age.

    Conclusion:
    Although the titles of the international qualifications may differ from the South African qualification, the purpose of the qualification and entry requirements are similar as is the learning content covered. Thus it can be concluded that this qualification compares favourably with the international qualifications. 
    		•

    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 a completed 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 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.