SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Certificate in FET Physical Sciences Teaching

SAQA QUAL ID	QUALIFICATION TITLE
99335	Advanced Certificate in FET Physical Sciences 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	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 is intended to:

Strengthen the subject specialisation of practising teachers with a prior qualification in Physical Sciences Teaching at a lower level, or to retrain teachers for the teaching of Physical Sciences in the Further Education and Training (FET) Phase.

Enable existing and new teachers develop disciplinary, pedagogical, practical, situational and reflexive competences in teaching and learning in the particular subject/phase in the school.

Aims such as the following will also be pursued:

Fostering self-reflexivity and self-understanding.

Developing the competencies to organise learning among a diverse range of learners in diverse contexts.

The qualification will have a strong professional focus and will address the needs of the following groups of teachers:

Teachers who did not include Physical Sciences in their previous professional training but who want to specialise in this field. (Retraining in a new teaching subject).

Teachers who did not specialise in Physical Sciences in their prior professional training, but who gained experience in teaching Natural or Physical Sciences and who want to acquire a professional qualification in Physical Sciences teaching (Upgrading).

Teachers who studied this specialisation in a three-year Diploma in Education or a NPDE, and who want to strengthen their field of study (Upgrading).

In pursuit of the overall purpose of the qualification, teachers will be able to demonstrate applied competence in FET Physical Sciences Teaching.

Rationale:
Extensive consultation with education departments on a national level, as well as a national needs analysis emphasised the shortage of adequately qualified Teachers for the FET Physical Sciences class room.

Rationale:
Extensive consultation with education departments on a national level, as well as a national needs analysis emphasised the shortage of adequately qualified teachers for the FET Physical Sciences class room.

The Advanced Certificate (FET Physical Sciences Teaching) will not only upgrade the qualification of those teachers who are currently employed in FET Physical Sciences positions without adequate training, but also offers specialist education to those teachers who need to strengthen their FET Physical Sciences knowledge base. In addition, the qualification also aims to provide training to teachers who wish to change their career path, thus widening the pool of teachers who are able to teach physical science.

The Advanced Certificate (FET Physical Sciences Teaching) is designed to address the subject specific needs of Physical Sciences teachers. In addition to the national prescribed requirements, this curriculum includes additional credits for deepening of content knowledge. This speaks to the lack in specific subject content knowledge among many South African teachers.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
This is a Teacher education qualification with set professional entrance requirements. Applicants who do not meet the admission criteria as stipulated, but who can demonstrate experiential or work-based learning at an equivalent level may be considered for RPL provided a proper assessment of the prior learning has been conducted. The process will be implemented in strict adherence to the relevant University RPL Policy.

Entry Requirements:
The minimum requirement for this qualification is:

Teacher's Diploma, National Professional Diploma in Education or equivalent NQF Level.
Or

Bachelor of Education at NQF Level 7.
Or

An applicable Advanced Diploma or Postgraduate Certificate in Education.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules at NQF level 6 totalling 120 Credits. The qualification also offers some optional modules at NQF Level 5 for learners who wish to take them.

Optional Modules at Level 5, 66 Credits:

Introduction to ICT 6 Credits.

Motion, 8 Credits.

Energy, momentum and projectile motion, 8 Credits.

ICT in the Sciences/Technology Classroom II, 3 Credits.

Electricity, magnetism and waves, 8 Credits.

Matter and Materials, 8 Credits.

Chemical Systems, 8 Credits.

Chemical Reactions, 8 Credits.

Compulsory Modules at Level 6, 120 Credits

Education Studies I: The individual in Education Context, 8 Credits.

Teaching Physics I (Motion), 16 Credits.

Teaching Physics II (Energy, momentum and projectile motion), 8 Credits.

Classroom Management: Sciences/Technology, 8 Credits.

Teaching Physics III (Electricity, magnetism and waves), 16 Credits.

Professional Practice in the Classroom, 8 Credits.

Teaching Chemistry I (Matter and Materials), 16 Credits.

Teaching Chemistry II (Chemical Systems), 8 Credits.

Managing diversity in the learning Context, 8 Credits.

Teaching and Learning in Education Context, 8 Credits.

Teaching Chemistry III (Chemical Reactions), 16 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate competence in reading, writing and speaking the language/s of instruction in ways that facilitate their own academic learning in Physical Sciences and the ability to facilitate learning in the classrooms.
2. Demonstrate competences in planning, designing, and reflecting on learning programmes in Physical Sciences appropriate for learners and the learning context.
3. Select, use and adjust teaching and learning strategies in ways which meet the needs of the learners and the context.
4: Manage and administer learning environments and learners in ways that are sensitive, stimulating, democratic and well-organised.
5. Monitor and assess learner progress and achievements.
6. Show respect for and commitment to the educator profession.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

The main language of instruction is used to explain, describe and discuss key concepts in their area of specialisation.

Written and graphic materials relating to the area of specialisation are read and interpreted.

Academic and professional texts are critically read, in order to integrate and use the knowledge in own studies and teaching.

The content of the area of specialisation is conveyed to learners in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the learners.

Study methods appropriate to own needs as well as the demands of the specialisation are selected and used.

Associated Assessment Criteria for Exit Level Outcome 2:

Learning programmes appropriate for the learners, context and specialisation are designed.

Appropriate materials and resources for learning programmes and Physical Sciences lessons are selected and used.

Lessons are planned and selected appropriately for teaching and learning strategies.

Associated Assessment Criteria for Exit Level Outcome 3:

Teaching and learning strategies which motivate learners and encourage them to take initiative are selected and used.

Differences in the learning style, pace and ability are accommodated in the planning and use of teaching and learning strategies.

Learners with special needs and barriers to learning and development are identified and assisted.

Learners are taught in groups, pairs and as individuals.

Adjustments are made to teaching and learning strategies to accommodate learners' differences and needs.

Teaching and learning support materials to facilitate learner progress and development are used.

The teaching and learning strategies are assessed to determine the extent to which the lesson objectives have been met.

Teaching and learning strategies relating to the needs and abilities of the learners, and demands of the specialisation are explained.

Associated Assessment Criteria for Exit Level Outcome 4:

Learning environments which are safe as well as conductive to learning are created and maintained.

Learning environments are democratically managed in ways that foster creative and critical thinking.

Learners are controlled in ways that are firm, growth-promoting but fair.

Learning environments that are sensitive to cultural, linguistic and gender differences are created.

Conflict situations within classrooms are defused in an ethical and sensitive way.

Administrative duties required for the effective management of the learning environment are performed.

Learners are assisted to manage themselves, their time, physical space and resources.

Appropriate action to assist learners in the solution of personal or social problems is taken.

Associated Assessment Criteria for Exit Level Outcome 5:

Assessment tasks and strategies appropriate to the specialisation and learning context are selected adapted and/or designed.

The link between the method of assessment, the overall assessment purpose and the outcomes being assessed is explained.

A range of assessment strategies to accommodate differences in learning style, pace and context are used.

Assessment strategies, methods and procedures which show knowledge and understanding of valid, reliable and fair assessment practice are designed.

Feedback assessment results are provided to learners.

Assessment results are used to inform future teaching, learning and assessment strategies.

Associated Assessment Criteria for Exit Level Outcome 6:

Professional codes of conduct as well as contractual, legal and administrative responsibilities are understood.

Behaviour that enhances the status of professional educators and ensures a responsible culture of teaching and learning is displayed;

The values and principles of the Constitution, particularly those related to human rights and the environment, are promoted.

Integrated Assessment:
Applied competence is demonstrated through a variety of formative assessment methods. Summative assessment will be examinations. Various assessment activities that are constructively aligned to the programme and module outcomes; and teaching and learning activities will seek to integrate theory and practice. Assessment will be in line with the University's Assessment Policy.

INTERNATIONAL COMPARABILITY

There is no direct progression route into an Advanced Diploma in Education from the Advanced Certificate in Teaching. However, teachers who do hold a prior Bachelor of Education, an Advanced Diploma in Teaching, a former Postgraduate Certificate in Education or a former Postgraduate Higher Diploma in Education, may progress to a cognate Advanced Diploma in the area of specialisation studied in the Advanced Certificate.

Teachers entering with a three-year Diploma in Education, a Teachers Diploma or a completed National Professional Diploma in Education (Level 5) could, on completion of an Advanced Certificate in Teaching, gain access to an Advanced Diploma in Education or to a cognate Bachelor of Education.

The National Science Education Standards (NSES) are guidelines for K-12 science education in United States schools. They were established by the National Research Council to provide a set of goals for teachers to set for their learners and for administrators to provide professional development. The NSES have significantly influenced various states' own science learning standards and state-wide standardised testing. These standards highlight and promote the best practices for teachers and to give them the necessary guidance and support they deserve. In the vision of science education portrayed by the Standards, effective teachers of science create an environment in which they and the learners work together as active learners. While learners are engaged in learning about the natural world and the scientific principles needed to understand it, teachers are working with their colleagues to expand their knowledge about science teaching. To teach science as portrayed by the Standards, teachers must have theoretical and practical knowledge and abilities about science, learning, and science teaching.

The standards for science teaching are grounded in the following competencies teachers must develop:

Teachers must have theoretical and practical knowledge and abilities about science, learning, and science teaching.

Teachers of science need to balance and integrate immediate needs with the intentions of the yearlong framework of goals.

Develop a framework of yearlong and short-term goals for learners.

Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of learners.

Select teaching and assessment strategies that support the development of learners understanding and nurture a community of science learners.

Work together as colleagues within and across disciplines and grade levels.

UNESCO has prepared a framework of the Science Education Programme of the Section of Secondary Education, Division of Basic Education. According to UNESCO the following list of pedagogical strategies should be used in the teaching of science:

Pedagogy for conceptual, procedural and NOS (Nature of Science) learning in science education could be more effective and inclusive when:
> The existing ideas and beliefs that learners bring to a lesson are elicited, addressed, and linked to their classroom experiences.
> Science is taught and learned in contexts in which learners can make links between their existing knowledge, the classroom experiences, and the science to be learnt.
> The learning is set at an appropriate level of challenge and the development of ideas is clear - the teacher knows the science; the purpose(s) for which the learning is being carried out are clear to the learners, especially in practical work situations.
> The learners are engaged in thinking about the science they are learning during the learning tasks.
> Students' content knowledge, procedural knowledge, and knowledge about the nature and characteristics of scientific practice are developed together, not separately.
> The learner are engaged in thinking about their own and others' thinking, thereby developing a metacognitive awareness of the basis for their own present thinking, and of the development of their thinking as they learn.
> The teacher models theory/evidence interactions that link conceptual, procedural, and outcomes and discussion and argumentation are used to critically examine the relationship between these different types of outcomes.

Conclusion:
This qualification has been developed in line with the best practices advocated by the National Science Education Standards for the United States schools as well as the pedagogical principles outlined by UNESCO.

ARTICULATION OPTIONS

There is no direct progression route into an Advanced Diploma in Education from the Advanced Certificate in Teaching. However, teachers who do hold a prior BEd, an Advanced Diploma in Teaching, a former Postgraduate Certificate in Education or a former Postgraduate Higher Diploma in Education, may progress to a cognate Advanced Diploma in the area of specialisation studied in the Advanced Certificate.

Teachers entering with a three-year Diploma in Education, a Teachers Diploma or a completed National Professional Diploma in Education (Level 5) could, on completion of an Advanced Certificate in Teaching, gain access to an Advanced Diploma in Education or to a cognate BEd.

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