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 Senior Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
99572  Advanced Certificate in Senior Phase Teaching 
ORIGINATOR
North West 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 Certificate  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  132  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:
This Advanced Certificate is primarily vocationally-oriented and focused to equip teachers with understanding of general educational principles as well as focused knowledge and skills for teaching in the Senior Phase. In general, an Advanced Certificate will enable teachers to develop a sound knowledge base for teaching a particular subject and/or phase, as well as develop the ability to apply their knowledge and skills to classroom teaching, while equipping them to undertake more specialised and intensive learning.

The Advanced Certificate will enable teachers to develop pedagogical learning and situational learning as well as specialised disciplinary, pedagogical and practical learning. In addition, all teachers are expected to be Information and Communications Technology (ICT) competent. Teachers who enter into the programme without ICT competence will be required to take an additional 12 Credits at Level 5, so as to develop this competence.

Lastly, all graduates of this qualification will be equipped with knowledge about inclusive education and provided with the skills to identify and address barriers to learning, as well as with knowledge in curriculum differentiation to address the needs of individual learners within a grade.

Rationale:
The Department of Basic Education (DBE) expects practising teachers to focus on both personal and professional development throughout their careers, and to enhance their teaching practices continuously in order to provide quality education to all learners. Yet, according to the DBE, it has been found that a large number of currently practising teachers have insufficient subject knowledge and insufficient pedagogical skill while others have lost interest in the subjects they are currently teaching and would prefer to teach a different subject or a different school phase. The Advanced Certificate is available as a qualification for the retraining of professionally qualified teachers to teach in a different phase and/or subjects. In specific approved cases, the Advanced Certificate can also be used to develop new role specialisations for teachers where it is necessary for learning to begin at Level 6.

The Advanced Certificate in Senior Phase Teaching will offer teachers opportunities for Continuous Professional Development (CPD), enable teachers to deepen and broaden their subject knowledge and improve their current teaching skills and qualifications. It also offers teachers the opportunity to be retrained to teach a new subject or in a new school phase, giving new impetus to their teaching careers.

Finally, the Advanced Certificate with its specific vocational focus adheres to market-related requirements and will be offered via the open distance learning mode of delivery. This qualification will satisfy the need of the country for more Senior Phase teachers who will be better qualified and motivated. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The University accepts the principle of lifelong learning, in which consideration of articulation and mobility plays a meaningful role. The University endorses the view that prior learning, gained either through formal qualifications at this or other institutions, or informally (through experience)should be recognised and is an essential element when deciding on admission to and granting of exemptions for a particular chosen qualification of the University.

Recognition of Prior Learning will deal with proven knowledge and learning an applicant has gained, either by undergoing formal training programmes or through experience. At all times the criterion is not the experience the applicant has undergone, but what level of skill has been acquired, reviewed in the context of the Exit-Level Outcomes required for the envisaged qualification, or modules within it, or status for which the applicant applies. Prior Learning is recognised based on the applied competencies the applicant has demonstrated against the Exit Level Outcomes of the chosen qualification, in this case, the Advanced Certificate in Senior Phase Teaching.

To deliver proof of applicable competencies, an applicant may have to prepare a portfolio of evidence that will show teaching competencies. As such, the portfolio must contain the best efforts that reflect or show or prove previously acquired knowledge, skills attitudes and values. An applicant will have to demonstrate his/her ability to express his/her views on a variety of matters concerning teaching.

Entry Requirements:
A recognised professional teaching qualification is required for entry into the Advanced Certificate in Senior Phase Teaching, such as:
  • A l Bachelor of Education, Level 7.
    Or
  • An Advanced Diploma in Education, Level 7.
    Or
  • A Postgraduate Certificate in Education, Level 7.
    Or
  • A Higher Diploma in Education, Level 7.
    Or
  • A 360 credit Diploma in Education, Level 6.
    Or
  • A Teachers' Diploma, level 7.
    Or
  • A National Professional Diploma in Education (NPDE), (Level 5). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises an optional module at NQF Level 5 and compulsory and elective modules at NQF Level 6, totalling 120 Credits.

    Optional Module at NQF Level 5
    Teachers will complete this module if they are not Information and Communications Technology ICT competent:
  • Information and Communication Technology in the Classroom, 12 Credits.

    Compulsory Modules, NQF Level 6, 24 Credits:
  • Foundations of Education in the Senior Phase, 16 Credits.
  • Work-integrated Learning in Senior Phase, 8 Credits.

    Elective Modules, NQF Level 6, 96 Credits
    Learners are to choose a learning area and complete modules listed for that learning area totalling 96 credits
    Learning Areas

    Economic and Management Sciences:
  • Contemporary Economic Issues 16 Credits.
  • Economic Pursuits, 16 Credits.
  • Macro-Economics, 32 Credits.
  • Micro-Economics, 32 Credits.

    Or

    English First Language:
  • Literacy, Language and Communication, 32 Credits.
  • Novel and Visual Literacy in the Senior Phase, 32 Credits.
  • Poetry and Young Adult Literature in the Senior Phase, 32 Credits.

    Or

    Life Orientation:
  • Life Orientation for Senior Phase: Career Guidance, 24 Credits.
  • Life Orientation for Senior Phase: Personal Development in Society, 24 Credits.
  • Life Orientation for Senior Phase: Social Development, 24 Credits.
  • Life Skills Physical Education: Senior Phase, 24 Credits.

    Or

    Mathematics:
  • Algebra for Senior Phase Mathematics, 32 Credits.
  • Elementary Mathematics for Teachers l, 8 Credits.
  • Elementary Mathematics for Teachers ll, 8 Credits.
  • Geometry and Trigonometry for Senior Phase Mathematics, 32 Credits.
  • Statistics and Probability for Senior Phase Mathematics, 16 Credits

    Or

    Natural Science:
  • Senior Phase Earth Sciences, 32 Credits.
  • Senior Phase Life Sciences, 32 Credits.
  • Senior Phase Physical Sciences, 32 Credits.

    Or

    Social Science:
  • History 1 (Social Science), 16 Credits.
  • History 2 (Social Science), 16 Credits.
  • History 3 (Social Science), 16 Credits.
  • Map Skills, 16 Credits.
  • Physical Geography, 16 Credits.
  • Population and Resource Management, 16 Credits.

    Or

    Technology:
  • Graphic Communication in Senior Phase Technology l, 12 Credits.
  • Graphic Communication in Senior Phase Technology ll, 12 Credits.
  • Knowledge Area: Processing, 16 Credits.
  • Knowledge Area: Structures, 12 Credits.
  • Knowledge Area: Systems and Control, 16 Credits.
  • Teaching and Learning Strategies for Technology Education, 12 Credits.
  • Technological Processes in the Senior Phase, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate detailed knowledge and understanding of the key terms, concepts, facts, principles, rules and theories related to Senior Phase teaching in a subject specialisation.
    2. Communicate effectively with relevant stakeholders within the school context as well as demonstrate the ability to communicate accurately and coherently, while acknowledging respect for intellectual property conventions and rules applicable to plagiarism, both in written and verbal format, when executing assignments and tasks.
    3. Organise, manage and teach a class at Senior Phase level effectively.
    4. Demonstrate insight into the challenges Senior Phase teaching has to face due to poverty, the deep rural placement of many schools, HIV/AIDS, language barriers, cultural diversity, etc.
    5. Understand that assessment is an essential feature of the teaching and learning process and know how to integrate it into this process. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply knowledge to enable effective teaching strategies and methods to be aligned with the Senior Phase context.
  • Explain the origins and development of knowledge within a field of study.
  • Explain and discuss the different types of knowledge needed for Senior Phase teaching.
  • Apply knowledge in a practical classroom environment.
  • Compare and evaluate the different schools of thought on teaching and learning in the field of Senior Phase teaching.
  • Understand the different approaches to teaching and learning apply them when teaching.
  • Demonstrate an in-depth understanding of the knowledge appropriate to a subject specialisation.
  • Demonstrate sound knowledge of subject content and various principles, strategies and resources appropriate to teaching in a South African context.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify and apply the important principles of effective communication in a school context.
  • Discuss learning content, strategies, problems and possible solutions with learners and other relevant stakeholders in the school.
  • Demonstrate a critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate an understanding of scientific and theoretical knowledge of the various aspects of teaching and learning in the Senior Phase.
  • Critically discuss the principles of good classroom management and organisation.
  • Apply effective classroom management, organisation, teaching and learning in an authentic classroom situation.
  • Understand and interpret provided learning programmes and design own learning programmes.
  • Identify the requirements for a specific context of learning and select and prepare suitable teaching and learning resources for a class .
  • Select the sequence and pace of learning in a manner sensitive to the differing needs of both the subject and the learners.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate an ability to develop a supportive and empowering environment for the learner, and respond to the educational and other needs of learners and fellow-educators.
  • Mediate learning in a manner which is sensitive to the diverse needs of learners (including those with barriers to learning).
  • Construct learning environments that are appropriately contextualised by showing recognition of and respect for the differences among learners.
  • Identify the range of challenges faced by Senior Phase education within the different South African contexts.
  • Discuss the challenges teachers face when teaching in an environment with a high incidence of HIV/AIDS and poverty.
  • Evaluate and discuss possible solutions for the identified challenges.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Understand the purpose, methods and effects of assessment and provide helpful feedback to learners.
  • Design and manage both formative and summative assessments in ways that are appropriate to the level and purpose of the learning.
  • Understand why and how detailed and diagnostic records of assessment results need to be kept.
  • Interpret and use assessment results to feed into processes for the improvement of learning programmes.

    Integrated Assessment:
    At least one formative assessment and one opportunity for Integrated Assessment, assessing the exit level outcomes of the qualification will be conducted.

    Formative Assessment will consist of at least an individual written assignment per module, requiring the teacher to demonstrate analysis, evaluation and the problem solving skills in the Senior Phase classroom. Summative Assessments will consist of one 3-hour written examination per module.

    Summative Assessment will be based on a practical assignment(s), report or portfolio, a final examination is not required and the allocated and moderated mark is the teacher's final (total) mark for the module.

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

    INTERNATIONAL COMPARABILITY 
    The University of Queensland in Brisbane, Australia offers a Graduate Diploma in Education (GDipEd).

    Entry requirements: An appropriate Bachelor Degree or an equivalent qualification.

    The Graduate Diploma in Education is a one-year teacher preparation qualification for learners who already hold a Degree. The qualification offers practical, school-based learning and draws on the latest research into effective teaching methods; ensuring learners are equipped to meet the challenges of a teaching career. Modules within the qualification challenge learners to use their knowledge, expertise and experience to design learning environments that will engage learners in the learning process and cater for a variety of learning styles. Learners learn to cooperatively and critically plan, design, implement and review relevant syllabi including developing teaching and learning strategies and curriculum materials. Learners will develop 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.

    The Graduate Certificate in Teaching and Learning in the Primary Context is offered by the University of Aberdeen in the United Kingdom.

    The qualification aims to provide a response to the continuing professional development needs of fully registered and qualified secondary school teachers who wish to convert to become primary school teachers and in so doing advance their skills and knowledge and enhance their professional practice.

    The first part of this certificate is appropriate for those who wish to use Continuing Professional Development (CPD) to enhance their professional portfolio for Professional Updating. This is also the case for those who would wish to refresh their skills after having spent some time away from teaching.

    The purpose of the qualification is to enhance and extend the skills, knowledge and understanding of the participants in the following ways:
  • Develop advanced knowledge and understanding of educational issues and theories relevant to teaching in primary classrooms.
  • Develop the capacity to analyse critically, evidence and arguments to support professional judgements in complex and ambiguous situations.
  • Make an informed contribution to current educational debates and discussions.
  • Apply advanced knowledge and understanding of a range of theoretical perspectives and approaches to enhance personal professional practice in primary settings.
  • Develop the capacity to shape and lead change in a variety of practice settings.
  • Exploit opportunities to use research to generate professional knowledge and enhance policy and practice.

    Conclusion:
    The qualifications are comparable in that the aims of the qualifications are to enhance and extend the skills, knowledge and understanding of the participants by developing advanced knowledge and understanding of pedagogic relevant to teaching in primary classrooms and by developing teachers' the capacity to analyse critically evidence and arguments to support professional judgements in complex and ambiguous situations.

    The qualifications are designed for the same groups of learners, contain similar learning content and are of similar duration. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers specific articulation opportunities with qualifications offered by the North-West University. They are:

    Horizontal Articulation:
  • Advanced Certificate in Foundation Phase Teaching, Level 6 (ID 96436).
  • Advanced Certificate in Intermediate Phase Teaching, Level 6 (ID 97199).
  • Advanced Certificate: Education, Level 6 (ID 58954).

    Vertical Articulation:
  • Advanced Diploma in Education in Special Needs Education, Level 7 (ID 94859).

    The qualification also offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:
    Horizontal Articulation:
  • Advanced Certificate in Education in Life Orientation, Level 6.
  • Advanced Certificate in Education in School Management and Leadership, Level 6.
  • Advanced Certificate in Education: Hospitality Studies, Level 6.
  • Advanced Certificate in Education: Life Orientation, Level 6.

    Vertical Articulation:
  • Advanced Diploma in Education in Remedial Education, Level 7.
  • Advanced Diploma in Education in Intermediate Phase Mathematics Teaching, Level 7.
  • Advanced Diploma in Education in Special Needs Education, Level 7.
  • Advanced Diploma in Education in Senior Phase Natural Sciences Teaching, Level 7. 
    		•

    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. North West 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.