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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Education in Senior Phase Mathematics Teaching 
SAQA QUAL ID QUALIFICATION TITLE
99691  Advanced Diploma in Education in Senior Phase Mathematics 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 qualification will provide the graduate with a deep and systematic understanding of current thinking, practice, theory and methodology in SP Mathematics Teaching in a complex and rapidly changing South African educational environment.

Upon qualifying teachers will be able to:
  • Demonstrate a thorough understanding and be competent in the teaching and learning of Mathematics by applying the subject content knowledge base; educational theory and methodology.
  • Develop focused knowledge and skills in the teaching of Senior Phase Mathematics.
  • Show initiative and responsibility in an academic and professional teaching environment.
  • Show intellectual independence and develop some level of research competence in the field of education and more specifically, teaching and learning.
  • Show an understanding of the diversity in the South African and human context in order to teach in a manner that includes all learners.

    Rationale:
    The Policy on the Minimum Standards for Teacher Education Qualifications (MRTEQC) was promulgated by the government to ensure that teachers are equipped with the necessary competencies. This policy also describes the knowledge mix appropriate for teacher qualifications; sets the minimum and maximum credit values for learning programmes leading to qualifications in terms of the knowledge mix and different levels and defines a minimum set of agreed-upon competences for Continuing Professional Development (CPD) Programmes.

    The Advanced Diploma in Education in Senior Phase (SP) Mathematics Teaching is as a Continuous Professional Development (CPD) qualification to further strengthen and enhance an existing specialisation in Senior Phase Mathematics Teaching and to enable teachers to develop a new role or practice to support SP Mathematics teaching and learning.

    The Advanced Diploma in Education in Senior Phase Mathematics Teaching also aims to develop teachers who are adaptable and reflexive so that they can function optimally in a complex educational context. The qualification envisions teachers who can think critically and who possesses the professional, technological and cultural knowledge to function optimally in their respective diverse teaching contexts. Mathematics Teachers in the Senior (SP) 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 include deep-theoretical knowledge of the application of a constructivists approach in the classroom to enhance the quality of their contribution in these contexts.

    The architecture and purpose of the qualification does not only take the core purpose of MRTEQC as a point of departure, but is also based on the premise that teachers need to be afforded the opportunity to strengthen their pedagogical content knowledge (PCK). According to research there are three knowledge domains which form the basis of effective mathematics teaching, these are mathematics content, mathematics pedagogy and student thinking. Previously mathematics content was taught separately to the mathematics pedagogy and many teachers struggled to make the connections between the content and the pedagogy. Thus an approach is needed that treats these knowledge domains as intertwined and such an approach is referred to as the practice-based approach whereby the knowledge domains are tied to the work place or site of teaching. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The RPL Policy of the institution will be applied for credit bearing purposes, as well as admission purposes. Advanced standing will also be determined with the help of the RPL Policy in line with the institutional guidelines and policies. RPL may be awarded, based on appropriate assessment of evidence of competence to the qualification and module outcomes.

    Entry Requirements:
  • A Bachelor of Education Degree.
    Or
  • A Bachelor's Degree or Diploma, and a Postgraduate Certificate in Education (or equivalent).
    Or
  • A Higher Diploma in Education.
    Or
  • A Further Diploma in Education.
    Or
  • An Advanced Certificate in Education.
    Or
  • A three-year College of Education Diploma. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at Level 7, totalling 120 Credits.
  • General Pedagogy, 6 Credits.
  • Educational Perspectives, 6 Credits.
  • Curriculum Leadership and Management, 6 Credits.
  • Work integrated learning, 12 Credits.
  • Numbers, Operations and Relations, 22 Credits.
  • Patterns, Functions and Algebra, 22 Credits.
  • Space and Shape (Geometry), 22 Credits.
  • Measurement, 10 Credits.
  • Data Handling, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate integrated knowledge of learning and instructional theories and psychology in the educational context.
    2. Understand the role of instructional leadership in managing and leading the subject and learning area of Mathematics at school and classroom level.
    3. Demonstrate integrated knowledge of the fundamentals and skills of Mathematics. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit level outcome 1:
  • Identify, describe, evaluate, explain, analyse and apply appropriate instructional theories and psychological principles.
  • Use evidence based solutions to solve problems of learning and teaching.
  • Facilitate collaborative learning processes and theory driven arguments, with the necessary specialised knowledge and critical social cognition needed for significant leadership in a complex and rapid changing society as the South African teaching environment.
  • Take full responsibility for own work, decision-making and use of resources and understand when to take limited accountability for the decisions and actions of others.

    Associated Assessment Criteria for Exit level outcome 2:
  • Understand the key features of the curriculum and explain how these impact on planning, teaching and assessment practices.
  • Explain how school structures, systems and procedures impact on curriculum delivery.
  • Provide leadership in the implementation of the curriculum development and provide guidance on the development of learning programmes, teaching, learning and assessment methods.
  • Manage and use teaching and learning resources creatively through innovation.
  • Monitor and evaluate learner achievement and policy development.
  • Understand educational policies and identify, describe, evaluate, explain, analyse and apply appropriate educational perspectives.

    Associated Assessment Criteria for Exit level outcome 3:
  • Apply the theory of learning and demonstrate how to teach the above Mathematics content in a way that engages learners in understanding, reasoning, and problem solving.
  • Use strategies/activities that promote understanding and reasoning, small-group learning, teacher questioning, and classroom discussions and activities that help learners to construct their own understanding of this content.
  • Listen to learners and ask probing questions instead of leading questions.

    Integrated Assessment:
    The assessment is integrated in the qualification and is aligned with the 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 teachers a first and second opportunity.

    In modules where a formal examination is required, a class mark is allocated during the year (for year modules). A minimum class mark is required for admission to the examination. A teacher's class attendance, class work and practical work (formal assessments where appropriate) are taken into account to calculate a class mark. A teacher's overall performance in a module is represented by a final mark. To determine the final mark, the results of examinations and class marks are taken into account in accordance with a fixed formula. This formula is a ratio of 50%:50% (class mark: examination mark) for year modules. A final mark of 50% is required to pass a module.

    Work-Integrated learning (WIL) is integrated in the modules and includes opportunities for learning from practice. It is expected that the teachers 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 forms part of all the modules with the aim to develop the learners' sense of agency as teachers. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Advisory Committee on Mathematics Education (ACME) is a committee of the Royal Society that develops advice on mathematics education policy in England. The ACME believes that one of the most effective ways to raise the quality of mathematical provision is to expand the Continuing Professional Development (CPD) for teachers of Mathematics. It believes this would revitalise skills throughout teaching careers, and would re-use and help retain existing teachers of mathematics.

    Based on ACME's recommendations various institutions have developed CPD qualifications to ensure teachers' mathematical knowledge is broadened and deepened. The duration of the CPD qualifications is over a year whereby teachers equipped with the necessary knowledge of how pupils learn, and how to implement a variety of teaching methods to teach mathematics at a primary school level. Teachers will also be afforded the opportunity to relate theory to practice in the classroom, and time will be given for informed and collaborative reflection with peers and with those with appropriate expertise.

    In addition, this CPD qualification in Mathematics teaching will enable teachers to:
  • Integrate their study of Mathematics with study of pupils' learning and with teaching approaches.
  • 'Unpack' Mathematics to focus on the processes of doing Mathematics rather than only on focusing on the learning outcomes is crucial.
  • Have sufficient subject knowledge to challenge and develop the full range of pupils whom they teach.
  • Understand and become increasingly aware of key ideas, new ways to promote mathematical reasoning as appropriate to diverse pupils.
  • Understand different representations and links within Mathematics, as well as links to other subjects where mathematics plays a role.
    The Boston University School of Education in the United States of America offers a Graduate Certificate qualification for qualified post-baccalaureate teachers who are interested in specialising as teacher of Mathematics for Grades 5-8 or 8-12.

    Teachers completing the Mathematics Education licensure qualification will:
  • Demonstrate an advanced knowledge of mathematics content that recognises mathematics as a dynamic set of interconnected ideas as opposed to a set of discrete processes or disconnected facts.
  • Demonstrate mathematical knowledge for teaching that connects knowledge of content, teaching practices, student learning, and curriculum that is appropriate for their grade band.
  • Demonstrate high-level teaching competencies, including:
    > Designing and enacting instruction that focuses on building students' understanding of mathematical concepts and procedures and engaging all students in the active construction of knowledge.
    > Creating and maintaining mathematics classroom environments that are active, collaborative, rigorous, investigative, and respectful.
    > Understanding issues around access, equity, and diversity for Mathematics students and enacting equitable pedagogies in light of these issues.
    > Collecting and using meaningful evidence of students' Mathematical understanding to inform instruction.
  • Synthesise knowledge of Mathematics content, Mathematical knowledge for teaching, and pedagogies to form a coherent philosophy of Mathematics teaching.
  • Demonstrate understanding of teaching as a profession that includes continually working to develop teaching practice, build relations with students, work collaboratively with colleagues, connect with the student families, and work within the broader community.

    Conclusion:
    Drawing a comparison between the qualification and best practices offered in United States of America and the United Kingdom and this qualification, one denotes the similarity in terms of the purpose of the different qualifications. Also all these qualifications are regarded as continuing professional qualifications to strengthen and enhance a teacher's existing specialisation in a subject. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers specific articulation opportunities with qualifications offered by the Stellenbosch University. These are:

    Horizontal Articulation:
  • Advanced Diploma in Education in Mathematical Literacy Teaching, Level 7 (ID 97583).

    Vertical Articulation:
  • Bachelor of Education Honours in Educational Support, Level 8 (ID 97905).

    The qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

    Horizontal Articulation:
  • Advanced Diploma in Senior Phase and Further Education and Training (FET) Teaching, Level 7.
  • Bachelor of Education, Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours in Curriculum, Level 8.
  • Bachelor of Education Honours in Early Childhood Development and General Education and Training, Level 8. 
    		•

    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.