Advanced Certificate in Intermediate Phase Teaching

Purpose

The purpose of the qualification is to

• Strengthen the subject specialisation of practising teachers with a prior qualification in Intermediate Phase Teaching, or to retrain teachers for the teaching of Intermediate Phase Teaching.
• To enable these teachers to develop disciplinary, pedagogical, practical and situational learning reflexive competences in teaching and learning in the particular subject/phase in the school.

This will be pursued in the curriculum through specialised learning, and the application of specialised knowledge and skills to teaching and learning in the classroom. The qualification is designed to deepen the teachers' subject matter knowledge, general principles and methodology in Intermediate Phase teaching. As such, teachers will be enabled to develop disciplinary, pedagogical, practical and situational learning reflexive competences in teaching and learning in the Intermediate Phase of schooling. The following aims will be pursued to explore the purpose of the qualification such as: Fostering self-reflexivity and self-understanding; development of the competences 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 do Intermediate Phase Mathematics/Life Skills/Social Sciences/Natural Sciences and Technology 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 Intermediate Phase Mathematics/Life Skills/Social Sciences/Natural Sciences and Technology in their prior professional training, but who have gained experience in teaching Intermediate Phase Mathematics/Life Skills/Social Sciences/Natural Sciences and Technology and who want to acquire a professional qualification in Intermediate Phase Mathematics/Life Skills/Social Sciences/Natural Sciences and Technology (Upgrading).
• Teachers who have studied this specialisation in a three-year Diploma in Education or a National Professional Diploma in Education (NPDE), and who want to improve their field of study (Upgrading).

Rationale

The institution has advanced the national strategic priorities by providing specialist training to address the need for the upgrading of teacher qualifications and/or unqualified and under-qualified teachers. The National Professional Diploma in Education (NPDE) has advanced large numbers of practicing teachers' status to REQV13. The latter resulted in a growing number of potential learners who were in need of upgrading to REQV14. The Advanced Certificate in Intermediate Phase Teaching (AdvCert [Intermediate Phase Teaching]) addresses the requirement of the Department of Higher Education and Training to establish a teaching and learning pathway for teachers in order to for them to advance their careers. The AdvCert (Intermediate Phase Teaching) does not only focus on Intermediate Phase education in general, but has a specific aim to improve teachers' knowledge and competencies towards a new subject, or to strengthen their subject specialisation.

Extensive consultation with education departments on a national level, as well as the conducting of a national needs analysis highlighted the shortage of adequately qualified teachers for the Intermediate Phase classroom. Furthermore, projects have been undertaken by the institution to address gaps in the knowledge base of Intermediate Phase teachers and who lack the professional capacity to teach the Intermediate Phase in the Free State Province and elsewhere. Therefore, the AdvCert (Intermediate Phase Teaching) will not only upgrade the qualification of those teachers who are inadequately trained but also offer specialist education to those teachers who need to strengthen their Intermediate Phase knowledge base. In addition, the qualification also aims to provide retraining to teachers who wish to change their career path, thus widening the pool of teachers who are able to teach this subject.

The AdvCert (Intermediate Phase Teaching) is designed to address the subject specific needs of teachers in the Intermediate Phase. In addition to the national prescribed requirements, this curriculum includes additional credits for the deepening of content knowledge.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes based, source based and lifelong learning, in which consideration of articulation and mobility plays a meaningful role. The University endorses the view that recognition of prior learning, gained either through formal programmes at this or other institutions, or informally (through experience), is an essential element when deciding on admission to and granting of credits for a particular chosen teaching learning programme of the University.

Recognition of prior learning deals with the proven knowledge and learning an applicant has gained, either by undergoing formal training programmes or through experience. At all times the question will deal with the level of skill the learner has acquired, reviewed in the context of the exit level skill required for the envisaged teaching learning programme, or composing modules, or status for which the applicant applies, and not only the experience an applicant has recorded. Recognition of Prior Learning will thus be granted based on the applied competencies the applicant has demonstrated, considering the Exit Level Outcomes to be reached with the chosen teaching learning programme, in this case, the Advanced Certificate in Intermediate Phase Teaching.

Entry Requirements

The following requirements will enable admission into the AdvCert (Intermediate Phase Teaching)

• The minimum qualification admission requirement is an approved and recognised professional teaching qualification evaluated as REQV 13.
• Practising teachers in possession of a recognised professional teaching qualification at minimum NQF Level 5 or equivalent:

> A Teacher's Diploma, National Professional Diploma in Education or equivalent NQF Level 5 qualification.

Or

> A 480 Credit Bachelor of Education at NQF Level 7 (in a different phase or specialisation).

Or

> An applicable Advanced Diploma or Postgraduate Certificate in Education (in a different phase or specialisation).

• Teachers who enrol for the qualification must provide proof that they either teach Intermediate Phase or they have access to an Intermediate Phase classroom for the duration of the programme.

This qualification consists of compulsory and elective modules at NQF Levels 5 and 6 totalling 136 Credits.

Compulsory Modules at NQF Level 5, 8 Credits

• Fundamental Mathematics, 8 Credits.

Optional Modules at NQF Level 5 (To be taken by learners if they have no computer literacy skills. Thus these credits are not included in the total credits of the qualification):

• Introduction to ICT (Taken either in Semester 1 OR in Semester 2), 6 Credits.
• ICT in the Intermediate Phase classroom I, 3 Credits.
• ICT in the Intermediate Phase classroom II, 3 Credits.

Compulsory Modules at NQF Level 6, 96 Credits

• Education Studies I: The individual in Education Context, 8 Credits.
• Education Studies II, 8 Credits.
• Teaching Intermediate Phase English FAL I, 8 Credits.
• Teaching Intermediate Phase English FAL II, 8 Credits.
• Teaching Intermediate Phase English FAL III, 8 Credits.
• Teaching Intermediate Phase English FAL IV, 16 Credits.
• Classroom Management and the Curriculum, 8 Credits.
• Professional Practice in the Classroom, 8 Credits.
• Teaching and Learning in Education Context, 8 Credits.
• Teaching Intermediate Phase Maths I, 16 Credits.

Elective Modules at NQF Level 6, 32 Credits

(Select one from the following modules to a minimum of 32 Credits)

• Teaching Intermediate Phase Maths II, 16 Credits.
• Teaching Intermediate Phase Maths III, 16 Credits.

Or

• Teaching Intermediate Phase Social Sciences I: Geography, 16 Credits.
• Teaching Intermediate Phase Social Sciences II: Projects, 16 Credits.

Or

• Teaching Intermediate Phase Life Skills I: Development of Self in Society and World of Work, 16 Credits.
• Teaching Intermediate Phase Life Skills II: Physical Education, 16 Credits.

Or

• Teaching Intermediate Phase Natural Sciences and Technology I: Matter and Materials and Processing, 16 Credits.
• Teaching Intermediate Phase Natural Sciences and Technology II: Life and Living and Structures, 16 Credits.

Or

• Teaching Intermediate Phase Social Sciences III: History, 16 Credits.

Or

• Teaching Intermediate Phase Life Skills III: Arts, 16 Credits.

Or

• Teaching Intermediate Phase Natural Sciences and Technology III: Planet Earth and Beyond, Energy and Change and Systems and Control, 16 Credits.

1. Manage diversity in the learning context.
2. Managing the Intermediate Phase classroom and creating an environment conducive to teaching and learning.
3. Using different teaching approaches in different contexts, focusing on methods; interpretation of content; outcomes of teaching and multi-grade teaching.
4. An understanding of teaching and learning, which will be used as a basis for critical discussion, analysis and reflection on classroom practice.

Associated Assessment Criteria for Exit Level Outcome 1

• The theoretical perspective offered by a Transformative Inclusive Education framework is understood and described.
• The roles as a learner, mediator; Leader, administrator and manager; scholar, researcher and life-long learner; community member, citizen and pastoral role are displayed.
• Own identities in a diverse world is challenged by imagining the possibilities that exist for social responsiveness as agents of change.

Associated Assessment Criteria for Exit Level Outcome 2

• An Intermediate Phase classroom environment that is conducive to teaching and learning is created.
• Creative planning, organisation of the classroom and ensuring the safety of the learners is demonstrated.
• Sound pedagogic content knowledge is displayed.
• Effective communication is demonstrated and learning is mediated through the use of ICT application.
• Learning programmes are planned and designed.
• Accountability, responsibility and relationships in the classroom are displayed.

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 (e.g. situational, co-operative, problem-based, and transformative) are explained and applied.
• Powerful learning environments are constructed with the use of different teaching methods.
• An introduction to various learning styles and models (e.g. VAKT; Kolb; Gardner) and barriers to learning are explained and integrated into classroom practices.

Associated Assessment Criteria for Exit Level Outcome 4

• Sound pedagogic content knowledge is applied to teach the relevant subject.
• Learning programmes and materials are interpreted and designed.
• Overview of traditional and contemporary approaches to the subject and teaching is understood.
• Teaching strategies relevant to intermediate phase learning are applied.
• Application of media and resources in the classroom is demonstrated.

Integrated Assessment

Applied competence will be 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 assessment.

Assessment is seen as central to the teaching and learning 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. Integrated assessment gives an opportunity to the students to demonstrate their achievement holistically across the Exit-Level Outcomes of the programme.

Each module has a specific assessment strategy that complies with the institutional rules and policies regarding assessment and examination. The teachers' competence in the modules will be assessed through assignments and tests as well as examinations, or examination equivalent tasks. The type of assessment will however, depend on the nature of the module and/or the lecturers involved in the module. Continuous assessment activities in the AdvCert (Intermediate Phase Teaching) will include tests, assignments, projects, lesson presentations, posters, presentations; critique of lessons; group assignments, portfolios and practical work.

Work Integrated Learning is integrated in the teaching modules and includes opportunities for learning from practice and learning in practice. It is expected that the students 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 students' sense of agency as teachers.