Advanced Certificate in Intermediate Phase Teaching

Purpose

The purpose of the Advanced Certificate in Intermediate Phase Teaching is to provide a formal qualification-based Continuing Professional Development (CPD). This qualification will equip teachers with opportunities to strengthen or supplement their existing teaching roles or to develop new specialisations and interests. In general, this qualification aims to improve teachers' capacity to engage with, support and assist other educators, support staff, learners, and parents in Intermediate Phase at the classroom and school level, and also in the wider community. The aim of this qualification is to provide learners with a sound knowledge base for teaching learners from Grades 4- 7. Learners will adopt the ability to apply their knowledge and skills to classroom teaching while equipping them to undertake more intensive learning in Intermediate Phase teaching.

This qualification has a strong professional focus and enables teachers who have a prior professional teaching qualification, but who did not specialise in Intermediate Phase teaching to teach new subjects or to strengthen their existing subject knowledge and skills. This qualification is therefore developed to equip teachers who want to strengthen their specialisation in Intermediate Phase. Alternatively, this qualification allows teachers who are already in possession of a 360-credit professional teachers' diploma or a four-year teaching degree, to be admitted to a Level 7 Advanced Diploma in a cognate field of study.

This qualification aims to develop learners who meet the admission requirements to become a professionally trained person who demonstrates specific pedagogically focused knowledge and skills appropriate for Intermediate Phase teaching in the South African context. The qualified Intermediate Phase teacher must ensure that each child develops socially, emotionally, physically, morally, and intellectually within the diversity of the environment and cultures. Teachers who completed this qualification will demonstrate ethical professional conduct visible in their duty of care towards the children, their ability to understand diverse backgrounds and the management of their classrooms.

The qualification has been developed to meet specific national needs to provide prospective, as well as existing teachers, to equip themselves with specific knowledge and appropriate skills, such as interpreting school curriculum and unpacking its specialised contents for the Intermediate Phase and using available resources to promote learning. Identifying teaching strategies, assessment approaches and the application of ICT skills to specific subject teaching.

Upon completion of this qualification, qualifying learners will be able to

• Design suitable lessons and activities to stimulate active participation in acquiring knowledge, skills, and positive attitudes in their specialist subjects.
• Apply the principles, concepts, theories and practices of effective teaching and learning, inclusivity, and diversity in the classroom.
• Communicate effectively, in general, and in relation to the chosen First Additional Language learning and teaching.
• Apply the newly acquired knowledge and skills in practical teaching during Work Integrated Learning (WIL) under the mentorship of a qualified teacher and supervised by suitably qualified lecturers.
• Adapt learning and teaching methods to develop the 21st Century skills required in a changing context. Plan, design, and reflect on learning.

Rationale

The Department of Higher Education and Training expects teachers to develop their careers and enhance their teaching practices continuously to provide quality education to learners. According to the Department of Basic Education, many teachers have insufficient subject knowledge, whilst others would prefer to teach a different subject or in a different school phase. Thus, teachers with existing qualifications need to continually engage in professional development qualifications to deepen their subject knowledge, improve their current qualification, or be retrained to teach a new subject or a phase thus giving new impetus to their teaching careers. This qualification will empower teachers to apply theoretical and practical knowledge in any Grades 4 - 6 class in the South African context. As Intermediate Phase teachers, they will be able to teach learners while adapting to changing legislation and policies in meaningful and innovative ways and interact effectively with the public and stakeholders.

This qualification is one such qualification that will offer teachers the opportunity to develop their academic careers while enhancing their personal and social well-being.

This qualification will provide teachers with the opportunity to enhance their specialisation in Intermediate Phase Teaching as they are required to teach subjects such as First Additional Language, Mathematics Natural Science and Technology, Social Sciences and Life Skills while drawing from a broad range of general knowledge that will support and enable them to implement the national school curriculum.

The design of the qualification was informed by the national teacher training and higher education statutory requirements detailed in The Minimum Requirements for Teacher Education Qualifications (Government Gazette, February 2015), the Intermediate Phase Curriculum and Assessment Policy Statement (January 2012) of the Department of Basic Education, the Criteria for Programme Accreditation (2004, revised in 2012) of the Council on Higher Education and the Revised Higher Education Qualifications Sub Framework (HEQSF) (Government Gazette, August 2013).

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

• Bachelor of Education, NQF Level 7.

Or

• Bachelor's Degree, NQF Level 7.

And

• Postgraduate Certificate in Education in Intermediate Phase, NQF Level 7.

Or

• Diploma: Education, NQF Level 6.

Or

• Professional National Diploma in Education, NQF Level 6.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 6 totalling 120 Credits.

Compulsory Modules, Level 6, 41 Credits

• Inclusive Education, 15 Credits.
• 21st Century Teaching and Learning, 16 Credits.
• Workplace Integrated Learning WIL, 10 Credits

Elective Modules, Level 6, 64 Credits (Select one from the following specialisations)

Specialisation One: Mathematics Science and Technology

• Mathematics, 16 Credits.
• Natural Science and Technology, 16 Credits.
• Mathematics Teaching and Learning, 16 Credits.
• Natural Science and Technology Teaching and Learning, 16 Credits.

Or

Specialisation Two: Life Skills and Social Sciences

• Social Sciences: History and Geography, 16 Credits.
• Elementary Mathematics, 16 Credits.
• Life Skills Teaching and learning, 16 Credits.
• Social Sciences Teaching and Learning, 16 Credits.

And

Elective Modules, Level 6, 15 Credits (Select one module from the following options)

• Afrikaans FAL Teaching and Learning, 15 Credits.
• English FAL Teaching and learning, 15 Credits.

1. Demonstrate competence with regard to the knowledge base underpinning the curricular areas and phase specializations to develop appropriate learning and teaching programmes for Intermediate Phase teaching.
2. Demonstrate competence regarding diversity in the classroom, identification of learning and social problems. Identify relevant signs of special learning needs and design learning programmes to support these learners.
3. Demonstrate competence to communicate effectively, in general, and in relation to the chosen First Additional Language learning and teaching.
4. Adapt learning and teaching methods to develop the 21st Century skills required in a changing context. Plan, design, and reflect on learning.

Associated Assessment Criteria for Exit Level Outcome 1

• Interpret curricular knowledge in practice in own area of specialisation, in terms of a broader understanding of the relevant fields of knowledge.
• Apply acquired content and pedagogical knowledge and skills in different contexts.
• Use the characteristic language, terminology, and concepts of the chosen field of specialisation appropriately, and with confidence.
• Discuss the concepts, facts, principles, rules, and theories related to subject specialisation teaching and apply them to effective teaching and learning strategies and methods.
• Apply own understanding of subject knowledge to manage classroom resources and monitor learner participation.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify a range of challenges faced by education within the different South African contexts.
• Illustrate an understanding of how teaching is tailored to the needs of individual learners by identifying barriers to learning.
• Promote a values-driven teaching practice by demonstrating a supportive, committed, and ethical attitude.
• Effectively manage classrooms across diverse contexts to ensure a conducive learning environment.
• Evaluate and discuss possible solutions for the identified challenges.

Associated Assessment Criteria for Exit Level Outcome 3

• Read, integrate, and use academic and professional texts critically.
• Foster interactive communication with learners using non-judgmental language, supportive replies, and constructive feedback.
• Use the additional language of instruction, to explain, describe, discuss, and relate key concepts.
• Select, adapt, or design coherent learning experiences and lessons appropriate for the learners, context, and specialisation, considering national, regional, and school curriculum policies, learner contexts, and learner differences.

Associated Assessment Criteria for Exit Level Outcome 4

• Select, design, and evaluate what learning resource material (including textbooks) should be selected, in what sequence and how it should be assessed in their area of specialisation.
• Apply teaching and learning theories and practices for 21st Century skills in Education focusing on critical thinking, problem-solving, collaboration and communication.