Advanced Certificate in Senior Phase Mathematics Teaching

Purpose

The purpose of the qualification is to strengthen the subject specialisation of practising teachers with a prior qualification in Mathematics Teaching at a lower level, or to retrain teachers for the teaching of Mathematics in the Senior Phase. It also aims 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.

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

• Learners who did not include Senior Phase Mathematics in their previous professional training but who want to specialise in this field. (Retraining in a new teaching subject).
• Learners who did not specialise in Senior Phase Mathematics in their prior professional training, but who gained experience in teaching Senior Phase Mathematics and who want to acquire a professional qualification in Senior Phase Mathematics teaching (Upgrading).
• Learners who studied this specialisation in a three-year Diploma in Education or a National Professional Diploma in Education (NPDE), and who want to strengthen their field of study (Upgrading).

Upon qualifying learners will be able to

• Demonstrate knowledge of concepts, principles and procedures relevant to Senior Phase Mathematics Teaching.
• Apply ICT skills to Senior Phase Mathematics Teaching.
• Act with integrity by maintaining the highest level of professional work ethics.
• Critically analyse relevant materials, resources and practices.

Rationale

The Advanced Certificate in Senior Phase Mathematics Teaching is designed to address the specific needs of Mathematics teachers in the Senior Phase. In addition to the national prescribed requirements, this curriculum includes additional credits for in-depth knowledge. This speaks to the evident lack in specific content knowledge among many South African teachers. It is expected that education departments will welcome the delivery of this qualification.

The knowledge base of Senior Phase Mathematics teacher indicates a lack in professional capacity among large numbers of teachers who currently are employed to teach the subject in the Free State Province and elsewhere. Therefore, this qualification will not only upgrade the qualification of those teachers who are currently employed in Senior Phase Mathematics positions without adequate training, but also offers specialist education to those teachers who need to strengthen their Senior Phase Mathematics 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.

Recognition of Prior Learning (RPL)

The Institutional rules and requirements for RPL apply where the minimum requirements are not met.

Thus learners that do not meet the minimum criteria may apply for access into the qualification through the RPL process. Learners will have to provide evidence of any additional courses completed or relevant workplace experience. Learners will follow the institutional RPL procedures.

Learners are required to have the following in order to be considered for admission

• A professional Bachelor of Education (B. Ed) or an Advanced Diploma in Education (or a former PGCE or a Higher Diploma Postgraduate) for admission into the Advanced Certificate in Teaching.

Or

• A three-year Diploma in Education.

Or

• A Teachers Diploma.

Or

• A National Professional Diploma in Education (Level 5).

Or

• Learners must also have a Senior Phase level Mathematics in a prior professional education qualification or, at least two years practical experience as a Senior Phase Mathematics teacher.

This qualification consists of modules at NQF Levels 5 and 6 totalling 156 Credits.

Elective Modules at NQF Level 5

(Choose 3 subject content modules from the following electives)

• Numbers, Operations and Relations, 8 Credits.
• Algebra, 8 Credits.
• Patterns and Functions, 8 Credits.
• Measurement, 8 Credits.
• Space and Shape, 8 Credits.
• Data Handling, 8 Credits.

Compulsory Modules at NQF Level 5

• Introduction to ICT, 6 Credits.
• ICT in the Mathematics Classroom I, 3 Credits.
• ICT in the Mathematics Classroom II, 3 Credits.

Compulsory Modules at NQF Level 6, 120 Credits.

• Education Studies I in The individual in education context, 8 Credits.
• Teaching Senior Phase Maths I (Numbers, Operations and Relations), 16 Credits.
• Teaching Senior Phase Maths II (Algebra), 8 Credits.
• Classroom Management in Mathematics, 8 Credits.
• Professional Practice in the Classroom, 8 Credits.
• Teaching Senior Phase Maths III (Patterns and Functions), 16 Credits.
• Teaching Senior Phase Maths IV (Measurement), 8 Credits.
• Teaching Senior Phase Maths V (Space and Shape), 16 Credits.
• Education Studies II in Managing diversity in the learning context, 8 Credits.
• Teaching and Learning in Education Context, 8 Credits.
• Teaching Senior Phase Maths VI (Data Handling), 16 Credits.

1. Demonstrate knowledge of concepts, principles and procedures relevant to Senior Phase Mathematics Teaching.
2. Apply ICT skills to Senior Phase Mathematics Teaching.
3. Act with integrity by maintaining the Highest Level of professional work ethics.
4. Critically analyse relevant materials, resources and practices.

Associated Assessment Criteria for Exit Level Outcome 1

• Mathematical and Science concepts in a manner that facilitates knowledge acquisition and transfer are taught.
• The origin and content of the different schools of thought in the field of senior phase teaching is discussed.
• Terms, concepts, facts, principles, rules and theories related to senior phase teaching to enable effective teaching and learning strategies and methods in the foundation phase classroom are discussed and applied.

Associated Assessment Criteria for Exit Level Outcome 2

• Modern technological innovation are integrated in to Mathematics teaching.
• Computer technology in the classroom as a tool to support an interactive mediated learning style is used.
• Effective learning in mathematics by making the resources of the Internet available to learners is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 3

• Moral and ethical issues appropriate to classroom teaching are identified and applied.
• Reasonable course of action within the prescripts of the teaching profession are suggested and recommended.
• The principles of good classroom organisation explained and applied.

Associated Assessment Criteria for Exit Level Outcome 4

• The South African education context is critically examined and the professional contexts and practices in terms of social justice education are evaluated.
• Teaching models, including underpinning theory, current thinking, policies and legislation are understood and applied.

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 qualification 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.

WIL 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 learners' sense of agency as teachers.