Advanced Certificate in Senior Phase Social Sciences Teaching

Purpose

The purpose of the qualification is

• To improve the subject specialisation of practising teachers with a qualification in Social Sciences Teaching at a lower level, or to retrain teachers for the teaching of Social Sciences in the Senior Phase.
• 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 Social Sciences teaching. As such, teachers will be enabled to develop disciplinary, pedagogical, practical and situational learning reflexive competences in teaching and learning in the Senior Phase of schooling.

Aims such as the following will also be pursued to explore the purpose of the qualification

• Fostering self-reflexivity and self-understanding; development of the competences to organise learning among a diverse range of learners in diverse contexts.

The programme will have a strong professional focus and will address the needs of the following groups of teachers

• Teachers without adequate training in their previous professional training but who want to specialise in this field because they havegained experience in teaching Social Sciences and want to acquire a professional qualification in Senior Phase Social Sciences teaching (Retraining in a new teaching subject).
• Teachers 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).

Rationale

The institution is addressing the need for the upgrading of teacher qualifications and/or unqualified and under-qualified teachers. The Advanced Certificate in Senior Phase Social Sciences Teaching [AdvCert (SP Social Sciences Teaching)] is one such qualification which is enabling the establishment for a teaching and learning pathway for teachers in order to enable teachers to advance their careers, this is a requirement of the DHET. The Adv Cert (SP Social Sciences Teaching) does not only focus on Senior Phase education in general, but has a specific aim to improve teachers' knowledge and competencies in a new subject, or improve their current subject specialisation.

Extensive consultation with education departments on a national level as well as a national needs analysis has been carried out. From this it was revealed that there is a shortage of adequately qualified teachers for the SP Social Sciences classroom, a lack in professional capacity among large numbers of teachers who currently are employed to teach SP Social Sciences in the Free State Province and elsewhere.

Thus projects were undertaken by the institution to address gaps in the knowledge base of SP Social Sciences teachers and the AdvCert (SP Social Sciences Teaching) was developed to not only upgrade the qualification of those teachers, who are currently employed in SP Social Sciences and without adequate training, but also offers specialist education to those teachers who need to improve their SP Social Sciences knowledge base. In addition, the qualification also aims to provide retraining to teachers who wish to teach another subject, thus widening the pool of teachers who are able to teach this subject.

The AdvCert (SP Social Sciences Teaching) is designed to address the subject specific needs of Social Sciences teachers in the SP. In addition to the national prescribed requirements, this curriculum includes additional credits for deepening of content knowledge as there is a lack in specific content knowledge among many South African teachers. It is expected that education departments will welcome the delivery of an AdvCert (SP Social Sciences Teaching).

Recognition of Prior Learning (RPL)

The structure of this qualification makes RPL possible. The qualification may therefore be achieved in part or completely through the RPL, which includes formal, informal and non-formal learning and work experience.

Each learner will be considered according to the institution's RPL policy and guidelines. The learner will be thoroughly briefed on the mechanism to be used and the appropriate support/guidance will be provided. The process will provide the learner with an opportunity to demonstrate competence in the relevant learning areas/outcomes and will not prevent him/her from taking up the RPL option towards attempting to gain a qualification.

If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits will be assigned to him/her. RPL will be achieved by means of an appropriate integrated assessment method as mentioned above.

This RPL may allow a successful learner

• Accelerated access to further learning at this or higher levels on the NQF.
• Obtaining of this qualification in part or in whole.

Entry Requirements

The minimum qualification admission requirement is an approved and recognized professional teaching qualification evaluated as Recognition and Evaluation of Qualifications for Employment (REQV) 13:

• Practising teachers in possession of a recognised professional teaching qualification, National Professional Diploma in Education, at minimum NQF Exit level 5 or equivalent.

Or

• A 480-Credit Bachelor of Education at NQF Level 7 (in a different phase or specialization).

Or

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

This qualification consists of compulsory modules at NQF Level 6 and 5 optional modules at NQF Level 5 totalling 120 Credits.

Compulsory Modules, at 120 Credits

• Education Studies I in The individual in education context, 8Credits.
• Teaching Geography I (Geomorphology in Hydrology and Climatology), 16 Credits.
• Teaching Geography II (Human Geography), 8 Credits.
• Classroom Management in Social Sciences Teaching, 8 Credits.
• Professional Practice in Education Context, 8 Credits.
• Teaching Geography III (Cartography), 16 Credits.
• Teaching History I (South African History), 16 Credits.
• Teaching History II (African History), 8 Credits.
• Education Studies II in Managing diversity in the learning context, 8 Credits.
• Teaching and Learning in the Classroom, 8 Credits.
• Teaching History III (European History), 16 Credits.

Optional Modules, at 28 Credits

• Introduction to ICT (Take either in Semester 1 OR in Semester 2), 6 Credits.
• ICT in the Social Sciences Classroom I, 3 Credits.
• ICT in the Social Sciences Classroom II, 3 Credits.
• Subject content module in Cartography 8, Credits.
• Subject content module in Geomorphology, Hydrology and Climatology, 8 Credits.

1. Demonstrate practical understanding and applied competence in Senior Phase Social Sciences Teaching.
2. Demonstrate understanding of education systems and context, including application of technology.
3. Demonstrate conceptual understanding of principles within Senior Phase Social Sciences Teaching.

Associated Assessment Criteria for Exit Level Outcome 1

• Areas where learning is required are identified.
• The most suitable situation/environment for learning is constructed.
• Learning within diverse education contexts is facilitated.
• Working with colleagues and the broader community in an independent way is demonstrated.
• Change in the broader education context and society is acted and contributed on.

Associated Assessment Criteria for Exit Level Outcome 3

• Concepts, principles and procedures relevant to Senior Phase Social Sciences Teaching are applied.
• Theories of learning are applied.
• Inclusivity and barriers to learning are dealt with.
• Principles and practices of effective teaching and learning are applied.
• Teaching strategies and assessment approaches are applied.
• ICT skills to Senior Phase Social Sciences Teaching are applied.

Associated Assessment Criteria for Exit Level Outcome 3

• Subject competences are transformed into conceptual learning experiences.
• Professional practice based on an integrated knowledge base is reflected upon.
• Highest level professional work ethics are maintained with acts of integrity.

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 (SP Social Sciences Teaching) will include tests, assignments, projects, lesson presentations, posters, presentations; critique of lessons; group assignments, portfolios and practical work.

Work Integrated Learning (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 form part of all the modules with the aim to develop the students' sense of agency as teachers.