Advanced Diploma in Education in Further Education and Training Physical Sciences Teaching

Purpose

The purpose of the qualification is to afford learners the opportunity to strengthen their pedagogical content knowledge (PCK) through Professional Practice-Based Learning (PPBL).

This will be achieved when learners are able to demonstrate

• A thorough understanding and competency of, and interact responsibly with, the required subject content knowledge base, educational theory and methodology.
• Knowledge and skills in the teaching of Physical Sciences in the FET phase.
• A specific depth of and specialisation in knowledge, together with practical skills and workplace application.
• Initiative and responsibility in an academic and professional teaching environment.
• Intellectual independence and the development of some level of research competence in the field of education and more specifically, teaching and learning.
• 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 adoption of the new Higher Education Qualifications Sub-Framework (HEQSF) has necessitated the alignment of all higher education qualifications with the HEQSF. In addition, teacher education qualifications need to satisfy the demands of the Minimum Standards for Teacher Education Qualifications (MRTEQC) that was promulgated by Government Gazette Vol 553, Number 34467 on the 15th July 2011. The MRTEQC identifies three broad qualification pathways that teachers may follow with a view to advance their careers, of which one is a teaching and learning pathway. This application serves all of these purposes.

The qualification envisions a teacher who can think critically and who possesses the professional, technological and cultural knowledge to function optimally in their respective diverse teaching contexts.

Recognition of Prior Learning (RPL)

The RPL process in the faculty is as follows

• A learner applies for admission as if under "normal" application procedures.
• At the same time the learner also apply for ARPL in writing to the relevant centre chair.
• The centre chair discusses the merits of the application with lecturers where applicable, or with the programme coordinator, depending on the nature of the application. If no faculty decision is required, the centre chair communicates with the learner in this respect.
• If there seems to be potential for success and a faculty decision is required, the application is referred by the relevant department to the ARPL faculty committee. The process to be followed is communicated to the learner. If the potential success of the application appears to be low, this is also communicated in writing to the learner via the faculty secretary.
• The ARPL committee might request additional information from and/or a personal interview with the learner where applicable.
• The ARPL committee provides the learner with guidelines to compile an ARPL portfolio if applicable.
• The ARPL committee considers and assesses the evidence, consults with staff or other stakeholders if needed and makes a recommendation in writing to the faculty committee. The relevant centre chair and programme chair are informed about the recommendation.
• The faculty committee considers the recommendation of the ARPL committee and either refers it back for further consideration or recommends it to the Faculty Board for approval.
• The learner is informed of the decision of the Faculty Board via the faculty secretary.
• Both the learner and the centre /programme committee are entitled to lodge an appeal to the chair of the ARPL committee should they consider the decision of the Faculty Board or the process unreasonable.

Entry Requirements

The minimum admission requirements are

• A four-year Bachelor of Education at NQF Level 7.

Or

• An Undergraduate Degree at NQF Level 7 with a Postgraduate Certificate in Education at NQF Level 7.

Or

• A three-year Diploma at NQF Level 6.

This qualification consists of compulsory modules at NQF Level 7 totalling 120 Credits.

Modules

• General Pedagogy, 6 Credits.
• Educational Perspectives, 6 Credits.
• Chemistry, 30 Credits.
• Pedagogical Content Knowledge of Chemistry, 15 Credits.
• Curriculum Management, 6 Credits.
• Physics, 30 Credits.
• Pedagogical Content Knowledge of Physics, 15 Credits.
• Work Integrated Learning, 12 Credits.

1. Understand and interact responsibly with the required subject content knowledge base, educational theory and methodology.
2. Reflect on knowledge and skills in the teaching of Physical Sciences in the FET phase.
3. Show initiative and act responsibly in an academic and professional teaching environment.
4. Demonstrate an understanding of the diversity in the South African and human context in order to teach in a manner that includes all learners.
5. Show intellectual independence and the development of some level of research competence in the field of education and more specifically, teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 1

• An integrated knowledge of the fundamentals of Physics and the skills to teach in the South African educational context is demonstrated.
• The dynamics of the current curriculum are identified and explained.
• An awareness of possible subject misconceptions is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 2

• Key features of the curriculum and how these impacts on planning, teaching and assessment practices are discussed.
• Teaching and learning resources are creatively managed and used.
• School structures, systems and procedures are explained and their impact on curriculum delivery is evaluated.
• Competence in monitoring and evaluation of learner achievement, policy development and facilitating curriculum development is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 3

• Collaborative learning methods and processes are introduced and facilitated.
• Leadership in a complex and rapidly changing society in the South African teaching environment is demonstrated.
• Knowledge of professional conduct, ethics and legal responsibilities, as well as the role of the wider societal context in the education of children is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 4

• Learning and development in diverse educational contexts is supported and nurtured.
• Learners with particular learning needs are identified and the necessary support is given.
• The adolescent learner is supported developmentally, cognitively, emotionally and psychologically.

Associated Assessment Criteria for Exit Level Outcome 5

• Different assessment strategies are evaluated and applied.
• Learning to improve own practice is demonstrated by engaging in critical evaluation of recent research and literature linked to their subject specialism.
• Common research methods in educational research are considered for application.
• Independent educational research in relation to educational policy, practice and theoretical development is carried out.

Integrated Assessment

Learner assessment is integrated in the whole system of a programme approach to teaching and learning and as such forms part of the institutional context. 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 at the end of each year, affording learners a first and second opportunity.

School-based Work Intergrated Learning, including supervised and assessed teaching practice, constitutes an essential part of the Advanced Diploma. In a full-time contact qualification, teachers will spend a period of time in formally supervised and assessed school-based practices over the duration of the Degree.