Advanced Diploma in Intermediate Phase Natural Science and Technology Education

Purpose

The primary purpose of the qualification is to provide a learning pathway enabling teachers focused on developing their subject content knowledge, to deepen their understanding of how to teach school natural science more effectively. The qualification will therefore seek to:

• Provide learners with a deeper understanding of technical and pedagogical content knowledge for the effective teaching of school natural science and technology in diverse contexts.
• Apply theories and action research in Natural Science and Technology Education relevant to school natural science and technology.
• Expose learners to strategies that will enable students them to teach natural science and technology in a variety of ways.
• Demonstrate competence to teach natural science and technology through problem solving.
• Develop the ability to integrate the various strands of natural science and technology into a coherent, deep conceptual understanding of natural science and technology as a discipline and its role in society.
• Broaden teaching and learning horizons by using appropriate technology/Information and communications technology (ICT) effectively.

It is envisaged that learners who achieve the exit level outcomes will become innovative in the field of science and technology education.

Rationale

This qualification will provide a basis for further studies in the field of natural science and technology education. Currently the performance of the South African schooling system in Natural Science and Technology is very poor: there is a clear need, therefore, for teachers to be guided towards teaching Natural Science and Technology more effectively.

The qualification requires a specific depth of, and specialisation in subject knowledge, together with skills in using resources from a variety of institutions, to enable learners to teach natural science and technology successfully/effectively in a variety of contexts. In addition, this qualification requires intellectual independence and the development of some level of research competence in the field of education and, more specifically, teaching and learning.

This qualification seeks to

• Transcend the standard or traditional way of teaching science and technology in a move towards more learning-and learner-centred teaching methods.
• Develop and consolidate in an integrated way appropriate disciplinary, practical, pedagogical and situational knowledge in the field of science and technology education.
• Foster self-reflexivity and subject reflexivity to gain a deeper understanding of the teaching of science and technology and the role of research in improving the teaching of science and technology.
• Nurture commitment to the ideals of developing science and technology proficient learners who can solve problems independently and collaboratively.
• Promote and develop the dispositions and competences to integrate subject knowledge in the various strands of school science and technology.
• Promote and develop the dispositions and competences to make appropriate use of appropriate technology to enhance learner engagement in the science and technology classroom.

Recognition of Prior Learning (RPL)

Serving teachers with incomplete teacher qualifications or with Certificates and Diplomas in teaching gained in the past may apply for advanced standing in the Advanced Diploma qualification in line with the institution's RPL policy stipulation. Each application will be assessed on its individual merits.

Entry Requirements

The minimum entry requirements are

• A four-year Bachelor of Education Degree.

Or

• A Diploma in the related field, plus a Postgraduate Certificate in Education, or a Higher Diploma in Education.

Or

• An Advanced Certificate in Education or a Further Diploma in Education that follows a professional teaching qualification, or a four-year Higher Diploma in Education.

This qualification consists of compulsory modules at National Qualifications Framework (NQF) Level 7 totalling 120 Credits.

Compulsory Modules, Level 7, 120 Credits

• Teaching Science, Society and Environment in the Natural Science and Technology Intermediate Phase, 24 Credits.
• Teaching Earth and Beyond, 24 Credits.
• Teaching Energy and Change and Systems and Controls as part of Natural Science and Technology in the Intermediate Phase, 24 Credits.
• Teaching Life and Living and Processing as part of Natural Science in the intermediate Phase, 24 Credits.
• Teaching Matter and Materials and Structures as part of Natural Science and Technology in the intermediate Phase, 24 Credits.

1. Select, sequence and pace learning in a manner appropriate to effective Science and Technology teaching, diverse learning needs and diverse contexts of practice.
2. Select and use a range of teaching, learning and assessment strategies appropriate to effective Natural Science and Technology teaching, diverse learning needs and diverse contexts of practice.
3. Teach scientific and technological concepts in ways that promote learner engagement, the development of deep conceptual understanding and the ability to transfer learning to authentic contexts.
4. Adapt general educational principles and theories to the facilitation of the effective learning of Natural Science and Technology for diverse learners in diverse contexts.
5. Integrate/apply Natural Science and Technology skills and understandings in other subjects or contexts.
6. Be able to justify practice by reference to appropriate theory.
7. Reflect on and critically evaluate own teaching, learning and assessment practice.
8. Research teaching, learning and assessment problems and feed findings back into improved practice.
9. Critically analyse own and others' lesson plans, learning programmes and assessment tasks.
10. Identify and critically evaluate what counts as undisputed knowledge, necessary skills and important values.
11. Adopt a range of mediation styles that require both individual and group-based learner engagement.
12. Demonstrate in practice a commitment to a problem-solving approach to the teaching of Natural Science and Technology.
13. Make educational judgements on issues arising from real practice and/or from authentic case studies/examples of real world issues.
14. Justify choices with reference to the theoretical underpinnings of general pedagogy as well as those related specifically to the teaching of Natural Science and Technology.
15. Make appropriate links between Natural Science and Technology learning, the world of work, the environment and human rights issues.
16. Select and use appropriate technologies in appropriate ways to meet different learning and teaching needs in diverse contexts of practice.

The following Associated Assessment Criteria will be assessed in an integrated manner across the Exit Level Outcomes

• Identify and solve problems and make decisions using critical and creative thinking through active engagement with problem-based disciplinary learning as well as continuous practice of the planning, acting, reflecting feedback loop.
• Work effectively with others as members of a team, group, organisation and community through specific collaborative activities in the study material and in online interaction with other learners.
• Organise and manage themselves and their activities responsibly and effectively through guided completion of a suggested study programme with integrated school-based practice.
• Collect, analyse, organise and critically evaluate information in order to complete assignments and practical tasks effectively.
• Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentation through the completion of written assignments, and on-going interaction with other learners and lecturers via online platforms.
• Use science and technology effectively and critically, showing responsibility towards the environment and health of others through completion of activities requiring the selection and justifiable use of a variety of technologies for different learning and teaching needs and contexts.
• Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist is isolation through engagement with the core component of the qualification and the assessment strategy which requires the ability to adapt teaching to context and to justify changed practice with reference to appropriate experience, theory and policy.

Integrated Assessment

All the modules will be assessed by a combination of formative and summative assessment with an emphasis on applied competence - that is the ability to make and justify informed choices in practice and to modify practice where necessary.

Assignments in each of the modules will also introduce elements of action research approaches. Summative assessment will take place in the form of a non-venue based examination.