Advanced Diploma in Science Education
Purpose:
Source: SAQA official qualification record. Yiba Verified does not own the underlying qualification data shown on this page.
Qualification type
Advanced Diploma
Credits
120
Sub-framework
HEQSF - Higher Education Qualifications Sub-framework
Providers listed
0
Qualification snapshot
Official qualification identity fields captured from the qualification record.
Originator
University of the Western Cape
Quality assurance functionary
-
Field
Field 05 - Education, Training and Development
Subfield
Schooling
Qual class
Regular-Provider-ELOAC
Recognise previous learning
Y
Important dates
These dates are carried directly from the qualification record.
Registration start
2019-09-18
Registration end
2027-06-30
Last date for enrolment
2028-06-30
Last date for achievement
2031-06-30
Purpose and entry context
Official SAQA text formatted for easier reading.
Purpose and rationale
Purpose
The purpose of the Advanced Diploma in Science Education is to strengthen and enhance an existing specialisation in a subject, or to develop a new role or practice to support teaching and learning in a school. The qualification offers intellectual enrichment or intensive, focused, and applied specialisation, which meets the requirements of a specific niche in education such as Science Education. The learner will be equipped with a deep and systemic understanding of current thinking, practice, theory, and methodology in the area of specialisation.
Rationale
This qualification replaces the previous Advanced Certificate in Education (ACE) that was made redundant in terms of the Minimum Requirements for Teacher Education dated 15 July 2011. The qualification is used to further strengthen and enhance an existing specialisation in a subject. Science and Mathematics are considered gateway subjects and identified as national priorities at the National Senior Certificate level. The qualification offers intellectual enrichment and intensive, focused, and applied specialisation. The qualification provide the learner with a deep and systematic understanding of current thinking, practice, theory, and method in science and mathematics. This qualification form part of in-service teacher's professional development. It is offered to take into account the Pedagogical Content Knowledge (PCK) needs of the discipline. Also, it addresses the problem of practising science with a need for advanced scientific knowledge, understanding and process skills to meaningfully deal with school science The primary underpinning of the qualification is the notion of elementary science from an advanced scientific perspective. It is an area of specialisation in dire need of support given the recent National Senior Certificate results as well as the achievement of South African learners in national and international benchmark tests.
Entry requirements and RPL
Recognition of Prior Learning (RPL)
Any learner qualifies for admission via RPL policies of the institution.
Entry Requirements
The minimum entry requirement for this qualification is
- Bachelor of Education, NQF Level 7.
Or
- First Bachelor plus PGCE/Higher Diploma in Education, NQF Level 7.
Or
- Diploma plus ACE/ACT, PGCE, Higher Diploma in Education.
Replacement note
This qualification is replaced by
Structure and assessment
Qualification rules, exit outcomes, and assessment criteria from the SAQA record.
Qualification rules
This qualification consists of the following compulsory and elective modules at NQF Level 7 totalling 120 Credits.
Compulsory Modules NQF Level 7, 48 Credits
- Science and Mathematics 1, 12 Credits.
- Science and Mathematics 2, 12 Credits.
- Practical Project for Science and Mathematics Teaching, 12 Credits.
- Computer Studies for Teaching, 12 Credits.
Elective Modules NQF Level 7, 72 Credits (Select Six)
FET Physical Sciences
- FET Science for Teaching (Mechanics), 12 Credits.
- FET Science for Teaching (Electricity and Magnetism), 12 Credits.
- FET Science for Teaching (Matter and Materials), 12 Credits.
- FET Science for Teaching (Waves, Sound, and Light), 12 Credits.
- FET Science for Teaching (Chemical Change), 12 Credits.
- FET Science for Teaching (Chemical Systems), 12 Credits.
Or
FET Life Sciences
- FET Life Science for Teaching (Diversity, Change, and Continuity), 12 Credits.
- FET Life Science for Teaching (Environmental Studies), 12 Credits.
- FET Life Science for Teaching (Evolution), 12 Credits.
- FET Life Science for Teaching (Life at molecular, cellular and tissue level), 12 Credits.
- FET Life Science for Teaching (Life Processes A), 12 Credits.
- FET Life Science for Teaching (Life processes B), 12 Credits.
Or
FET Mathematics
- FET Mathematics for Teaching (Complex Numbers), 12 Credits.
- FET Mathematics for Teaching (Real Numbers), 12 Credits.
- FET Mathematics for Teaching (Differential Calculus), 12 Credits.
- FET Mathematics for Teaching (Trigonometry), 12 Credits.
- FET Mathematics for Teaching (Geometry), 12 Credits.
- FET Mathematics for Teaching (VAA and Euclidean Geometry), 12 Credits.
- FET Mathematics for Teaching (Statistics and Probability), 12 Credits.
Exit level outcomes
- Identify, analyse, evaluate, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments.
- Make decisions and act ethically and professionally, and the ability to justify those decisions and actions drawing on appropriate ethical values and approaches within a supported environment.
- Develop appropriate processes of information gathering for a given context or use; and the ability to independently validate the sources of information and evaluate and manage the information.
- Produce and communicate information, demonstrating the ability to develop and express his or her ideas and opinions in well-formed arguments, using appropriate academic, professional, or occupational discourse.
- Understand, apply and evaluate the key terms, concepts, facts, principles, rules and theories of that field, discipline or practice; and detailed knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines or methods.
Associated assessment criteria
The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes
- Knowledge of an inquiry-based teaching and its application in the design, implementation, and assessment of science and mathematics lessons is demonstrated.
- Use practical and experimental approach to teach the science and mathematics curriculum content.
- Prepare and present practical lessons to consolidate science and mathematics theory and practice.
- Understand and apply knowledge of the science and mathematics content and pedagogy.
- Devise appropriate indicators of performance to measure and evaluate science and mathematics learning as a reflection of their teaching.
- Understand current thinking, practice, theory, and methodology of the nature of science and mathematics.
Integrated Assessment
Learners are assessed regularly throughout all the modules of the qualification from both a summative and formative perspective. The qualification takes on a particularly practical and experimental approach with a practical assessment leading to a final practical examination and final written examination.
Progression and comparability
Articulation options
This qualification allows for both horizontal and vertical articulation possibilities.
Horizontal Articulation
- Bachelor of Education in Science Education, NQF Level 7.
Vertical Articulation
- Bachelor of Education Honours in Science Education, NQF Level 8.
- Postgraduate Diploma in Education, NQF Level 8.
International comparability
This qualification was compared against the following international qualifications presented in England
Country: United Kingdom
Institution: Cambridge University
Qualification Title: Postgraduate Certificate of Education (PGCE) in Science/Mathematics.
This is a one-year full-time qualification taught in partnership with local schools. The qualification caters for a lively mix of trainees, from different backgrounds, cultures and parts of the country that are either in their final year at university or those with higher degrees or mature learners who have decided to become teachers after a period in another occupation or a career break. These learners are expected to have a degree qualification in either the learner's teaching subject or a closely related subject which will enable them to cover the full range of secondary work up to university entrance standard.
The primary purpose of the qualification is for professional development of teachers to help turn those with an interest in mathematical education or science education into inquiring, supportive and inspirational teachers and to equip them for leadership roles in the future.
The Cambridge qualification has three integrated aspects, namely subject teaching, professional studies and professional placements in school. Subject Teaching focuses on current teaching approaches, resources and research in doing Mathematics. The course provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of Mathematics, and a sense of enjoyment and curiosity about the subject. It covers different content areas of the curriculum, while looking at particular aspects of teaching, such as using an interactive whiteboard. It also includes opportunities for critical reflection, and encourages learners to link their practical, school-based experiences with the research literature they have read. The General Professional Role of the Teacher (professional studies) course is concerned with those aspects of teaching and the general professional role of the teacher which are generic and relevant to the whole school, and is designed to support the professional development of all secondary trainees. The professional placements give learners the opportunity to work together with experienced mentors to develop their own practical teaching skills and competence.
This qualification focuses primarily on strengthening, supplementing, upgrading and enriching teachers' knowledge, understanding and skills in Mathematics, which fits in with the scope of the Cambridge University, namely to help turn teachers with an interest in mathematical education into inquiring, supportive and inspirational teachers. Both qualifications are offered in one year. However, this qualification does not include professional studies and placements in schools.
Similarities would cover current teaching approaches (pedagogical content knowledge), current thinking, practice, theory and methodology, as well as designing, implementing and reporting on lesson plans, the nature of Mathematics, content knowledge as prescribed by the curriculum and opportunities for critical reflection in mediating conceptual change.
Country: United Kingdom
Institution: Edge Hill University, Ormskirk, Lancashire, England.
Qualification Title: Subject Knowledge Enhancement Science & Mathematics Professional Development Programmes.
This is a flexible programme designed for non-Mathematics specialists who want to be retrained to teach Mathematics and/ Science (Biology) or want to enhance and extend their subject knowledge. Leaners without a breadth and depth of mathematical /science study in their degree (level 6) need to complete the one-year qualification as a condition of entry to the PGCE, which is a qualification on a master's level. The aim of the qualification is to develop learners' subject knowledge in Mathematics and/Science (Biology) to prepare them to teach the conceptual and applied aspects of the subject effectively, with competence, enthusiasm and confidence, to learners aged 11-16 years.
The qualification addresses gaps in subject knowledge; the Mathematics curriculum and/or Science Curriculum; develop enthusiasm for working mathematically; promote learning in Mathematics and/ Science that is challenging and engaging for all learners; identify and build upon prior learning and develop capacity for future; the use of Mathematics and/Science in society; an understanding of the connections that exist between topics in Mathematics and/Science; the use of appropriate technology in teaching and learning.
This qualification focuses primarily on guiding teachers, who wish to upgrade their qualifications or who want to enrich and supplement their existing knowledge and competence, in developing an understanding of the nature of the subject discipline and to acquire pedagogic content knowledge. This is also the purpose of the Edge Hill qualification, namely to retrain teachers to teach Mathematics and/Science (Biology) Both are one-year qualifications, preparing learners for post-graduate studies. Similarities would cover content knowledge in Mathematics and/Science, learning in Mathematics and/Science that is challenging, thus problem solving, curriculum differentiation in order to engage all learners and the nature of Mathematics and/Science, including in society. The proposed qualification differs in the sense that it also includes conceptual change theory, accompaniment of learners with learning difficulties or misconceptions and learning theories.
Providers currently listed
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No provider listing was captured on this qualification record.
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