Higher Certificate in Physical Sciences

Purpose

The qualification aims, through a planned combination of modules, to equip students with the knowledge, skills and values to undertake studies at higher education levels, particularly in Bachelor qualifications requiring Physical Sciences Students will be able to improve their reading and writing skills in academic, business and Standard English, as well as computational, mathematical and statistical skills.

The Higher Certificate will give students knowledge of the Physical Sciences, as well as practical skills in laboratories, thereby equipping them to operate as entry-level laboratory assistants in the academic environment, government or industry sectors.

Rationale

National and international recognition is ensured through the assessment and development of the qualification content. The Higher Certificate in Physical Sciences qualification has been developed with the purpose of offering students alternative pathways for access to Bachelor qualifications within the fields of Science, Engineering and Technology. The introduction of the Higher Certificate in Physical Sciences will allow students an opportunity for advancement through formal Higher Education via distance education.

Qualified students will be able to register for further Higher Education qualifications within South Africa and throughout the world. Qualified students will be employable in laboratories at institutions of higher learning, as well as in industry as support staff as specialists in the field.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning will take place in accordance with the institution's policy and guidelines. For this qualification, recognition takes place at the discretion of the department in instances where prior learning corresponds with the required NQF level and in terms of applied competencies relevant to the content and outcomes of the qualification. RPL can be used at intermediate levels, but the institution will assure that the Exit Level Outcomes are fulfilled.

No formal prior learning is required. Non-formal and informal prior experiential learning will be assessed as per the departmental entry examination.

Entry Requirements

The minimum admission requirement to this qualification is either a

• Senior Certificate (SC).

Or

• National Senior Certificate (NSC) granting access to Higher Certificate studies and with Mathematics.

Or

• National Certificate Vocational (NCV), Level 4 with Mathematics.

This qualification comprises compulsory modules at Level 5 totalling 120 Credits.

Compulsory Modules

• English Proficiency for University Studies, 12 Credits.
• Ethical Information and Communication Technologies for Development Solutions, 12 Credits.
• Fundamental Mathematics, 12 Credits.
• Introductory Chemistry A, 12 Credits.
• Introductory Chemistry B, 12 Credits.
• Introductory Physics A, 12 Credits.
• Introductory Physics B, 12 Credits.
• Physical Science Practicals, 12 Credits.
• Basic Statistics for Experimental Sciences, 12 Credits.
• Pre-Calculus Mathematics A, 12 Credits.

1. Write and communicate clearly in an academic setting, particularly within the Physical Sciences.
2. Apply theory, principles and techniques in the Physics and Chemistry fields in solving routine and applied problems, and project investigations.
3. Perform mathematical and statistical calculations manually, using a calculator and appropriate software.
4. Develop a set of professional ethics and values regarding data analysis in the field of Physical Sciences.

Associated Assessment Criteria for Exit Level Outcome 1

• Use Physics and Chemistry terminology and notations correctly.
• Communicate clearly in the correct academic style.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply theory, principles and techniques correctly and appropriately.
• Produce a report on a laboratory project according to accepted standards.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate correct and accurate experimental procedures.
• Use statistical measurements appropriately and critically and illustrate an understanding by means of the conclusions presented.

Associated Assessment Criteria for Exit Level Outcome 4

• Exhibit a professional attitude in all tasks.

Integrated Assessment

The institution has an Assessment Policy that spells out the principles underlying assessment and good practice in assessment.

Formative and Summative Assessment

An effective integrated assessment strategy is used. Clearly identified components of assessment address summative assessment of the Exit Level Outcomes. Evidence will be derived from major work or multiple instances of limited scale work. Students will be assessed in the various modules via a combination of the following: summative examinations, assignments, projects and portfolios of evidence of learning growth.

Initial assessment activities will be focused on gathering evidence in terms of the outcomes expressed in the modules to ensure that assessment is integrated rather than fragmented. The aim is to declare the student competent in terms of the qualification's purpose. Where assessment across level is unmanageable, assessment will be focused around each specific outcome, or groups of specific outcomes. It should be ensured that evidence is gathered across the entire range, wherever it applies.

Assessment activities will be as close to real performance as possible and, where simulations or role-plays are used, there will be supporting evidence to show that the candidate is able to perform in a real situation.

All assessments will be conducted in line with the following well-documented principles of assessment as defined below and in the university's Assessment Policy:

• Appropriate: The method of assessment is suited to the performance being assessed.
• Fair: The method of assessment does not present any barriers to achievements which are not related to the evidence. In particular, the method of assessment is sensitive to language diversity.
• Manageable: The methods are arranged and are cost-effective that do not unduly interfere with learning.
• Integrated into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
• Valid: The assessment focuses on the requirements laid down in the standard, i.e. the assessment is fit for purpose.
• Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible.
• Authentic: The assessor is satisfied that the work being assessed is attributable to the person being assessed.
• Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required standard can be repeated consistently.
• Systematic: Planning and recording are sufficiently rigorous to ensure that assessment is fair.
• Open: Students can contribute to the planning and accumulation of evidence. Candidates must be able understand the assessment process and the criteria that apply.
• Consistent: The same assessor will make the same judgement again in similar circumstances. The judgement made is similar to the judgement that would be made by other assessors.