Postgraduate Certificate in Education in Intermediate Phase

Purpose

This qualification is a professional teaching qualification that "caps" an undergraduate Degree or an approved Diploma. It also offers entry-level initial professional preparation for teachers who wish to develop focused knowledge and skills as classroom teachers in a chosen phase(s) and/or subject(s). For this purpose, the qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful learners to apply their learning as beginner teachers in schools in varying contexts.

The qualification enables learners to develop their professional competence reflexively grounded in educational theory. The curriculum incorporates the essential components (theory, application and practice) as specified for an Advanced Diploma in Teaching in the Government Gazette of 15 July 2011, No. 34467, "The Minimum Requirements for Teacher Education". This has resulted in a qualification that places a particular emphasis on educators as community builders and agents of transformation in the South African context.

The various modules in this qualification will ensure that learners obtain sound subject knowledge; understand teaching and learning; communicate and mediate learning effectively; further develop literacy, numeracy and Information Technology (IT) skills; use resources to design learning programmes; understand and manage classrooms in diversity; assess learners reliably; display positive work ethics and values; and reflect on their own practice critically and constructively.

Rationale

The Advanced Diploma in Intermediate Phase Teaching (AdvDip IP Teaching) aims to provide a relevant and contemporary qualification in South Africa, where learners from diverse backgrounds are equipped to teach in the Intermediate Phase and within diverse contexts. The stakeholder needs are reflected in the eleven basic competences of a beginner teacher (as gazetted in the Minimum Requirements for Teacher Education Qualifications, July 2011) and it is believed that this qualification will enable prospective teachers to encompass these competences.

The Policy on the Minimum Standards for Teacher Education Qualifications (MRTEQC) was promulgated by the government to ensure that teachers are equipped with the necessary competencies. This qualification offers entry-level initial professional preparation for learners who wish to develop focused knowledge and skills as classroom teachers in a chosen phase(s) and/or subject(s). For this purpose, the qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful learners to apply their learning as beginner teachers in schools in varying contexts.

The South African news media frequently reports on the dire shortage of qualified teachers in South Africa, which highlights the need for additional teacher training. It is anticipated that the learner intake into the AdvDip IP Teaching will come from both public and private schools and include learners wanting to prepare as teachers for either of these sectors. Therefore the Advanced Diploma in Intermediate Phase Teaching (AdvDip IP Teaching) is aimed at learners who want to become qualified as professional educators after having completed an appropriate Bachelor's Degree (or an approved Diploma) other than a Bachelor of Education.

The qualification provides for the development of professional competence informed by sound knowledge and understanding of the area of specialisation. Furthermore, it provides educational theory so as to allow the learner to develop practical competence.

Recognition of Prior Learning (RPL)

RPL is used for two purposes

• Access: For admission of applicants who have been disadvantaged because of their inability to obtain formal qualifications or who have inadequate entrance qualifications, but who have obtained work or life experience that qualifies them to be admitted as students.
• Credits: To give students credit for transferable prior learning in an accredited academic programme equivalent to Level 7.

Procedure for access

• Applicants admitted on the basis of Recognised Prior Learning must have two years experience (during the past four years) in an education-related field.
• The candidate must submit a portfolio of evidence focusing on the following:

> Length of service.

> Amount of hours worked per month.

> Responsibilities.

> Supervisory tasks/positions.

• In addition to the two referee reports required by the standard application process, the applicant's present or former supervisor/employer must submit a reference which states the academic and practical capabilities of the applicant and complete a questionnaire supplied by the institution.

Procedure for credits

Applicants requesting credits for certain modules as a result of formal prior learning, need to have the prior learning assessed to determine whether the applicant has the knowledge and skills that the modules require (competence). If the previous work completed is at the same NQF Level and of comparable content, then credit for credit is granted. The following needs to be followed:

• Applicants must submit a portfolio of evidence (e.g. course description, transcript, class notes, assessments), which is assessed by a qualified assessor.
• Applicants are assessed for each module for which credit is sought, by means of assignments or an examination.

Entry Requirements

An admission requirement for this qualification is as follows

• An appropriate Diploma at Level 6.

Or

• An appropriate Bachelor's Degree (Level 7)with basic knowledge in a discipline related to one of the intermediate phase subjects and specialised knowledge in another.

This qualification comprises of both compulsory and elective modules at Level 7 and a compulsory module at Level 5, totalling 135 Credits:

Compulsory Modules, Level 7, 110 Credits

• History of Education, 10 Credits.
• Philosophy of Education, 10 Credits.
• Educational Psychology, 12 Credits.
• Education and Ethics in Social Context, 8 Credits.
• Praxis and Classroom Management, 8 Credits.
• Instructional Methods, 8 Credits.
• Teaching Practical School A, 6 Credits.
• Teaching Practical School B, 6 Credits.
• Teaching Practical School C, 12 Credits.
• Didactics: English or Afrikaans First Language, 10 Credits.
• English Additional Language, 10 Credits.
• Fundamental Numeracy, 10 Credits.

Elective Modules, Level 7, 10 Credits each (Choose any two): Total 20 Credits.

• Mathematics.
• Science and Technology.
• Social Science.
• Life Skills.

Compulsory Module, Level 5, 5 Credits

• Conversational Xhosa, 5 Credits.

1. Demonstrate competence in reading, writing, listening and speaking the language/s of instruction in ways that facilitate own academic learning, and learning in their classrooms.
2. Interpret and use numerical and elementary statistical knowledge to facilitate and manage teaching, learning and assessment.
3. Demonstrate conversational competence (listening and speaking) in one of the official languages of South Africa other than English and Afrikaans in ways that facilitate classroom learning.
4. Demonstrate competence with regard to the knowledge base underpinning the learning areas or subjects that will be taught.
5. Plan, design and reflect on learning programmes appropriate for own learners and learning context.
6. Select, use and adjust teaching and learning strategies in ways that meet the needs of the learners and the context.
7. Manage and administer learning environments and supporting learners in ways that are sensitive, stimulating, democratic and well organised.
8. Monitor and assess learner progress and achievement in own specialisation.
9. Function responsibly within the education system, the institution and the community in which the institution is located.
10. Demonstrate a respect for and commitment to the educator profession.

Associated Assessment Criteria for Exit Level Outcome 1

• Read academic and professional texts critically and integrate and use the knowledge in own studies and in teaching.
• Read and interpret with understanding, written and graphic materials relating to area of specialisation.
• Select and use study methods appropriate to own needs as well as the demands of own specialisation.
• Use Information and Communications Technology to further own learning and facilitate the learning of others.
• Convey the content of own area of specialisation in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the learners.
• Foster interactive communication with learners through the use of non-judgmental language, supportive replies, constructive feedback, acknowledgement of feelings and demonstration of mediation skills.
• Use the main language of instruction to explain, describe, discuss and relate key concepts in their area of specialisation.
• Use an additional language to explain, describe and discuss key concepts in a conversational style.

Associated Assessment Criteria for Exit Level Outcome 2

• Interpret numerical information in learning area, subject or discipline.
• Apply an understanding of numerical and elementary statistical knowledge to educational issues and cross-curricular activities.
• Understand and apply numeracy and elementary statistics to manage classroom resources and monitor learner attendance.
• Understand and apply numeracy and statistics to record, interpret and report on the academic progress and achievement of learners.
• Interpret and understand numerical data relating to the psychological assessment of learners.
• Associated Assessment Criteria for Exit Level Outcome 3:
• Understand learners' statements and questions and communicate using appropriate language.
• Communicate feelings and provide constructive feedback to learners regarding their learning process.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate an understanding of the fields of knowledge, which underpin own subject/learning area/s of specialisation.
• Demonstrate a commitment to the epistemic values and principles, which characterise the fields of knowledge in own area/s of specialisation.
• Use evidence and modes of communication appropriate to the fields of knowledge in owarea/s of specialisation.
• Use the typical language, terminology and concepts of own subject/s of learning area/s appropriately with confidence.
• Critically discuss the content of curricular knowledge in own area/s of specialisation and apply appropriate values and conceptual frameworks to problem solving in the relevant fields of knowledge.
• Interpret curricular knowledge in practice, in own area/s of specialisation, in terms of a broader understanding of the relevant fields of knowledge.
• Evaluate what learning material (including textbooks) should be selected, at what level, in what sequence and how it should be assessed in ownrarea of specialisation (phase and subjects/learning areas).

Associated Assessment Criteria for Exit Level Outcome 5

• Select and/or design materials and resources appropriate to learning programmes, taking cognisance of issues such as teaching approach and the needs of learners.
• Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, context and specialisation, taking into account national, regional and school curriculum policies, learner contexts and learner differences.
• Plan lessons and other learning experiences within teaching programmes, selecting appropriate teaching and learning strategies.
• Justify selection and design of learning programmes in ways, which show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum.
• Evaluate and improve learning programmes, lessons and materials on the basis of experience, classroom research and an understanding of the knowledge underpinning the relevant learning areas or subjects being taught.

Associated Assessment Criteria for Exit Level Outcome 6

• Select and use teaching and learning strategies appropriate to the subject, phase and topic and the needsof the learners.
• Create expectations, which make appropriate demands on the learners.
• Select and use teaching and learning strategies, which motivate learners to meet those demands and to take initiative.
• Accommodate differences in learning style, pace and ability in the planning and use of teaching and learning strategies.
• Identify and assist learners with special needs and barriers to learning and development.
• Facilitate occasions where learners are taught in groups, pairs and as individuals.
• Make judgements on the effect that language has on learning and, in that light, make the necessary adjustments to the teaching and learning strategies.
• Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners in a range of contexts, both familiar and unfamiliar.
• Use teaching and learning support materials to facilitate learner progress and development.
• Assess the teaching and learning strategies used in a particular context in the light of the extent to which the objectives of the learning experience have been achieved.

Associated Assessment Criteria for Exit Level Outcome 7

• Create and maintain learning environments, which are safe as well as conducive to learning that foster creative and critical thinking.
• Discipline learners in ways that are firm, growth promoting and fair.
• Create learning environments that are sensitive to cultural, linguistic, gender and other differences.
• Resolve conflict situations within classrooms in an ethical and sensitive way.
• Perform administrative duties required for the effective management of the learning environment.
• Take appropriate action to assist or refer learners in the solution of personal or social problems.
• Justify actions in ways, which reflect knowledge and understanding of a variety of ways of managing individual learners and classes.

Associated Assessment Criteria for Exit Level Outcome 8

• Select, adapt and/or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts.
• Explain the link between the method of assessment, the overall assessment purpose and the outcomes being assessed.
• Design and administer assessment tasks using clear language and instructions.
• Use a range of assessment strategies to accommodate differences in learning style, pace and context.
• Evaluate own and other's assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and barriers to learning and development.
• Assess and record systematically the progress of individual learners.
• Use assessment results to provide feedback in educationally constructive ways on learner progress and achievement and to inform future teaching.

Associated Assessment Criteria for Exit Level Outcome 9

• Maintain a sense of respect towards others in the learning environment.
• Co-operate professionally with colleagues in an institutional setting by maintaining orderly learning environments.
• Initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in school affairs.
• Engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices.
• Use internal and external networking opportunities effectively.
• Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on the national education and training landscape.
• Apply school policies and development plans to own teaching.
• Organise curricular, cross-curricular and extra-curricular activities.
• Select, create, justify, deliver and reflect upon and improve extra-curricular activities.

Associated Assessment Criteria for Exit Level Outcome 10

• Practise and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude.
• Behave in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.
• Promote the values and principles of the Constitution, particularly those related to human rights and the environment.
• Promote the practice of democratic values, attitudes and dispositions in the school, as well as in society at large.
• Encourage, create and maintain a supportive and empowering environment for learners.
• Evaluate own professional progress effectively.
• Show a commitment to act in and actively promote the best interests of learners, parents, communities, colleagues, and the profession.

Integrated Assessment

Learners must demonstrate evidence of competence through a variety of options: case studies, problem-solving assignments, teaching practice in simulated and in situ contexts, portfolios of learning materials, projects, written and oral examinations. Some of these options are more suited to the assessment of foundational competence, rather than practical and reflexive competence.

The final integrated assessment will be via Work-Integrated-Learning in the Field Praxes (school experience) and the following competences will be assessed:

• The extent to which learners can teach competently and effectively in South African schools.
• The extent to which learners have integrated the roles and the knowledge and skills delivered through the different courses/modules which make up the Advanced Diploma in Intermediate Phase Teaching.
• The extent to which learners are able to integrate the roles of an educator and apply them in their teaching experience.

The final integrated assessment will assess whether learners are able to integrate the ability to perform important teaching actions competently (a practical competence), understand the theoretical basis for these actions (foundational competence), and reflect on and make changes to teaching practices (reflexive competence).