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SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Certificate in Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
110648  Advanced Certificate in Foundation Phase Teaching 
ORIGINATOR
Edutel Higher Education (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Certificate  Field 05 - Education, Training and Development  Early Childhood Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-09-11  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The qualification equips learners with the knowledge to identify the relevant signs of special learning needs and thereby enabling them to observe, identify and design programmes to support these learners. The value of auditory development through art and a well-planned movement programme form part of creative problem-solving abilities.

The qualification has been developed to meet specific national needs to provide prospective, as well as existing teachers specific knowledge and appropriate skills as follows:
  • Specialising in Home Language teaching, First Additional language teaching, Life Skills and Mathematics.
  • An ability to identify barriers to learning in early childhood and develop appropriate teaching and learning programmes to meet the needs of the identified learners.
  • Developing the skill to adapt to multiple backgrounds and learning needs.
  • Developing key initial concepts and skills that lay the foundation for learning in future phases.
  • Professional development as a teacher to teach learners in the Foundation Phase effectively.

    Rationale:
    This formal qualification-based Continuing Professional Development (CPD) aims to provide teachers with opportunities to strengthen or supplement their existing teaching roles, or to develop a new specialisation and interests. In general, this qualification aims to improve teachers' capacity to engage with, support and assist other educators, support staff, learners and parents in Foundation Phase at classroom and school level, but also in the wider community.

    The qualification is primarily vocationally oriented. It aims to provide learners with a sound knowledge base for teaching learners from Grades R-3. Learners will adopt the ability to apply their knowledge and skills to classroom teaching, while equipping them to undertake more intensive learning in Foundation Phase teaching. This qualification has a strong professional focus and could prepare teachers who have a prior professional teaching qualification, but who did not specialise in Foundation Phase teaching. This qualification is developed to equip teachers who want to strengthen their specialisation in Foundation Phase Teaching or want to progress from a National Qualifications Framework (NQF) Level 5 to an NQF Level 6 qualification in Foundation Phase Teaching. Alternatively, this qualification may also be utilised as an entry qualification for professionally qualified Foundation Phase teachers.

    This qualification also aims to develop learners who meet the admission requirements to become a professionally trained person who demonstrates specific pedagogically focused knowledge and skills appropriate for Foundation Phase teaching in the South African context. The qualifying learner will constantly be aware of the whole child and ensure that each child develops socially, emotionally, physically, morally and intellectually within the diversity of the environment and cultures.

    A Foundation Phase classroom should be a safe, hygienic environment with activities and areas that are appropriate for the learners' age, and at the same time stimulating fun and exciting. Teachers who complete this qualification, will demonstrate ethical professional conduct visible in their duty of care towards the children; their ability to understand diverse backgrounds; and the management of their classrooms. This qualification emphasises the importance of emotional security for learning and the use of all senses to enhance learning and memory. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution accepts the principle underlying outcomes based, source based and lifelong learning, in which consideration of articulation and mobility plays a meaningful role. Recognition of Prior Learning deals with proven knowledge and learning an applicant has gained, either by undergoing formal training programmes or through experience. RPL, as defined nationally by.

    Learners applying for Access to the Advanced Certificate (Foundation Phase Teaching), but not meeting the specified entrance requirements can apply to conduct the Access Assessment which was developed and based on the candidate providing evidence of prior knowledge and skills, meeting the required National Qualifications Framework (NQF) level descriptors.

    If learners provide sufficient evidence during the assessment, they will be granted access to the learning qualification. In RPL processes designed to grant access, an RPL application is evaluated against the entry requirements of the qualification in question. The relevant NQF level descriptors will be considered when the application is evaluated.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • A three-year College of Education Diploma.
    Or
  • A National Professional Diploma in Education (NPDE) at Level 5.
    Or
  • Advanced Certificate in Education at NQF Level 6 - not specialising in Foundation Phase Teaching.
  • A Bachelor's Degree plus a Postgraduate Certificate in Education Postgraduate Certificate in Education (PGCE).
    Or
  • University Education Diploma. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at Level 6, totalling 120 Credits.

    Compulsory Modules: 120 Credits:
  • Home language of choice: Afrikaans 610, or English or isiXhosa, isiZulu, or Sepedi, or Setswana - 20 Credits.
  • English First Additional Language - 15 Credits.
  • Education as a Profession - 15 Credits.
  • Inclusive Education - 15 Credits.
  • Life Skills - 15 Credits.
  • Teaching and Learning Mathematics - 15 Credits.
  • Classroom Management -15 Credits.
  • Workplace Integrated Learning (WIL) - 10 Credits.

    Additional module:
  • Communication and ICT Skills-12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate competence in reading, writing and speaking the language/s of instruction in ways that facilitate own academic learning.
    2. Demonstrate competence in interpreting and using numerical and elementary statistical knowledge to facilitate own academic learning.
    3. Demonstrate competence to communicate effectively, in general and in relation to the chosen language specialisation to mediate learning.
    4. Interpret school curriculum and unpack its specialised contents for the Foundation Phase and use available resources to promote learning.
    5. Plan, design, and reflect on learning qualifications appropriate for Foundation Phase learners and diverse learning needs.
    6. Demonstrate competence regarding diversity in the classroom, identification of learning and social problems.
    7. Monitor and assess learner progress and use the results of assessment to improve teaching and learning.
    8. Operate responsibly within the education system, an institution, and the community in which the institution is located.
    9. Demonstrate a positive work ethic and values and conduct self in a manner, which befits, enhances and develops the teaching profession. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Read academic and professional texts critically, integrate and use the knowledge in own studies.
  • Read and interpret with understanding written and graphic materials.
  • Foster interactive communication with learners using non-judgmental language, supportive replies, constructive feedback.
  • Use the main language of instruction, English, to explain, describe, discuss and relate key concepts.
  • Use an additional language to explain, describe and discuss key concepts in a conversational style.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply own understanding of numerical and statistical information to own learning and everyday life.
  • Apply own understanding of numeracy and elementary statistics to manage classroom resources and monitor learner attendance.
  • Apply own understanding of numeracy and elementary statistics to record, interpret and report on the academic progress and achievement of learners.
  • Use elementary procedures for financial management, including budgeting.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Use information and communications technology to further own learning and facilitate the learning of others.
  • Convey the content in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the learners in their care.
  • Demonstrate competence regarding a sound knowledge base underpinning Foundation Phase teaching.
  • Compare the reception year and pre-reception year qualifications as well as those of the Foundation Phase of schooling.
  • Translate child development theory into classroom practice.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply acquired content and pedagogical knowledge and skills in different contexts.
  • Use the characteristic language, terminology and concepts of the chosen field of specialisation appropriately, and with confidence.
  • Discuss the content of curricular knowledge in Foundation Phase and apply appropriate conceptual frameworks to problem solving in the relevant fields of knowledge.
  • Interpret curricular knowledge in practice in own area of specialisation, in terms of a broader understanding of the relevant fields of knowledge.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Select, design and evaluate what learning resource material (including textbooks) should be selected, at what level, in what sequence and how it should be assessed, in their area of specialisation.
  • Select, adapt, or design coherent learning qualifications and lessons appropriate for the learners, context and specialisation, taking in to account national, regional and school curriculum policies, learner contexts, and learner differences.
  • Plan lessons and other learning experiences by selecting appropriate teaching and learning strategies most suitable to five-year-old learner needs, abilities and interests.
  • Justify selection and design of learning activities in ways which show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum.
  • Evaluate and improve learning qualifications, learning activities and materials based on experience.
  • Accommodate diversity in the planning, adjustment and use of teaching and learning strategies.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Create and maintain learning environments which are safe as well as conducive to learning.
  • Discipline learners in ways that are firm, growth promoting and fair.
  • Create learning environments that are sensitive to cultural, linguistic and gender and other differences.
  • Resolve conflict situation within classrooms in an ethical and sensitive way.
  • Manage classrooms effectively across diverse contexts to ensure a conducive Foundation Phase learning environment.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • 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 and context.
  • Evaluate own and others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, language and barriers to learning and development.
  • Assess and record systematically the progress of individual learners.
  • Use assessment results to provide constructive feedback on learner progress and achievement.
  • Interpret and use assessment results to inform future teaching, learning and assessment strategies.
  • Justify choice and design of assessment strategies, methods and procedures.
  • Initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in school affairs.
  • Engage with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices using internal and external networking opportunities effectively.
  • Select, use and adjust teaching and learning strategies in ways which meet the needs of the Foundation Phase learners and their contexts.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Practice 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.
  • 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 developmental plans to own teaching.

    Integrated Assessment:
    Continuous assessment will take place to assess a learner's knowledge, skills, attitudes and values. Assignments using assessment instruments such as projects, tests, assignments, investigations, role-play and case studies form part of each module.

    Formative assessment: Continuous formative assessment opportunities on Moodle. Submission of one assignment per module is compulsory. It determines student strengths and weaknesses and provides feedback on progress. It determines if a student is ready for summative assessment.

    Summative assessment: The specialisation and fundamental modules will be assessed through a formal examination in each module at the end of each semester. Summative assessment is either a single paper or set of written papers set to the requirements of the Subject Learning Outcomes. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Advanced Certificate in Foundation Phase Teaching compares favourably with similar international qualifications.

    Early childhood education, pre-primary and basic education form an integrated whole progressing consistently and following the child's development. Training is incorporated into either:
  • Early Childhood Education Qualifications and/or.
  • Elementary or Primary School Qualifications (for children aged 5 to 11 years).

    The design of Early Childhood Development and Elementary School teacher qualifications offered by several institutions based in New Zealand. United Kingdom, and Australia was examined.

    The University of Canterbury Christchurch in New Zealand offers the Graduate Diploma in Early Childhood Teaching (GradDipECTch). The GradDipECTch is a one-year, fulltime (or two or three year part-time equivalent ) teaching qualification for teachers who hold a Bachelor's Degree and wish to become qualified Early Childhood teachers. The Professional Practice is an important component of the qualification, it is the time spent working in a classroom. It provides a supportive context in which teachers can trial and refine their planning, teaching and management skills. Professional Practice initiates teachers into the complexities of the teacher's role within the classroom, the school and the wider community.

    Research on early childhood education in New Zealand found that high quality practice depends on collaboration. High quality practice includes targeted professional learning opportunities for teachers, mentor teachers and visiting lecturers to learn and improve the way they carry out their roles and take on responsibilities. Transparent formative and summative assessment opportunities are used to develop and evaluate the teachers' readiness for teaching form part of early childhood training programmes. Teachers learn about the theory, practice and management of teaching, including the place and role of education, the characteristics of learners and the teaching-learning process. Teachers study the curriculum taught in schools to prepare them for the profession of teaching. This includes English, Maori language, mathematics, science, technology education, social studies, art, music, drama and dance, health and physical education and learning languages. All learners spend time working in a classroom where they can trial and refine their planning, teaching and management skills.

    The Diploma in Early Childhood Education and Care from the Open Training and Education Network (OTEN) in the United Kingdom is an online qualification that provides learners with an opportunity needed to work in all areas of children's services including pre-schools, occasional day care centers and family day care centers. With theory and practical work placements, teachers will gain the skills and knowledge they need to work in the early learning sector. To teach in early childhood education in the United Kingdom, teachers must also pass the professional skills tests in numeracy and literacy. The Diploma in Early Childhood Education and Care is structured to enable teachers to gain the necessary skills and knowledge required to support and encourage children's connection with their environment, to design, implement and evaluate the curriculum to foster children's learning and development and to give support to children's that includes understanding and acceptance of all cultures. In addition, there are modules that ensure teachers describe the skills and knowledge required in working with children to ensure they can develop and maintain effective relationships and promote positive behaviour.

    The University of Southern Queensland in Australia offers The Graduate Diploma of Learning and Teaching and it is accredited by the Queensland College of Teachers. This Graduate Diploma of Learning and Teaching qualification enables teachers to demonstrate:
  • The knowledge, skills, practices and values inherent in the professional standards.
  • The qualities and skills required of a teacher.
  • High levels of facility with personal and professional literacies.
  • An awareness, understanding and positive orientation towards redressing the educational disadvantages experienced by indigenous learners.

    In South Africa, the qualification provides an opportunity for teachers to specialise in Foundation Phase Teaching. Although South Africa does not implement a teacher certification programme, teachers may follow a professional pathway, specialising in Foundation Phase Teaching.

    Conclusion:
    In South Africa, the SA language and socio-economic situation requires a teacher training qualification that is responsive to diverse contexts. Similarities identified are in terms of the development of competencies needed for a learner to be a teacher in the Foundation Phase.
    In New Zealand the teachers learn about the theory, practice and management of teaching, including the place and role of education, the characteristics of learners and the teaching-learning process. Teachers study the curriculum taught in schools to prepare them for the profession of teaching. This includes English, Maori language, mathematics, science, technology education, social studies, art, music, drama and dance, health and physical education and learning languages.
    To teach in early childhood education in the United Kingdom, teachers must pass the professional skills tests in numeracy and literacy. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Advanced Certificate in Education, Level 6.
  • Advanced Certificate in Education in School Leadership and Management, Level 6.

    Vertical Articulation:
  • Advanced Diploma in Education, Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Edutel Higher Education (Pty) Ltd 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.