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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 Intermediate Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
120903  Advanced Certificate in Intermediate 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  Schooling 
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
Registered  EXCO 0816/23  2023-05-30  2026-05-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-05-30   2030-05-30  

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 purpose of the Advanced Certificate in Intermediate Phase Teaching is to provide a formal qualification-based Continuing Professional Development (CPD). This qualification will equip teachers with opportunities to strengthen or supplement their existing teaching roles or to develop new specialisations 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 Intermediate Phase at the classroom and school level, and also in the wider community. The aim of this qualification is to provide learners with a sound knowledge base for teaching learners from Grades 4- 7. Learners will adopt the ability to apply their knowledge and skills to classroom teaching while equipping them to undertake more intensive learning in Intermediate Phase teaching.

This qualification has a strong professional focus and enables teachers who have a prior professional teaching qualification, but who did not specialise in Intermediate Phase teaching to teach new subjects or to strengthen their existing subject knowledge and skills. This qualification is therefore developed to equip teachers who want to strengthen their specialisation in Intermediate Phase. Alternatively, this qualification allows teachers who are already in possession of a 360-credit professional teachers' diploma or a four-year teaching degree, to be admitted to a Level 7 Advanced Diploma in a cognate field of study.

This qualification 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 Intermediate Phase teaching in the South African context. The qualified Intermediate Phase teacher must ensure that each child develops socially, emotionally, physically, morally, and intellectually within the diversity of the environment and cultures. Teachers who completed 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.

The qualification has been developed to meet specific national needs to provide prospective, as well as existing teachers, to equip themselves with specific knowledge and appropriate skills, such as interpreting school curriculum and unpacking its specialised contents for the Intermediate Phase and using available resources to promote learning. Identifying teaching strategies, assessment approaches and the application of ICT skills to specific subject teaching.

Upon completion of this qualification, qualifying learners will be able to:
  • Design suitable lessons and activities to stimulate active participation in acquiring knowledge, skills, and positive attitudes in their specialist subjects.
  • Apply the principles, concepts, theories and practices of effective teaching and learning, inclusivity, and diversity in the classroom.
  • Communicate effectively, in general, and in relation to the chosen First Additional Language learning and teaching.
  • Apply the newly acquired knowledge and skills in practical teaching during Work Integrated Learning (WIL) under the mentorship of a qualified teacher and supervised by suitably qualified lecturers.
  • Adapt learning and teaching methods to develop the 21st Century skills required in a changing context. Plan, design, and reflect on learning.

    Rationale:
    The Department of Higher Education and Training expects teachers to develop their careers and enhance their teaching practices continuously to provide quality education to learners. According to the Department of Basic Education, many teachers have insufficient subject knowledge, whilst others would prefer to teach a different subject or in a different school phase. Thus, teachers with existing qualifications need to continually engage in professional development qualifications to deepen their subject knowledge, improve their current qualification, or be retrained to teach a new subject or a phase thus giving new impetus to their teaching careers. This qualification will empower teachers to apply theoretical and practical knowledge in any Grades 4 - 6 class in the South African context. As Intermediate Phase teachers, they will be able to teach learners while adapting to changing legislation and policies in meaningful and innovative ways and interact effectively with the public and stakeholders.

    This qualification is one such qualification that will offer teachers the opportunity to develop their academic careers while enhancing their personal and social well-being.
    This qualification will provide teachers with the opportunity to enhance their specialisation in Intermediate Phase Teaching as they are required to teach subjects such as First Additional Language, Mathematics Natural Science and Technology, Social Sciences and Life Skills while drawing from a broad range of general knowledge that will support and enable them to implement the national school curriculum.

    The design of the qualification was informed by the national teacher training and higher education statutory requirements detailed in The Minimum Requirements for Teacher Education Qualifications (Government Gazette, February 2015), the Intermediate Phase Curriculum and Assessment Policy Statement (January 2012) of the Department of Basic Education, the Criteria for Programme Accreditation (2004, revised in 2012) of the Council on Higher Education and the Revised Higher Education Qualifications Sub Framework (HEQSF) (Government Gazette, August 2013). 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
  • Bachelor of Education, NQF Level 7.
    Or
  • Bachelor's Degree, NQF Level 7.
    And
  • Postgraduate Certificate in Education in Intermediate Phase, NQF Level 7.
    Or
  • Diploma: Education, NQF Level 6.
    Or
  • Professional National Diploma in Education, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, Level 6, 41 Credits:
  • Inclusive Education, 15 Credits.
  • 21st Century Teaching and Learning, 16 Credits.
  • Workplace Integrated Learning WIL, 10 Credits

    Elective Modules, Level 6, 64 Credits (Select one from the following specialisations):

    Specialisation One: Mathematics Science and Technology
  • Mathematics, 16 Credits.
  • Natural Science and Technology, 16 Credits.
  • Mathematics Teaching and Learning, 16 Credits.
  • Natural Science and Technology Teaching and Learning, 16 Credits.

    Or
    Specialisation Two: Life Skills and Social Sciences
  • Social Sciences: History and Geography, 16 Credits.
  • Elementary Mathematics, 16 Credits.
  • Life Skills Teaching and learning, 16 Credits.
  • Social Sciences Teaching and Learning, 16 Credits.

    And

    Elective Modules, Level 6, 15 Credits (Select one module from the following options):
  • Afrikaans FAL Teaching and Learning, 15 Credits.
  • English FAL Teaching and learning, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate competence with regard to the knowledge base underpinning the curricular areas and phase specializations to develop appropriate learning and teaching programmes for Intermediate Phase teaching.
    2. Demonstrate competence regarding diversity in the classroom, identification of learning and social problems. Identify relevant signs of special learning needs and design learning programmes to support these learners.
    3. Demonstrate competence to communicate effectively, in general, and in relation to the chosen First Additional Language learning and teaching.
    4. Adapt learning and teaching methods to develop the 21st Century skills required in a changing context. Plan, design, and reflect on learning. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Interpret curricular knowledge in practice in own area of specialisation, in terms of a broader understanding of the relevant fields of knowledge.
  • 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 concepts, facts, principles, rules, and theories related to subject specialisation teaching and apply them to effective teaching and learning strategies and methods.
  • Apply own understanding of subject knowledge to manage classroom resources and monitor learner participation.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify a range of challenges faced by education within the different South African contexts.
  • Illustrate an understanding of how teaching is tailored to the needs of individual learners by identifying barriers to learning.
  • Promote a values-driven teaching practice by demonstrating a supportive, committed, and ethical attitude.
  • Effectively manage classrooms across diverse contexts to ensure a conducive learning environment.
  • Evaluate and discuss possible solutions for the identified challenges.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Read, integrate, and use academic and professional texts critically.
  • Foster interactive communication with learners using non-judgmental language, supportive replies, and constructive feedback.
  • Use the additional language of instruction, to explain, describe, discuss, and relate key concepts.
  • Select, adapt, or design coherent learning experiences and lessons appropriate for the learners, context, and specialisation, considering national, regional, and school curriculum policies, learner contexts, and learner differences.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Select, design, and evaluate what learning resource material (including textbooks) should be selected, in what sequence and how it should be assessed in their area of specialisation.
  • Apply teaching and learning theories and practices for 21st Century skills in Education focusing on critical thinking, problem-solving, collaboration and communication. 
    		•

    INTERNATIONAL COMPARABILITY 
    The South African qualification has been compared with similar qualifications offered by the following countries.

    Country: Australia.
    Institution: University of Southern Queensland (ASQ)
    Qualification title: Graduate Diploma of Learning and Teaching
    Duration: One year full-time.

    Entry requirements
  • Completion of a three-year Bachelor's degree, in a discipline other than education.
    Or
  • Minimum of 4.0 Grade Point Average.
    Or
  • English Language Proficiency Requirements for Category 5.

    Purpose:
    The Graduate Diploma of Learning and Teaching is accredited by the Queensland College of Teachers. The qualification aims to equip learners with the knowledge, skills, practices, and values inherent in the professional standards; the qualities and skills required of a teacher; high levels of personal and professional literacies; an awareness, understanding and positive orientation towards redressing the educational disadvantages experienced by indigenous learners.

    Qualification structure:
    The qualification consists of the following compulsory modules.
  • Designing for Learning compares with 21st Century Teaching and Learning and Workplace Integrated Learning.
  • Managing Supportive Learning Environments compares with 21st Century Teaching and Learning and Workplace Integrated Learning.
  • Literacy across the Curriculum compares with English FAL Teaching and learning.
  • Middle Phase Curriculum and Pedagogy compares with 21st Century Teaching and Learning and Workplace Integrated Learning.
  • Designing for Diversity compares with Inclusive Education.
  • Senior Phase Curriculum and Pedagogy.
  • Adolescence: Issues and Challenges.
  • Teacher Identity compares with 21st Century Teaching and Learning and Workplace Integrated Learning.

    Similarities
  • Both ASQ and SA qualifications are offered for a period of one year full-time.
  • Both ASQ and SA qualifications share similar modules such as Learning and Workplace Integrated Learning, Inclusive Education and 21st Century Teaching.
  • Both ASQ and SA share a similar purpose which aims to equip learners with the knowledge, skills, practices, and values inherent in the professional standards, qualities and skills required of a teacher.

    Difference
    The ASQ qualification requires learners who completed a three-year Bachelor's degree and English Language Proficiency requirements for Category 5, while the SA qualification requires learners who completed Bachelor's Degree at NQF Level 7, accompanied by the Postgraduate Certificate in Education.

    Country: Namibia
    Institution: Institution of Open Learning (IOL)
    Qualification title: Advance Certificate in Senior Primary Education - (ACPE)
    NQF Level 7
    Credits: 149
    Duration: one year full-time.

    Purpose/rationale
    The purpose of the Advanced Certificate is to develop skilled, committed, and insightful professionals who have the subject knowledge and pedagogical skills to promote effective and inclusive learning in primary schools. The rationale for the proposed level 7 Advanced Certificate in Senior Primary is to offer a quick and effective one-year upgrading qualification. This Advanced Certificate would ensure a proper starting point for national human resources development because a solid senior primary foundation will support secondary learner success in school.

    Entry requirements
  • Be a holder of a three-year lower or senior primary teacher qualification such as BETD, JPTED, SPTED or any other recognised level 6 diploma.
    Or
  • The applicant must have at least three years of teaching experience, preferably in senior primary, but the lower primary or junior secondary experience is also acceptable.
    Or
  • The two major senior primary school subjects to be selected in the Advanced Certificate must have been offered in their three-year qualification. Alternatively, at least one of the two majors must have been offered in their three-year qualification and the other major was offered in grade 12.

    Exit level outcomes.
  • Discuss important theories and aspects of senior primary learner development and learning and its implications for teachers.
  • Discuss and apply concepts, teaching-learning principles, strategies, methods, and management skills to support senior primary learners' learning in different subject areas.
  • Discuss theories and practices of assessment and evaluation of learning activities and results, aims, construction and application of assessment tools, evaluate the moderation of tests and examination papers, discuss marking and grading techniques, interpret assessment results statistically and evaluate feedback instruments and report assessment results to parents.
  • Discuss models, and legislations for protecting the rights of special needs individuals as well as causes, features, and techniques of working with different types of special needs children.
  • Discuss some Physical Science issues regarding speed, mass and density, pressure, thermal physics, properties of waves, light and sound, electricity and electromagnetism, practical electric circuitry and nuclear physics and some methodology aspects.
  • Explain characteristics of written and visual literacy, analyse novels, dramas and poetry and grammar, and discuss how to teach it.
  • Explain and do calculations with numbers, algebraic representation, formulae, indices, and manipulations, do calculations of polynomials, explain, and apply logarithms and sequences theory and draw and interpret graphs.

    Qualification structure: (Majors modules, select any two)
  • English compares with English FAL Teaching and Learning.
  • Additional language.
  • Mathematics compares with Mathematics.
  • Natural Science and Health compares with Natural Science and Technology.
  • Social Studies compares with Social Sciences Teaching and Learning.

    Compulsory modules
  • Inclusive Education and Specific Difficulties.
  • Counselling and Learner Support.
  • Educational Management.
  • School-based Studies.

    Similarities
  • The Institution of Open Learning (IOL) and South African (SA) qualifications require learners who completed a Diploma qualification.
  • Both IOL and SA qualifications share similar modules such as Social Sciences Teaching and Learning, Natural Science and Technology, English FAL Teaching and Learning and Mathematics.
  • Both IOL and SA qualifications are offered over a period of one year full-time.
  • Both IOL and SA qualifications share similar exit-level outcomes which focus on discussing, evaluating, and monitoring the important theories and aspects of senior primary learner development.
  • Both IOL and SA qualifications share a similar purpose /rationale which is to develop skilled, committed, and insightful professionals who have the subject knowledge and pedagogical skills to promote effective and inclusive learning.

    Differences
  • The IOL qualification has 149 credits, while the SA qualification has 120 credits.
  • The IOL qualification is at NQF Level 7, while the SA qualification is at NQF Level 6.

    Country: Singapore
    Institution: Nanyang Technological University (NTU)
    Qualification title: Advanced Diploma in Primary Science Education

    Purpose/rationale
    This qualification provides learners with a framework of knowledge and skills in teaching Primary Science. It also provides perspectives on the changes and developments in the Primary Science curriculum for teachers to reflect, re-examine and refine their classroom practices. Lastly, it enables teachers to develop competencies in the design and practice of assessment and evaluation.

    Entry requirements
  • Diploma in Education (Dip Ed)
    OR
  • Postgraduate Diploma in Education (PGDE) from NIE or its equivalent.
    Or
  • To be considered for admission into one of the reviewed Advanced Diplomas above, applicants will need to have at least 2 years of teaching experience in the corresponding subject.

    Qualification structure:
  • Strategies for Meaningful Informal Science Learning.
  • Promoting Inquiry through Scientific Investigations in Primary Science.
  • Developing Reflective Learners/teachers in Primary Science compares with Inclusive Education.
  • Topics in Physical Science for Primary Science II.
  • Assessment in Primary Science.
  • Dialogic Approaches to Teaching and Learning Primary Science compares with 21st Century Teaching and Learning
  • Integrating STEM Principles and Ideas in Primary Science Teaching.

    Similarities
  • The Nanyang Technological University (NTU) and South African (SA) qualifications require learners who completed a Postgraduate Diploma or Diploma in Education.
  • Both NTU and SA qualifications share similar modules such as inclusive education and 21st Century Teaching and Learning.
  • Both NUT and SA share a similar purpose which is to equip learners with knowledge and skills for the primary phase. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Advanced Certificate: Education, NQF Level 6.
  • Advanced Certificate: Education: School Management and Leadership, NQF Level 6.

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