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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Senior Certificate 
SAQA QUAL ID QUALIFICATION TITLE
49647  National Senior Certificate 
ORIGINATOR
Generic 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
UMALUSI - UMALUSI  GFETQSF - General and Further Education and Training Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 501 - Further Education and Training - General  Generic 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  130  Level 4  NQF Level 04  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0325/24  2024-07-11  2029-07-11 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-07-11   2033-07-11  

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 National Senior Certificate (NSC) is a Level 4 qualification on the General and Further Education and Training Qualifications Sub-Framework. It is aimed at learners in schools. The NSC prepares learners for entry to higher education institutions and the world of work. It also aims to ensure that learners acquire and apply knowledge, skills, attitudes and values in ways that are meaningful to their own lives.

The NSC qualification offers a differentiated curriculum that leads to multiple pathways. The qualification comprises subjects that enable learners who exit the system to follow either an academic or a technical pathway.

The NSC qualification has the following purposes:
  • To equip all learners, irrespective of their socio-economic background, race, gender, physical ability, or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country.
  • To provide access to higher education.
  • To facilitate the transition of learners from education institutions to the workplace.
  • To provide employers with a sufficient profile of a learner's competence and skills.

    Rationale:
    South Africa aspires to provide education that responds to the human resource and development needs of the country for personal and social prospects. This qualification facilitates a link between the Further Education and Training (FET) of the schooling system and higher education and the world of work and has the potential to help reduce labour absorption inefficiencies in the country.

    The NSC encompasses a modernised curriculum package that enables greater comparability with other education systems around the world. The qualification aims to provide the South African school education system that produces citizens who are capable of competing in the 21st century and contribute towards improving their quality of life and building a peaceful, prosperous and democratic South Africa.

    The NSC presents a defining pinnacle for the South African schooling system and is perceived as a significant indicator of the health of the schooling system.

    The NSC qualification is based on the following principles:
  • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population.
  • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given information.
  • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified. High, achievable standards are set in all subjects.
  • Progression: content and context of each grade shows progression from simple to complex.
  • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights, as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors.
  • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution.
  • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries.

    The National Senior Certificate offers a differentiated curriculum that leads to multiple pathways. The qualification comprises subjects that enable learners who exit the system to follow either an academic or a technical pathway. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning (RPL) in the General and Further Education and Training Qualifications Sub-framework provides alternative access to the NSC for learners who do not meet the formal entry requirements. This means that where programmes of study have specified minimum admission requirements, it will be possible for an RPL candidate to have those requirements waived on the basis of assessed prior learning that demonstrates the candidate's knowledge, skill and competencies suitable for admission. The NSC is a qualification that caters for learners of school going age and as such out of school learners are expected to enrol for the Senior Certificate, as amended (SC(a)) as an alternative. Due to the nature of the target group for the NSC, RPL for exemption, for credit and award of the qualification will not be applicable.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • An appropriate statement of achievement at grade 11 as issued by the assessment body. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The approved NSC qualification subjects are listed in Annexure B. They are grouped into two main categories, namely Group A and Group B.

    1. Learners in the FET phase follow either the academic (general) or technical pathway, and must select four subjects from Group A, as follows:
  • Two official languages selected from Annexure B (Group A: Official Languages at Home and First Additional Level), provided that: one of the two official languages is taken on the Home Language level, and the other is taken on either the Home Language level or the First Additional Language level; and provided that one of the two languages is the language of learning and teaching (LOLT).
  • Subject to Concession 2., deaf learners may select South African Sign Language at Home Language level listed under Annexure B (Group B: Official Languages at Second Additional Level and Non-official Languages).
  • Subject to Provisos (4) and (5), Mathematics or Mathematical Literacy should be selected from Annexure B: Mathematical Sciences, for the academic (general) pathway.
  • Alternatively, and subject to Provisos (6) and (7), Mathematics or Technical Mathematics should be selected from Annexure B: Mathematical Sciences, for the technical pathway.
  • Life Orientation (Annexure B: Human and Social Studies).

    2. Subject to Provisos (8) and (9), candidates in both the general and technical pathways must select a minimum of three subjects as follows from Annexure B (Group B).

    Academic (general) pathway:
  • Of the minimum three required subjects, a maximum of two additional languages may be selected from Annexure B (Group A: Official Languages at Home and First Additional Level) and (Group B: Official Languages at Second Additional Level and Non-official Languages), over and above the two official languages contemplated in paragraph (1) above.
  • In place of one Group B subject, learners may select a maximum of one subject developed by an accredited assessment body other than the Department of Basic Education and approved by the Minister of Basic Education for this purpose, as listed in Annexures C.

    Technical pathway:
    One of the following three technology subjects (specialisation) may be selected:
  • Civil Technology (specialisation).
  • Electrical Technology (specialisation).
  • Mechanical Technology (specialisation).

    Engineering Graphics and Design.
    Physical Sciences or Technical Science.
    Mathematics or Technical Mathematics.
  • Learners may select South African Sign Language at Home Language level under Annexure B (Group B: Language with the Status of an Official Language for the Purpose of Learning and Teaching at a Public School) as one of the three optional subjects, as contemplated in paragraph (2) above.

    3. Allocation of credits:
    This qualification consists of the following compulsory and elective modules at NQF Level 4 totalling 130 Credits.

    Group A (Compulsory subjects), 70 Credits:
  • Language 1, 20 Credits.
  • Language 2, 20 Credits.
  • Mathematics, Technical Mathematics and Mathematical Literacy, 20 Credits.
  • Life Orientation, 10 credits.

    Group B (Elective subjects), 60 Credits:
  • Subject 1, 20 Credits.
  • Subject 2, 20 Credits.
  • Subject 3, 20 Credits.

    PROVISOS:
    1. A candidate may select more than the required minimum of seven subjects, provided that the candidate complies with the following requirements:
  • The additional subjects must be studied for all three years of the FET phase, namely Grades 10-12.
  • All the internal assessment requirements and the practical assessment tasks, as contemplated in the NPPPR policy document, the NPA and the CAPS documents for the required subjects (where applicable) must be met for all three years of study, namely Grades 10, 11 and 12. Additional subjects that are not in compliance with these provisos will not be printed on the NSC but may be reflected on a separate subject statement.
    2. No more than one language shall be taken from the same language group, namely:
  • isiXhosa, isiZulu, SiSwati and isiNdebele.
  • Sepedi, Sesotho and Setswana.
    3. The same language shall not be studied at Home Language level and First or Second Additional Language level, nor on First Additional Language level and Second Additional Language level.
    4. A candidate following the academic (general) pathway may not study both Mathematics and Mathematical Literacy.
    5. A candidate following the academic (general) pathway may not take Technical Mathematics.
    6. A candidate following the technical pathway may not take Mathematical Literacy.
    7. A candidate following the technical pathway may not take both Mathematics and Technical Mathematics.
    8. Learners who select Physical Sciences as one of the optional subjects (selected from Group B in the NPPPR policy document) must select Mathematics as a compulsory subject (selected from Group A in the NPPPR policy document).
    9. A candidate from the academic (general) pathway may not select Technical Science.
    10. A candidate following the academic (general) pathway may not select any one of the following nine technology subjects (specialisation):
  • Civil Technology (Construction).
  • Civil Technology (Woodworking).
  • Civil Technology (Civil Services).
  • Electrical Technology (Power Systems).
  • Electrical Technology (Electronics).
  • Electrical Technology (Digital Systems).
  • Mechanical Technology (Automotive).
  • Mechanical Technology (Fitting and Machining).
  • Mechanical Technology (Welding and Metal Work).
    11. A candidate may not select both Consumer Studies and Hospitality Studies.
    12. Subject to 13. below, a learner in the academic (general) may select a maximum of one subject developed and assessed by an accredited assessment body that is not the Department of Basic Education and approved by the Minister of Basic Education for this purpose and listed in Annexure C, in order to meet the requirements of one of the three required Group B subjects, as contemplated under Requirements for Grade 10 - 12 of this document.
    13. The Practical Music programme offered by one of the music examination bodies listed in Culture and Arts of Annexure C, namely the Associated Board of Royal Schools Practical Music Examination, Trinity College of London Practical Music Examination and Unisa Practical Music Examination may be selected, subject to the following conditions:
  • An External Music programme listed in Culture and Arts of Annexure C may only be selected as an eighth NSC subject.
  • A learner may only enrol for the selected External Music programme in the Grade 12 year.
  • The selected External Music programme must be selected at Grade 7 Music level.
  • The submission of the final examination marks obtained by the candidate must be done by one of the three External Music Examination Bodies.
  • The final results determined by the External Music Examination Body, which are based on the theory and practical components, will be accepted as the final mark obtained by the candidate.
    14. The prerequisite theory component for the External Music Examination Body's Practical Music Examination, Grade 7 is as follows:
  • Associated Board of Royal Schools of Music: Grade 6 Theory.
  • Trinity College of London: Grade 6 Theory.
  • UNISA: Grade 5 Theory.
    15. The practical component must be completed by the candidate not later than June of the Grade 12 year.
    16. The theory must not be completed by the candidate earlier than October of the Grade 11 year.
    17. The marks supplied by the External Music Examination Body will be indicated on the NSC as a subject passed by an approved and accredited assessment body, in terms of the requirements determined by that body. The actual mark obtained by the candidate will be reflected on the NSC, with an asterisk denoting that this subject was offered by an external assessment body in terms of that body's requirements.
    18. A learner will be restricted to a maximum of one of the programmes offered by the following: Associated Board of Royal Schools of Music; Trinity College of London; UNISA Practical Music Examinations.
    19. A learner who selects Music listed in Annexure B (Group B: Culture and Arts) as an eighth subject from one of the music examination bodies listed in Annexure C: Culture and Arts, may not select the same main instrument as a first and second instrument.
    20. A learner who selects one programme offered by one of the music examination bodies listed under Culture and Arts in Annexure C may not select a Music programme that comprises a combination of components of the Music programmes of the three external music examination bodies.
    21. The Music programme selected from one of the three external music examination bodies listed in Culture and Arts in Annexure C may not be offered during official school hours but must be selected as an extracurricular subject.
    22. A learner who studies one of the programmes offered by the three external music examination bodies, as an eighth subject, may not use this as a replacement for a failed subject selected by the learner in terms of the seven-subject package required for the NSC. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a fundamental knowledge base and understanding of the most important areas, key concepts, principles and integrated theories and practice in one or more fields.
    2. Apply essential methods, procedures and techniques to solve common problems, and use solutions to meet various needs within a familiar and unfamiliar context.
    3. Demonstrate the ability to adhere to organisational ethics and a code of conduct and show an understanding of societal values and ethics.
    4. Research, select, analyse, critically evaluate and demonstrate the ability to apply and carry out actions by interpreting information from text and operational symbols or representations.
    5. Communicate effectively and present information reliably and accurately using visual, symbolic or language skills in various modes.
    6. Evaluate, address short-comings and take responsibility for own learning within a supervised environment.
    7. Use science and technology effectively and critically, showing responsibility towards the environment and the health of others.
    8. Work as a creative, innovative and resourceful individual, and work collaboratively and effectively in teams and groups to enhance understanding.
    9. Develop entrepreneurial skills and professional practice to explore a variety of career options and make an economic contribution to themselves and society. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Provide definitions, descriptions and explanations of key concepts and principles.
  • Explain ideas, concepts, or constructs from written material or graphics.
  • Demonstrate the ability to make connections between ideas, concepts, and appropriate theories.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Use information or concepts in new situations such as models, diagrams or presentations.
  • Solve problems by representing and analysing data, statistics and probability values.
  • Apply knowledge of different concepts and theories to correctly solve problems in familiar and unfamiliar contexts.
  • Use mathematical process skills to identify, pose and solve problems creatively and critically.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Organise values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system.
  • Take formal and informal positions to deal with discrimination and defend human rights violations.
  • Understand the values related to the subject and can be explained orally, in discussions / presentations or in writing.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Conduct research using the skills associated with the subject and present the findings in a form appropriate to the discipline and context.
  • Produce models to depict concepts using related skills, where applicable.
  • Draw deductions and conclusions, deduce cause and effect and make predictions using subject matter skills and knowledge.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Understand and communicate the underlying knowledge and concepts in a variety of ways, including discussions in writing, research assignments and oral presentations.
  • Explore and evaluate the structure and key features of texts to show how they shape meaning in non-literary texts, fiction, poetry and drama, and in visual and multimedia texts.
  • Use structurally sound and meaningful sentences in oral and written communications.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Demonstrate the ability to organise and manage activities responsibly.
  • Reflect, evaluate and analyse own work and consider the opinions of others to ensure a task is appropriate, logically and grammatically correct.
  • Construct an argument using subject knowledge and defend it using appropriate evidence.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Understand, demonstrate and explain the use of science, technology and indigenous knowledge regarding the environment within the wider environment.
  • Demonstrate the general understanding of social, environmental and global issues that are linked to the use of information and communication technologies.
  • Show the ability to work in scientific ways or to apply scientific principles that have proved effective in understanding and dealing with the natural and physical world in which the learner lives.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Show appreciation of the mutual benefits of working with others as members of a team or group that is investigating issues, solving problems or producing products.
  • Demonstrate the ability to work as a resourceful, innovative and creative individual, as well as a member of a group.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Demonstrate the skills, knowledge, attitudes and values that could contribute directly or indirectly to improving the standard of living, human development and productivity, and creating opportunities for all.
  • Produce marketable products by effectively combining subject matter knowledge and skills, thereby enhancing the ability to make informed decisions regarding further studies and career pathing.
  • Demonstrate the application of basic leadership and management skills and principles while working with others to accomplish goals.

    Integrated Assessment:
    Assessment for the awarding of the NSC will be done through both formative and summative assessments.

    Formative Assessment:
  • The School-based Assessment (SBA) mark will be 25%, and the external assessment mark 75% of the total mark, as specified in the National Protocol for Assessment (NPA) and the Curriculum and Assessment Policy Statement (CAPS) documents for the subjects listed in the National Curriculum Statement Grades R - 12. The SBA will be externally moderated.
  • The weighting for assessment in the subject Life Orientation in Grade 12 is an exception. The SBA component will be 100% of the total mark. In the NSC examination, the final promotion mark in Life Orientation will be based on:
    > internal assessment, which must be externally moderated.
    > a common assessment task that is set and moderated externally. Monitoring and moderation mechanisms will be determined by the assessment body and Umalusi.
  • The Physical Education Task (PET) in Life Orientation, constitutes the fifth task and is administered across all four school terms, except for Grade 12 (three school terms). The mark allocation for the PET (Task 5) is 5% of the total mark of 400 for Life Orientation, that is, 20 marks.
  • The final mark is rounded down if the first decimal is less than 5 and rounded up if the decimal is 5 and above, for example, a final mark of 70.3 will be rounded down to 70 and a final mark of 70.6 is rounded up to 71.

    Summative Assessment:
    Two external examination sittings are conducted per year, one in October / November and one in June, as stipulated in Regulation 5 of the Regulations pertaining to the Conduct, Administration and Management of the National Senior Certificate Examinations:
  • The October / November examination is written in the year in which the NSC programme has been completed.
  • The May / June examination examines competency for both the NSC and the Senior Certificate. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is comparable to similar qualifications from both the global and continental landscape.

    France
    French learners can obtain a baccalaureat on completion of the secondary education. There are three main variants of the baccalaureat: general academic, technical and vocational. Within each of these pathways, there are specialised strands. The general baccalaureat may be undertaken in Letters, Sciences, Economics and Sociology. Each strand involves a core of mandatory subjects, as well as electives. For example, the Letters strand involves: core subjects in Literature, Philosophy, two second languages, History and Geography, and Physical Education; one elective from a list that includes Mathematics, classical languages, and several fine arts and theatrical arts options; two, or if the learner so wishes, three electives from a set of offerings that include foreign and classical languages, Sport, Art and Music.

    Similar to all baccalaureat diplomas, it also functions as an entry qualification to university. The baccalaureat, has represented the defining pinnacle of French schooling for the past half century. At the same time, it has been widely esteemed and acclaimed and been the subject of numerous discourses, as well as having been a key player in the politics of education. Accordingly, it acts as a focal point for the various internal tensions that afflict French education. In contrast, the political and public profile of the baccalaureat remains high, and there is widespread support for the maintenance of the status quo. This support is based on the perceived impartiality and objectivity of the examination, the quality assurance functions it exhibits in relation to high schools, and its role as a university entrance ticket.

    The final examination consists of written and oral (or practical) external examinations. A second set of examinations is conducted for learners who are unable to attend the main round of examinations in June for genuine reasons. Physical Education scores are derived from an internal assessment.

    As noted earlier, the baccalauréat is not merely a secondary school exit certificate, as one of its defining characteristics is that it is also a university entrance qualification. It also qualifies holders to work in certain areas or acquire a professional qualification or training.

    Australia
    The Higher School Certificate (HSC) is the credential awarded to secondary school learners who successfully complete senior high school level studies (Years 11 AND 12 or equivalent) in New South Wales, Australia. Courses leading to the attainment of the Higher School Certificate (HSC) are mostly organised into a Preliminary course (Year 11) and an HSC course (Year 12). A learner's achievement in the Preliminary courses is assessed by the school. If a learner satisfactorily completes a Preliminary course, this is entered on the learner's HSC Record of Achievement. For most HSC courses, learners are required to sit for an external examination and complete an assessment program administered by their school, in accordance with the requirements and specifications issued by the credentialing authority, the NSW Board of Studies.

    A learner's final mark in each subject is determined by a combination of in-school assessments conducted throughout the HSC component of a course, performance in some subjects, and an externally administered final exam(s) that is typically held in October or November. In addition to comprising half of a student's final assessment result in a subject, external exam results are also used to statistically moderate in-school assessment results between different schools.

    HSC results may also be used to calculate the Australian Tertiary Admission Rank and are used for determining university entrance. The HSC provides employers with a range of information they can use to select employees.

    Canada
    Mature learners are eligible to receive the Alberta High School Diploma or the Certificate of High School Achievement upon completing the specified requirements. The Diploma Examination has a threefold purpose: to certify the level of individual learner achievement in selected Grade 12 courses; to ensure that province-wide standards of achievement are maintained; and to report individual and group results.

    The Diploma Examination contributes 50% of a learner's final mark in each of the school courses, with the school-awarded mark contributing the remaining 50% of each final course mark. The school-awarded mark provides for performance-based assessments, such as oral reports, class projects and so on. After the external Diploma Examination mark and the school marks are combined and weighted equally, the final mark is awarded for the Alberta High School Diploma.

    The qualification is a high-stakes examination and special care is taken to ensure the validity and reliability of the results. To do this, the examination must be aligned to the Programme of Studies in terms of content and performance standards. The examination development process is complex and lengthy, taking about 18 months for completion. Once the Diploma Examination is written, the results for that year are released by the Minister of Education in late September.

    The diplomas and certificates certify that the holder has successfully completed a prescribed programme of instruction; however, possession of a diploma or certificate does not guarantee admission to a post-secondary institution. Qualifying learners may have access to universities in Alberta and in other provinces, but requirements for entry vary according to the subjects passed. A learner can enter a university without a Diploma, provided the learner has met the institution's requirements regarding certain clusters of subjects. For instance, a learner could enter an institution with the required marks in English and Mathematics, depending on the faculty qualification requirements. Some employers in businesses or professional clinics require a High School Diploma, but will vary their requirements, depending on the work that the prospective employee will be undertaking.

    Eswatini
    At the end of the senior secondary level, learners take a public examination, the Eswatini General Certificate of Secondary Education (SGCSE) and International General Certificate of Secondary Education (IGCSE), which is accredited by the Cambridge International Examination (CIE). Eswatini relies on the syllabuses and examinations set by the University of Cambridge Local Examinations Syndicate (UCLES) for the IGCSE.

    Although the school leaving examinations are provided by the UCLES, they are supervised by the Examination Council of Swaziland (ECOS). ECOS is a semi-autonomous division of the Ministry of Education and Training, which is delegated to administer examinations and issue certificates to primary, junior secondary and high school learners.

    The learner's IGCSE final mark includes coursework (which is school based) and the national examination mark. Coursework assessment includes tests using item banks and practical assessment based on stated standards. ECOS maintains and updates the bank of items suitable for inclusion in tests. Furthermore, in order to standardise internal assessments, ECOS checks the marks that teachers allocate to coursework, and marks can be reduced, increased or maintained. The grading system used by ECOS is criterion-referenced and applies both expert judgement and statistical evidence.

    Malawi
    The Malawi School Certificate of Education (MSCE) is the final examination at the end of the secondary school level in Malawi. Learners who pass this examination qualify for selection into public and private colleges and universities or are absorbed into the job market.

    Form 4 learners can obtain the MSCE at either a Single-Examination Sitting or a Multiple-Examination Sitting. The former is the most common way of obtaining a certificate. A learner sits for the Multiple-Examination Sitting when he/she fails to fulfil the promotion conditions in a single examination sitting. In this case, if the learner manages to satisfy the promotion conditions in not more than four consecutive examination sittings, s/he will qualify for the awarding of the certificate. This is called Certificate by Accumulation, since the grades on this type of certificate are accumulated from various examination sittings. The certificate also indicates the year in which the accumulated grades were obtained.

    Conclusion:
    The NSC is similar to the above-mentioned qualifications in that completion of the qualification provides access or entry into the universities and public and private colleges or the job market. In all these qualifications, the different examination bodies set and maintain standards, internal and external assessment are conducted and that learners are expected to sit/write the final examinations at the end of the semester/year and are awarded a certificate of completion of the qualification. 

    ARTICULATION OPTIONS 
    Learners who have achieved this qualification are able to access opportunities for work and further learning and may be considered for access to qualifications and programmes offered by TVET colleges, skills development providers and higher education institutions, subject to the learner meeting the entry requirements for those qualifications. The qualification is designed to enable articulation with other qualifications on the NQF, particularly within the GFETQSF and horizontally and diagonally across the OQSF and HEQSF. This ensures that vertical, horizontal and diagonal articulation to vocational and occupational and higher education qualifications is possible. The certificate may also indicate achievement of the minimum admission requirements to study for one of the following qualifications at a college, university or university of technology or an accredited skills development provider:

    Horizontal Articulation:
  • Further Education and Training Certificate (FETC), NQF Level 4.

    Vertical Articulation:
  • Higher Certificate or Higher Occupational Certificate, NQF Level 5.
  • Diploma or Occupational Diploma, NQF Level 6.
  • Bachelor's degree at NQF Level 7 or Level 8.

    The qualification is also structured in a way that allows learners to access the world of work in a variety of fields and careers. 
    		•

    MODERATION OPTIONS 
    Monitoring and moderation mechanisms will be determined by the assessment body and Umalusi. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Minimum accreditation requirements for offering the NSC:
  • A private assessment body that wishes to conduct the external examinations of the NSC should meet all the accreditation requirements set out in the Umalusi accreditation policy for assessment bodies and should be accredited by Umalusi to offer the NSC examinations.
  • Independent schools that offer the NSC should meet all the accreditation requirements set out in the Umalusi accreditation policy and be accredited by Umalusi in order to offer the qualification. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    ANNEXURES:

    ANNEXURE A
    NATIONALLY APPROVED SUBJECTS LISTED IN TERMS OF THE ORGANISING FIELDS OF LEARNING ON THE NQF
    The National Curriculum Statement Grades 10-12 uses the twelve organising fields of the NQF. The organising fields are used for the purpose of organising qualifications and registering them on the NQF. These organising fields are linked to various disciplines and occupational fields in the world of work.

    AGRICULTURE AND NATURE CONVERSATION
    SUBJECT
  • Agricultural Management Practices.
  • Agricultural Sciences.
  • Agricultural Technology.

    CULTURE AND ARTS
    SUBJECT
  • Dance Studies.
  • Design.
  • Dramatic Arts.
  • Music.
  • Visual Arts.

    BUSINESS, COMMERCE AND MANAGEMENT STUDIES
    SUBJECT
  • Accounting.
  • Business Studies.
  • Economics.

    COMMUNICATION STUDIES AND LANGUAGES
    SUBJECT
  • All official languages and all approved non-official languages.

    EDUCATION, TRAINING AND DEVELOPMENT

    MANUFACTURING, ENGINEERING AND TECHNOLOGY
    SUBJECT
  • Civil Technology (Construction).
  • Civil Technology (Woodworking).
  • Civil Technology (Civil Services).
  • Electrical Technology (Power Systems).
  • Electrical Technology (Electronics).
  • Electrical Technology (Digital Systems).
  • Mechanical Technology (Automotive).
  • Mechanical Technology (Fitting and Machining).
  • Mechanical Technology (Welding and Metal Work).

    HUMAN AND SOCIAL STUDIES
    SUBJECT
  • Religion Studies.
  • Geography.
  • History.
  • Life Orientation.

    LAW, MILITARY SCIENCE AND SECURITY

    HEALTH SCIENCES AND SOCIAL SERVICES

    PHYSICAL, MATHEMATICAL, COMPUTER AND LIFE SCIENCES
    SUBJECT
  • Computer Applications Technology.
  • Information Technology.
  • Life Sciences.
  • Marine Science.
  • Mathematical Literacy.
  • Mathematics.
  • Technical Mathematics.
  • Physical Sciences.
  • Technical Science.

    SERVICES
    SUBJECT
  • Consumer Studies.
  • Hospitality Studies.
  • Tourism.

    PHYSICAL PLANNING AND CONSTRUCTION

    ANNEXURE B
    NATIONALLY APPROVED SUBJECTS THAT COMPLY WITH THE PROGRAMME REQUIREMENTS OF THE NATIONAL CURRICULUM STATEMENT GRADES 10 - 12.

    GROUP A
    OFFICIAL LANGUAGES AT HOME AND FIRST ADDITIONAL LEVEL
    SUBJECT
  • Afrikaans Home Language.
  • Afrikaans First Additional Language.
  • English Home Language.
  • English First Additional Language.
  • IsiNdebele Home Language.
  • IsiNdebele First Additional Language.
  • IsiXhosa Home Language.
  • IsiXhosa First Additional Language.
  • IsiZulu Home Language.
  • IsiZulu First Additional Language.
  • Sepedi Home Language.
  • Sepedi First Additional Language.
  • Sesotho Home Language.
  • Sesotho First Additional Language.
  • Setswana Home Language.
  • Setswana First Additional Language.
  • SiSwati Home Language.
  • SiSwati First Additional Language.
  • Tshivenda Home Language.
  • Tshivenda First Additional Language.
  • Xitsonga Home Language.
  • Xitsonga First Additional Language.

    MATHEMATICAL SCIENCES
    SUBJECT
  • Mathematical Literacy.
  • Mathematics.
  • Technical Mathematics.

    GROUP B
    AGRICULTURE
    SUBJECT
  • Agricultural Management Practices.
  • Agricultural Science.
  • Agricultural Technology.

    CULTURE AND ARTS
    SUBJECT
  • Dance Studies.
  • Design.
  • Dramatic Arts.
  • Music.
  • Visual Arts.

    BUSINESS, COMMMERCE AND MANAGEMENT STUDIES
    SUBJECT
  • Accounting.
  • Business Studies.
  • Economics.

    OFFICIAL LANGUAGES AT SECOND ADDITIONAL LANGUAGE AND NON-OFFICIAL LANGUAGES
  • Afrikaans Second Additional Language.
  • English Second Additional Language.
  • IsiNdebele Second Additional Language.
  • IsiXhosa Second Additional Language.
  • IsiZulu Second Additional Language.
  • Sepedi Second Additional Language.
  • Sesotho Second Additional Language.
  • Setswana Second Additional Language.
  • SiSwati Second Additional Language.
  • Tshivenda Second Additional Language.
  • Xitsonga Second Additional Language.
  • Arabic Second Additional Language.
  • French Second Additional Language.
  • German Home Language.
  • German Second Additional Language.
  • Gujarati Home Language.
  • Gujarati First Additional Language.
  • Gujarati Second Additional Language.
  • Hebrew Second Additional Language.
  • Hindi Home Language.
  • Hindi First Additional Language.
  • Hindi Second Additional Language.
  • Italian Second Additional Language.
  • Latin Second Additional Language.
  • Mandarin Second Additional Language.
  • Portuguese Home Language.
  • Portuguese First Additional Language.
  • Portuguese Second Additional Language.
  • Serbian Home Language.
  • Serbian Second Additional Language.
  • Spanish Second Additional Language.
  • Tamil Home Language.
  • Tamil First Additional Language.
  • Tamil Second Additional Language.
  • Telegu Home Language.
  • Telegu First Additional Language.
  • Telegu Second Additional Language.
  • Urdu Home Language.
  • Urdu First Additional Language.
  • Urdu Second Additional Language.
  • French First Additional Language (Abitur).
  • German Mother Tongue (Abitur).

    LANGUAGE WITH THE STATUS OF AN OFFICIAL LANGUAGE FOR THE PURPOSE OF LEARNING AND TEACHING AT A PUBLIC SCHOOL
    SUBJECT
  • South African Sign Language Home Language.

    ENGINEERING TECHNOLOGY
    SUBJECT
  • Engineering Graphics and Design.
  • Civil Technology (Construction).
  • Civil Technology (Woodworking).
  • Civil Technology (Civil Services).
  • Electrical Technology (Power Systems).
  • Electrical Technology (Electronics).
  • Electrical Technology (Digital Systems).
  • Mechanical Technology (Automotive).
  • Mechanical Technology (Fitting and Machining).
  • Mechanical Technology (Welding and Metal Work).

    HUMAN AND SOCIAL STUDIES
    SUBJECT
  • Geography.
  • History.
  • Religion Studies.
  • History (Abitur).

    PHYSICAL, MATHEMATICAL, COMPUTER AND LIFE SCIENCES
    SUBJECT
  • Computer Applications Technology.
  • Information Technology.
  • Life Sciences.
  • Marine Sciences.
  • Physical Sciences.
  • Technical Science.
  • Biology (Abitur).
  • Chemistry (Abitur).
  • Physics (Abitur).

    SERVICES
  • Consumer Studies.
  • Hospitality Studies.
  • Tourism.

    ANNEXURE C
    RECOGNITION OF SUBJECTS NOT LISTED IN THE NATIONAL CURRICULUM STATEMENT GRADE 10 - 12

    The status of subjects offered by other assessment bodies:
    Learners may select a maximum of one subject developed by an accredited assessment body other than the Department of Basic Education, provided that the subject is accommodated in the national education policy. A maximum of 20 credits may be allocated to such subjects. Accredited providers that wish to offer their subjects as part of the National Curriculum Statement Grades 10 - 12 may do so, subject to the approval of the Department of Basic Education.

    The subjects listed below are approved subjects from other accredited assessment bodies. Only in exceptional cases will additional subjects in this category be considered by the Department of Basic Education.

    SUBJECTS OFFERED BY OTHER ASSESSMENT BODIES THAT ARE APPROVED BY THE MINISTER OF BASIC EDUCATION

    AGRICULTURE
    SUBJECT
  • Equine Studies.

    CULTURE AND ARTS
    SUBJECT
  • Associated Board of Royal Schools of Music Practical Music Examination Grade 7.
  • Trinity College of London Practical Music Examination Grade 7.
  • UNISA Practical Music Examination Grade 7.

    BUSINESS, COMMERCE AND MANAGEMENT STUDIES
    SUBJECT
  • Maritime Economics.

    NON-OFFICIAL LANGUAGES
    SUBJECT
  • Modern Greek Second Additional Language.
  • Serbian Home Language.
  • Serbian Second Additional Language.

    ENGINEERING TECHNOLOGY
    SUBJECT
  • Nautical Science.

    HUMAN AND SOCIAL STUDIES
  • Sport and Exercise Science.

    PROMOTION REQUIREMENTS:
    Learners in Grade 10 - 12 will be promoted from one grade to the next if they have selected and completed the school-based, practical assessment tasks and, where applicable, the oral assessment and end-of-year examination requirements for no less than seven subjects, as contemplated in the NPPPR policy document, the NPA and the CAPS documents for the various subjects listed in Annexure A.

    Subject to the provisions of Concessions and paragraph (6) of the General and Further Education and Training Quality Assurance Act, 2001 (Act No. 58 of 2001 as amended) (GENFETQA), and subject to Programme Requirements for Grades 10 - 12, a NSC document shall be issued to a candidate who has complied with the following promotion requirements:
  • Achieved: 40% in three subjects, one of which is an official language at Home Language level: and 30% in three subjects, provided the SBA component is submitted for the subject that the candidate failed.
  • A condonation of a maximum of one subject will be applied to a Grade 12 candidate in the final NSC examination, if a candidate requires a maximum of an additional 2%, in order to obtain a pass at either 30% or 40%. This condonation will apply to only one subject, provided that the condonation allows the candidate to obtain the NSC qualification.
  • Subject to Proviso 13 of this document, learners who study a Music programme offered by the three external music examination bodies indicated in Proviso 18 above, must obtain the following minimum rating:
    > the Associated Board of Royal Schools Practical Music Examination Grade 7: at least 65%.
    > Trinity College of London Practical Music Examination Grade 7: at least 65%.
    > Unisa Practical Music Examination Grade 7: 50%.

    CONCESSIONS:
    1. Immigrants
    An immigrant candidate is:
  • a child or a dependent of a diplomatic representative of a foreign government accredited in South Africa
  • a person who:
    > first enrolled at and entered a South African school in Grade 7 or a more senior grade.
    > first began his / her schooling at a school in South Africa, then attended school outside South Africa for two or more consecutive years after Grade 3 or its equivalent, and then subsequently returned to South Africa.

    An immigrant candidate, as contemplated above, may select only one official language on at least First Additional Language Level, provided it is the LOLT and the candidate obtains a rating of 30% in that language, and provided that another subject from Group B is selected in lieu of the one official language that is not taken, if the immigrant candidate complies with the promotion requirements.

    However, instead of selecting another subject from Group B in lieu of the one official language that is not selected, an immigrant candidate may, subject to the paragraph above, select a home language in lieu of that one official language, subject to the following:
  • The selected language is listed at Home Language level in Annexure B.
  • The candidate selects a home language at the A-Level of the General Certificate of Education (GCE) of the United Kingdom, or an examination recognised by the Department of Basic Education as equivalent to Home Language level for this purpose.
  • The marks supplied by the assessment body concerned will be taken into account for promotion purposes. If the actual marks are not available, the results will be converted in accordance with the conversion scale of the Department of Basic Education, with the proviso that the candidate may not select two similarly named languages.
  • To be classified as an immigrant candidate, the candidate must be in possession of the following documents:
    > the relevant official documentation issued by the Department of Home Affairs.
    > the relevant official documentation issued by the school at which the learner entered the South African school system for the first time.

    2. Learners who experience barriers to learning
    The following concessions may apply to candidates who experience the barriers to learning indicated:
  • A learner who is deaf and who does not select South African Sign Language at Home Language level may select one official language at First Additional Language level, which is the LOLT, provided that: another subject from Group B is selected in lieu of the one official language that is not selected; and provided that the deaf candidate complies with the promotion requirements.
  • Learners with a communication or language impairment, for example, aphasia and dyslexia, may select only one official language at First Additional Language level, which is the LOLT, provided that: another subject from Group B is selected in lieu of the one official language that is not selected; and provided that the aphasic or dyslectic candidate complies with the promotion requirements.
  • Learners suffering from a mathematical disorder, such as dyscalculia, may be exempted from taking Mathematical Literacy or Mathematics, provided that another subject from Group B is selected in lieu of Mathematical Literacy or Mathematics, and provided that the candidate complies with the promotion requirements.

    White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System (2001) guides policies related to learners experiencing barriers to learning.

    Policies informed by White Paper 6 on Special Education include SIAS, which offers a policy framework for standardising the procedures to identify, assess and provide programmes for all learners who require additional support, to enhance their participation and inclusion in the school system.

    NATIONAL SENIOR CERTIFICATE WITH ENDORSEMENT FOR LEARNERS WHO EXPERIENCE BARRIERS TO LEARNING
    1. Learners with special needs may be accommodated either at a special school or an ordinary school where appropriate support is offered.

    2. Special schools provide education to learners who need high-level individualised and specialised support on a high-frequency basis. The role of these schools is twofold:
  • Full-time provision of appropriate and quality education and support for learners who are enrolled at these schools.
  • Providing advice, guidelines, training and mentoring on a consultative and part-time basis to both teachers and learners at ordinary schools with regard to curriculum, assessment and instruction matters.

    3. The following learners are regarded as learners with special needs for whom measures should be taken at both ordinary schools and special schools to assist these learners to overcome the barriers to learning that they face:
  • Learners who have a neurological barrier to learning, reading, spelling, writing, mathematical calculations and numeracy skills, and understanding the written word.
  • Learners (deaf and hard of hearing learners) whose hearing impairment presents a barrier to learning and for whom learning should be facilitated through sign language in an environment that promotes the linguistic identity of the deaf community and bilingualism which also ensures the availability of assistive technology.
  • Learners who have a severe visual barrier to learning (blind or partially sighted) and for whom learning should be facilitated through effective individualised support measures, specialised teaching methods, the use of Braille and large print and the application of specialised devices such as Braille equipment, magnification cameras and CCTV in classrooms, screen reading software, magnification software, etecetera.
  • Learners who have a physical barrier to learning and whose level of functioning is restricted due to limited gross and fine motor movements, dependency on the availability of certain devices (for example, a wheelchair), a medical condition and inaccessible school buildings. The term physical disability covers a range of conditions, from congenital disability to impairment acquired as a result of illness. The most common conditions are spinal bifida, cerebral palsy, muscular dystrophy, haemophilia, cardiovascular and pulmonary conditions.
  • Learners who experience a mild to severe intellectual barrier to learning and whose specific educational needs should be met at mainstream schools and special schools through the differentiation and adaptation of the curriculum in an environment that encourages the development of their full potential, independence and socialisation.
  • Learners with multiple barriers to learning.
  • Learners with severe behavioural and emotional barriers to learning.
  • Learners with any medically assessed special need that may not fall into the above categories.

    4. Grade 10-12 learners who experience barriers to learning and who meet one of the following requirements may either study the National Senior Certificate programme (as stipulated under Entrance Requirements for the National Curriculum Statement Grades 10 - 12; Programme Requirements for Grades 10 - 12; Provisos; Promotion Requirements for Grades 10 - 12; Assessment in Grades 10 and 11; Assessment in Grade 12; External Examinations OR the National Senior Certificate with Endorsement (as contemplated under Exit Level Outcomes; Associated Assessment Criteria; and Recognition of Prior Learning):
  • Learners with extensive barriers to learning who are in a special school in terms of section 5(6) of the South African Schools Act, 1996 (Act No. 84 of 1996).
  • Learners who experience a barrier to learning and who are in an ordinary school in terms of section 12(4) of the South African Schools Act, 1996 (Act No. 84 of 1996) and who have been identified by the relevant provincial authority as eligible for this condonation.

    5. Subject to the paragraph 4 above, learners with special needs who were unsuccessful in obtaining a NSC at Level 4 on the NQF, or who cannot meet the programme or promotion requirements, as stipulated under Programme Requirements for Grades 10 - 12; Provisos; and Promotion Requirements for Grades 10 - 12 in this document, may be issued with a National Senior Certificate with Endorsement, provided they have met the following programme and promotion requirements:
  • Selected and completed the internal and external assessment requirements for at least five subjects selected as follows from Annexure B of this document:
  • Three subjects from Group A in Annexure A of this document, selected as follows:
    > One official language selected from Official Languages at Home and First Additional Level, provided that: the official language is taken on at least First Additional Language level and the language is the LOLT.
    > Mathematics or Mathematical Literacy, selected from Mathematical Sciences.
    > Life Orientation selected from Human and Social Studies.
    > A minimum of two subjects selected from Group B in Annexure B.

    6. Subject to paragraph (4) above, a National Senior Certificate with Endorsement shall be issued to a candidate who experiences a barrier to learning and who has achieved 30% in five subjects.

    7. Should a learner who has enrolled for the National Senior Certificate with Endorsement take a sixth subject, the learner must achieve 30% in five of the six subjects, one of which is an official language on at least First Additional Language level, provided that the SBA component is submitted for the sixth subject.

    8. Should a learner who experiences a barrier to learning opt to take seven subjects, the candidate will first be evaluated on all seven subjects, before consideration for the concession of five subjects is given.

    9. The concessions regarding immigrant learners and learners who experience a barrier to learning related to deafness and mathematical disorder, such as dyscalculia, as contemplated under Concessions in this document, will also be applicable to learners who enrol for the National Senior Certificate with Endorsement.

    RECORDING AND REPORTING:
    Seven levels of competence have been described for each subject in the NPA policy document and the CAPS documents for the subjects listed in the National Curriculum Statement Grades R - 12. The various achievement levels and their corresponding percentage bands are shown below.

    Rating code; Rating; Marks (%):
    7; Outstanding achievement; 80 - 100 %
    6; Meritorious achievement; 70 - 79 %
    5; Substantial achievement; 60 - 69 %
    4; Adequate achievement; 50 - 59 %
    3; Moderate achievement; 40 - 49 %
    2; Elementary achievement; 30 - 39 %
    1; Not achieved; 0 - 29 %

    The percentage obtained will determine what rating code on the scale of achievement will be allocated to a learner. 
    		•

    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.
     
    NONE 


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