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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: |
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 | SAQA 101/21 | 2021-07-01 | 2023-06-30 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2024-06-30 | 2027-06-30 |
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 is replaced by: |
Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
118378 | National Senior Certificate | Not Applicable | NQF Level 04 | 130 |
PURPOSE AND RATIONALE OF THE QUALIFICATION |
Purpose:
The FETC (General), known as the National Senior Certificate when offered in schools, is aimed at learners in grade 12. These learners leave schooling either for further learning or for employment in the workplace. The FETC (General) is the qualification, which will be awarded to learners who achieve the exit level learning outcomes stipulated in the National Curriculum Statement Grades 10 - 12 (General). The FETC (General) has the objectives of: This means that the FETC (General) will: Based on their history schools occupy a distinctive place in the education system and in, the minds of parents, young learners and educators. Because of this distinctive nature, schools will continue to offer learning programmes and qualifications based on subjects to learners. In this qualification, a subject is not merely a specific body of academic knowledge, but is rather an integration of theory, knowledge, skills and values, which are captured in learning outcomes. The FETC (General) consists of a combination of compulsory and optional subjects in which the learner must demonstrate the required competence. Learners leaving the formal school environment with an FETC (General) will be equipped with the knowledge, skills, values and attitudes that will enable them to participate meaningfully in society. They will have a basis for continuing learning in Higher Education, for entering a career of their choice and for being productive, responsible citizens. The qualification complies with the provisions of the National Education Policy Act 1996 (Act 27 of 1996) and the South African Schools Act, 1996 (Act 84 of 1996). Rationale: The Further Education and Training Certificate (FETC) (General) gives expression to what South Africans regard as knowledge, skills and values worth learning. It is based on the assumption that knowledge in itself is not neutral, but is underpinned by the collective vision, mission, values and principles of people. In the South African context, the Constitution of the Republic of South Africa stipulates, among other things, the principles of democracy, human rights, social justice, equity, non-racism and Ubuntu. These principles underpin the FETC (General) and its contents. The qualification is designed to remove the negative effects of the previous education system and forms part of the transformation process for education and training in the Further Education and Training band. As the Further Education and Training band is located between the General Education and Training band and Higher Education, the FETC (General) is designed to allow for progression from General Education and Training and at the same time to provide access to Higher Education. This qualification also aims to equip learners adequately for the social, economic and cultural challenges they face in their daily lives. It also lays a solid foundation for a variety of learning pathways and life-long learning and different career paths. It is a qualification that will ensure that learners will acquire and apply knowledge and skills in ways that are meaningful in their own lives. It has the intention of grounding knowledge in local contexts while at the same time being sensitive to global imperatives. While an FETC can be obtained in a number of learning pathways, each with its own particular focus, the FETC (General) is aimed at providing general formative education organized into subjects. It will be offered mainly in schools. The FETC (General) is based on the following underpinning principles: |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
It is assumed that learners who access this qualification are competent in the Grade 10 and 11 Learning Outcomes of the subjects they will offer in the FETC (General).
ACCESS TO THE QUALIFICATION: Access to this qualification is open to all learners who have successfully completed Grade 11 or who have received recognition of prior learning of Grade 11 equivalence at NQF Level 3. TRANSITIONAL ARRANGEMENT: Any learner who enrolled for a Senior Certificate examination offered by any accredited assessment body, prior to the registration of this qualification and who has received a certificate either from the South African Certification Council, or Umalusi, the Council for General and Further Education and Training Quality Assurance, indicating that he/she obtained credits, shall retain such credits towards the awarding of the FETC (General). |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
1. The minimum requirements for a learner to be issued with an FETC (General) are the following:
1.1. Four Subjects selected as follows: 1.2. At least three subjects selected from Group B (Annexure B, B1 to B8 in Qualification Notes). A maximum of one subject may be taken from those offered by any other assessment body as approved by the Minister of Education and recognized by the Department of Education and accredited by Umalusi to meet the requirements of three group B subjects (Annexure C in Qualification Notes). 2. Credits: 2.1. Each subject is worth 20 Credits with Life Orientation worth 10 credits. The qualification is worth 130 credits in total. > First Official Language (Home Language level) - 20 Credits > Second Official Language (At least at First Additional language level) - 20 Credits > Mathematics or Mathematical Literacy - 20 Credits > Life Orientation - 10 Credits > Additional Subject 1 - 20 Credits > Additional Subject 2 - 20 Credits > Additional Subject 3 - 20 Credits 3. The above choices are subject to the following provisos: 3.1. The following rules apply to the selection of official languages: 3.2. A learner may not offer more than 4 languages in total. 3.3. A learner may not offer Mathematics and Mathematical Literacy. 3.4. A learner may not offer both Computer Applications Technology and Information Technology. 3.5. A learner may not offer both Consumer Studies and Hospitality Studies. This is also applicable to additional subjects. 4. Learners who experience the following specific barriers to learning are allowed the following concessions: 4.1. Learners who experience barriers related to aural impairment, aphasia and dyslexia may have the following language concessions: 4.2. Learners who experience barriers related to dyscalculia may be exempted from offering Mathematics or Mathematical Literacy, provided that another subject from Group B is offered in lieu of Mathematics or Mathematical Literacy. |
EXIT LEVEL OUTCOMES |
The Exit Level Outcomes and their Associated Assessment Criteria of this FETC (General) are stated in the curriculum statements of the individual subjects making up this qualification in the form of Learning Outcomes and Assessment Standards. However the Outcomes relating to the Languages (Communications), Mathematics and Mathematical Literacy, as well as Life Orientation are given as they are fundamental to the learning. A set of generic Outcomes and Associated Assessment Criteria is included which apply to the additional optional subjects:
FUNDAMENTALS: 1. Languages at Home Language and First or Second Additional Language level (Communication): 1.1. Listen and speak for a variety of purposes, audiences and contexts. 1.2. Read and view texts for understanding and to critically evaluate and respond to a wide range of literary and non-literary texts. 1.3. Write and present for a wide range of purposes and audiences using conventions and formats appropriate to diverse contexts. 1.4. Use language structures and conventions effectively. 2. Mathematics: 2.1. Recognise, describe, represent and work with numbers and their relationships to estimate, calculate and check in solving problems. 2.2. Investigate, analyse, describe and represent a wide range of functions and solve related problems. 2.3. Describe, represent, analyse and explain properties of shapes in 2- and 3-dimensional space with justification. 2.4. Collect and use data to establish statistical and probability models to solve related problems. 3. Mathematical Literacy: 3.1. Use numbers and their relationships to estimate and calculate, investigate and monitor the financial aspects of personal, business and national life and to investigate and solve problems in other contexts. 3.2. Recognise, analyse, interpret, describe and represent various functional relationships in order to solve problems in real and simulated contexts. 3.3. Measure using appropriate instruments to estimate, and calculate physical quantities and to describe and represent properties of, and relationships between 2- and 3-dimensional objects in a variety of orientations and positions. 3.4. Collect, summarise, display and analyse data and apply knowledge of statistics and probability to communicate, justify, predict and critically interrogate findings and draw conclusions. 4. Life Orientation: 4.1. Demonstrate knowledge, values, attitudes and skills to achieve and maintain personal well-being. 4.2. Demonstrate competence and commitment regarding the values and rights that underpin the Constitution in order to practice responsible citizenship and enhance social justice and sustainable living. 4.3. Explore and engage responsibly in recreational activities, understanding the relationship between participation and well-being. 4.4. Demonstrate self-knowledge and the ability to make informed decisions regarding further study, career fields and career-pathing. ADDITIONAL SUBJECTS: The following set of generic Learning Outcomes and Associated Assessment Criteria apply to all the Additional Subjects listed in Annexure B, Group B (Refer to Qualification Notes). 1.1. Understand and use specific subject knowledge. 1.2. Know and apply specific subject skills. 1.3. Understand, adopt and apply the values related to the subject. In collaboration with the Department of Education, SAQA will ensure that, for each of the Additional Subjects listed in Annexure B, Group B (Refer to Qualification Notes), the Specific Subject Learning Outcomes and Associated Assessment Criteria will be developed in line with the NQF. CRITICAL CROSS-FIELD OUTCOMES: The following Critical Cross-Field Outcomes will be addressed by the individual subjects and will form part of the assessment in each subject as laid down in the curriculum statement for each subject: |
ASSOCIATED ASSESSMENT CRITERIA |
The Exit Level Outcomes and their Associated Assessment Criteria of this FETC (General) are stated in the curriculum statements of the individual subjects making up this qualification in the form of Learning Outcomes and Assessment Standards. However the Outcomes relating to the Languages (Communication), Mathematics and Mathematical Literacy, as well as Life Orientation are given as they are fundamental to the learning. A set of generic Outcomes and Associated Assessment Criteria is included which apply to the additional optional subjects:
FUNDAMENTALS: 1. Languages at Home Language and First or Second Additional Language level (Communication): 1.1: 1.2: 1.3: 1.4: 2. Mathematics: 2.1: > Range: Includes arithmetic and geometric sequences. 2.2: 2.3: 2.4: 3. Mathematical Literacy: 3.1: 3.2: 3.3: 3.4: 4. Life Orientation: 4.1: 4.2: 4.3: 4.4: ADDITIONAL SUBJECTS: The following set of generic Learning Outcomes and Associated Assessment Criteria apply to all the Additional Subjects listed in Annexure B, Group B (Refer to Qualification Notes). 1.1: 1.2: 1.3: In collaboration with the Department of Education, SAQA will ensure that, for each of the Additional Subjects listed in Annexure B, Group B (Refer to Qualification Notes), the Specific Subject Learning Outcomes and Associated Assessment Criteria will be developed in line with the NQF. INTEGRATED ASSESSMENT: Assessment for the awarding of the FETC (General) will be done through both internal and external assessment. The internal and external assessments will each be allocated a weighting in line with the requirements of the subject statements and departmental policy. A. Internal Assessment: Internal Assessment is assessment conducted by teachers in schools or other sites of learning, in which the achievement of learning outcomes will count towards the achievement of a qualification. Internal Assessment thus refers to School-Based Assessment or Site-Based Assessment, which include Continuous Assessment (CASS) and Performance Assessment. Internal Assessment will comprise the following: 1. A portfolio of evidence containing Internal Assessments for all subjects conducted by the teacher in line with the relevant Subject Assessment Guidelines and carried out on a continuous basis. The portfolio of evidence must be based on internal written and task based assessments. 2. A practical assessment component as prescribed for subjects with a definite practical component conducted by the teacher on a continuous basis in line with the relevant Subject Assessment Guidelines and instructions from the assessment body. This internal assessment must be subject to external moderation put in place by the assessment body and Umalusi. B. External Assessment: External assessment will consist of written assessments and/or practical assessments that are externally set, marked and moderated. C. The relative weighting of internal and external assessment for the purposes of awarding the FETC (General): 1. The combined internal written and performance site-based assessment as contained in the portfolio of evidence must constitute 25%, and the external assessment 75% of the final assessment. 2. Subjects with a prescribed subject specific practical assessment component may contribute a further 25% over and above the 25% of the portfolio of evidence assessment to the final assessment. In such cases the external assessment will constitute 50% to the final assessment. 3. In the case of Life Orientation, however, the weighting is different. The Internal Assessment component, which could consist of a combination of assessments, as contained in the portfolio of evidence and the prescribed subject specific practical assessments, must constitute 100% of the final assessment. |
INTERNATIONAL COMPARABILITY |
Preliminary benchmarking has taken place in relation to the following qualifications:
The FETC (General) with Matriculation Endorsement is regarded as being comparable to the GCE Advanced Subsidiary AS level/Scottish Higher Standard. The FETC (General) without Matriculation Endorsement is considered comparable to GCSE grades A - C Credit Standard Grade standard, which does not grant admission to Higher Education in the United Kingdom. The FETC (General) is regarded as being equivalent in broad terms regarding learning content and outcomes to an Australian Senior Certificate of Education as awarded by one of the Australian States or Territories on completion of year 12 of formal schooling. In Australia a Senior Certificate with Matriculation Endorsement would be required for admission to Higher Education as is the case with this qualification. Ongoing benchmarking will be undertaken. |
ARTICULATION OPTIONS |
This qualification offers the learner access to learning in the Higher Education band, provided the learner meets the requirements for Higher Education study in terms of subject combinations and level of achievement as laid down by the body issuing such requirements. Such access is, however, subject to the specific admission requirements of the individual institutions offering learning programmes in Higher Education.
Articulation is also possible with workplace and vocational education qualifications at NQF level 5, which are aligned with the subjects taken by the learner. Learners can also access other FETC qualifications offered by providers such as FET Colleges and workplace providers. |
MODERATION OPTIONS |
Moderation options and criteria for the registration of assessors:
|
CRITERIA FOR THE REGISTRATION OF ASSESSORS |
To be appointed by Umalusi as an examiner, assessor or moderator the person should:
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REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
NOTES |
Seven levels of competence have been described for each subject and will be used by the Department of Education together with the promotion requirements as indicated below for the awarding of the qualification.
LEVELS OF COMPETENCE: Rating code; Rating; Marks (%): PROMOTION REQUIREMENTS: In terms of the General and Further Education Act, 2001 (Act 58 of 2001) Paragraphs 16(4) (d and e) learners will be issued with the qualification if they comply with the following requirements: ANNEXURE A: ORGANISING FIELDS OF LEARNING: 1. Agriculture and Nature Conservation. 2. Culture and Arts. 3. Business, Commerce and Management Studies. 4. Communication Studies and Language. 5. Education, Training and Development. 6. Manufacturing, Engineering and Technology. 7. Human and Social Studies. 8. Law, Military Science and Security. 9. Health Sciences and Social Services. 10. Physical, Mathematical, Computer and Life Sciences. 11. Services. 12. Physical Planning and Construction. ANNEXURE B: NATIONALLY APPROVED SUBJECTS THAT COMPLY WITH THE PROGRAMME REQUIREMENTS OF THE FETC (GENERAL): Group A: A1: Official Languages at Home and First Additional level: > 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. > South African Sign Language Home Language. A2: Mathematical Sciences: > Mathematical Literacy. > Mathematics. A3: Human and Social Sciences: > Life Orientation. Group B B1: Agriculture: > Agricultural Management Practices. > Agricultural Sciences. > Agricultural Technology. B2: Culture and Arts: > Dance Studies. > Design. > Dramatic Arts. > Music. > Visual Arts. B3: Business, Commerce and Management studies: > Accounting. > Business Studies. > Economics. B4: Official languages and other languages at second additional level: Note: The choice of official and other languages at the second additional level is subject to Rules 3.1 and 3.2 under Qualification Rules, which state: Rule 3.1. The following rules apply to the selection of official languages: Rule 3.2. A learner may not offer more than 4 languages in total. > Afrikaans Second Additional Language. > English Second Additional Language. > IsNdebele 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. > Portuguese Home Language. > Portuguese First Additional Language. > Portuguese 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. B5: Engineering and Technology: > Civil Technology. > Electrical Technology. > Mechanical Technology. > 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). > Technical Science. > Technical Mathematics. B6: Human and Social Studies: > Geography. > History. > Religion Studies. B7: Physical, Mathematical, Computer and Life Sciences: > Computer Applications Technology. > Information Technology. > Life Sciences. > Physical Sciences. B8: Services: > Consumer Studies. > Hospitality Studies. > Tourism. ANNEXURE C: SUBJECTS (APPROVED BY THE DEPARTMENT OF EDUCATION) EXAMINED BY OTHER EXAMINING BODIES / AGENCIES A learner may offer one of the following as one of his / her seven subjects: > Associated Board of Royal Schools of Music Practical Music Examination Grade 6. > Associated Board of Royal Schools of Music Practical Music Examination Grade 7. > Associated Board of Royal Schools of Music Practical Music Examination Grade 8. > Associated Board of Royal Schools of Music Practical Music Examinations Performer's Diploma > Associated Board of Royal Schools of Music Performer's Licentiate in Music > Trinity College of London Practical Music Examination Grade 6. > Trinity College of London Practical Music Examination Grade 7. > Trinity College of London Practical Music Examination Grade 8. > Trinity College of London (TCL) Performer's Certificate, Associate. > Trinity College of London Practical Performer's Licentiate in Music. > UNISA Practical Music Examination Grade 6. > UNISA Practical Music Examination Grade 7. > UNISA Practical Music Examination Grade 8. > UNISA Performer's Licentiate in Music. Other subjects (for example, Equine Studies and Mandarin) will be added to this list from time to time, when they are approved by the Department of Education. NOTE ON THE COMBINATION OF GERMAN ABITUR AND THE NATIONAL SENIOR CERTIFICATE: Learners in the German Schools in South Africa are allowed to choose the following subjects for their National Senior Certificate: > Physics (Abitur Programme) > Chemistry (Abitur Programme) > Biology (Abitur Programme) > Afrikaans First Additional Language (NSC Subject) > French First Additional Language (Abitur Programme) > Music (NSC Subject) > Visual Art (NSC Subject). The German Education Authorities will be responsible for the assessment of the Abitur Programme subjects and the South African Department of Education will be responsible for assessment and quality assurance of the NSC subjects as for all other South African schools. |
LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement. |
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 |
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. |