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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 | EXCO 0325/24 | 2024-07-11 | 2027-07-11 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2028-07-11 | 2031-07-11 |
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: 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: 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: |
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: 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: Technical pathway: One of the following three technology subjects (specialisation) may be selected: Engineering Graphics and Design. Physical Sciences or Technical Science. Mathematics or Technical Mathematics. 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: Group B (Elective subjects), 60 Credits: PROVISOS: 1. A candidate may select more than the required minimum of seven subjects, provided that the candidate complies with the following requirements: 2. No more than one language shall be taken from the same language group, namely: 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): 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: 14. The prerequisite theory component for the External Music Examination Body's Practical Music Examination, Grade 7 is as follows: 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:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: Integrated Assessment: Assessment for the awarding of the NSC will be done through both formative and summative assessments. Formative Assessment: > 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. 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: |
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: Vertical Articulation: 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:
|
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 CULTURE AND ARTS SUBJECT BUSINESS, COMMERCE AND MANAGEMENT STUDIES SUBJECT COMMUNICATION STUDIES AND LANGUAGES SUBJECT EDUCATION, TRAINING AND DEVELOPMENT MANUFACTURING, ENGINEERING AND TECHNOLOGY SUBJECT HUMAN AND SOCIAL STUDIES SUBJECT LAW, MILITARY SCIENCE AND SECURITY HEALTH SCIENCES AND SOCIAL SERVICES PHYSICAL, MATHEMATICAL, COMPUTER AND LIFE SCIENCES SUBJECT SERVICES SUBJECT 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 MATHEMATICAL SCIENCES SUBJECT GROUP B AGRICULTURE SUBJECT CULTURE AND ARTS SUBJECT BUSINESS, COMMMERCE AND MANAGEMENT STUDIES SUBJECT OFFICIAL LANGUAGES AT SECOND ADDITIONAL LANGUAGE AND NON-OFFICIAL LANGUAGES LANGUAGE WITH THE STATUS OF AN OFFICIAL LANGUAGE FOR THE PURPOSE OF LEARNING AND TEACHING AT A PUBLIC SCHOOL SUBJECT ENGINEERING TECHNOLOGY SUBJECT HUMAN AND SOCIAL STUDIES SUBJECT PHYSICAL, MATHEMATICAL, COMPUTER AND LIFE SCIENCES SUBJECT SERVICES 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 CULTURE AND ARTS SUBJECT BUSINESS, COMMERCE AND MANAGEMENT STUDIES SUBJECT NON-OFFICIAL LANGUAGES SUBJECT ENGINEERING TECHNOLOGY SUBJECT HUMAN AND SOCIAL STUDIES 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: > 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: > 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 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: 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: 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: 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): 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: > 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 |
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. |