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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  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:
  • Equipping learners irrespective of their socio-economic background, race, gender or disability with the knowledge skills and values necessary for self-fulfilment and meaningful participation in society as citizens of a free country.
  • Providing access to higher education and vocational education and/or occupational qualifications in the further education or higher education bands.
  • Facilitating the transition of learners from education institutions to the workplace.
  • Providing employers with a profile of learner's competencies.

    This means that the FETC (General) will:
  • Deepen the foundation laid by General Education and Training.
  • Lay a foundation for specialist learning.
  • Prepare learners for further learning.
  • Prepare learners for employment.
  • Develop citizens with a commitment to democracy.
  • Promote the holistic development of learners.
  • Contribute to economic and social transformation.

    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:
  • Social transformation.
  • Outcomes based education.
  • High knowledge and high skills.
  • Integration and applied competence.
  • Progression.
  • Articulation and portability.
  • Human rights, inclusivity, environmental and social justice.
  • Valuing indigenous knowledge systems.
  • Credibility, quality and efficiency. 
    		•

    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:
  • Two Official languages (Annexure B, A1 in Qualification Notes) provided that one is offered on the Home Language level and the other on Home Language or First Additional Language level. In addition one of these two languages must be the Language of Learning and Teaching (LOLT). Learners classified as immigrants may offer only one official language on at least first additional language level and obtain a rating of Elementary achievement, provided that another subject is offered in lieu of the one language not offered.
  • Mathematics or Mathematical Literacy (Annexure B, A2 in Qualification Notes). A learner may not offer both Mathematics and Mathematical Literacy.
  • Life Orientation (Annexure B, A3 in Qualification Notes).

    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.
  • Fundamental subjects:
    > 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 subjects:
    > Additional Subject 1 - 20 Credits
    > Additional Subject 2 - 20 Credits
    > Additional Subject 3 - 20 Credits
  • Total for qualification: 130 Credits

    3. The above choices are subject to the following provisos:

    3.1. The following rules apply to the selection of official languages:
  • Not more than one language of IsiXhosa, isiZulu, SiSwati and isiNdebele may be offered.
  • Not more than one language of Sepedi, Sesotho and Setswana may be offered.

    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:
  • In cases where two languages are required only one language at First Additional Language level is required.
  • An additional subject from Group B must be offered in lieu of the one official language.

    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:
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group organization, community.
  • Organise and manage oneself and one's activities responsibly and effectively.
  • Collect, analyse, organize and critically evaluate information.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
  • Use science and technology effectively and critically, showing responsibility towards the environment and the health of others.
  • Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.
  • Contribute to the full personal development of the learner. 
    		•

    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:
  • Listening and speaking strategies is used for a wide range of purposes.
  • Different forms of oral communication are identified and used appropriately for the context and audience.
  • Research and planning is done in preparation for oral presentations.
  • Oral presentations are given and listened to using appropriate speech and listening techniques.
  • A critical awareness of language usage is demonstrated in a variety of oral situations.

    1.2:
  • A variety of reading and viewing strategies is used for comprehension and appreciation.
  • A wide range of written and visual texts is evaluated for meaning.
  • The way in which language may reflect and shape values and attitudes is explained using a range of written and visual texts.
  • The structure and key features of texts are explored and evaluated to show how they shape meaning in non-literary texts, fiction, poetry, drama and in visual and multi-media texts.
  • The author's use of stylistic devices is evaluated and analysed to illustrate how they achieve particular effects.

    1.3:
  • Advanced tasks are analysed and plans are made to write for a specific purpose, audience and context.
  • Advanced writing strategies and techniques are used for first drafts.
  • Own work is reflected on, evaluated and analysed and the opinions of others are considered to ensure text is appropriate, logical, and stylistically and grammatically correct.
  • Own work and the work of others is proof read to enable the final draft to be produced.

    1.4:
  • The meaning of words in texts are identified and explained correctly.
  • Structurally sound and meaningful sentences are used in oral and written communication.
  • The appropriate and correct style is understood and used correctly in a range of texts and contexts.
  • Critical language awareness is developed and used on a range of oral and written texts.
  • Punctuation is used accurately and appropriately.

    2. Mathematics:

    2.1:
  • Problems involving number patterns are identified and solved correctly.
    > Range: Includes arithmetic and geometric sequences.
  • Formula are correctly proved and the sum of sequences are calculated correctly.
  • Knowledge of geometric series is applied to solve problems correctly.
  • Investment and loan options are critically analysed to make informed decisions as to the best option(s).

    2.2:
  • A formal definition for the function concept is given correctly.
  • Various types of functions and relations are worked with correctly.
  • Characteristics of functions are correctly explained and graphs are correctly sketched.
  • Situations are recognized in which it may be helpful to manipulate representations.
  • Cubic equations are solved using the factor theorem and other techniques.

    2.3:
  • The geometry of circles is investigated using a range of theorems.
  • A co-ordinate system is used to derive the locus of all points.
  • The effect on the point (x,y) is generalised for a number of transformations.
  • Geometric border patterns and tessellations are identified and classified in terms of line symmetry, glide reflection symmetry, rotational symmetry and point symmetry.
  • The formulae for the sine, cosine and tangent are derived correctly.
  • Problems in 2- and 3-dimensions are solved by constructing and interpreting geometrical and trigonometric models.
  • A basic understanding of the contested nature and development of geometry in history and familiarity with other geometries such as spherical geometry is demonstrated.

    2.4:
  • The uses of variance and standard deviations as measures of spread or dispersion of a set of data is understood and demonstrated.
  • The various concepts relating to data handling and data and its uses are understood and used correctly.
  • Problems involving permutations of a number of discreet objects, as well as problems, when order is not important, are investigated and solved correctly.
  • Permutations and combinations are used correctly.

    3. Mathematical Literacy:

    3.1:
  • Personal and business finances are analysed and the effects of taxation, inflation and changing interest rates on personal credit and investment growth options are evaluated so as to aid choices of the best options.
  • Provincial and national budgets are analysed in terms of health and welfare issues, job opportunities, etc using Mathematical skills and knowledge.
  • Different currencies are compared for best investment opportunities.
  • Inflation is understood using mathematical investigation.

    3.2:
  • Different representations of functions are translated between to solve problems and analyse situations.
  • Graphs of sine, cosine and tangent functions are analysed and interpreted to solve problems.
  • Design and planning problems are solved through optimising a function in two discrete variables.

    3.3:
  • Scale drawings of plans are used to represent and identify views and to calculate values and build models.
  • Sketches, models and technology are used to represent and analyse spatial relation.
  • Problems in 2- and 3-dimensions are solved using measurement and calculations.
  • Basic trigonometric ratios are used to solve problems.

    3.4:
  • A representative sample from a population is used to solve a problem with due sensitivity to issues relating to bias.
  • Measures of central tendency and spread are calculated correctly.
  • Problems are solved by representing and analysing data, statistics and probability values.
  • The probability of events that are not independent are determined using tree diagrams.
  • Statistically based arguments are critically evaluated and recommendations made.
  • Basic trigonometric ratios are used to interpret situations and solve problems.
  • Ratio and rate are used to solve problems.

    4. Life Orientation:

    4.1:
  • The effect of stress on the quality of life is explained together with ways to manage it.
  • The importance of building and sustaining positive relationships is explained with examples.
  • The human and environmental factors that cause ill-health, accidents, crises and disasters are researched and appropriate ways to deal with them are given.

    4.2:
  • The outcomes of service rendered in the local, provincial or national level are critically presented by focusing on contemporary social and environmental issues.
  • The diverse nature of South African society is explained with examples.
  • Formal and informal positions taken to deal with discrimination and human rights violations are defended.
  • Reports are given on various role players and their contributions towards building a democratic society.
  • A personal mission statement is formulated based on core aspects of personal philosophies, values, beliefs and ideologies to inform and direct actions in life.

    4.3:
  • The relationship between physical fitness and physical, mental and socio-emotional health are explained.
  • Various relaxation and recreational programmes, sport and games are evaluated with a view to participation and long-term engagement in an activity of choice.
  • The spirit of fair play, spectator behaviour and the role of sport in nation-building is researched.

    4.4:
  • An application is made for admission to further learning or for a job using the appropriate format and language.
  • Career opportunities are explored in a chosen career field.
  • The core elements of a job contract, relevant labour laws and practices are explained with examples.
  • The value of work and of a work ethic is explained with examples.

    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:
  • The underlying knowledge and concepts are understood and communicated in a variety of ways including discussion, in writing, in research assignments and in oral presentations.
  • An argument is constructed using subject knowledge and presented orally or in writing, which is defended using appropriate evidence.
  • Media and primary and secondary sources are used to gather subject knowledge.

    1.2:
  • Research is conducted using the skills associated with the subject and findings are presented in forms appropriate for the discipline and context.
  • Models are produced to depict concepts using related skills, where applicable.
  • Deductions and conclusions are drawn, cause and effect are deduced and predictions are made using subject matter skills and subject matter knowledge.
  • Products are produced/made in which subject matter knowledge and skills are combined effectively.

    1.3:
  • The values related to the subject are understood and can be explained orally, in discussions and/or in presentations or in writing.
  • Discipline/Subject values are adopted and integrated into personal value system and underpin behaviour.
  • The relationship between subject related values and principles such as equity, justice, sustainability, cultural diversity, etc are understood and can be explained in appropriate forms.

    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:
  • Internal Assessment of learners by teachers in schools is subject to external moderation by the Department of Education in accordance with the regulations, policies and procedures as laid down from time-to-time.
  • External Assessments will be conducted by assessment bodies, which may be a department of education or any other body registered with Umalusi, as a body responsible for conducting external assessment.
  • External Assessment will be moderated by Umalusi according to its laid down policy and procedures.
  • Final assessments including internal and external assessments will be subject to moderation by Umalusi according to its laid down policy and procedures.
  • To be appointed as an examiner, assessor or moderator the person should be in possession of an NQF qualification (at least at level 6) with the subject in question or its equivalent at level 6 and should have taught the subject or its equivalent at grade 12 level for at least five years. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    To be appointed by Umalusi as an examiner, assessor or moderator the person should:
  • Be in possession of an NQF qualification (at least at level 6) with the subject in question or its equivalent at level 6 and should have taught the subject or its equivalent at grade 12 level for at least five years.
  • Be registered as an assessor with Umalusi. 
    		•

    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 (%):
  • 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 %

    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:
  • Obtain the National Senior Certificate with 40% in three subjects, one of which is an official language at Home Language level, and 30% in three subjects.
  • A condonation of a maximum of one subject at "Not achieved" level is allowed for either one group A or one group B subject. A condonation may only be applied once.
  • Obtained at least "Adequate achievement" in the Unisa Practical Music Examination.
  • Obtained at least a "Substantial achievement" in both the Associated Board of Royal Schools and Trinity College of London Practical Music Examinations.

    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:
  • 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.

    > South African Sign Language Home Language.

    A2: Mathematical Sciences:
  • Subject:
    > Mathematical Literacy.
    > Mathematics.

    A3: Human and Social Sciences:
  • Subject:
    > Life Orientation.

    Group B

    B1: Agriculture:
  • Subject:
    > Agricultural Management Practices.
    > Agricultural Sciences.
    > Agricultural Technology.

    B2: Culture and Arts:
  • Subject:
    > Dance Studies.
    > Design.
    > Dramatic Arts.
    > Music.
    > Visual Arts.

    B3: Business, Commerce and Management studies:
  • Subject:
    > 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:
  • Not more than one language of IsiXhosa, isiZulu, SiSwati and isiNdebele may be offered.
  • Not more than one language of Sepedi, Sesotho and Setswana may be offered.

    Rule 3.2. A learner may not offer more than 4 languages in total.
  • Subject:
    > 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:
  • Subject:
    > 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:
  • Subject:
    > Geography.
    > History.
    > Religion Studies.

    B7: Physical, Mathematical, Computer and Life Sciences:
  • Subject:
    > Computer Applications Technology.
    > Information Technology.
    > Life Sciences.
    > Physical Sciences.

    B8: Services:
  • Subject:
    > 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:
  • German Home Language (Abitur Programme)
  • English Home Language (NSC Subject)
  • Mathematics (Abitur Programme)
  • Life Orientation including sport from the Abitur Programme
  • Two of:
    > Physics (Abitur Programme)
    > Chemistry (Abitur Programme)
    > Biology (Abitur Programme)
  • History (Abitur Programme)
  • One of:
    > Afrikaans First Additional Language (NSC Subject)
    > French First Additional Language (Abitur Programme)
  • One of:
    > 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.