Advanced Certificate in Foundation Phase Literacy Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Advanced Certificate in Foundation Phase Literacy Teaching
Purpose:
The purpose of the Advanced Certificate in Foundation Phase Literacy Teaching is to enable foundation phase (FP) educators, subject advisors, head of departments (HoDs), teachers, and literacy coaches to deepen their knowledge of early literacy development in both Home Language and First Additional Language. It aims to strengthen their pedagogy and their ability to apply this knowledge in a classroom and school context to make informed decisions about curriculum implementation in different settings. Upon completion of the qualification, qualifying learners will be able to:
- Understand the FP CAPS curriculum for Home Language and English First Additional Language (EFAL) and the theories/principles underpinning it.
- Support emergent literacy in Grade R.
- Teach the different components of literacy in the FP, such as decoding, vocabulary development, comprehension, writing, and handwriting.
- Teach literacy in English in the FP.
- Create a culture of reading and understand its importance.
- Embrace inclusive education and apply inclusive teaching practices.
- Implement assessment and remediation strategies effectively in literacy teaching.
- Plan effectively for literacy teaching and ensure progression.
- Apply, evaluate, and reflect on their teaching/educational contexts.
- Teach reading and writing in the Foundation Phase confidently and competently.
Rationale:
Despite significant investment in education in South Africa, learners continue to struggle with reading and writing, especially in comparison with other countries. Research has shown that a large percentage of Grade 4 learners cannot read for meaning in their language of instruction, particularly in African languages. The weak teacher content knowledge and pedagogical skills have been identified as a major constraint to improving literacy outcomes. The Advanced Certificate in Foundation Phase Literacy Teaching addresses these challenges by providing professional development to FP educators, subject advisors, HoDs, teachers, and literacy coaches, focusing on enhancing their understanding of early literacy and literacy teaching skills. By improving literacy achievement in the Foundation Phase, the qualification aims to positively impact educational outcomes, reduce dropout rates, and contribute to the development of a knowledge economy and the fourth industrial revolution. The programme aligns with national priorities and the identified need for certified Continuing Professional Development (CPD) programmes to enhance literacy teaching in the Foundation Phase.
Outcomes
- Demonstrate understanding of key terms, concepts, facts, principles and theories.
- Demonstrate an understanding of different forms of knowledge.
- Evaluate and select different methods and strategies.
- Demonstrate an ability to solve problems in unfamiliar contexts.
- Demonstrate an understanding of ethics and professional practice.
- Ability to evaluate different sources of information.
- Present and communicate complex information.
- Make decisions and act appropriately across a variety of contexts and systems.
- Manage learning by evaluating performance against criteria.
- Ability to work effectively in a team.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Define and explain key terms, concepts, facts, principles, and theories relating to early literacy.
- Apply knowledge in various contexts.
- Reflect critically on practice and set improvement goals.
- Relate knowledge to other disciplines like whole child development.
Associated Assessment Criteria for Exit Level Outcome 2:
- Explain how knowledge about learning and teaching of early literacy is developed.
Associated Assessment Criteria for Exit Level Outcome 3:
- Use different methods and strategies for teaching reading and writing components based on learner capabilities and context nature.
Associated Assessment Criteria for Exit Level Outcome 4:
- Identify, analyze, and solve problems related to early literacy.
Associated Assessment Criteria for Exit Level Outcome 5:
- Explain education legislation in relation to ethics and its implications on professional practice.
Associated Assessment Criteria for Exit Level Outcome 6:
- Evaluate different sources of information on early literacy.
- Select information fit for purpose.
- Synthesize information from various sources.
Associated Assessment Criteria for Exit Level Outcome 7:
- Identify, present, and communicate information to different audiences in written and verbal forms.
Associated Assessment Criteria for Exit Level Outcome 8:
- Make decisions and act appropriately in familiar and new contexts and across systems.
Associated Assessment Criteria for Exit Level Outcome 9:
- Use given criteria to evaluate personal performance and that of others.
Associated Assessment Criteria for Exit Level Outcome 10:
- Demonstrate accountability by working in teams.
Integrated Assessment:
- Online multiple-choice tests at the end of each module.
- Assignments at the end of each module with individual and group work components.
- Samples of assignments are externally moderated.
- Pass mark is 50% for both test and assignment.
- Test counts 40% and assignment 60% towards the final mark.
- Individual feedback provided within 3 weeks.
- Informal assessment provided continuously.
- Work Integrated Learning (WIL) assessed via assessment portfolio at the end of each year.
- Pass mark for WIL is 50%.
- Progression to the next year requires passing at least 4 compulsory modules.
- Qualification award requires credit for all 12 compulsory modules, computer literacy course, and WIL within 3 years.
Qualification Details
- Type
- Advanced Certificate
- NQF Level
- 06
- Min. Credits
- 120
- SAQA Source
- More Information
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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.