Advanced Diploma in Education in Senior Phase Mathematics Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Qualification Overview
Purpose
The qualification aims to provide graduates with a deep and systematic understanding of current thinking, practice, theory, and methodology in Senior Phase (SP) Mathematics Teaching within the South African educational context. The key objectives for qualified teachers are:
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Demonstrate competency in teaching Mathematics by applying subject content knowledge, educational theory, and methodology.
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Develop specialized knowledge and skills for teaching Senior Phase Mathematics.
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Display initiative and responsibility in academic and professional teaching environments.
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Exhibit intellectual independence and research competence in the field of education, specifically in teaching and learning.
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Understand and address the diversity within the South African and human context to effectively teach all learners.
Rationale
The Advanced Diploma in Education in Senior Phase (SP) Mathematics Teaching is aligned with the Policy on the Minimum Standards for Teacher Education Qualifications (MRTEQC) to ensure teachers possess necessary competencies. This qualification serves as a Continuous Professional Development (CPD) program to enhance specialization in SP Mathematics Teaching and enable teachers to take on new roles supporting SP Mathematics education.
The qualification aims to cultivate adaptable and reflective teachers who can navigate complex educational landscapes. It envisions teachers with critical thinking skills, professional knowledge, and cultural competence to excel in diverse teaching environments.
Teachers specializing in Senior Phase Mathematics need to enhance their professional attributes and teaching skills, including a deep theoretical understanding of constructivist approaches for effective classroom practices. The qualification emphasizes the integration of mathematics content knowledge, pedagogy, and student thinking to empower teachers in their practice.
By adopting a practice-based approach that intertwines knowledge domains and situates them in the teaching environment, the qualification seeks to bridge the gap between content and pedagogy, enhancing the quality of mathematics teaching in diverse contexts.
Outcomes
- Demonstrate integrated knowledge of learning and instructional theories and psychology in the educational context.
- Understand the role of instructional leadership in managing and leading the subject and learning area of Mathematics at school and classroom level.
- Demonstrate integrated knowledge of the fundamentals and skills of Mathematics.
Assessment Criteria
Associated Assessment Criteria for Exit level outcome 1:
- Identify, describe, evaluate, explain, analyse, and apply appropriate instructional theories and psychological principles.
- Utilize evidence-based solutions to solve problems of learning and teaching.
- Facilitate collaborative learning processes and theory-driven arguments.
- Demonstrate specialized knowledge and critical social cognition for leadership in a rapidly changing South African teaching environment.
- Take full responsibility for work, decision-making, and resource utilization.
- Understand when to take limited accountability for others' decisions and actions.
Associated Assessment Criteria for Exit level outcome 2:
- Understand key features of the curriculum and their impact on planning, teaching, and assessment practices.
- Explain how school structures, systems, and procedures affect curriculum delivery.
- Provide leadership in curriculum implementation and development.
- Guide the development of learning programs, teaching methods, and assessment strategies.
- Creatively manage and use teaching resources through innovation.
- Monitor and evaluate learner achievement and policy development.
- Understand educational policies and apply appropriate educational perspectives.
Associated Assessment Criteria for Exit level outcome 3:
- Apply learning theory to teach Mathematics content engagingly.
- Use strategies/activities to promote understanding, reasoning, and problem-solving.
- Encourage small-group learning, teacher questioning, and classroom discussions.
- Help learners construct their understanding of content.
- Listen to learners and ask probing questions for deeper understanding.
Integrated Assessment:
- Formative assessments: Tests, assignments, projects, case studies, etc.
- Summative assessments: Formal examinations written in November with first and second opportunities.
- Class mark allocation based on teacher's performance throughout the year.
- Final mark calculation ratio of 50% class mark and 50% examination mark for year modules.
- Minimum final mark of 50% required to pass a module.
- Work-Integrated Learning (WIL) included in modules to learn from practice and reflect critically on teaching practice.
- Practical assessment activities, assignments, and reflective journals for developing teachers' sense of agency.
Qualification Details
- Type
- Advanced Diploma
- NQF Level
- 07
- 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.