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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Diploma in Grade R Teaching 
SAQA QUAL ID QUALIFICATION TITLE
90660  Diploma in Grade R Teaching 
ORIGINATOR
SANTS 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 05 - Education, Training and Development  Early Childhood Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2019-10-14 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2020-10-14   2025-10-14  

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
112487  Diploma in Grade R Teaching  Not Applicable  NQF Level 06  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Diploma in Grade R Teaching is to develop teachers who can demonstrate general principles as well as focused knowledge and skills for Grade R teaching. The qualification requires a depth of specialisation of knowledge, together with practical skills and experience in a Grade R classroom teaching context. As part of the qualification, learners are expected to gain experience in applying such knowledge and skills in the context of teaching with Grade R learners in a school.

The Integrated Application Project provides the learner with the opportunity to demonstrate and apply knowledge in a practical work situation. The Grade R teacher must be aware of the whole child at all times, and ensure that each child develops socially, emotionally, physically, morally and intellectually. The Grade R classroom should be a safe, hygienic environment with areas and activities that are appropriate for the learners' age and, at the same time, stimulating, fun and exciting. Grade R learners are very active and need enough material and many different activities to keep them occupied and happy. It is essential that a Grade R teacher realises the importance of offering quality experiences to all learners in order for them to reach their potential.

Rationale:

The Diploma in Grade R Teaching has the potential to improve the quality of Grade R programmes since it provides practitioners with opportunities to master the knowledge and skills required to improve their classroom practice. This qualification aims to prepare learners for providing learning and formal schooling, through a flexible, informal, child-centred and play-based approach.

This qualification will provide diverse opportunities, such as bridging a divide in the Early Childhood Development (ECD) continuum, influencing teaching practice in Foundation Phase and encouraging and facilitating collaboration. It will provide Grade R teachers with access to an accredited, nationally recognised specialist qualification.
In addition it will improve community-based ECD services for young children by raising the level of ECD teaching competence and/or by providing opportunities for training in support and leadership roles. Furthermore the Grade R qualification compensates for the missed learning opportunities since there is a gradual increase in the practitioner's emphasis on school readiness, to prepare learners for Grade 1. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners are competent in the language of instruction.

Recognition of Prior Learning (RPL):

This qualification may be achieved in part through the recognition of prior learning and experience. The procedures and the assessment of individual cases are subject to the decision of the Academic Board.

Recognition of Prior Learning may also provide access for learners who do not need access requirements to Diploma studies.

Access to the qualification:

Access to the Diploma in Grade R Teaching is granted to applicants who meet the minimum entrance requirements or who follow the available alternative route of entry. Applicants who are in possession of:
  • National Senior Certificate (NSC) which grants access requirements to Diploma studies
    Or
  • National Certificate Vocational (NCV) at NQF Level 4 which grants access requirements to Diploma studies.
    Or
  • A foreign qualification that is equivalent to the NSC as determined by SAQA.
    Or
  • A Further Education and Training Certificate (FETC) at NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Total Qualification Credits - 360:
  • Academic Literacy: Module 1, Level 5, 20 Credits.
  • Academic Literacy: Module 2, Level 5, 20 Credits.
  • Academic Numeracy: Module 1, Level 5, 12 Credits.
  • Academic Numeracy: Module 2, Level 5, 12 Credits.
  • First Additional Language Teaching, Level 5, 6 Credits.
  • Literacy Teaching in G-R: Module 1, Level 5, 12 Credits
  • Numeracy Teaching in G-R; Module 1, level 5, 12 Credits
  • Computer Literacy, 6 Credits

    Total: 100 Credits at NQF Level 5.
  • Whole Child Development, Level 6, 12 Credits.
  • Effective Classroom Practice, Level 6, 12 Credits.
  • The Grade R Curriculum in Practice, Level 6, 12 Credits.
  • The Grade R Teacher as Assessor, Level 6, 8 Credits.
  • WIL Year 1, Level 6, 18 Credits.
  • WIL Year 2, Level 6, 24 Credits.
  • WIL Year 3, Level 6, 24 Credits.
  • Teaching as a Profession, Level 6, 12 Credits.
  • Literacy Teaching in G-R: Module 2, Level 6, 12 Credits.
  • Numeracy Teaching in G-R: Module 2, Level 6, 12 Credits.
  • Life Skills Teaching in G-R: Module 1, Level 6, 10 Credits.
  • Life Skills Teaching in G-R: Module 2, Level 6, 8 Credits.
  • Inclusive Education and Learning Support, Level 6, 12 Credits
  • Studies in Education: Foundations of Education, Level 6, 6 Credits
  • First Language Teaching: Module 1, Level 6, 12 Credits

    Total: 194 Credits at NQF Level 6.
  • Learning and Teaching Theories, Level 7, 12 Credits.
  • School Readiness, Level 7, 12 Credits.
  • Studies in Education: South African Education, Level 7, 15 Credits.
  • Studies in Education: Issues and Challenges, Level 7, 15 Credits.
  • First Language Teaching: Module 2, Level 7, 12 Credits.

    Total: 66 Credits at NQF Level 7. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate competence in reading, writing and speaking the language/s of instruction in ways that facilitate own academic learning.
    2. Demonstrate competence in interpreting and using numerical and elementary statistical knowledge to facilitate own academic learning.
    3. Demonstrate competence to communicate effectively, in general and in relation to the chosen Grade R specialisation in order to mediate learning.
    4. Interpret school curriculum and unpack its specialised contents for Grade R and use available resources to promote learning.
    5. Plan, design, and reflect on learning programmes appropriate for Grade R learners and diverse learning needs.
    6. Demonstrate competence with regard to diversity in the classroom, identification of learning and social problems.
    7. Monitor and assess learner progress and use the results of assessment to improve teaching and learning.
    8. Operate responsibly within the education system, an institution, and the community in which the institution is located.
    9. Demonstrate a positive work ethic and values and conduct self in a manner, which befits, enhances and develops the teaching profession. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1:
  • Read academic and professional texts critically, integrate and use the knowledge in own studies.
  • Read and interpret with understanding written and graphic materials.
  • Foster interactive communication with learners through the use of non-judgmental language, supportive replies, constructive feedback.
  • Use the main language of instruction, English, to explain, describe, discuss and relate key concepts.
  • Use an additional language to explain, describe and discuss key concepts in a conversational style.

    Associated Assessment Criteria for Exit Level Outcomes 2:
  • Apply own understanding of numerical and statistical information to own learning and everyday life.
  • Apply own understanding of numeracy and elementary statistics to manage classroom resources and monitor learner attendance.
  • Apply own understanding of numeracy and elementary statistics to record, interpret and report on the academic progress and achievement of learners.
  • Use elementary procedures for financial management, including budgeting.

    Associated Assessment Criteria for Exit Level Outcomes 3:
  • Use information and communications technology to further own learning and facilitate the learning of others.
  • Convey the content in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the learners in their care.
  • Demonstrate competence with regard to a sound knowledge base underpinning Grade R teaching.
  • Compare the reception year and pre-reception year programmes as well as those of the Foundation Phase of schooling.
  • Translate child development theory into classroom practice.

    Associated Assessment Criteria for Exit Level Outcomes 4:
  • Apply acquired content and pedagogical knowledge and skills in different contexts.
  • Use the characteristic language, terminology and concepts of the chosen field of specialisation appropriately, and with confidence.
  • Discuss the content of curricular knowledge in Grade R and apply appropriate conceptual frameworks to problem solving in the relevant fields of knowledge.
  • Interpret curricular knowledge in practice in own area of specialisation, in terms of a broader understanding of the relevant fields of knowledge.

    Associated Assessment Criteria for Exit Level Outcomes 5:
  • Select, design and evaluate what learning resource material (including textbooks) should be selected, at what level, in what sequence and how it should be assessed, in their area of specialisation.
  • Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, context and specialisation, taking in to account national, regional and school curriculum policies, learner contexts, and learner differences.
  • Plan lessons and other learning experiences by selecting appropriate teaching and learning strategies most suitable to five-year-old learner needs, abilities and interests.
  • Justify selection and design of learning activities in ways which show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum.
  • Evaluate and improve learning programmes, learning activities and materials on the basis of experience.
  • Accommodate diversity in the planning, adjustment and use of teaching and learning strategies.

    Associated Assessment Criteria for Exit Level Outcomes 6:
  • Create and maintain learning environments which are safe as well as conducive to learning.
  • Discipline learners in ways that are firm, growth promoting and fair.
  • Create learning environments that are sensitive to cultural, linguistic and gender and other differences.
  • Resolve conflict situation within classrooms in an ethical and sensitive way.
  • Manage classrooms effectively across diverse contexts in order to ensure a conducive Grade R learning environment.

    Associated Assessment Criteria for Exit Level Outcomes 7:
  • Select, adapt and/or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts.
  • Explain the link between the method of assessment, the overall assessment purpose and the outcomes being assessed.
  • Design and administer assessment tasks using clear language and instructions.
  • Use a range of assessment strategies to accommodate differences in learning style and context.
  • Evaluate own and others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, language and barriers to learning and development.
  • Assess and record systematically the progress of individual learners.
  • Use assessment results to provide constructive feedback on learner progress and achievement.
  • Interpret and use assessment results to inform future teaching, learning and assessment strategies.
  • Justify choice and design of assessment strategies, methods and procedures.

    Associated Assessment Criteria for Exit Level Outcomes 8:
  • Initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in school affairs.
  • Engage with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices using internal and external networking opportunities effectively.
  • Select, use and adjust teaching and learning strategies in ways which meet the needs of the Grade R learners and their contexts.

    Associated Assessment Criteria for Exit Level Outcomes 9:
  • Practice and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude.
  • Behave in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.
  • Promote the values and principles of the Constitution.
  • Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on the national education and training landscape.
  • Apply school policies and developmental plans to own teaching.

    Integrated Assessment:

    In the assessment strategy as whole, evidence must be demonstrated through a variety of options: case studies, problem-solving assignments, and projects, portfolio of evidence and teaching practice (Workplace Integrated Learning) and written examination. Some of these options are more suited to the assessment of foundational competence, rather than practical and reflexive competence.

    The final integrated assessment needs to assess the extent to which candidates can teach competently and effectively in different context. 
    		•

    INTERNATIONAL COMPARABILITY 
    Internationally, there are no programmes focusing exclusively on the Reception Year. Instead teacher education programmes focus on preparing teachers to work with larger age cohorts and therefore working with 5-6 year-old learners is incorporated into either (i) Early Childhood Education Programmes (for children from birth to 4 or 5 years) and (ii) Elementary or Foundation Phase Programmes (for children aged 5 or 6 years to 8 or 9 years). There appears to be an overlap in programmes for teacher preparation programmes for the 5-6 year old age group.

    We examined the design of Early Childhood Development and Foundation Phase teacher qualifications offered by several institutions based in the United States of America (USA), United Kingdom, Australia and New Zealand. This enhanced our understanding of the components of equivalent specialisation programmes. The main difference relates to a broader focus on birth to 8 or 9 years, instead of a narrow focus on a specific age group. However, Grade R programmes in these countries have been entrenched as part of the formal schooling system, for example in the USA kindergarten (Grade R) programmes have been part of the schooling system for more than sixty years. In addition, kindergarten teachers are required to have the same minimum qualifications as their counterparts in primary and secondary schools. In other words, kindergarten teachers must also hold Bachelor Degrees with specialisation in Early Childhood Education.

    Conclusion:
    The Diploma in Grade R Teaching does compare with international qualifications, as most qualifications address the Reception Grade (R) within the knowledge/training that is offered to teachers in the field of Early Childhood Development. All the qualifications address child development theory, developmentally appropriate practice, a sound understanding of holistic development and the universal milestones of development. That the Diploma in Grade R Teaching puts specific emphasis on the role of the Grade R teacher in facilitating learning through play and focuses only on the Grade R learner and his/her needs does not detract from favourable comparability, since this qualification is geared towards the teaching requirements of the South African system. 

    ARTICULATION OPTIONS 
    This Qualification articulates vertically with the Bachelor of Education (Foundation Phase) at NQF Level 07.

    This Qualification articulates horizontally with the Diploma: Early Childhood Development at NQF Level 06. 

    MODERATION OPTIONS 
    Candidates' results/performance should be moderated by one or more external moderators. They should report not only on the standard of achievement but also on the validity and reliability of the assessment strategies, design and criteria in relation to the purpose and exit level outcomes of the qualification. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors and moderators must hold a qualification at least one level higher than the qualification being assessed or moderated. Moderators are also required to have more than two years' teaching experience. Assessors, with less than two years' experience, have their assessment work moderated by a peer. 

    NOTES 
    N/A 

    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.
     
    1. SANTS 


    All qualifications and part qualifications submitted for public comment, or 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.