MAIENG CAMUS EDUCATION AND TRAINING - NWU | … · m.3.1.4.3.2 bed senior and further education and training phase ... m.3.1.5.3 curriculum structure ... m.4.1.3 curriculum o183m:

MAFIKENG CAMPUS

UNDERGRADUATE PROGRAMMES

EDUCATION AND TRAINING

CALENDAR 2016

FACULTY OF EDUCATION AND TRAINING

SCHOOL OF TEACHER EDUCATION AND

TRAINING

Mafikeng Campus

I

NOTICE

Students are asked to note that this Calendar is valid for 2016

only. Rules and Curricula may be changed in 2017 or in any

subsequent year.

Irrespective of the year of first registration, a student must fulfil

the requirements for the diploma/degree as set out in the

Calendar for the year of current registration, unless Senate

determines otherwise.

II

ADDRESS ALL CORRESPONDENCE TO

The Campus Registrar

North West University, Mafikeng Campus

Private Bag X2046

MMABATHO

2735

Tel: 018 3892140

Fax: 018 3892189

Internet: http://www.nwu.ac.za

PLEASE MENTION YOUR STUDENT NUMBER IN ALL CORRESPONDENCE

The General Academic Rules of the University, to which all students have to subject

themselves and which apply to all the qualifications offered by the University, appear

in a separate publication and are available on the web page at

http://www.nwu.ac.za/export/sites/default/nwu/gov_man/policy/7P-

Academic_Rules_e.pdf

WARNING AGAINST PLAGIARISM: Assignments are individual tasks and not group

activities (unless explicitly indicated as group activities). For further details see:

http://www.nwu.ac.za/WARNING_AGAINST_PLAGIARISM.pdf

SELECTION FOR ADMISSION TO CERTAIN FIELDS OF STUDY: Please take

cognizance of the fact that, owing to specific capacity constraints, the university

reserves the right to select candidates for admission to certain fields of study. This

means that prospective students who comply with the minimum requirements may not

necessarily be admitted to the relevant courses.

Please Note: Although the information in this Calendar has been compiled with the

utmost care and accuracy, the Council and the Senate of the University accepts no

responsibility whatsoever for errors that may occur. Before students finally decide on

the selection of modules, they must consult the School Director and check the

timetable. If a clash occurs in the planned selection of a student, the module

combination will not be permitted.

http://www.nwu.ac.za/

http://www.nwu.ac.za/export/sites/default/nwu/gov_man/policy/7P-Academic_Rules_e.pdf

http://www.nwu.ac.za/export/sites/default/nwu/gov_man/policy/7P-Academic_Rules_e.pdf

http://www.nwu.ac.za/WARNING_AGAINST_PLAGIARISM.pdf

III

ADDRESSES AND TELEPHONE NUMBERS

Addresses: Executive Dean

Faculty of Education and Training

North West University

Private Bag X2046

MMABATHO

2735

Tel: 018 389 2340/2191

E-mail: [email protected]

Faculty Administrator (Ms Inonge Kakula)

North West University

Private Bag X2046

MMABATHO

2735

Tel: 018 389 2214


Telephone: 018 389 2000 Mafikeng Campus

Fax: 018 389 2038 and 018 392 5775

Internet: http://www.nwu.ac.za

School Address: School of Teacher Education and Training

Director: Prof. P. Sepeng

North-West University - Mafikeng Campus

Private Bag X2046

MMABATHO

2735

Tel: 018 389 2362

Fax: 018 389 2038

mailto:[email protected]


http://www.nwu.ac.za/

IV

Table of Contents M.1 OFFICE BEARERS...................................................................................................... IX

M.2 GENERAL INFORMATION .......................................................................................... 1

M.2.1 MISSION STATEMENT ..................................................................................................... 1

M.2.2 AIMS AND OBJECTIVES ................................................................................................... 1

M.2.3 TEACHING POLICY ........................................................................................................... 1

M.2.4 RESEARCH POLICY........................................................................................................... 2

M.2.4.1 RESEARCH FOCUS AREA ................................................................................................. 2

M.2.5 SCHOOLS AND FOCUS AREAS IN THE FACULTY ............................................................... 3

M.2.6 QUALIFICATIONS AND PROGRAMMEs IN FACULTY OF EDUCATION AND TRAINING ...... 3

M.2.6.1 New policy on the minimum requirements for teacher education qualifications .......... 4

M.2.7 MODULES AND CREDITS ................................................................................................. 5

M.2.8 RECOGNITION OF PRIOR LEARNING .......................................................................... 5

M.2.9 REGISTRATION ................................................................................................................ 6

M.2.10 QUALIFICATIONS AWARDED AND PROGRAMMES OFFERED IN THE SCHOOL OF TEACHER EDUCATION AND TRAINING ........................................................................................... 7

M.2.10.1 BACHELORS OF EDUCATION (BEd).................................................................................. 7

M.2.10.2 POSTGRADUATE CERTIFICATE IN EDUCATION (PGCE) .................................................... 7

M.2.10.3 IN-SERVICE AND FURTHER TRAINING PROGRAMMES .................................................... 8

M.2.10.3.1 ADVANCED CERTIFICATE IN EDUCATION (ACE) .............................................................. 8

M.2.10.3.2 NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION (NPDE) ......................................... 8

M.3 PROGRAMME SPECIFICATIONS ................................................................................. 9

M.3.1 BEd ................................................................................................................................. 9

M.3.1.1 Admission Requirements ................................................................................................ 9

M.3.1.1.1 General Admission Requirements .................................................................................. 9

M.3.1.1.2 Other Admission Requirements (Top-Up BEd) ............................................................. 12

M.3.1.1.3 New BEd Programmes Requirements ........................................................................... 12

M.3.1.1.4 Duration of Studies ....................................................................................................... 13

M.3.1.1.5 Method of Presentation ............................................................................................... 13

M.3.1.2 EXAMINATIONS ............................................................................................................. 13

M.3.1.2.1 Admission to Examinations .......................................................................................... 13

M.3.1.2.2 Participation Marks ...................................................................................................... 13

M.3.1.2.3 Module Marks .............................................................................................................. 13

M.3.1.2.4 Progress and pass requirements of a curriculum ......................................................... 13

M.3.1.2.5 Repetition of Modules ......................................................................................................

M.3.1.3 OTHER RULES ................................................................................................................ 14

M.3.1.3.1 Language Competency ................................................................................................. 14

M.3.1.3.2 Science and Mathematics Competency ....................................................................... 14

M.3.1.3.3 Compulsory Certificates ............................................................................................... 14

M.3.1.3.4 Only non-mother tongue speakers can choose AFKF123/413 or SECF123/413 as

Communication Module .............................................................................................. 14

M.3.1.3.5 Work Integrated Learning ............................................................................................ 15

V

M.3.1.4 Curriculum Outcomes (BEd: Foundation Phase, Senior and Further Education and Training Phase) ............................................................................................................. 15

M.3.1.4.1 General Exit Level Outcomes ........................................................................................ 15

M.3.1.4.2 Articulation Possibilities ............................................................................................... 16

M.3.1.4.3 MAJOR COMBINATIONS ............................................................................................... 16

M.3.1.4.3.1 BEd FOUNDATION PHASE (See M.4.1.1) ....................................................................... 16

M.3.1.4.3.2 BEd SENIOR AND FURTHER EDUCATION AND TRAINING PHASE (See M.4.1.2 to

M.4.1.10) ..................................................................................................................... 16

M.3.1.5 BED FOUNDATION PHASE 422 100 (NEW CURRICULUM)

M.3.1.5.1. Programme outcomes .................................................................................................. 15

M.3.1.5.2 Presentation of the curriculum’s .................................................................................. 16

M.3.1.5.3 Curriculum structure .................................................................................................... 16

M.3.2 POSTGRADUATE CERTIFICATE IN EDUCATION (PGCE) ............................................. ……18

M.3.2.1 Method of Presentation: .............................................................................................. 18

M.3.2.2 Nature and Aims of the Certificate ............................................................................... 18

M.3.2.3 Programme Outcomes ................................................................................................. 18

M.3.2.4 Duration of Studies ....................................................................................................... 18

M.3.2.5 Admission Requirements .............................................................................................. 19

M.3.2.6 Admission to Examination ............................................................................................ 19

M.3.2.7 Participation Marks ...................................................................................................... 20

M.3.2.8 Examination Marks ....................................................................................................... 20

M.3.2.9 Module (Final) Marks ................................................................................................... 20

M.3.2.10 Pass Requirements of a Programme............................................................................. 20

M.3.2.11 Articulation Possibilities ............................................................................................... 20

M.3.3 ADVANCED CERTIFICATE IN EDUCATION (ACE) ............................................................ 20

M.3.3.1 Purpose ........................................................................................................................ 20

M.3.3.2 Articulation ................................................................................................................... 21

M.3.3.3 Duration of Study ......................................................................................................... 21


M.3.3.5 Specific Requirements .................................................................................................. 21

M.3.3.5.1 Pass Requirements ....................................................................................................... 21

M.3.3.5.2 Termination of Studies ................................................................................................. 22

M.3.3.5.3 Repetition of Modules .................................................................................................. 22

M.3.3.5.4 Proof of Participation ................................................................................................... 22

M.3.3.5.5 Module Mark ................................................................................................................ 22

M.3.3.5.6 Admission to Examination ............................................................................................ 22

M.3.3.5.7 Number of Examination Opportunities ........................................................................ 22

M.3.4 NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION (NPDE) ....................................... 22

M.3.4.1 Duration of Study ......................................................................................................... 22

M.3.4.2 Articulation ................................................................................................................... 23


M.3.4.4 Specific Requirements .................................................................................................. 23

VI

M.3.3.4.1 Admission to Examinations .......................................................................................... 23

M.3.4.4.2 Proof of Participation ................................................................................................... 23

M.3.4.4.3 Module Mark ................................................................................................................ 23

M.3.4.4.4 Pass Requirements ....................................................................................................... 24

M.3.4.4.5 Repetition of Modules .................................................................................................. 24

M.3.4.4.6 Termination of Studies ................................................................................................. 24

M.3.4.4.7 Change of Curriculum ................................................................................................... 24

M.3.4.5 Qualification Outcomes ................................................................................................ 24

M.3.4.5.1 Generic Outcomes ........................................................................................................ 24

M.3.4.5.2 Specific Outcomes ........................................................................................................ 25

M.4 LISTS OF CURRICULA .............................................................................................. 27

M.4.1 BEd Curricula ................................................................................................................ 27

M.4.1.1 BEd Foundation Phase .................................................................................................. 27

M.4.1.1.1 CURRICULUM 0300M (New): Foundation Phase (first year 2012) ................................ 27

M.4.1.1.2 CURRICULUM O171M (Old): Foundation Phase (levels 1 to 4) ..................................... 30

Curriculum 0420P: NEW FOUNDATION PHASE ……………………………………………………………31

M.4.1.2 CURRICULUM O181M: LIFE SCIENCES FOR EDUCATION ............................................... 34

M.4.1.3 CURRICULUM O183M: ENGLISH FOR EDUCATION ....................................................... 35

M.4.1.4 CURRICULUM O184M: ECONOMICS FOR EDUCATION ................................................. 37

M.4.1.5 CURRICULUM O186M: GEOGRAPHY FOR EDUCATION ................................................. 40

M.4.1.6 CURRICULUM O190M: PHYSICAL SCIENCES FOR EDUCATION ...................................... 42

M.4.1.7 CURRICULUM O191M: BUSINESS STUDIES FOR EDUCATION ....................................... 44

M.4.1.8 CURRICULUM O192M: ACCOUNTING FOR EDUCATION ............................................... 46

M.4.1.9 CURRICULUM O194M: MATHEMATICS FOR EDUCATION ............................................. 48

M.4.1.10 CURRICULUM O196M: SETSWANA FOR EDUCATION (M) ............................................ 50

M.4.2 PGCE CURRICULUM ...................................................................................................... 52

M.4.3.2 ACE in English Education (423 122) .............................................................................. 53

M.4.3.2.1 Curriculum Outcomes................................................................................................... 53

M.4.3.2.2 Compilation of Curriculum O433M............................................................................... 53

M.4.3.3 ACE in Project Management (423 140) ......................................................................... 54


M.4.3.3.2 Compilation of Curriculum (O504M) ............................................................................ 54

M.4.3.4 ACE in Technology Education (423 136) ....................................................................... 55



M.4.3.5 ACE in Professional Educator Development Life Orientation (423 129) ....................... 56



M.4.3.6 ACE in Professional Educator Development: mathematical Literacy (423 129) ............ 57


M.4.3.6.2 Faculty Specific Rules ................................................................................................... 57

M.4.3.6.3 Compilation of Curriculum (O444P/V/M) ..................................................................... 58

VII

M.4.3.7 ACE in Learner Support (423 130) ................................................................................ 59

M.4.3.7.1 Curriculum Outcomes .................................................................................................. 59


M.4.3.8 ACE in Setswana Education (423 131) .......................................................................... 60


M.4.3.8.2 Compilation of Curriculum (0439MO504M) ................................................................. 60

M.4.3.8.3 Module Outline ............................................................................................................ 60

M.4.3.8.3.1 Module Code : ORAK511 .............................................................................................. 60

M.4.3.8.3.2 Module Code : ORAK521 .............................................................................................. 61

M.4.3.8.3.3 Module Code : ORLK511 ............................................................................................... 61

M.4.3.8.3.4 Module Code : ORLK521 ............................................................................................... 61

M.4.3.8.3.5 Module Code : FSET511 ................................................................................................ 62

M.4.3.8.3.6 Module Code : HIVA521 ............................................................................................... 62

M.4.3.8.3.7 Module Code : EUCE511 ............................................................................................... 63

M.4.3.8.3.8 Module Code : NVMI521 .............................................................................................. 63

M.4.3.8.3.9 Khouto ya Mojulu : SVDK511 ........................................................................................ 64

M.4.3.8.3.10 Khouto ya Mojulu : SVDK521 ........................................................................................ 64

M.4.3.8.3.11 Khouto ya Mojulu : SWHK511 ...................................................................................... 65

M.4.3.8.3.12 Khouto ya Mojulu : SWHK521 ...................................................................................... 65

M.4.3.9 ACE in Mathematics Education (423 134) .................................................................... 66




M.4.3.10 ACE in Curriculum & Professional Development (423 137) .......................................... 67



M.4.3.10.3 Compilation of Curriculum (O429P/M) ......................................................................... 68

M.4.3.11 ACE in School Management & Leadership (423 138).................................................... 68



M.4.3.11.3 Compilation of Curriculum (O432P/M) ......................................................................... 69

M.4.4 Curricula of NPDE ......................................................................................................... 70

M.4.4.1 NPDE in Foundation Phase ........................................................................................... 70

M.4.4.1.1 Curriculum Composition ............................................................................................... 70

M.4.4.1.2 Compilation of Curriculum: Foundation Phase O100P/M/V ......................................... 71

M.4.4.2 NPDE in Intermediate & Senior Phase .......................................................................... 72


M.4.4.2.2 Compilation of Curriculum: Intermediate & Senior Phase O101P/M/V........................ 73

M.4.4.3 NPDE in Further Education & Training Phase ............................................................... 74


M.4.4.3.2 Compilation of Curriculum: Further Education & Training Phase O102P/M ................. 75

M.5 LIST OF MODULES, NAMES AND CREDITS................................................................ 76

VIII

M.5.1 BEd (FOUNDATION PHASE, SENIOR AND FURTHER EDUCATION AND TRAINING PHASE)……………………………………………………………………………………………………………………46

M.5.2 PGCE ............................................................................................................................. 82

M.5.3 ACE ............................................................................................................................... 83

M.5.4 NPDE ............................................................................................................................ 86

M.5.4.1 NPDE : Core Module Groups (Major) ............................................................................ 88

M.6 LISTS OF MODULES OUTCOMES .............................................................................. 89

M.6.1 BEd MODULES OUTCOMES (Foundation Phase, Senior and Further Education and Training Phase) ............................................................................................................. 89

M.6.2 PGCE Modules Outcomes ............................................................................................132

M.6.3 ACE Modules Outcomes ..............................................................................................141

M.6.4 NPDE Modules Outcomes ...........................................................................................156

IX

M.1 OFFICE BEARERS

M.1.1 MEMBERS OF THE FACULTY BOARD

EXECUTIVE DEAN Prof DH Gericke

Tel: 018 389 2340/2191


DIRECTORS

School of Educational Leadership Development Prof P du Toit

Tel: 018 389 2500/2498

Fax: 018 389 2012


School of Teacher Education and Training Prof P Sepeng

Tel: 018 389 2362/2887

Fax: 018 389 2176


Centre for Teacher Development Dr A du Toit

Tel: 018 389 2668/2032

Fax: 018 389 2176


PROGRAMME CO-ORDINATORS

BEd

PGCE

BEd Hons

MEd & PhD

ACE

NPDE

Grade-R Diploma

PROFESSORS AND ASSOCIATE PROFESSORS

ALL FULL-TIME LECTURERS

STUDENT REPRESENTATIVE

LIBRARY REPRESENTATIVE

FACULTY MANAGER (ex-officio) (minute-keeper)





1

M.2 GENERAL INFORMATION

M.2.1 MISSION STATEMENT

The Faculty of Education and Training aims to utilize available expertise

to contribute towards the development of human resources that meet the

needs and challenges of pre-university education in South Africa. The

main thrust of the teaching and research in the Faculty focuses on the

production of high quality teachers, curriculum developers, educational

planners, administrators, counsellors and researchers.

M.2.2 AIMS AND OBJECTIVES

To prepare graduate teachers for secondary and primary schools in the

Republic of South Africa and the Southern African region by offering

both undergraduate and postgraduate courses of study.

To develop new courses to meet the changing education needs of RSA

with special reference to innovations such as outcomes-based

education.

To prepare non-graduate specialist teachers for primary and secondary

schools and where specific areas of need are identified.

To assist in the preparation and upgrading of teacher educators through

specialized programmes in Education e.g. the teaching of Maths,

Science, Technology and Commerce Education.

To provide in-service education for teachers at all levels.

To promote, co-ordinate and conduct research into educational

problems at all levels through the prescribed courses and programmes

offered by the Faculty.

To shift emphasis to the provision of postgraduate training in various

areas of Education.

To advance knowledge in the discipline of Education by conducting

research.

To provide programmes in Continuing Education and Community

Development.

To provide programmes in literacy and organizational skills in effective

school governance and vocational co-operation.

M.2.3 TEACHING POLICY

The teaching policy of the School of Teacher Education and Training

(STET) is aligned with the vision and mission of the North-West University

2

and the Faculty of Education and Training. The policy determines the

following aspects that bear on teaching in the Faculty:

Effective teaching

Education, teaching, and training

Medium of instruction

Quality assurance

Support for staff

Modes of delivery

Assessment

Technology and teaching

M.2.4 RESEARCH POLICY

The activities in the School of Teacher Education and Training (STET) are

in accordance with both the mission of the North-West University and the

strategic management plan of the Research Focus Area. The objectives

of research done in the STET are:

(i) exploiting new knowledge in the education areas that are the focus

of research in the STET;

(ii) interpreting, systematising and utilising in practice existing

knowledge in view of the education task;

(iii) investigating teaching methods typical of a subject;

(iv) evaluating existing theories and methods, developing new theories

and developing new methods;

(v) exploiting existing and new sources of knowledge in order to be of

service to the community;

(vi) investigating all those activities enabling more effective education,

such as activities concerning education administration, law and

systems, curriculum design and development.

M.2.4.1 RESEARCH FOCUS AREA

The research focus area of the STET, which is the area in which the

STET conducts research as per the Faculty of Education and Training

Research guidelines is known as Continuing Teacher Professional

Development.. The research programme of the STET covers various

aspects of School Improvement and Effectiveness whether in the area of

mathematics, science and technology; commerce and languages;

professional studies; foundation phase, and further teacher education and

training.

M.2.5 SCHOOLS AND FOCUS AREAS IN THE FACULTY

The Faculty of Education was re-structured at the beginning of 2013. The

name of the faculty was changed to the Faculty of Education and

Training, the School of Postgraduate Studies was renamed the School

of Educational Leadership Development (SELD), while the School of

Undergraduate Studies and the School of Continuing Education were

3

joined in the School of Teacher Education and Training (STET). A new

entity for the development of short learning programmes, CPTD as well

as year programmes, was also founded, namely the Centre for Teacher

Development (CTD).

The programmes of each School:

The School of Educational Leadership Development (SELD) is

responsible for providing postgraduate training by means of the Hons

BEd, MEd and PhD programmes.

The School of Teacher Education and Training (STET) is responsible

for providing pre-service training (teachers) by means of the Bachelor of

Education (BEd) and Postgraduate Certificate in Education (PGCE). The

School is also responsible for the upgrading of under and unqualified

teachers as well as the further in-service training of practising teachers.

The different programmes are presented on campus and ensure that the

teacher can further his/her studies whilst continuing with his/her daily

task. The qualifications that can be obtained (ACE and NPDE) enable

teachers to contribute in a responsible and meaningful way to the

promotion of education in South Africa. (Please see M.2.6.1 regarding the

phasing out of these programmes).

M.2.6 QUALIFICATIONS AND PROGRAMMES IN FACULTY OF EDUCATION

In the Faculty of Education and Training different qualifications can be

obtained. In every School there are one or more programmes each of

which has a fixed curriculum. A potential student must, therefore, initially

decide which qualification h/she wishes to obtain. After a student has

decided which qualification he/she wishes to obtain, a direction of study

must be chosen, after which he/she must make a selection from the

different programmes presented in that direction.

M.2.6.1 NEW POLICY ON THE MINIMUM REQUIREMENTS FOR TEACHER EDUCATION QUALIFICATIONS

It is of utmost importance for past, present and future students in

Education to note that the Department of Higher Education and Training

issued through Government Notices No 583 of 15 July 2011 and No 1040

of 2012, in terms of Section 8(2)(c) of the National Qualifications

Framework Act, 2008 (Act 67 of 2008), a new policy on the minimum

requirements for teacher education qualifications. This policy aligns

qualifications for teacher education with the Higher Education

Qualifications Framework, 2007, and it replaced the Norms and

Standards for Educators in Schooling, 2000, in its entirety.

For your convenience, the following table sets out the current NQF levels

and the new NQF (HEQF) levels of the present and the future (new or re-

designed) qualifications in Education:

4

CURRENT

NQF LEVELS

CURRENT

QUALIFICATIONS

NEW NQF

(HEQF)

LEVELS

NEW

QUALIFICATIONS

1 8b PhD 10 PhD

2 8a Med 9 Med

3 7 Hons BEd 8 Hons BEd

4 New New 8 PGDE

5 6 Bed 7 Bed

6 6 PGCE 7 PGCE

7 New New 7 ADE

8 New New 6 ACT

9 6 ACE To be

phased out

To be

phased out

10 6 NPDE To be

phased out

To be

phased out

For each of the above qualification types there are specialisations in

terms of minimum admission requirements, minimum total credits, NQF

(HEQF) levels, prescribed credit values at various NQF (HEQF) levels, its

purpose and characteristics, and progression possibilities [Note that all

the curricula of the present qualifications as reflected in above table will

be updated to fulfil the requirements of the new NQF (HEQF) levels].

The traditional qualifications BEd, Hons BEd, MEd and PhD and the

PGCE will still be offered. The new qualifications Postgraduate Diploma in

Education (PGDE) and the Advanced Diploma in Education (ADE) will

only be considered on the PQM after an in-depth needs analysis in 2013

to establish if it will be sustainable and viable programmes in the future.

The Advanced Certificate in Teaching (ACT) is not considered as a future

programme in the near future. The present programmes Advanced

Certificate in Education (ACE) and the National Professional Diploma in

Education (NPDE) will be phased out from 2015.

Regarding the PGDE, ADE and ACT it is important to ascertain yourself

of the roles of theses qualifications in the future. The PGDE will offer

specialisation further in the new role to support teaching and learning as

well as in the new learning specialisation phase or subject develop-ment.

It is on the same level as the Hons BEd but a sustained research project

may not be required; holders of the PGDE may be required to undertake

additional modules of at least 30 credits to obtain admission to the MEd.

The ADE is aimed for further specialisation in the new specialisation

phase or subject developed previously in the ACT as well as in the new

role to support teaching and learning. It is a pre-requirement to enrol for

the PGDE. The ACT is aimed on developing a new teaching

5

specialisation phase or subject. It is a pre-requirement for enrolment for

the ADE.

It is the responsibility of every person who is studying education or is

planning to study it at this faculty, to ascertain himself/herself of the terms

of Government Notices No 583 of 15 July 2011 and No 1040 of 2012.

M.2.7 MODULES AND CREDITS

Subjects are presented according to modules to which specific credit

values have been assigned.

M.2.8 RECOGNITION OF PRIOR LEARNING

The North-West University accepts the principle underlying outcomes-

based, source-based and lifelong learning, in which considerations of

articulation and mobility play a significant role, and subscribes to the

view that recognition of prior-learning, whether it has been acquired by

formal education programmes at this or other institutions, or informally

(by experience), is an indispensable element in deciding on admission

to, and awarding credits in, an explicitly chosen teaching-learning

programme of the university.

The recognition of prior learning concerns the provable knowledge and

learning that an applicant acquired, whether by having completed

formal education programmes, or by experience. At all times the

question will be what the level of skills are, and skills will be judged in

the context of the exit level skills required for the intended teaching-

learning programme, or modules in the programme, of the status for

which the applicant applies, and not merely by virtue of the experience

recorded by the applicant; recognition of prior learning will therefore

take place in terms of applied competencies demonstrated by the

applicant in his/her application, taking into consideration the exit level

outcomes that have to be obtained by means of the selected teaching-

learning programme.

The North-West University accepts that recognition of prior learning

must take place within the normal existing policy on the admission of

potential and existing students – whether from this or another institution

– with regard to awarding credits in a valid, trustworthy and fair way.

Following registration the student completes the application form for the

recognition of prior learning and this form may be obtained from the

Admissions Office. Upon completion the form gets returned to the

Admissions Office.

For processing an application for recognition of prior learning a non-

refundable administrative fee determined by the university from time to

time is payable.

M.2.9 REGISTRATION

Registration is a prescribed complete process that a student has to go through

to become enrolled as a student at the university.

6

The process starts with Application to the University on the official application.

If accepted, the student receives an Admission letter. An admitted student

registers annually for the duration of the study for a specific study programme

at the place and time determined by the university. The process comprises

payment of prescribed registration fee and completion of the necessary

registration form.

The registration form is submitted at the registration section, where-upon a

proof of registration is issued.

Only registered students are allowed to use university facilities.

M.2.10 QUALIFICATIONS AWARDED AND PROGRAMMES OFFERED IN THE

SCHOOL OF TEACHER EDUCATION AND TRAINING

The university is authorised to award the following degrees and

certificates in the STET:

M.2.10.1 BACHELORS OF EDUCATION (BEd)

*Please note that NQF and HEQF are the same

**Permission is pending to deliver programme part-time from 2016

M.2.10.2 POSTGRADUATE CERTIFICATE IN EDUCATION (PGCE)

Qualification Programme Code Curriculum

Code Method of Delivery

NQF level

Postgraduate Certificate in Education (PGCE)

Senior and Further Education and Training Phase (Grades 7-12) 424 107

0160M Full-time/ Part-time

6/7

* An alignment process of the BEd degree and the PGCE between the three campuses of the NWU

regarding curricula and PQM-listing were approved in 2007 for implementation, starting in 2008.

The aligned, new qualifications were introduced as follows at the Mafikeng campus: In 2007 the

PGCE, in 2010 the BEd: Foundation Phase and in 2011 the BEd: Senior and Further Education

and Training Phase. New students are only allowed to enrol for the aligned, new programmes. The

old qualifications for the PGCE were phased out in 2007, the BEd: Foundation Phase in 2009, and

the BEd: Senior and Further Education and Training Phase in 2010. For a detailed description of

the phased-out BEd programme, please consult the 2010 Calendar for Under-graduate

Programmes of the Faculty of Education. No new students were allowed into the „old‟ BEd: Senior

and Further Education and Training Phase from 2011, only the present students enrolled will be

allowed to complete the „old‟ BEd programmes.

Qualification Programme Code Curriculum

Code Method of Delivery

NQF level

Bachelor of Education (BEd)

Foundation Phase (Grades 1-3) 422 100

0300M Full-time 6/7

Senior and Further Education and Training Phase (Grades 7-12)

422 102

0181M

0183M

0184M

0186M

0190M

0191M

0192M

0194M

0196M

Full-time/

Part-time**

6/7

7

M.2.10.3 ADVANCED CERTIFICATE IN EDUCATION (ACE)

Qualifi-

cation Programme and Code

Curriculum and

Code

Method of

Delivery

NQF

level

Advanced

Certificate

In

Education

(ACE)

Mathematics/Science

Education

423 115

(Not offered in 2012)

Mathematics/

Science Education

O502M

Part-time 6

Project Management

423 140

Project

Management

O504M

Part-time 6

Mathematical Literacy

423 129

Mathematical

Literacy

O444P/V/M

(Bursary)

Part time

6

Learner Support:

423 130

Learner Support

O430P/V/M

Part-time 6

English Education

423 122

English Education

O433M

(Bursary)

Part-time

6

Life Orientation

423 129

Life Orientation

O447M

(Bursary)

Part-time

6

Technology Education:

423 136

Technology

Education

O426P/M

Full-time,

part-time

and bursary

6

Curriculum and

Professional

Development:

423 137

(No new intake for 2012)

Curriculum and

Professional

Development:

O429P/M

(Bursary

Provincial)

6

School Management &

Leadership:

423 138

School

Management &

Leadership:

O432P/M

(Bursary

Education)

Part-time

6

Foundation Phase

(Grades R-3):

469 100

Foundation Phase

(Grades R-3):

O100P/M/V

Part-time

Bursary

Provincial

5

M.2.10.4 NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION (NPDE)

National

Profession

al Diploma

in

Education

(NPDE)

(No new

intake from

2015)

Intermediate & Senior

Phase

(Grades 4-9):

469 101

Intermediate &

Senior Phase

(Grades 4-9):

O101P/M/V

Part-time

Bursary

Provincial

5

Senior & Further

Education and Training

Phase (Grades 7-12):

469 102

Senior & Further

Education and

Training Phase

(Grades 7-12):

O102P/M/V

5

8

M.3 PROGRAMME SPECIFICATIONS

M.3.1 BEd

M.3.1.1 Admission Requirements

The following admission requirements are meant for two profile type

students wishing to apply for a B.Ed programme. Profile 1 type refers to

those students with a Matric/Grade 12 certificate who qualified with

Bachelor entrance.

Profile 2 type students are those with post Matric/Grade 12

qualifications and have acquired years of teaching experience. In

addition to this, these students may qualify for Credit Accumulation

Transfer (CAT) through Recognition of Prior Learning (RPL) and

Recognition of Work- intergrated Learning (RWIL) [see the B.Ed MC

handbook for further information].

M.3.1.1.1 General Minimum Admission Requirements

University minimum admission requirements:

Additional admission requirements are also set by the university, and

these include the Admission Point Score (APS) and the levels of the

different subjects. (Please note that the university, due to capacity

constraints, reserves the right to limit the number of students admitted

into certain fields of study and to select candidates from amongst those

who satisfy the minimum requirements).

The Academic Board of the Faculty of Education and Training

recommended to the Campus Senate that met on 7 May 2013 that from

2014 the Admission Point Score (APS), aligned to the levels of the

different subjects for the BEd, will be as follows:

DEGREE CODE SUBJECT LEVEL APS

Bachelor of Education

(Foundation Phase) 422100 English 4 24


(Senior & Further

Education & Training)

Language Education

422102 English or

Setswana

4

3 24


(Senior & Further


Economic Sciences

Education

422102

English

Accounting

Economics

Mathematics or

Mathematics

Literacy

4

4

4

3

5

24

9


(Senior & Further


Mathematics,

Physical Sciences

and Life Sciences

Education

422102

English

Mathematics

Physical Sciences

Life Sciences

4

5

4

5

24


(Senior & Further


Social Sciences

Education

422102 English

Geography

4

4 24

• APS Score:

The results obtained in four designated and two recognised NSC

subjects are used to calculate the APS score. The results obtained in

Life Orientation will not be used in the calculation of the APS score.

The APS is scored as follows:

CALCULATION OF THE APS (ACHIEVEMENT POINT SCORE)

NSC Rating Code APS Score

8 (90-100%) 8

7 (80-89%) 7

6 (70-79%) 6

5 (60-69%) 5

4 (50-59%) 4

3 (40-49%) 3

2 (30-39%) 2

1 (0-29%) 1

10

The Admission Point Score (APS) for applicants without an NSC is determined by using the

Conversion Table below:-

APS NSC SC HG M-

SCORE

SC SG M-

SCORE

HIGSCE/NSSC HL

IGCSE/GCSE NSSC OL/ O-

LEVEL

AS-LEVEL A-LEVEL

IB HL

IB SL

APS

10 A 7 10

9 9

8 B 6 8

7 7(80-100%

)

A 1 A C 5 7 7

6 6(70-79%)

B A 2 B D 4 6 6

5 5(60-69%)

C B 3 A C E 3 5 5

4 4(50-59%)

D C B D 2 4 4

3 3(40-49%)

E D 4 C E 1 3 3

2 2(30-39%)

F E D/E 2 2

1 1(0-29%)

G F F/G 1 1

NSC- National Senior Certificate

(Completed Grade 12 in and after 2008)

SC HG-Senior Certificate Higher Grade

(Completed Grade 12 before 2008)

SC SG-Senior Certificate Standard Grade

(Completed Grade 12 before 2008)

HIGSCE-Higher International General Certificate of Secondary Education

IGCSE-International General Certificate of Secondary Education

NSSC- Namibia Senior Secondary Certificate A-Level-Advanced Level O-Level-Ordinary Level AS-Advanced Subsidiary Level IB-International Baccalareate Schools (Higher Levels and Standard Levels)

11

M.3.1.1.2 OTHER REQUIREMENTS (Profile 2 Type Students/Articulation option)

A students who has acquired a qualification from the university or any

other recognized higher education institution and who applies to register

for one of the 10 B.Ed specializations (M.2.10.1) at the university may

apply in writing to the Dean for recognition or exemption of modules

required for the B. Ed programme, provided that the Dean and School

Director may grant recognition or exemption for no more than half

(50%) of the total credits, preferably regarding the modules in the junior

levels of the BEd programme concerned (A.3.3.2.1 and A.3.3.2.2).

Recognition and/or exemption of modules will be done in accordance

with the guidelines/instructions of Government Notices No 583 of 15

July 2011 and No 1040 of 2012 as well as rules A.3.3.2.1 and A.3.3.2.2.

[See subparagraph 10: Articulation of historical educator qualifications

with new teacher education qualifications in the 10-level National

Qualifications Framework (NQF)]. In addition to the a) above,

prospective students may also apply for recognition of Work-integrated

Learning (RWIL). The RWIL will only apply to students who have

teaching practice experience accumulated over the years (See

Handbook for credit accumulation transfer).

• Grade R teachers who have completed a Grade R Diploma may

applyfor assessment to gain entry for the BEd (Foundation Phase) if

entry requirements are met. A maximum of 180 credits may be

recognised (A.3.3.2.1 and A.3.3.2.2).

• Holders of the present BEd (NQF level 6) may apply in the future for

assessment to gain entry to the new Hons BEd (NQF level 8).

M.3.1.1.3 NEW BEd PROGRAMMES REQUIREMENTS

The present 10 specialisations BEd programmes (See M.2.10.1) are in

a process to be phased out and to be re-introduced as new

programmes in terms of Government Notice No 583 of 15 July 2011

(See: Policy on the minimum requirements for teacher education

qualifications). The present status of the BEd will be upgraded from a

current NQF 6 level to a new NQF (HEQF) 7 level in 2013-2016. This

implies that the Admission Requirements (M.3.1.1) will also be changed

in 2013-2016. These changes and requirements will be reflected in the

2017 STET Calendar. The phasing out of the present BEd will start in

2016. The new BEd degree will be, with the new PGCE, in terms of the

new national policy of teacher qualifications (See Government Notices

No 583 of 15 July 2011 and No 1040 of 2012 as well as M.2.6.1) the

only qualifications in future recognised for Initial Teacher Education in

South Africa.

M.3.1.1.4 DURATION OF STUDIES

Depending on the level of entry, the minimum duration for this

qualification is four (4) years and the maximum duration is six (6) years.

(See A Rules) However, the minimum duration for Profile 2 Type

12

students may be two (2) years and the maximum duration may be six

(6) years (see B.Ed MC handbook).

M.3.1.1.5 METHOD OF PRESENTATION

The B.Ed programme is offered on a full-time contact basis. However, permission is pending to deliver the programme at various centers for Profile 2 type students.

M.3.1.2 EXAMINATIONS

M.3.1.2.1 Admission to Examinations

Admission to examinations in any module in which examinations are

written is gained by obtaining a participation mark of not less than 40%.

This means that after you have given proof that the teaching-learning

instructions have been executed according to the curriculum

prescriptions in the study guide.

M.3.1.2.2 Participation Marks

(a) Participation marks for a module are compiled from tests,

assignments and practical work where applicable.

(b) The relation between theory and practical work in calculating the

participation marks is explained in the study guide concerned.

M.3.1.2.3 Module Marks

Module marks for a module in which examinations are written are

calculated according to the prescriptions of the A-rules in accordance

with the relation between the participation marks and the examination

marks. The relation for a specific module is indicated by the relevant

module outcomes at the end of the faculty rules in this calendar, e.g.

1:1

M.3.1.2.4 Progress and pass requirements of a curriculum

The sub-minimum for all modules in which examinations are written is

40%.

The pass requirement for a module is 50%.

The module marks of a student who is registered at this university for

the first time and fails a first level module of the first semester may be

changed to a pass mark of 50% if he/she obtains an examination mark

of at least 50% in that module.

Passing all the separate modules of which the curriculum is compiled

passes a curriculum.

The BEd qualification is passed with distinction if a weighted average

mark of at least 75% is attained in all the modules (first year to fourth

year of study) prescribed for the specific curriculum enrolled and the

13

qualification is passed in the maximum period of eight semesters (four

years) of study.

M.3.1.2.5 Repetition of Modules

A student may, at the most, in any module, take the examination twice

within the twelve months following the date of the student‟s first

registration for such a module, after which the module concerned must

be repeated.

M.3.1.3 OTHER RULES

M.3.1.3.1 Language Competency

All students must obtain two language endorsements. Students (non-

mother tongue speakers) automatically obtain an A, E and any other

official language on the grounds that they have passed matric. Non-

mother tongue speakers wishing to qualify for an A, E or T must report

for a language competency test for which an additional payment must

be made. Mother tongue speakers must report for the conferment of an

A, E or T.

An annual date will be set for language competency tests, as well as

reporting for the awarding of AET etcetera.

M.3.1.3.2 Science and Mathematics Competencies

Entrance requirements for the Science programmes are level 4 Physical

Sciences and level 4 Mathematics (not Mathematics Literacy).

Entrance requirements for the Mathematics programmes are level 4

Mathematics (not Mathematics Literacy).

M.3.1.3.3 Compulsory Certificates

Obtaining an accredited first aid certificate is compulsory for the

following module: LIFF121.

A certificate related to a sport (e.g. athletics official, rugby coach, etc.)

as well as a certificate related to culture (e.g. choir training, etc.) must

be obtained.

M.3.1.3.4 Only non-mother tongue speakers can choose AFKF123/413 or

SECF123/413 as Communication Module

Only mother tongue speakers can choose AFKF122/412 or SECF

122/412 or any other approved mother tongue as communication

module. ENGF can be chosen by both non-mother tongue and mother

tongue speakers.

M.3.1.3.5 Work Integrated Learning

In as much as the BEd qualification is vocational, students must acquire

field experience during each year of study. For the first to third year

students this period of practice teaching amounts to 3 weeks per

semester (6 weeks per year) and for the fourth year students it amounts

14

to 4 weeks per semester (8 weeks per year). Practical Teaching is a

compulsory module. Assessment is by means of observation of the

student and by submission of a portfolio.

M.3.1.4 Curriculum Outcomes (BEd: Foundation Phase, Senior and Further

Education and Training Phase)

M.3.1.4.1 General Exit Level Outcomes

On completing this degree students will possess knowledge, skills and

attitudes regarding:

• problem identification, problem-solving and the implementation of

critical and creative thinking with regard to all educational matters;

• co-operation in groups with the community and the Department of

Education in matters relating to education;

• organising and managing themselves as well as their activities;

• gaining, analysing, organising and critically evaluating knowledge in

the different subject areas as well as general knowledge related to

education;

• communication by means of different language media in several

situations;

• effective application of technological and scientific information; by so

doing also showing respect for the environment and health of others;

• the holistic nature of the world as consisting of integrated systems,

which implies that problem solving does not take place in isolation;

• the roles of the educator, i.e. as facilitator, mediator of learning,

lifelong learner, curriculum designer, leader, administrator and

manager, assessor, specialist in his/her selected subject/area/ phase

and member of a specific or general community;

• the specialized nature of teaching, learning and development in the

foundation, intermediate, senior or further education and training

phases; and

• all issues relating to education.

15

M.3.1.4.2 Articulation Possibilities

Vertically, the BEd grants admission to Hons BEd. Interfaculty students

can apply for approval with the Deans of other Faculties for assessment

to gain admission to the Hons BA, Hons BCom or Hons BSc.

Horizontally, students may, where applicable, move into existing related

undergraduate programme as well as the new undergraduate teachers

qualifications to be developed.

M.3.1.4.3 Major Combinations

M.3.1.4.3.1 BEd Foundation Phase (See M.4.1.1)

The core modules (compulsory majors) for this programme are fixed

and cannot be interchanged as with the Senior and Further Education

and Training Phase programme.

Please note that Curriculum 0171M was phased out from 2012; no new

enrolments on level one were allowed in 2012. From 2014 no new

enrolments on level three will be allowed.

Curriculum 0171M was replaced by Curriculum 0300M in 2012, starting

with the offering of level one.

For a detailed description of the 0171M programme, please consult the

2011 Calendar for Undergraduate Programmes of the Faculty of

Education.

M.3.1.4.3.2 BEd Senior and Further Education and Training Phase (See M.4.1.2

to M.4.1.10)

This programme is offered in nine (9) specialisations (curricula),

directed by a specific first major, namely Life Sciences, English,

Economics, Geography, Physical Sciences, Business Studies,

Accounting, Mathematics and Setswana. Each specialisation is listed in

terms of an aligned code (See M.2.10.1). Specific combinations, by the

selecting of a second major, are allowed within each specialisation as

described in M.4.1.2 to M.4.1.10. No deviation from the prescribed

combinations, as reflected in M.4.1.2 to M.4.1.10, will be allowed. A

total of 33 combinations are offered for 2016.

M.3.1.5. BEd Foundation Phase 422 100

This qualification is directed at training educators from Grade R to

Grade 3.

M.3.1.5.1. Programme outcomes

The learners of the Foundation Phase are expected to:

16

demonstrate communicative, numerical and technological

competence and literacy in ways that facilitate their own

academic learning, and that enhance the management of

teaching, learning and assessment in their classrooms;

demonstrate competence in their area of specialisation with

regard to the integration of knowledge and skills in order to

mediate learning according to diverse learner needs;

demonstrate competence in their area of specialisation to

strategically select, implement and adjust teaching and learning

strategies, teaching and learning support material and

assessment practices grounded in education theory to enhance

learning progress and the holistic development of all learners;

demonstrate competency in functioning professionally, ethically

and responsibly in different education contexts and the

community by creating and maintaining caring, supportive and

empowering environments for learners.

M.3.1.5.2 Presentation of the curriculum’s

Curriculum‟s following below will only be presented in a specific year if

a minimum of ten learners register for the specific curriculum.

M.3.1.5.3 Curriculum structure

The curriculum is structured from modules in Curriculum O300M.

These modules are spread over four years.

IMPORTANT INFORMATION:

CURRICULUM O300M IS ONLY PRESENTED FOR SECOND YEAR STUDENTS

AND WILL BE PHASED OUT SYSTEMATICALLY AS FROM 2016)

18

M.3.2. POSTGRADUATE CERTIFICATE IN EDUCATION (PGCE)

M.3.2.1 METHOD OF PRESENTATION:

Full-Time and Part-time Contact

M.3.2.2 NATURE AND AIMS OF THE CERTIFICATE

1. The PGCE serves as a professional „capping‟ qualification for candidates who have

completed an appropriate 360 or 480 credit Bachelor‟s degree.

2. The PGCE provides students with a classroom focus that will enable them to fulfil all

the contextual roles and competencies of an effective educator.

3. The offering of the present PGCE programme is in a process to be updated. The

PGCE will be on the status of NQF level 7 (previously PGCE NQF level 6) This

implies that the General Admission Requirements (M.3.2.5) may change in 2016. The

2016 Calendar of STET will reflect these changes and requirements. The phasing out

of the present PGCE will start in 2015. The new PGCE, together with the new BEd,

will in future be, in terms of the new national policy for Teacher Education

(Government Notices No 583 of 15 July 2011 and No 1040 of 2012 as well as

M.2.6.1) the only qualifications recognized for Initial Teacher Education in South

Africa.

M.3.2.3 PROGRAMME OUTCOMES

develop and demonstrate a deep knowledge and understanding of education theory

and practice;

integrate education theory and practice with applied competence;

demonstrate and assess the knowledge base that underpins the planning, development and implementation of learning programmes in the Senior and FET phases and act as learning facilitator;

develop and demonstrate skills, attitudes and values to become responsible, independent and contributing members of the professional educational community in a diverse and changing national and international context;

develop and demonstrate critical, creative and reflective problem solving skills within

educational and societal context.

M.3.2.4 DURATION OF STUDIES

The attention of all candidates is drawn to the General Rules of the university. The

minimum duration of the studies for this certificate is one (1) year and the maximum

duration for completing the certificate is three (3) years. The curriculum shall extend over

a minimum period of two semesters for full-time study. In the case of part-time, the

curriculum shall extend over a minimum period of four semesters.

19

M.3.2.5 ADMISSION REQUIREMENTS

A first university degree with two school subjects or a recognised qualification that

amounts to 360 credits at NQF level 6 and includes at least two

recognised learning areas and or school subjects as listed in M.5.

Students must also be able to take four (4) methodology modules in order to obtain the

qualification. The curriculum of the degree may be structured in one of the following

ways:

a) Recognised school subject/learning area at level 3 + recognised school

subject/learning area at level 1;

b) Recognised school subject/learning area at level 2 + recognised school

subject/learning area at level 2;

c) Recognised school subject/learning area at level 2 + recognised school

subject/learning area at level 1 + recognised school subject/learning area at level

1;

d) In the case of a language, it is recommended that the candidate has at least

completed level 2;

e) In the case of academic subjects already passed for

a prior qualification learners must take the subject in

which he/she obtained the highest qualification.

A student who included only Botany and Zoology (one at least as main subject) and no

other school subject in his undergraduate course will receive full recognition for his

degree and the PGCE with Methodologies of Biology and the Learning Area Physical

Sciences. The students must register for LIFD511 and LAND521.

A student who included only Physics and Chemistry (one at least as main subject) and no

other school subject in his undergraduate course will receive full recognition for his

degree and the PGCE with Methodologies of Physics and Chemistry and Methodologies

of the Learning Area Physical Sciences.

Students who have as yet not completed their first degree may be admitted by way of

exception. They have to make a special application to the Dean for this admission.

Professionally unqualified graduate teachers holding a degree or a 360C level 6 Diploma

in disciplines/subjects that underpin a teaching subject, may still apply in the future for

assessment to gain entry to PGCE. (Note: If the underpinning subjects in the prior degree

do not provide sufficient subject matter knowledge, additional modules must be taken –

either prior to admission or concurrently).

M.3.2.6 ADMISSION TO EXAMINATIONS

Admission to examinations in any module in which examinations are taken takes place by

obtaining a proof of participation from the school director after the student proof that

learning activities have been executed according to the programme prescriptions.

20

M.3.2.7 PARTICIPATION MARKS

Participation marks for a module are compiled from tests, assignments and practical work

where applicable. The relation between theory and practical work in calculating the

participation marks is explained in the study guide concerned;

The sub minimum of the participation marks for entry to examination is 40%.

M.3.2.8 EXAMINATION MARKS

The sub minimum for a module in which examinations are taken, is 40%.

M.3.2.9 MODULE (FINAL) MARKS

The requirements for passing a module in which examinations are taken are a module

(final) mark of 50%. In calculating the module mark the participation mark carries a weight

of 50% and the examination mark a weights of 50%.

M.3.2.10 PASS REQUIREMENTS OF A PROGRAMME

• Passing all the separate modules of which the curriculum is compiled, passes a

curriculum;

• The PGCE qualification is passed with distinction if an average weighted mark of at

least 75% is attained in all the modules prescribed for the specific curriculum enrolled and

the qualification is passed in a maximum period of two semesters (one year) for full-time

study or in a maximum period of four semesters (two years) for part-time study.

M.3.2.11 ARTICULATION POSSIBILITIES

Holders of the present PGCE may apply in the future for assessment to gain entry to the

new Hons BEd (NQF level 8) as well as the various other new education qualifications

still to be developed [Advanced Diploma in Education (ADE) and Postgraduate Diploma

in Education (PGDE)].

M.3.3 ADVANCED CERTIFICATE IN EDUCATION (ACE)

M.3.3.1 Purpose

The purposes of the certificate are:

a) equipping learners with an advanced and specialised competency in a specific

school subject/learning area/discipline or school phase;

b) providing retraining for educators in a different school subject or specialising in a

different educational role (e.g. the role of manager of education);

c) providing an advanced educational qualification as a finishing touch to initial

training or a general educational qualification; and

d) equipping learners for further studies at NQF level 7;

e) The offering of the ACE qualification is in a process to be phased out as a further

teacher‟s qualification in terms of Government Notice No 583 of 15 July 2011 (See:

Policy on the minimum requirements for Teachers Education Qualifications).

21

M.3.3.2 Articulation

To allow ACE-qualified teachers a qualification pathway to embark on an education

planning, research or policy develop-ment career trajectory or to embark on a

management and leadership career trajectory, qualified teachers holding an ACE

(NQF level 6), may apply in the future for assessment of prior learning to gain midway

entry into the new BEd (NQF level 7) programmes, cognate with the original

specialisation. This recognition or exemption may be for no more than half the credits,

preferably regarding the modules in the junior year levels of the BEd (A.3.3.2.1 and

A.3.3.2.2).

To allow ACE-qualified teachers a qualification pathway to maintain a teaching and

learning career trajectory, qualified teachers holding an ACE (NQF level 6), may

apply in the future for assessment to gain entry into the new Advanced Diploma

Education (ADE), if in a cognate area or extended role. (Note: this kind of enrolment

will only be permitted for an interim period to be determined by the Ministry of Higher

Education and Training and only if this new qualification is available in the future on

the PQM of the Mafikeng Campus. After the interim period students have first to pass

the ACT to obtain entry to the ADE, a qualification that will not be offered in the near

future in the faculty).

For a detailed description of the new policy on the minimum requirements for teacher

qualifications, see also M.1.1.1.

M.3.3.3 Duration study

a) The minimum duration of the studies is one (1) year, unless stated otherwise, or the

time required acquiring 128 credits. The maximum duration of the studies is a

period of two years for an ACE specialisation which is offered over one year.

b) The maximum duration for the ACE specialisations which run over two (2) years, is

three (3) years. (A.1.5.8 – A.2.6)

M.3.3.4 Admission requirements

To be admitted to the Advanced Certificate in Education the student must be in

possession of at least an approved after school teaching qualification of three (3) years,

evaluated at REQV 13 (M+3) level.

M.3.3.5 Specific requirements

M.3.3.5.1 Pass requirements

With the exception of a few Programmes, the following are valid:

a) The sub minimum for all modules in which examinations are taken is 40% (A.3.3.3).

b) The requirement for passing a module in which examinations are taken is a module mark of 50% (A.3.3.3).

c) Passing all the separate modules, of which the Programme is compiled, as indicated in A.3.3.3, passes a Programme.

d) The ACE qualification is passed with distinction if a weighted average mark of at

least 75% is attained in all the modules prescribed for the specific curriculum

22

enrolled and the qualification is passed in the maximum period of two semesters

(one year) of study.

M.3.3.5.2 Termination of studies

The studies of a student can be terminated in terms of A.3.4.8 if the learner exceeds the

maximum duration of the study period.

M.3.3.5.3 Repetition of modules

According to A.3.4.5 the following rules are valid:

a) Within the maximum study period of two (2) years a student may once repeat

modules not exceeding 25% of the total Programme.

b) A student repeating modules must register again for these modules and obtain

participation marks or fulfil other require-ments as determined by the school director

in order to be granted admission to examinations in these modules.

c) If a student that repeats modules does not pass those specific modules in

the next examination period, the student must again put in an application to

the faculty council concerned.

M.3.3.5.4 Proof of Participation

a) For every teaching-learning activity (assignments, exercises, etc.) executed marks are allocated by means of formative assessment in a module.

b) A student‟s proof of participation is the average of these marks and can be compiled

of marks assigned for theoretical work and for practical work if applicable.

M.3.3.5.5 Module mark

In calculating the module mark the participation mark carries a weight of 50% and the

examination a weight of 50%.

M.3.3.5.6 Admission to examinations

Admission to examinations in any module in which examinations are taken takes place by

obtaining a proof of participation from the school director after the student has given proof

that the teaching-learning activities have been executed according to the programme

prescriptions.

M.3.3.5.7 Number of examination opportunities

Students can write any module during the first or second semester examination.

Examination opportunities will be communicated to students through the relevant

Information Booklet and examination letter.

Students may use one or both examination opportunities in terms of A.3.4.4. When using

both opportunities, the mark obtained during the second examination will determine the

examination mark. Students who write the exam during the second opportunity have to

pay a fee per module.

M.3.4 NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION (NPDE)

M.3.4.1 Duration study

Depending on the level of entry, the minimum duration for this qualification is three

years and the maximum duration is four years. Recognition of prior learning must be

23

obtained for year level 1 (first semester 48 credits), as well as for year level 2 (first and

second semester, 128 credits.)

The offering of the NDPE qualification is in a process to be phased out as a teacher‟s

qualification in terms of Government Notice No 583 of 15 July 2011 (See: Policy on the

minimum requirements for Teachers Education Qualifications). The phasing out of the

NPDE will start in 2015.

M.3.4.2 Articulation

To allow NDPE-qualified teachers a qualification pathway to embark on an education

planning, research or policy development career trajectory or to embark on a

management and leadership career trajectory, qualified teachers holding an NDPE

(NQF level 5), may apply in the future for assessment of prior learning to gain midway

entry into the new BEd (NQF level 7) programmes. A maximum of 180 credits could be

recognised (A.3.3.2.1 and A.3.3.2.2).

To allow NDPE-qualified teachers a qualification pathway to maintain a teaching and

learning career trajectory, the NDPE-qualified teachers may apply for assessment to

gain entry to the ACT. (This qualification will not be offered in the near future in the

faculty).

For a detailed description of the new policy on the minimum requirements for teacher

qualifications, see also M.1.1.1.

M.3.4.3 Admission requirements

A Matriculation Certificate (Grade 12, REQV 10) with applicable teaching experience

(3-5 years) to start in the first year of the NPDE.

A student with a Matriculation Certificate plus one year tertiary training (REQV 11) will

then automatically enter at the second year level.

M.3.4.4 Specific requirements

M.3.4.4.1 Admission to examinations

Admission to examinations in any module in which examinations are taken is obtained

by presenting a proof of participation issued by the school director after the student has

complied with the particular requirements as stated in the study guide.

M.3.4.4.2 Proof of participation

The proof of participation for a module is made up from the assignments and teaching-

learning activities in accordance with the prescriptions in the study guide.

An assignment mark may only contribute towards the partici-pation mark for two

consecutive examination opportunities, where after a new assignment must be

submitted for a new participation mark.

M.3.4.4.3 Module mark

In calculating the module mark the participation mark carries a weight of 50% and the

examination a weight of 50%.

24

M.3.4.4.4 Pass requirements

a) The subminimum for all modules in which examinations are taken is 40% (A.3.3.3).

b) The requirement for passing a module in which examinations are taken is a module

mark of 50%.

c) Passing all the separate modules, of which the curriculum is compiled, as indicated

in A.3.3.3, passes a curriculum.

d) The NPDE qualification is passed with distinction if a weighted average mark of at

least 75% is attained in all the modules prescribed for the specific curriculum

enrolled and the qualification is passed in the maximum period of two semesters

(one year) of study.

M.3.4.4.5 Repetition of modules

In accordance with A.3.4.5 the following rule is applicable:

a) i) Within the twelve months following the date of the students' first registration for a

module the student has two opportunities to sit for examination in such a module.

b) ii) A student who, after both examination opportunities, has failed a module,

irrespective of whether one or both of these opportunities were utilised, must

repeat the module.

c) iii) Any student who repeats modules must re-register for them and must qualify

anew by acquiring a proof of participation.

M.3.4.4.6 Termination of study

The studies of any student may be terminated (according to A.3.4.8),

a) if the maximum duration of the study is exceeded,

b) if the student, in any two consecutive study years, fails to acquire at least half of the

credits prescribed for those two study years and has previously received a dean‟s

warning.

M.3.4.4.7 Change of Curriculum

Students may only change the curriculum for which they have registered or bring about

changes in the curriculum for which they have registered with the written permission of

the school director.

A student who chooses a new major, must complete all relevant subject content and

subject didactic modules of the first and third year of study.

M.3.4.5 Qualification outcomes

M.3.4.5.1 Generic Outcomes

After completion of the Diploma, the students will demonstrate knowledge, skills and

values regarding

a) Problem identification, problem solving and the application of critical and thinking

regarding all educational matters;

25

b) Cooperation in education groupings, with the community and the Department of

Education regarding practice teaching;

c) The organization and management of themselves and their activities;

d) The acquisition, analysis, organization and critical evaluation of information in their

field of specialization as well as generic education focused information;

e) Communication via various mediums and in various contexts;

f) The effective application of technological and scientific information to demonstrate

respect for the environment and the health of others;

g) The holistic nature of the world as integrated systems that implies that problem

solving does not occur in isolation;

h) The roles of the educator, viz. facilitator, mediator of learning, life-long learner,

curriculum designer, leader, administrator and manager, assessor, specialist

regarding the preferred subject/learning area/field/ phase, as well as member of the

smaller and broader community; and

i) The specialized nature of education, learning and development in the Foundation,

Intermediate & Senior phases.

M.3.4.5.2 Specific outcomes

After completion of the Programme the students will be able to implement fundamental

knowledge, skills and values regarding the following roles of the educator:

The role of facilitator of learning, that implies that the students will be able to

a) Facilitate learning in such a way that the different needs of learners, including those

with learning disabilities and problems, as well as emotional and behavioural

problems, are taken into account within the framework of inclusive education;

b) Create and maintain a learning environment that is conducive to effective learning;

c) Promote and apply classroom communication in such a way that the differences

between learners are recognized and respected;

d) Demonstrate thorough knowledge regarding their subject, teaching principles, -

strategies, -methods, -skills and teaching-learning resources as applicable in the

South African context;

e) Demonstrate competence in reading, writing and speaking the language(s) of

instruction in ways that facilitate their own academic learning and ability to facilitate

learning in the classroom; and

f) Demonstrate competence in interpreting and using numerical and elementary

statistical information to facilitate their own academic learning and ability to

administer teaching, learning and assessment.

The role of interpreter and designer of learning curriculum and teaching-learning

resources that implies that the students will be able to

a) Interpret existing learning Programmes and critically evaluate them;

b) Design new learning Curriculum, taking into regard the ordination principles and

varying learning tempos of learners;

26

c) Determine the requirements for certain learning contexts;

d) Select and/or create suitable written and audio-visual learning resources in such a

way that they suit the specific learning requirements of learners; and

e) Demonstrate competence in their own area(s) of specialization regarding the

planning and reflecting on appropriate Programmes for learners and their learning

context.

The role of leader, administrator and manager that implies that the students will be

able to

a) Demonstrate basic knowledge and perspective regarding the South African

education system, especially with regards to further education and training;

b) Act professionally as required by existing educational legal principles;

c) Demonstrate a respect for and commitment to the educator profession; and

d) Participate in a responsible and democratic manner in the decision-making

processes of the institution in which training is provided.

The role of community member, citizen and pastor, that implies that the students will

be able to

a) Be a living example of a critical, dedicated and ethical person who shows regard for

the demands that education, the school and other stakeholders (viz. the

government, church, parents and learners) make on them in such a way that

learning contexts that promote health are created;

b) Demonstrate and promote respect and responsibility;

c) Promote the Constitution and democratic values and practices;

d) Promote learners‟ knowledge and understanding of the Bible; and

e) Assist learners in study- and occupational choices.

The role of learner, researcher and life-long learner, that implies that the learners will

be able to keep developing through study and research on personal, academic,

professional and occupational level.

The role of assessor, that implies that the students will be able to monitor and evaluate

learners‟ progress in a just and reasonable manner.

The role of subject specialist, that implies that the students will be able to

a) Apply thorough knowledge, insight and perspective regarding the contents, skills,

values and methods of their particular learning areas, subjects, disciplines and

phases during the implementation of learning Programmes; and

b) Apply their knowledge, insight and perspective of teaching and learning strategies,

methods, skills during the design and implementation of learning Programmes for

their particular learners.

27

M.4 LISTS OF CURRICULA

M.4.1 BEd CURRICULA

M.4.1.1 BEd Foundation Phase

M.4.1.1.1 CURRICULUM 0300M: Foundation Phase

YEAR LEVEL 1 YEAR LEVEL 2 YEAR LEVEL 3 YEAR LEVEL 4

FIRST SEMESTER FIRST SEMESTER FIRST SEMESTER FIRST SEMESTER

Module Code Cr Module Code Cr Module Code Cr Module Code Cr

Fundamental Modules Compulsory




CMPF111 8 ENGF211 8 WVOS311 12 RESF411 8

EDCC112 8 EDCC212 8 EDCC312 8 EDCC411 8

EDCC113 8 EDCC412 8

AGLE111 12 Choose ONE SECF412 (M) or SECF413 (NM)

8

Core Modules Compulsory




LSFP112 8 LSFP212 8 LSFP312 8

MFPF111 8 MFPD211 8 MFPF311 8 MFPD411 8

LITG211 8 LSKA311 8

LSKN211 8 LSKN312 8

LITG413 16

LSKP311 8

PPSE211 8 PPSE411 8

Choose ONE

LITA313 (E) or LITA314 (T)

8

Choose ONE LITH113 (E) or LITH114 (T)

16 Choose ONE LITH313 (E) or LITH314 (T)

8

Total First Semester

68 Total First Semester



64

29

CURRICULUM O300M (New): Foundation Phase (continued)


SECOND SEMESTER SECOND SEMESTER SECOND SEMESTER SECOND SEMESTER






LIFF121 8 WVOS221 12 RESF421 8

ENGF121 8

EDCC123 8 EDCC321 8 EDCC421 8


Choose ONE

SECF122 (M) or SECF123 (NM)

8 ENTB521 or TWTB521

2

AGLA121 or AGLE121

12





LSFP122 8 LSFP222 16 LSFP321 12

RSTO421 8

MFPF121 8 MFPD221 8 MFPF321 16 MFPD421 12

LSKM121 8 LSKH221 8 LSKE321 12

PPSE221 8 PPSE422 12

Choose ONE


8

Choose ONE


8

Choose ONE

LITG323 (E) or LITG324 (T)

16

Choose ONE LITH223 (E) or LITH224 (T)

8 Choose ONE LITH423 (E) or LITH424 (T)

8

Total Second Semester

77 Total Second Semester



59

Total Level 1 145 Total Level 2 125 Total Level 3 141 Total Level 4 123

TOTAL FOR THE CURRICULUM 534

30

M.4.1.1.2 CURRICULUM 0171M (Old) : FOUNDATION PHASE (Level 1 to 4)

2011 2012 2013 2014




Fundamental modules

(compulsory)

Fundamental modules

(compulsory)

Fundamental modules

(compulsory)

Fundamental modules

(compulsory)

CMPF111 8 WVOS311 12 RESF411 8

Core Modules

(compulsory)

Core Modules

(compulsory)

Core Modules

(compulsory)

Core Modules

(compulsory)



LSFP111 8 LSFP211 8 LSFP311 8

Core Modules

(compulsory)

Core Modules

(compulsory)

Core Modules

(compulsory)

Core Modules

(compulsory)

LSKR111 8 LSKM211 8 LSKP311 8 PPSE411 8

LITH112 (A) or

LITH114 (S) 8 LITG211 8 LSKN312 8 LITG413 (E) 16

NFPF111 8 NFPD211 8 LITH313 (E) 8 NFPF411 8

PPSE211 8 LITA313 (E) 8

NFPD311 8

Total 1st

semester 56 Total 1

st semester 56

Total 1st

semester 76

Total 1st

semester 56

31

CURRICULUM O171M (Old) : FOUNDATION PHASE (Level 1 to 4)

2011 2012 2013 2014


SECOND SEMESTER SECOND

SEMESTER

SECOND

SEMESTER

SECOND

SEMESTER

Module Code Cr Module

Code Cr Module Code Cr Module Code Cr

Fundamental modules

(compulsory)

Fundamental

modules

(compulsory)

Fundamental

modules

(compulsory)

Fundamental

modules

(compulsory)

LIFF121 8 WVOS221 12 TFPF321 8 RESF421 8

AGLE121 12 ENGF221 8 SMLO421 8

REDD122 8

ENGF121 8

Core Modules

(compulsory)

Core Modules

(compulsory)

Core Modules

(compulsory)

Core Modules

(compulsory)


LSFP121 8 LSFP221 8


Continuation of

Modules

Continuation of

Modules

Continuation of

Modules

Continuation of

Modules

LSKM121 8 LSKH221 8 LSKE321 8 LITH423 (E)** 8

LITA123 or

LITA124 8

LITA223

(E) or

LITH221

(A)

8 LSKA322 8

NFPD121 8 PPSE221 8

LITG321 (A)

or

LITG323

16 PPSE421 8

NFPF221 8 NFPF321 16 NFPD421 16

Total 2nd

semester 77

Total 2nd

semester 69

Total 2nd

semester 65

Total 2nd

semester 57

TOTAL EVEL 1 133 TOTAL

LEVEL 2 125

TOTAL

LEVEL 3 142

TOTAL

LEVEL 4 113


* Curriculum O170M (Old) started in 2010 as a new programme, but was replaced in 2012 with the

new Curriculum O300M (New). The phasing out of O170M started in 2012 with no new intakes.

Only level 4 will be allowed to enrol in 2014 for the Old programme.

** Practical Teaching: Note that the following modules for O170M : O300M are similar:

PRTC121 : EDCC124

PRTC221 : EDCC223

PRTC321 : EDCC322

PRTC421 : EDCC422

32

CURRICULUM O420M: NEW FOUNDATION PHASE

2016 2017 2018 2019


First semester First semester First semester First semester

Module code Cr Type Module code Cr Type Module code Cr Type Module code Cr Type

Fundamental modules

Compulsory

Fundamental modules

Compulsory

Fundamental modules

Compulsory

Fundamental modules

Compulsory

EDCC114 8 H EDCC214 8 H EDCC413 8 H

EDCC115 8 H EDCC215 8 H EDCC315 8 H EDCC414 8 H


EDTC111 8 X MTLS211 12 X EDTM312 8 X RESF412 8 X

WVOS312 12 X

Specialisation Subjects Specialisation Subjects Specialisation Subjects Specialisation Subjects

MFPC111 12 H MFPC311 8 H MFPC411 12 H

LSKS111 8 H LSKA211 8 H LSPP411 8 H

Choose one First Language:

AFRF111 (A) or

ENFF111 (E) or

PEFF111 (P)3 or

SEFF111 (T) or

XHFF111 (X)3 or

ZUFF111 (Z)3

12 H Continuation of:

AFRF211 (A) or

ENFF211 (E) or

PEFF211 (P)3 or

SEFF211 (T) or

XHFF211 (X)3 or

ZUFF211 (Z)3


AFRF311 (A) or

ENFF311 (E) or

PEFF311 (P)3 or

SEFF311 (T) or

XHFF311 (X)3 or

ZUFF311 (Z)3


AFRF411 (A) or

ENFF411 (E) or

PEFF411 (P)3 or

SEFF411 (T) or

XHFF411 (X)3 or

ZUFF411 (Z)3

12 H

ENAF211 8 H ENAF311 8 H ENAF411 8 H

Total 1st semester 64 Total 1st semester 64 Total 1st semester 64 Total 1st semester 72

33

Second semester Second semester Second semester Second semester

Fundamental modules

Compulsory

Fundamental modules

Compulsory

Fundamental modules

Compulsory

Fundamental modules

Compulsory


EDCC325 8 H


Choose one:

AGLA121 or

AGLE121

12 X WVOS222 12 X RESF422 8 X

Choose one:

AFCL121¹ or

PECL1212 or

SECL121² or

XUCL1212 or

ZUCL1212

8 X LOLT421 3 X

Specialisation Subjects Specialisation Subjects Specialisation Subjects Specialisation Subjects

MFPC121 12 H MFPC221 12 H MFPC321 8 H MFPP421 12 H

LSKM221 8 H LSKN321 8 H LSKP421 8 H

Continuation of:

AFRF121 (A) or

ENFF121 (E) or

PEFF121 (P)3 or

SEFF121 (T) or

XHFF121 (X)3 or

ZUFF121 (Z)3


AFRF221 (A) or

ENFF221 (E) or

PEFF221 (P)3 or

SEFF221 (T) or

XHFF221 (X)3 or

ZUFF221 (Z)3


AFRF321 (A) or

ENFF321 (E) or

PEFF321 (P)3 or

SEFF321 (T) or

XHFF321 (X)3 or

ZUFF321 (Z)3


AFRF421 (A) or

ENFF421 (E) or

PEFF421 (P)3 or

SEFF421 (T) or

XHFF421 (X)3 or

ZUFF421 (Z)3

12 H

ENAF221 8 H ENAF321 8 H ENAF421 8 H

Total 2nd semester 60 Total 2nd semester 68 Total 2nd semester 68 Total 2nd semester 67

Year level 1 124 Total Year level 2 132 Total Year level 3 132 Total Year level 4 139


B.Ed SENIOR & FET

M.4.1.2 CURRICULUM O181M: LIFE SCIENCES FOR EDUCATION




Fundamental

Modules

Compulsory

Fundamental

Modules

Compulsory

Fundamental

Modules

Compulsory

Fundamental Modules

Compulsory

CMPF111 8 ENGF211 8 MATF311 8 RESF411 8

AGLE111 12 WVOS311 12

Choose ONE SECF412 (M) or

SECF413 (NM)

8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1

Continuation of Core

Modules and

Methodology

Continuation of

Core Modules

Methodology of Core

Modules

LIFE111 16 LIFE211

LAND211

16

8 LIFE311 16 LIFD411 16

Core Module 2

Choose One


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2

ENGE111 16 ENGE212

ENGD212

16

8 ENGE311 16 ENGD417 16

GEOE111 16 GEOE211

LASD211

16

8 GEOE311 16 GEOD411 16

MATE111 16 MATE211

MATD211

16

8 MATE311 16 MATD411 16

PHSE111 16 PHSE211

ADSD211

16

8 PHSE311 16 PHSD411 16

SEME111 16 SEME211

SEMD211

16

8 SEME311 16 SEMD411 16

Total First

Semester 68

Total First

Semester 72

Total First

Semester 68

Total First

Semester 64

35

CURRICULUM O181M: LIFE SCIENCES FOR EDUCATION (CONTINUED)



Module code Cr Module code Cr Module code Cr Module code Cr

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

ENGF121 8 MATF221 8 EDTM321 8 RESF421 8

LIFF121 8 WVOS221 12

Choose ONE

SECF122 (M) or

SECF123 (NM)

8

ENTB521 or TWTB521

2

AGLE121 12 Choose ONE

RSTO421 or SMLO421

8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Continuation of

Core Module 1

Continuation of

Core Module 1


Module 1 and

Methodology

Methodology of Core

Module 1

LIFE121 16 LIFE221 16 LIFE321

LIFD321

16

8 LAND421 16

Continuation of

Core Module 2

Continuation of

Core Module 2


Module 2 and

Methodology

Methodology of Core

Module 2

ENGE122 16 ENGE221 16 ENGE321

ENGD322

16

8 ENGD427 16

GEOE121 16 GEOE221 16 GEOE321

GEOD321

16

8 LASD421 16

MATE121 16 MATE221 16

MATE321

MATD321

16

8 MATD421 16

PHSE121 16 PHSE221 16 PHSE321

PHSD321

16

8 LAND421 16

SEME121 16 SEME221 16 SEME321

SEMD321

16

8 SEMD421 16

Total Second

Semester 77

Total Second

Semester 61

Total Second

Semester 65

Total Second

Semester 59



*This is a new, aligned programme, started in 2011.

***Select second major with Life Sciences from one of the following: English, Geography, Mathematics,

Physical Sciences or Setswana.

36

M.4.1.3 CURRICULUM O183M: ENGLISH FOR EDUCATION




Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory


AGLE111 12 WVOS311 12


SECF413 (NM)

8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1


Model 1 and

Methodology


Module 1

Methodology of Core

Module 1

ENGE111 16 ENGE212

ENGD212

16

8 ENGE311 16 ENGD417 16

Core Module 2


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2

LIFE111 16 LIFE211

LAND211

16

8 LIFE311 16 LIFD411 16

MATE111 16 MATE211

MATD211

16

8 MATE311 16 MATD411 16

SEME111 16 SEME211

SEMD211

16

8 SEME311 16 SEMD411 16

Total First

Semester 68

Total First

Semester 72

Total First

Semester 68

Total First

Semester 64

37

CURRICULUM O183M: ENGLISH FOR EDUCATION (CONTINUED)




Fundamental Modules

Compulsory

Fundamental

Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory



Choose ONE

SECF122 (M)) or

SECF123 (NM)

8

ENTB521 or TWTB521

2


RSTO421 or SMLO421

8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1


Module 1 and

Methodology


Module 1

Methodology of Core

Module 1


ENGD322

16

8 ENGD427 16

Core Module 2


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2


LIFD321

16

8 LAND421 16

MATE121 16 MATE221 16

MATE321

MATD321

16

8 MATD421 16


SEMD321

16

8 SEMD421 16

Total Second

Semester 77

Total Second

Semester 61

Total Second

Semester 65

Total Second

Semester 59

Total level 1 145 Total level 2 133 Total level 3 133 Total level 4 123



***Select second major with English from one of the following: Economics, Geography, Life Sciences,

Mathematics, Physical Sciences and Setswana.

38

M.4.1.4 CURRICULUM O184M: ECONOMICS FOR EDUCATION




Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory


AGLE111 12 WVOS311 12


SECF413 (NM)

8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1


Module 1 and

Methodology


Module 1

Methodology of Core

Module 1

ECOE111 16 ECOE211

LABD211

16

8

ECOE311

16 ECOD411

16

Core Module 2


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2

ACCE111 16 ACCE211

ADSD211

16

8 ACCE311 16 ACCD411 16

BSTE111 16 BSTE211

ADSD211

16

8 BSTE311 16 BSTD411 16

LIFE111 16 LIFE211

LAND211

16

8 LIFE311 16 LIFD411 16

Total First

Semester 68

Total First

Semester 72

Total First

Semester 68

Total First

Semester 64

39

CURRICULUM O184M: ECONOMICS FOR EDUCATION (CONTINUED)




Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory



Choose ONE SECF122 (M)) or

SECF123 (NM)

8

ENTB521 or TWTB521

2


RSTO421 or SMLO421

8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1


Module 1 and

Methodology


Module 1

Methodology of Core

Module 1

ECOE121 16 ECOE221 16 ECOE321

ECOD321

16

8 LABD421 16

Core Module 2


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2

ACCE121 16 ACCE221 16 ACCE321

ACCD321

16

8 ADSD421 16

BSTE121 16 BSTE221 16 BSTE321

BSTD321

16

8 ADSD421 16


LIFD321

16

8 LAND421 16

Total Second

Semester 77

Total Second

Semester 61

Total Second

Semester 65

Total

Second

Semester

59




***Select second major with Economics from one of the following: Accounting, Business Studies,

English, Geography, Life Sciences or Physical Sciences.

40

M.4.1.5 CURRICULUM O186M: GEOGRAPHY FOR EDUCATION




Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory


AGLE111 12 WVOS311 12


SECF413 (NM)

8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1


Module 1 and

Methodology


Module 1

Methodology of Core

Module 1

GEOE111 16 GEOE211 16 GEOE311 16 GEOD411 16

LASD211 8

Core Module 2


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2

BSTE111 16 BSTE211

LABD211

16

8 BSTE311 16 BSTD411 16

ENGE111 16 ENGE212

ENGD212

16

8 ENGE311 16 ENGD417 16

LIFE111 16 LIFE211

LAND211

8

8 LIFE311 16 LIFD411 16

MATE111 16 MATE211

MATD211

16

8 MATE311 16 MATD411 16

SEME111 16 SEME211

SEMD211

16

8 SEME311 16 SEMD411 16

Total First

Semester 68

Total First

Semester 72

Total First

Semester 68

Total First

Semester 64

41

CURRICULUM O186M: GEOGRAPHY FOR EDUCATION (CONTINUED)




Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory




SECF123 (NM)

8

ENTB521 or TWTB521

2


RSTO421 or SMLO421

8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1


Module 1 and

Methodology


Module 1

Methodology of Core

Module 1


GEOD321

16

8 LASD421 16

Core Module 2


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2


BSTD321

16

8 LABD421 16


ENGD322

16

8 ENGD427 16


LIFD321

16

8 LAND421 16

MATE121 16 MATE221 16 MATE321

MATD321

16

8 MATD421 16


SEMD321

16

8 SEMD421 16

Total Second

Semester 77

Total Second

Semester 61

Total Second

Semester 65

Total

Second

Semester

59




***Select second major with Geography from one of the following: Business Studies, Economics, English,

Life Sciences, Mathematics, Physical Sciences or Setswana.

42

M.4.1.6 CURRICULUM O190M: PHYSICAL SCIENCES FOR EDUCATION




Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory


AGLE111 12 WVOS311 12


SECF413 (NM)

8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1


Module 1 and

Methodology


Module 1

Methodology of Core

Module 1

PHSE111 16 PHSE211

LAND211

16

8 PHSE311 16 PHSD411 16

Core Module 2


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2

LIFE111 16 LIFE211

ADSD211

16

8 LIFE311 16 LIFD411 16

MATE111 16 MATE211

MATD211

16

8 MATE311 16 MATD411 16

Total First

Semester 68

Total First

Semester 72

Total First

Semester 68

Total First

Semester 64

43

CURRICULUM O190M: PHYSICAL SCIENCES FOR EDUCATION (CONTINUED)




Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory



Choose ONE

SECF122 (M)) or

SECF123 (NM)

8

ENTB521 or TWTB521

2

AGLE121 12 Choose ONE RSTO421 or SMLO421

8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1


Module 1 and

Methodology


Module 1

Methodology of Core

Module 1


PHSD321

16

8 LAND421 16

Core Module 2


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2

LIFE121 16 LIFE221 16

LIFE321

LIFD321

16

8 ADSD421 16

MATE121 16 MATE221 16

MATE321

MATD321

16

8 MATD421 16

Total Second

Semester 77

Total Second

Semester 61

Total Second

Semester 65

Total

Second

Semester

59




***Select second major with Physical Sciences from one of the following: Economics, English,

Geography, Life Sciences or Mathematics.

44

M.4.1.7 CURRICULUM O191M: BUSINESS STUDIES FOR EDUCATION




Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory


AGLE111 12 WVOS311 12


SECF413 (NM)

8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1


Module 1 and

Methodology


Module 1

Methodology of Core

Module 1

BSTE111 16 BSTE211

LABD211

16

8 BSTE311 16 BSTD411 16

Core Module 2


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2

ACCE111 16 ACCE211

ADSD211

16

8 ACCE311 16 ACCD411 16

ECOE111 16 ECOE211

ADSD211

16

8 ECOE311 16 ECOD411 16

ENGE111 16 ENGE212

ENGD212

16

8 ENGE311 16 ENGD417 16

GEOE111 16 GEOE211

LASD211

16

8 GEOE311 16 GEOD411 16

Total First

Semester 68

Total First

Semester 72

Total First

Semester 68

Total First

Semester 64

45

CURRICULUM O191M: BUSINESS STUDIES FOR EDUCATION (CONTINUED)




Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory




SECF123 (NM)

8

ENTB521 or TWTB521

2


8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1


Module 1 and

Methodology


Module 1

Methodology of Core

Module 1


BSTD321

16

8 LABD421 16

Core Module 2


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2


ACCD321

16

8 ADSD421 16


ECOD321

16

8 ADSD421 16


ENGD322

16

8 ENGD427 16


GEOD321

16

8 LASD421 16

Total Second

Semester 77

Total Second

Semester 61

Total Second

Semester 65

Total

Second

Semester

59




***Select second major with Business Studies from one of the following: Accounting, Economics,

English, Geography, Mathematics or Setswana.

46

M.4.1.8 CURRICULUM O192M: ACCOUNTING FOR EDUCATION




Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory


AGLE111 12 WVOS311 12


SECF413 (NM)

8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1


Module 1 and

Methodology


Module 1

Methodology of Core

Module 1

ACCE111 16 ACCE211

LABD211

16

8 ACCE311 16 ACCD411 16

Core Module 2


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2

BSTE111 16 BSTE211

ADSD211

16

8 BSTE311 16 BSTD411 16

ECOE111 16 ECOE211

ADSD211

16

8 ECOE311 16 ECOD411 16

ENGE111 16 ENGE212

ENGD212

16

8 ENGE311 16 ENGD417 16

MATE111 16 MATE211

MATD211

16

8 MATE311 16 MATD411 16

Total First

Semester 68

Total First

Semester 72

Total First

Semester 68

Total First

Semester 64

47

CURRICULUM O192M: ACCOUNTING FOR EDUCATION (CONTINUED)




Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory




SECF123 (NM)

8

ENTB521 or TWTB521

2


8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1


Module 1 and

Methodology


Module 1

Methodology of Core

Module 1

ACCE121 16 ACCE221 16

ACCE321

ACCD321

16

8 LABD421 16

Core Module 2


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2


BSTD321

16

8 ADSD421 16


ECOD321

16

8 ADSD421 16


ENGD322

16

8 ENGD427 16


MATD321

16

8 MATD421 16

Total Second

Semester 77

Total Second

Semester 61

Total Second

Semester 65

Total

Second

Semester

59




***Select second major with Accounting from one of the following: Business Studies, Economics,

English or Mathematics.

48

M.4.1.9 CURRICULUM O194M: MATHEMATICS FOR EDUCATION




Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory


AGLE111 12 WVOS311 12


SECF413 (NM)

8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1


Module 1 and

Methodology


Module 1

Methodology of Core

Module 1

MATE111 16 MATE211

MATD211

16

8 MATE311 16 MATD411

16

Core Module 2


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2

ACCE111 8 ACCE211

LABD211

16

8 ACCE311 16 ACCD411 16

ENGE111 16 ENGE212

ENGD212

16

8

ENGE311

16 ENGD417 16

GEOE111 16 GEOE211

LASD211

16

8 GEOE311 16 GEOD411 16

LIFE111 16 LIFE211

LAND211

16

8 LIFE311 16 LIFD411 16

PHSE111 16 PHSE211

LAND211

16

8 PHSE311 16 PHSD411 16

Total First

Semester 68

Total First

Semester 72

Total First

Semester 68

Total First

Semester 64

49

CURRICULUM O194M: MATHEMATICS FOR EDUCATION (CONTINUED)




Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory




SECF123 (NM)

8

ENTB521 or TWTB521

2


8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1


Module 1 and

Methodology


Module 1

Methodology of Core

Module 1


MATD321

16

8 MATD421 16

Core Module 2


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2


ACCD321

16

8 LABD421 16


ENGD322

16

8 ENGD427 16


GEOD321

16

8 LASD421 16


LIFD321

16

8 LAND421 16


PHSD321

16

8 LAND421 16

Total Second

Semester 77

Total Second

Semester 61

Total Second

Semester 65

Total

Second

Semester

59




***Select second major with Mathematics from one of the following: Accounting, Business Studies,

English, Geography, Life Sciences or Physical Sciences.

50

M.4.1.10 CURRICULUM O196M: SETSWANA FOR EDUCATION (M)




Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory


AGLE111 12 WVOS311 12


SECF413 (NM)

8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1


Module 1 and

Methodology


Module 1

Methodology of Core

Module 1

SEME111 16 SEME211

SEMD211

16

8 SEME311 16 SEMD411 16

Core Module 2


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2

ENGE111 16 ENGE212

ENGD212

16

8 ENGE311 16 ENGD417 16

GEOE111 16 GEOE211

LASD211

16

8 GEOE311 16 GEOD411 16

LIFE111 16 LIFE211

LAND211

16

8 LIFE311 16 LIFD411 16

Total First

Semester 68

Total First

Semester 72

Total First

Semester 68

Total First

Semester 64

51

CURRICULUM O196M: SETSWANA FOR EDUCATION (M) (CONTINUED)




Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory

Fundamental Modules

Compulsory




SECF123 (NM)

8

ENTB521 or TWTB521

2


8

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory

Core Modules

Compulsory



Core Module 1


Module 1 and

Methodology


Module 1

Methodology of Core

Module 1


SEMD321

16

8 SEMD421 16

Core Module 2


Module 2 and

Methodology


Module 2

Methodology of Core

Module 2


ENGD322

16

8 ENGD427 16


GEOD321

16

8 LASD421 16


LIFD321

16

8 LAND421 16

Total Second

Semester 77

Total Second

Semester 61

Total Second

Semester 65

Total

Second

Semester

59




***Select second major with Setswana from one of the following: Business Studies, English,

Geography or Life Sciences.

52

M.4.2 PGCE CURRICULUM

FIRST SEMESTER SECOND SEMESTER

Module Code Credits Module Code Credits

Fundamental modules Fundamental modules

COMF511 8 LIFF521 12

TGNO511 8 TGNO521 8

Core Modules Core Modules

EDCC511 8 EDCC521 12

EDCC512 8 EDCC522 12

EDCC513 8 EDCC523 8

TWO of the following methodologies TWO of the following methodologies

ACCD511 12 LABD521 12

AFRD511 12 LAAD521 12

ARTD511 12 TECD521 12

BSTD511 12 ENGD521 12

CATD511 12 LASD521 12

ECOD511 12 LAND521 12

ENGD511 12 LLOD521 12

GEOD511 12 MATD521 12

HISD511 12 SEMD521 12

INTD511 12

LIFD511 12

LLOD511 12

MATD511 12

PHSD511 12

RSVD511 12

SEMD511 12

TRVD511 12

VWVD511 12

TOTAL 1st semester 64 Total 2nd semester 76


53

M.4.3.2 ACE in English Education (423 122)

M.4.3.2.1 Curriculum outcomes

After completing the advanced Certificate in Education in English

Education the student will:

a) possess scientific knowledge of and insight into English Education;

b) demonstrate certain skills and competencies (amongst others

critical problem solving, functioning in groups and integrating

acquired knowledge effectively into the education situation) in

English Education;

c) strive for certain values (amongst others excellence in

education and integrity in the education situation) on the

grounds of his/her studies in English Education.

M.4.3.2.2 Compilation of Curriculum O433M

First semester Second semester

Module code Cr Module code Cr

ORAK 511 8 ORAK 521 8

FSET 511 8 NVMI 521 8

ORLK 511 8 ORLK 521 8

EUCE 511 8 HIVA 521 8

CDEK 511 16 SDEK 522 16

ATEK 511 16 ASDK 522 16

Total 1st

semester 64 Total 2nd

semester 64

Total credits for the curriculum 128

54

M.4.3.3 ACE in Project Management (423 140)


After completing the Advanced Certificate in Project Management

the student will: possess scientific knowledge of and insight into

Project Management;

a) demonstrate certain skills and competencies (amongst others



Project Management;

b) strive after certain values (amongst others excellence in


grounds of his/her studies in Project Management.




EUCE 511 8 EDDM 522 24

EDDM 511 12 EDDM 523 12

EDDM 513 16 EDDM 524 12

EDDM 514 12

EDDM 571 (Year module) 24

Total 1st


semester 72


55

M.4.3.4 ACE in Technology Education (423 136)


After completing the Advanced Certificate in Technology Education

the student will:

a) demonstrate conceptual understanding of technology concepts

in the contexts of the requirements of the relevant national

curriculum.

b) demonstrate certain skills and competencies, including critical

problem solving, functioning in groups and integrating acquired

knowledge effectively into the education situation.

c) strive towards certain values, including excellence and integrity

in teaching technology based on his or her study.


First Year Second Year


ETTM 511 12 EDDM 521 12

EDIM 513 12 EDIM 524 12

EDIM 511 12 EDIM 525 12

EDIM 512 12 EDIM 526 24

EDIM 579 (Year Module) 24

Total 1st

Year 48 Total 2nd

Year 84


56

M.4.3.5 ACE in Life Orientation (423 129)


After completing the Advanced Certificate in Education in Life

Orientation the student will:

a) Possess scientific knowledge of and insight into Life Orientation;

b) Demonstrate certain skills and capacities (amongst others



Life Orientation; and

c) Strive for certain values (amongst others excellence in


grounds of his/her studies in the Life Orientation.


First Year

Module code Cr

ORAK 511 8

FSET 511 8

ORLK 511 8

EUCE 511 8

LOHA 571 32

LOCK 571 32

LOBO 571 32


57

M.4.3.6 ACE in Mathematical Literacy (423 129)


After completing the Advanced Certificate in Education in

Mathematical Literacy students will:

a) possess scientific knowledge of and insight into the

Mathematical Literacy in the school curriculum;




Mathematical Literacy; and

c) strive after certain values (amongst others excellence in


grounds of his/her studies in the Mathematical Literacy.

M.4.3.6.2 Faculty specific rules

If a student is NOT in possession of a four year teacher‟s

qualification, 32 credits of the generic modules (as prescribed for

the ACE in Mathematical Literacy programme for learners with 360

previously attained credits) must be taken.

If a student does not possess Mathematics Gr 12 HG/SG, an

admission course of 20 credits must first be obtained in order to

comply with the expected level of mathematical competency.

Duration of study for Mathematical Literacy curriculum is 2 years.

58

M.4.3.6.3 Compilation of Curriculum O444P/V/M

Curriculum for students with 480 credits (students with a 4-year teacher qualification)

Year 1 Year 2


MLED 575 32 MLED 576 32

MLED 572 32 MLED 574 32

Total 1st year 64 Total 2

nd year 64


Curriculum for students with 360 credits

(students with a 3-year teacher qualification)

Year 1 Year 2


FSET 511 8 MLED 576 32

ORLK 511 8 MLED 574 32

EUCE 511 8

ORAK 51 ORAK 511 8

MLED 575 32

MLED 572 32

Total 1st year 96 Total 2

nd year 64


59

M.4.3.7 ACE in Learner Support (423 130)

M 4.3.7.1 Curriculum outcomes

After completing the Advanced Certificate in Education in Learner

Support the learner will:

a) possess scientific knowledge of and insight into learner support;




learner support; and

c) strive after certain values (amongst others excellence in


grounds of his/her studies in learner support.

M.4.3.7.2 Compilation of Curriculum O430P/V/M



ORAK 511 8 ORAK 521 8

FSET 511 8 NVMI 521 (EDFM 523) 8

ORLK 511 8 ORLK 521 8

EUCE 511 8 HIVA 521 8

LSIE 518 16 LSSH 528 16

LSED 518 16 LSDL 528 16

Total 1st


semester 64


60

M.4.3.8 ACE in Setswana Education (423 131)

M.4.3.8.1 Curriculum Outcomes

After completion of the ACE in Setswana Education, the student

will:

a) demonstrate theoretical knowledge of and insight into relevant

aspects of teaching and learning in the area of Setswana

Education;

b) demonstrate relevant professional skills and competencies

(amongst others, critical problem solving, sound judgement and

decision making, effective functioning in groups and effective

didactical skills) in the field of Setswana Education;

c) strive to implement certain values (amongst others, excellence

in education practice, continuous professional development and

integrity in the education environment) within his/her area of

specialisation and classroom practice.

M.4.3.8.2 Compilation of Curriculum (0439)



ORAK 511 8 ORAK 521 8

FSET 511 8 NVMI 521 8

ORLK 511 8 ORLK 521 8

EUCE 511 8 HIVA 521 8

SWHK 511 16 SWHK 521 16

SVDK 511 16 SVDK 521 16

Total 1st


semester 64


M.4.3.8.3 Module Outline

M.4.3.8.3.1 Module Code: ORAK 511

M.4.3.8.3.1.1 Module Title: Education Law, Systems and Management A

Module outcomes: After successful completion of this module the

student will

demonstrate knowledge, skills and insight with regard to the

school as organisation and teaching as profession;

analyse and evaluate the relationship of the educator to his/her

employer, especially by concentrating on the conditions of

employment of the educator; and

61

be aware of the ethical aspects surrounding Education Law,

Systems and Management.

M 4.3.8.3.2 Module Code: ORAK 521

M.2.6.8.3.2.1 Module Title: Education, Systems and Management B

Module Outcomes: After successful completion of this module the

student will

demonstrate knowledge and understanding of the management

tasks of the educator;

demonstrate knowledge and understanding of some basic

issues in Education Law;

demonstrate an understanding of practice shock and its effect

on the beginner/novice educator; and

be aware of the ethical aspects surrounding Education Law,

Administration and Systems.

M.4.3.8.3.3 Module Code: ORLK 511

M.4.3.8.3.3.1 Module Title: Teaching and Learning A


student will

demonstrate knowledge, understanding and skills with regard to

teaching and learning by describing and comparing the

information processing and constructivist approaches to learning;

demonstrate knowledge and understanding of the cognitive,

metacognitive and motivation variables that contribute to effective

learning; and

analyse and illustrate the contribution of an interactive teaching

approach to effective teaching-learning situations, including co-

operative learning models, appropriate teaching-learning methods

and media and continuous assessment.

M 4.3.8.3.4 Module Code: ORLK 521

M.4.3.8.3.4.1 Module Title: Teaching and Learning B


student will

62

demonstrate knowledge, understanding and skills with regard to

teaching, learning and the curriculum by: analysing effective

learning according to a model of the effective learner; explaining

and analysing motivation according to the attribution theory and

self-efficacy viewpoints; describing, analysing and illustrating the

contribution of effective development of curricula to effective

teaching, as manifested in the curriculum cycle.

M.4.3.8.3.5 Module Code: FSET 511

M.4.3.8.3.5.1 Module Title: Education Theory – Foundation Studies in

Education


student will

relate his/her knowledge to the micro and macro factors

influencing the development of education throughout the course

of history;

demonstrate the ability to relate the history of education and its

influencing factors to a personal philosophy of education, giving

evidence of examples from teaching practice;

do research and report on the difference between political

democracy and democratic education, and critically and

independently evaluate the complexity of democratic education in

the classroom with reference to discrimination in various forms;

and

interpret and offer solutions to complex problems relating to the

demands placed by democracy on the moral capacity of teachers

and students, their perception of their moral duty, and the

complexities of establishing values in South African schools.

M.4.3.8.3.6 Module Code: HIVA 521

M.4.3.8.3.6.1 Module Title: HIV/AIDS: Legislation, Counselling and Support


student will

demonstrate an understanding regarding legislation relevant to

the handling of HIV/AIDS in the school context;

know the rights and obligations of HIV/AIDS positive learners and

teachers;

63

promote the protection of learners and educators within the

school context;

display the skill in compiling guidelines for establishing an

accountable healthy school environment for learners with

HIV/AIDS;

develop and demonstrate acquired knowledge and skills to

become skilled in care and counselling of HIV/AIDS, and

develop skills to be able to design and co-ordinate an individual

educational support programme to support the learner with

HIV/AIDS.

M.4.3.8.3.7 Module Code: EUCE 511

M.4.3.8.3.7.1 Module Title: End-user Computing for Educators


student will

be knowledgeable regarding all relevant aspects related to basic

computer literacy (e.g. definition of a computer; components of a

computer; use of the components etc.):

demonstrate the effective and efficient use of:

a word processor programme

a spreadsheet programme

a graphics programme

an e-mail programme

a browser an search engines;

understand and explain the use of computers in education; and

understand and explain aspects regarding the safe and ethical

use of computers.

M.4.3.8.3.8 Module Code: NVMI 521/EDFM 523

M.4.3.8.3.8.1 Module Title: Introduction to Research Methods


student will

understand the concept of educational research and types of

research;

64

develop a research problem, purpose statement and formulate

the significance of a study;

conduct a review of the literature and formulate hypothesis;

understand and apply qualitative and quantitative research

approaches to educational research;

develop a research design and procedures, select a population

and apply sampling techniques;

develop appropriate research tools/instruments and data

collection procedures;

conduct data analysis including descriptive and inferential

statistics; and

demonstrate correct use of bibliographical references.

M 4.3.8.3.9 Khouto ya Mojulu: SVDK 511

M.4.3.8.3.9.1 Leina: Mabaka a Thuto le Didaktiki tse di Dirisitsweng mo

Setswaneng: Kgato ya Magareng le e Kgolo

Dipoelo tsa Thuto:

Mo bofelong jwa mojulu o moithuti o tshwanetse go bontsha kitso,

bokgoni le maitshwaro ka ga tiriso ya Kemo ya Kharikhulamo ya

Bosetšhaba gore ba ne le bokgoni jwa go ruta puo ka mokgwa wa

Thuto-tota-dipoelo le go dirisa mekgwa, ditiro, dethekeniki le

poposešwa ka go ruta go reetsa, go bua, go bala le go kwala, go

dirisa le bokgoni jwa go tlhatlhoba, go loga maano a dithuto le go

dirisa metswedi e e bothlhokwa.

M.4.3.8.3.10 Khouto ya Mojulu: SVDK 521

M.4.3.8.3.10.1 Leina: Mabaka a Thuto le Didaktiki tse di Dirisitsweng mo

Setswaneng: Kgato e Kgolo le ya Katiso le Thuto e e

Tseneletseng

Dipoelo tsa Thuto:


bokgoni le maitshwaro ka ga go bopa le go ruta thoto (thuto e

nnye), atlhola, tlhatlhoba, ruta mme tsamaisa metswedi ya thuto le

go rulaganya Setswana e le serutwa.

65

M.4.3.8.3.11 Khouto ya Mojulu: SWHK 511

M.4.3.8.3.11.1 Leina: Thutapuo ya Setswana e e Tsweletseng

Dipoelo tsa Thuto:


bokgoni le maitshwaro ka ga go tlhatlhamolola mafoko le dipolelo

ka bokao, go kaela mefutafuta ya bokao, le go tlhatlhamolola

mafoko le dipolelo ka mokgwa wa popapolelo le morofoloji

M.4.3.8.3.12 Khouto ya Mojulu: SWHK 521

M.4.3.8.3.12.1 Leina: Thuto ya Ditlhangwa e e Tsweletseng mo Thutong mo

Setswaneng

Dipoelo tsa Thuto


bokgoni le matshawaro ka ga mefutafuta ya porose, maboko le

terama mme tsepo e le mo Thutong.

66

M.4.3.9 ACE in Mathematics Education (General Education and

Training Band) (423 134) (Not offered from 2012)


After completing the Advanced Certificate in Education in

Mathematics Education (General Education and Training Band) the

student will:

a) demonstrate a conceptual understanding of basic concepts of

mathematics in the contexts of the requirements of the relevant

national curriculum;

b) demonstrate certain skills and competencies, including critical

problem solving, functioning in groups and integrating acquired

knowledge effectively into the education situation and

c) strive towards certain values, including excellence and integrity

in teaching mathematics based on his or her study.


Candidates are considered for admission if they

(a) are in possession of a recognised three-year primary school

education diploma with specialisation in mathematics

OR

(b) are in possession of a recognised three-year education diploma

and instructed mathematics for at least two years in the

General Education and Training band.

The minimum duration of this specialisation is two years and is

presented by the Faculty of Education Sciences through ODL

(Open Distance learning) off-campus.

M. 4.3.9.3 Compilation of Curriculum O443P/V/M



FSET 511 8 NVMI 521 (EDFM 523) 8

ORLK 511 8 ORLK 521 8

EUCE 511 8 HIVA 521 8

NWPK 51 NWPK 511 16 NWPK 521 16

NWPK 512 16 NWPK 522 16

NDWK 522 16

Total 1st


semester 72


67

M 4.3.10 ACE in Curriculum & Professional Development (423 137)

(NO NEW INTAKE 2012)


After completing the Advanced Certificate in Education in Curriculum

and Professional Development the candidates will:

a) demonstrate certain skills and competencies (amongst others

critical problem solving, functioning in groups, integrating


Curriculum and Professional Development;

b) strive after values (amongst others excellence in education,

integrity in the education situation) on the grounds of his/her

studies in Curriculum and Professional Development.

The candidates will also demonstrate:

c) Practical competence in selecting, designing, planning,

implementing and evaluating, appropriate and effective projects,

as well as procedures and/ or programmes on Curriculum and

Professional Development;

d) A commitment to

set and aspire to achieve, high standards in curriculum practice.

achieve ongoing professional improvement regarding manage-

ment of educational institutions;

e) A capacity to critically analyse relevant materials, resources and

practices regarding education aspects as in the light of a

conceptual understanding of this particular specialist area of

study; and

f) Contemporary trends in core educational aspects such as the

NCS (National Curriculum Statement), CASS (continuous

assessment) and education leadership.


Only candidates identified by the provincial Department of

Education can enrol for this particular programme.

68

M.4.3.10.3 Compilation of Curriculum O429P/M



EDTM 511 12 EDSM 522 12

EDTM 512 12 EDSM 523 6

EDTM 513 6 EDSM 524 6

EDTM 51 EDTM 514 6 EDSM 525 12

EDTM 515 12 EDSM 526 12

EDSM 511 12 EDSM 527 12

Total 1st


semester 60


M.4.3.11 ACE in School Management & Leadership (423 138)


After completing the Advanced Certificate in Education in School

Leadership the candidates (aspirant and practicing principals) will be

able to:

a) demonstrate the skills, knowledge, and values needed to lead

and manage schools effectively and contribute to improving the

delivery of education across the school system

b) critically engage and be self-reflective practitioners.

c) manage their organizations as learning organizations and instil

values supporting transformation in the South African context.

d) provide leadership and management to enable the school to

give every learner quality education.

e) strengthen and support the role of School Leadership


Only candidates identified by the provincial Department of Education

can enrol for this particular programme.

69

M.4.3.11.3 Compilation of Curriculum O432P/M

Year level 1 Year level 2

First semester First semester


PCLM 521 10 PFCL 521 10

Year modules Year modules

PCMP 571 20 PCSR 571 20

PCTL 572 20 PCDG 572 20

Second semester Second semester


PCPO 522 10 PEMM 512 12

PFLS 511 6

Total year level 1 66 Total year level 2 62


70

M.4.4 Curricula of NPDE

M.4.4.1 NPDE in Foundation Phase

M.4.4.1.1 Curriculum composition

A curriculum is composed from the compulsory modules and ONE

major chosen from the core module groups.

Students specialising in the Foundation Phase acquire the following

credits:

Year Level 1: a) 104 credits from modules in the compulsory section and

b) 24 credits from core modules.

Foundation Phase Studies are compulsory for the Foundation

Phase.

Year Level 2: RPLL 271 (128 credits)

Year Level 3: 64 credits in the first semester and 64 credits in the second

semester.

The language of communication selected in the Year Level 1,

semester 2, is automatically the language of communication for Year

Level 3, semester 2.

A different language of communication must be selected for Year


Mother tongue speakers of Afrikaans/Setswana may NOT choose

the (nm) Non-mother tongue modules.

71

M.4.4.1.2 Compilation of curriculum: Foundation Phase O100P/M/V

Year level 1 Year level 2 Year level 3

First semester First & Second

semester

First semester

Module code Cr Module code Cr Module code Cr

RPLL111 48 RPLL 271 128 One of the following

CLFE 115 8 TSCN 315 8

TSNN 315 8

AKPN 315 8

AKPN 316 8

ESPN 315 8

Plus

EDMN 315 8

OPAN 315 8

FPUN 315 8

Plus 3 of the following

HSCN 319 8

LOCN 319 8

NWCN 319 8

TECK 315 8

Plus module from

chosen core module

group

8

Total 1st

semester 56 Total 1st

semester 64




One of the following One of the following

TSCN 125 8 TSCN 325 8

TSNN 125 8 TSNN 325 8

AKPN 125 8 AKPN 325 8

AKPN 126 8 AKPN 326 8

ESPN 125 8 ESPN 325 8

Plus Plus

WAPN 125 8 WAPN 325 8

FPUN 125 8 FPUN 325 8

AGDN 125 16 AGDN 325 16

EDVN 125 8

Plus core modules Plus core modules

Core subject 8 Core subject 8

Didactics 16 Didactics 16

Total 2nd semester 72 Total 2nd semester 64

Total year level 1 128 Total year level 2 128 Total year level 3 128


72

M.4.4.2 NPDE in Intermediate & Senior Phase


Students choose TWO majors from the core module groups

that includes core subject [2 (3x8) credits] plus the relevant

didactics [2 (2x16 credits)].

Students specialising in the Intermediate and Senior Phase acquire

the following credits:


b) 48 credits from the core module groups (2 majors).


Year Level 3: 64 credits in the first semester and 64 credits in the second semester.






Mother tongue speakers of Afrikaans/ Setswana may NOT choose


73

M.4.4.2.2 Compilation of curriculum: Intermediate & Senior Phase O101P/M/V


First semester First & Second semester First semester



CLFE 115 8 TSCN 315 8

TSNN 315 8

AKPN 315 8

AKPN 316 8

ESPN 315 8

Plus

EDMN 315 8

OPAN 315 8


HSCN 319 8

LOCN 319 8

NWCN 319 8

TECK 315 8

Plus 1 module each from

2 core module groups

Module – group 1 8


Total 1st


semester 64





TSCN 125 8 TSCN 325 8

TSNN 125 8 TSNN 325 8

AKPN 125 8 AKPN 325 8

AKPN 126 8 AKPN 326 8

ESPN 125 8 ESPN 325 8

Plus Plus

WAPN 125 8 WAPN 325 8

EDVN 125 8

Plus 2 modules each from




Group 1: Core subject 8 Group 1: Core subject 8

Group 1: Didactics 16 Group 1: Didactics 16



Total 2nd


semester 64



74

M.4.4.3 NPDE in Further Education & Training Phase (No new intake)


A curriculum is composed from the compulsory modules and TWO

majors chosen from the core module groups - that includes core

subject [2 (3x8) credits] plus the relevant didactics [2 (2x16 credits)].

Students specialising in the FET Phase acquire the following credits:


b) 48 credits from core modules.


Year Level 3: 64 credits in the first semester and 64 credits in the second

semester.






Mother tongue speakers of Afrikaans/Setswana may NOT choose


75

M.4.4.3.2 Compilation of curriculum: Further Education & Training Phase

O102P/M


First semester First & Second semester First semester



CLFE 115 8 TSCN 315 8

TSNN 315 8

AKPN 315 8

AKPN 316 8

ESPN 315 8

Plus

ENTN 315 8

OPAN 315 8


HSCN 319 8

LOCN 319 8

NWCN 319 8

TECK 315 8

Plus 1 module each from



Module – group2 8

Total 1st


semester 64





TSCN 125 8 TSCN 325 8

TSNN 125 8 TSNN 325 8

AKPN 125 8 AKPN 325 8

AKPN 126 8 AKPN 326 8

ESPN 125 8 ESPN 325 8

Plus Plus

WAPN 125 8 WAPN 325 8

EDVN 125 8






Group1: Didactics 16 Group 1: Didactics 16



Total 2nd


semester 64



76

M.5 LIST OF MODULES, NAMES AND CREDITS

M.5.1 BEd (FOUNDATION PHASE, SENIOR AND FURTHER EDUCATION

AND TRAINING PHASE):

MODULE MODULE NAME PRE-

REQUISITES CR

ACCD321 Accounting Methodology: FET phase 8

ACCD411 Accounting Methodology: FET phase 16

ACCE111 Accounting for Education 16






ADSD211 Additional Subject Methodology 8

ADSD421 Additional Subject Methodology 16

AGLA121 Academic Literacy 12

AGLE111 Introduction to Academic Literacy 12

AGLE121 Academic Literacy 12

BSTD321 Business Studies Methodology: FET phase 8

BSTD411 Business Studies Methodology: FET phase 16

BSTE111 Business Studies for Education 16






CMPF111 Computer Literacy for Educators 8

ECOD321 Economics Methodology: FET phase 8

ECOD411 Economics Methodology: FET phase 16

ECOE111 Economics for Education 16






EDCC112 Professional Studies 8

EDCC113 Basic Introduction to Education 8

EDCC123 Curriculum Development for Educators 8

EDCC124 Practical Teaching 1

77


REQUISITES CR


EDCC213 Educational Psychology 8




EDCC313 Inclusive Education 8

EDCC321 Education management 8


EDCC411 Education law 8


EDCC421 Educational Systems 8


EDTM321 Introduction to Environmental Education 8

ENGD212 English Methodology: Int and Snr phase 8

ENGD322 English Methodology: Snr and FET phase 16



ENGE111 English for Education 16






ENGF121 English medium of Instruction 8

ENGF221 English medium of Instruction 8

ENTB521 English Language Proficiency 1

GEOD321 Geography Methodology: FET phase 8

GEOD411 Geography Methodology: FET phase 16

GEOE111 Geography for Education 16






LABD211 Learning Area Economic Management Science Methodology: Snr phase

8

LABD421 Learning Area Economic Management Science Methodology: Snr phase

16

78


REQUISITES CR

LAND211 Learning Area Natural Science Methodology: Snr phase 8

LAND421 Learning Area Natural Science Methodology: Snr phase 16

LASD211 Learning Area Social Science Methodology: Snr phase 8

LASD421 Learning Area Social Science Methodology: Snr phase 16

LIFD321 Life Sciences Methodology: FET phase LIFE111,121, LAND 211

8

LIFD411 Life Sciences Methodology: FET phase LIFD321 16

LIFE111 Life Sciences for Education 16






LIFF121 Life Skills: Fundamental 8

LITA123 Literacy: 1st Additional Language: English 8



LITG211 Literacy: Visual Arts 8

LITG323 Academic English: Foundation phase 16

LITG413 Academic English: Foundation phase 16

LITH113 Literacy Home Language: English 8

LITH114 Literacy Home Language: Setswana 8







LSFP111 Learning Support: Foundation phase 8





LSKA311 Life Skills: Art 8

LSKE321 Life Skills: Environmental Studies 8

LSKH221 Life Skills: Health Education 8

LSKM121 Foundation phase: Music 8

LSKM211 Foundation phase: Music 8

79


REQUISITES CR

LSKN312 Life Skills: Nutrition 8

LSKP311 Life Skills: Physical Education 8

LSKR111 Life Skills: Religion 8

MATD211 Mathematics Methodology: Snr phase 8

MATD321 Mathematics Methodology: Int/FET phase 8

MATD411 Mathematics Methodology: Int/FET phase 16

MATD421 Mathematics Methodology: Snr phase 16

MATE111 Mathematics for Education 16




MATE311 Mathematics for Education MATE111 MATE221

16

MATE321 Mathematics for Education MATE221 16

MATF221 Mathematics in Practice 8

MATF311 Mathematics in Practice 8

NFPD121 Numeracy Methodology 8




NFPF111 Numeracy 8

NFPF221 Numeracy 8

NFPF321 Numeracy 16

NFPF411 Numeracy 8

PHSD321 Physical Sciences Methodology: FET phase

LAND211

PHSE111

PHSE121

8

PHSD411 Physical Sciences Methodology: FET phase 16

PHSE111 Physical Sciences for Education 16

PHSE121 Physical Sciences for Education 16

PHSE211 Physical Sciences for Education PHSE121 16




PPSE211 Pre-primary School Education 8




RESF411 Research in Education 8

80


REQUISITES CR

RESF421 Research Project 8

RSTO421 Religious Studies: Introduction to World Religions 8

SECF122 Setswana Tlhaeletsano ya Setswana (M) 8

SECF123 Setswana Communication (NM) 8

SECF412 Setswana Tlhaeletsano ya Setswana (M) 8

SECF413 Setswana Communication (NM) 8

SEMD211 Setswana Didaktiki ya Setswana (M) 8




SEME111 Setswana for Education (M) 16






SMLO421 School Media Librarianship 8

TFPF321 Technological Literacy for Foundation phase 8

TWTB521 Setswana Language Proficiency 1

WVOS221 Understanding the Educational World 12

WVOS311 Main currents in the Philosophy of Education 12

List of Modules: New Foundation Phase

Module

code Descriptive name Prerequisites Credits

AFCL121 Language of Conversational Competence: Afrikaans 8

AFRF111 Afrikaans Eerste taal GSF: Fundamentele Kennis en

Multikulturele Kinderliteratuur 12

AFRF121 Afrikaans Eerste taal GSF: Fonetiek, Fonologie, Fonemiese

Bewustheid en die Geskiedenis van Kinderliteratuur 12

AGLE121 Academic Literacy 12

EDCC114 Introduction to Curriculum and Professional Studies 8

EDCC115 Critical Components for Curriculum Development for

Educators 8

EDCC116 Work Integrated Learning (Learning in practice; Learning

from practice) 8

EDTC111 Educational Media and Technology 8

ENFF111 English First Language FP: Foundational Knowledge and

Multicultural Children‟s Literature 12

81

ENFF121

English First Language FP: Phonetics, Phonology,

Phonemic Awareness and the History of Children‟s

Literature

12

LSKS111 Life Skills for Early Childhood Education and Development:

Health Sciences 8

MFPC111

Mathematics for Early Childhood Education and

Development: Learning and Teaching Theories and

Strategies in Primary Mathematics

12

MFPC121 Mathematics for Early Childhood Education and

Development: Number Sense and Operations 12

SECL121 Language of Conversational Competence: Setswana 8

SEFF111 Setswana First Language FP: Foundational Knowledge and

Multicultural Children‟s Literature 12

SEFF121

Setswana First Language FP: Phonetics, Phonology,

Phonemic Awareness and the History of Children‟s

Literature

12

82

M.5.2 PGCE:

Remark: The PM 40 % indicates participation marks of 40 % during the semester.

MODULE

CODE MODULE NAME PRE-REQUISITES CR

ACCD 511 Accounting Methodology 12

ARTD 511 Art Methodology 12

BSTD 511 Business Studies Methodology 12

CATD 511 Computer Application Technology Methodology 12

COMF511 Computer in Education 8

ECOD511 Economics Methodology 12

EDCC511 Education Theory 8

EDCC512 Assessment 8



EDCC522 Education Law, Systems and Administration 12


ENGD511 English Methodology 12

ENDG521 English Methodology 12

GEOD511 Geography Methodology 12

HISD511 History Methodology 12

INTD511 Information Technology Methodology 12

LAAD521 Learning Area : Arts and Culture Methodology 12

LABD521 Learning Area : Economic and Management

Sciences Methodology

12

LAND521 Learning Area : Natural Sciences Methodology 12

LASD521 Learning Area : Social Sciences Methodology 12

LIFD511 Life Sciences Methodology

Students who only have

Physiology, Botany or

Zoology as a major subject

are provisionally admitted to

the PGCE until they can

provide proof that the basic

knowledge with regard to

botany, physiology, ecology

and zoology has been

acquired

12

LIFF521 Life Skills 12

LLOD511 Learning Area : Life Orientation Methodology 12

LLOD521 Learning Area : Life Orientation Methodology 12

MATD511 Mathematics Methodology 12

MATD521 Mathematics Methodology 12

PHSD511 Physical Sciences Methodology 12

RSVD511 Religion Studies Methodology 12

RSVD521 Religion Studies Methodology 12

SEMD511 Setswana Methodology (Mother Tongue) 12

SEMD521 Setswana Methodology (Mother Tongue) 12

TECD521 Technology Methodology 12

TGNO511 Technology 8

TGNO521 Technology 8

TRVD511 Tourism Methodology 12

83

M.5.3 ACE

Module

code Descriptive Name

Pre-

requi-

sites

Cr

Advanced Certificate in Education

ATEK 511 Advanced Thematic Studies for English in Education None 16

CDEK 511 Construction and Deconstruction in English Teaching None 16

EDFM 514 Managing Human Rights Learning Environment None 12

EDFM 527 Governance and School Community Relations None 12

EDFM 521 Education law and Human Right Education None 12

EDPM 571 Research Project Environment Education None 24

EDFM 511 Life Skills for Educators None 12

EDFM 515 Approaches to counselling and vocational development None 12

EDFM 516 Introduction to Educational Psychology None 12

EDFM 517 Critical Issues in Educational Society None 12

EDFM 518 Personality Theories None 12

EDFM 513 Theories on values, ethics and human rights None 12

EDFM 522 Principles and practices of inclusive Education None 12

EDFM 526 Curriculum Design, Instructional Strategies and

practices for diversity.

None 12

EDFM 527 Counselling of school children None 12

EDFM 525 Educational Guidance Services: Vocational and Social None 12

EDFM 528 Test in School Counselling None 12

EDFM 571 Fieldwork in Guidance and Counselling None 24

EDSM 511 Professional Growth and Development (EDS 651) None 12

EDSM 522 Human Relations and School Development (EDS 652) None 12

EDSM 523 Administration of and Participation in Extra-curricular

and Co-curricular Activities (EDS 653)

None 6

EDSM 524 School and Personnel Management (ED654) None 6

EDSM 525 Decision-making and Accountability (EDS 655) None 12

EDSM 526 Leadership, Communication and Service (EDS 656) None 12

EDSM 527 Education Management Development (EDS 657) None 12

EDTM 511 Creation of Positive Learning Environment (EDT 651) None 12

EDTM 512 Knowledge of Curriculum and Learning Programmes

(EDT 652)

None 12

EDTM 513 Curriculum & the Administration of Resources &

Records (EDT 653)

None 6

EDTM 514 Lesson Planning, Preparation and Presentation (EDT

654)

None 6

84

Module


Pre-

requi-

sites

Cr

EDTM 515 Assessment and Learner Achievement (EDT 655) None 12

EUCE 511 End User Computing for Educators None 8

EDIM 511 Familiarity with Technology Education None 12

EDIM 512 Resource and Technology None 12

EDIM 513 Materials, Graphics and Technology None 12

EDIM 524 Technology, People and Society None 12

EDIM 525 Energy and Technology None 12

EDIM 526 Teaching and Learning Strategies for Technology

Education

None 24

EDIM 571 Guided Field Project – Technology Education None 24

ETTM 511 Basic Computer Litreracy None 12

HIVA 521 HIV/AIDS: Legislation Counselling and Support None 8

SEDM 511 An Introduction to the principles of learning

Mathematics/ Natural Sciences.

None 12

SEDM 512 Teaching and Learning strategies for Mathematics/

Natural Sciences

None 12

SEDM 524 Computers in Mathematics/Natural Sciences Teaching/

Learning

None 12

SEDM 516/

526 Content Speciality (Mathematics/Natural Science)

None 12

SEDM 571 Practical School-Based Project None 24

EDSM 516 Creating of a positive learning environment None 12

EDFM 571 Introduction to research methods and report writing None 12

EDPM 521 Education Law and Human Rights None 12

EDDM 511 Basic Classroom Research None 12

EDDM 513 Project Design and Planning 1 None 16

EDDM 522 Project implementation: Strategies and problems None 24

EDDM 514 Project management 1 None 12

EDDM 523 Project Evaluation None 12

EDDM 524 Leadership in Project Management None 12

EDDM 571 Guided Field Project None 24

ENRG 521 Applied Subject Didactics of English: Senior and FET

phases

None 16

LSED 518 Emotional and other difficulties in Education None 16

LSIE 518 Inclusive Education: A Policy Perspective None 16

LOBO 571 Citizenship Education None 32

LOCK 571 Personal Well-Being: Physical Health and Recreation None 32

85

Module


Pre-

requi-

sites

Cr

LOHA 571 Personal Well-Being: Health and Aids None 32

LSDL 528 Disabilities and Learning Difficulties in Education None 16

LSSH 528 Social and Health Issues in Education None 16

MLED 571 Mathematics: Elementary None 32

MLED 572 Didactics of mathematical Literacy None 32

MLED 573 Mathematics: Applications None 32

MLED 574 Mathematical Literacy in context None 32

ORAK 511 Education Law, Systems and Management A None 8

ORAK 521 Education Law, Systems and Management B None 8

ORLK 511 Teaching and Learning A None 8

ORLK 521 Teaching and Learning B None 8

PCDG 572 Manage Policy, Planning, School Development and

Governance None 20

PCLM 521 Understanding school leadership and management in

the South African context None 10

PCMP 571 Lead and manage People None 20

PCPO 522 Portfolio to Demonstrate School Management and

Leadership

None 10

PCSR 571 Manage organisational systems, physical and financial

resources None 20

PCTL 572 Manage Teaching and Learning None 20

PEPA 512 Plan and Conduct Assessment None 15

PFCL 521 Basic Computer Literacy in School Management None 4

PFLS 511 Language Skills in School Management and Leadership None 6

SDEK 522 Subject Didactical Aspect of English Teaching None 16

SVDK 511

Mabaka a Thuto le Didaktiki tse di Dirisitsweng mo

Setswaneng: Kgato ya Magareng le e Kgolo

None 16

SVDK 521

Mabaka a Thuto le Didaktiki tse di Dirisitsweng mo

Setswaneng: Kgato e Kgolo le ya Katiso le Thuto e e

Tseneletseng.

None 16

SWHK 511 Thuto ya Setswana e e Tsweletseng None 16

SWHK 521 Thuto ya Ditlhangwa e e Tsweletseng mo Thutong ya

Setswana

None 16

86

M.5.4 NPDE

Module


Pre-

requisites

Cr

ed

its

Compulsory modules

AGDN 125 School readiness and Perceptual skills in the

Foundation Phase

None 16

AGDN 325 Foundation Phase Studies AGDN 125 16

CLFE 115 Computer Literacy for Educators None 8

EDMN 315 Educational Management Development None 8

EDVN 125 Anti-racism and Educational Laws and Values None 8

ENTN 315 The Teacher and Entrepreneurship None 8

ESPN 125 English Communication None 8

ESPN 315 English Communication ESPN 125 8

ESPN 325 English Communication ESPN 315 8

FPUN 125 Foundation Phase Studies: Literacy None 8

FPUN 315 Foundation Phase Studies: Numeracy FPUN 125 8

FPUN 325 Foundation Phase Studies: Life Skills FPUN 315 8

HSCN 319 Social Science :Learning Area None 8

LOCN 319 Life Orientation: Learning Area None 8

NWCN 319 Natural Science: Learning Area None 8

OPAN 315 Teaching Studies None 8

RPLL 111 Recognition of Prior Learning None 48

RPLL 271 Recognition of Prior Learning None 12

TECK 315 The Learning Area: Technology None 8

TSCN 125 Setswana Communication (m) None 8

TSCN 315 Setswana Communication (m) TSCN 125 8

TSCN 325 Setswana Communication (m) TSCN 8

TSNN 125 Setswana Communication (nm) None 8

TSNN 315 Setswana Communication (nm) TSNN 125 8

TSNN 325 Setswana Communication (nm) TSNN 315 8

WAPN 125 General Mathematics None 8

WAPN 325 General Mathematics WAPN 125 8

Core modules

EDSN 125 English Didactics None 16

EDSN 325 English Didactics EDSN 125 16

EGPN 125 English None 8

EGPN 315 English EGPN 125 8

EGPN 325 English EGPN 315 8

87

Module


Pre-

requisites

Cr

ed

its

LBAR 125 Understanding Barriers to Learning None 8

LDIS 315 Learners with Physical Disabilities LBAR 125 8

LIEP 125 Learner Support None 16

LPRO 325 Emotional and Socio-economic Problems as Barriers to

Learning

LDIS 315 8

LREM 325 Learning Impairments & Difficulties as Barriers to

Learning

LIEP 125 16

TSMN 125 Setswana None 8

TSMN 315 Setswana TSMN 125 8

TSMN 325 Setswana TSMN 315 8

TVXN 125 Setswana Didactics None 16

TVXN 325 Setswana Didactics TVXN 125 16

88

M.5.4.1 NPDE : Core module groups (major)

Module code Module name Credits

English

EGPN 125 English 8

EDSN 125 English Didactics 16

EGPN 315 English 8

EGPN 325 English 8

EDSN 325 English Didactics 16

Setswana

TSMN 125 Setswana 8

TSCN 125 Setswana 8

TVXN 125 Setswana Didactics 16

TSMN 315 Setswana 8

TSMN 325 Setswana 8

TSCN 325 Setswana 8

TVXN 325 Setswana Didactics 16

Learner Support

LBAR 125 Understanding Barriers to Learning 8

LIEP 125 Learner Support 16

LDIS 315 Learners with Physical Disabilities 8

LPRO 325 Emotional & Socio-economic Problems as Barriers to

Learning 8

LREM 325 Learning Impairments & Difficulties as Barriers to

Learning 16

89

M.6 LISTS OF MODULES OUTCOMES

M.6.1 BEd MODULES OUTCOMES (FOUNDATION PHASE, SENIOR AND FURTHER

EDUCATION AND TRAINING PHASE):

NEW FOUNDATION PHASE MODULE OUTCOMES

Module code: AFCL121 Semester 2 NQF Level: 5

Titel: Language of Conversational Competence: Afrikaans

After completion of this module, the student should be able to demonstrate:

functional employment knowledge of the grammatical structures of Afrikaans;

a functional vocabulary for basic inter-personal communication;

elementary individual listening and writing skills in Afrikaans.

Method of delivery: Contact.

Methods of assessment: Continuous assessment 100 %

Modulekode: AFRF111 Semester 1 NKR-vlak: 5

Title: Afrikaans Eerste Taal GSF: Fundamentele Kennis en Multikulturele Kinderliteratuur

By suksesvolle voltooiing van hierdie module behoort die student die volgende uitkomste bemeester het:

Kennis en begrip van die belangrikste teorieë, modelle en empiriese navorsing wat die kognitiewe, linguistiese, motiverings- en

sosiokulturele grondbeginsels van lees-en-skryfprosesse, -komponente en -ontwikkeling beskryf.

Die vermoë om in ŉ groep te werk ten einde ŉ projek te voltooi op eties verantwoordelike wyse wat hul begrip en interpretasie van

die histories gedeelde kennis van die beroep én veranderinge in die persepsies van lees-en-skryfprosesse, -komponente en -

ontwikkeling, met verloop van tyd, toon.

Die vermoë om inligting in te win en te verifieer deur middel van wetenskaplik bewysde navorsingsbevindings wat verband hou met

die kenmerkende ontwikkelingsvooruitgang van:

o Gesproke taal (semanties, sintakties, pragmaties)

o Fonologiese vaardigheid

o Herkenning van ortografiese (gedrukte) woorde

o Spelling

o Leesvlotheid

o Leesbegrip

o Geskrewe uitdrukking

Die vermoë om inligting oor die taalprosesseringsvereistesvan lees-en-skryfvaardighede betroubaar, akkuraat en duidelik te

kommunikeer:

o Fonologiese (spraakklank) prosessering

o Ortografiese (gedrukte) prosessering

o Semantiese (betekenis) prosessering

o Sintaktiese (sinsvlak) prosessering

o Diskoers (aaneengeskakelde teksvlak) prosessering

Die vermoë om te kan onderskei tussen die veelvoudige faktore (omgewing, kultureel, sosiaal, linguisties, spel, ens.) wat leerders

se ontwikkeling en leer affekteer en dit te evalueer ten einde toepaslike ontwikkelingspraktyke te benut om hierdie faktore in die

klaskamer te hanteer.

Die vermoë om alle leerders in ŉ klaskamer te hanteer terwyl daar met die hele klas/groepe/individuele leerders gewerk word,

sowel as die seleksie en implementering van metodes en aktiwiteite wat relevant is vir leerders wat op veelvoudige onderrigvlakke

werk verrig.

Kennis en begrip van relevante teorieë en empiriese navorsing wat leerders se reaksie op kinderliteratuur en die waarde van

multikulturele kinderliteratuur onderlê.

Metode van aflewering: Kontak.

Assesseringsmetodes: Deurlopende assessering 40 %

Geskrewe eksamen 60 %

Modulekode: AFRF121 Semester 2 NKR-vlak: 6

Title: Afrikaans Eerste Taal GSF: Fonetiek, Fonologie, Fonemiese Bewustheid en die Geskiedenis van Kinderliteratuur

By suksesvolle voltooiing van hierdie module behoort die student die volgende uitkomste bemeester het:

90

Kennis en begrip van fonetiek (die klanke van ŉ taal) in terme van hoe spraakklanke geproduseer en gekarakteriseer word;

fonologie (die klankpatrone van ŉ taal) soos dit verband hou met spraakklankvormingsisteme en -patrone in die menslike taal (bv.

die orde waarin spraakklanke gekombineer word, die akuut- en gravistekenpatrone wat kenmerklik toegepas word op woorde en

frases, ens.); en fonemiese bewustheid.

Die vermoë om kinders se lees- en spelfoute te identifiseer en te interpreteer en dan toepaslike ontwikkelingsonderrigpraktyke te

selekteer, te evalueer en te implementeer wat die kinders se lees- en spelfoute kan verbeter.

Die vermoë om ŉ oorsig van die geskiedenis van kinderliteratuur te gee en ook te onderskei tussen verskillende tipes

kinderliteratuur deur onafhanklike navorsing op akademies aanvaarbare wyse te kommunikeer.

Die vermoë om koöperatief saam te werk in „n gemeenskap om outentieke kommunikasiebehoeftes te identifiseer en sistematies

daaroor te reflekteer ten einde akademiese uitkomste te bereik, persoonlike en professionele ontwikkeling te stimuleer en sosiale

verantwoordelikheid te ontwikkel.

Metode van aflewering: Kontak, Afstand, SWO CEDAR Kollege

Assesseringsmetodes: Deurlopende assessering 40 %

Geskrewe eksamen 60 %


Methods of assessment: Tests and assignments– weight: 60 %

Semester exam 1x2 hours – weight: 40 %

Module code: EDCC114 Semester 1 NQF-level: 6

Title: Introduction to Curriculum and Professional Studies

After completion of the module, the student will demonstrate the following:

knowledge and an informed understanding of the various teaching-learning theories, such as behaviourism, social constructivism,

etc., that influence the field of education and specifically the development of the curriculum and assessment practices in the South

African context;

knowledge of the manner in which the constitutional values inform and structure the national school curriculum;

the ability to purposefully observe different teaching styles as they occur within the classroom and be able to evaluate and select

the most appropriate;

the ability to distinguish and evaluate the different phases of a lesson plan in their subject of expertise and to apply the phases

within a lesson design;

understand the ethical requirements for teachers as required by SACE and the implications thereof for their teaching-learning

practice and social responsibility; and

knowledge and the ability to compile a portfolio during practical teaching that reflects the routine school, class and administrative

practices.



Written examination 60 %


Title: Critical components for curriculum development for educators

On successful completion of this module the student should be able to demonstrate:

knowledge and an informed understanding of the theoretical underpinnings and principles of the different types of curricula and

curriculum design;

an awareness of the incentives and socio-historical dimensions that influence and contribute to the development and change in

curriculum practices and trends within the South African context;

ability to select, consider, plan, and manage other approaches to curriculum development within the field of education in order to

experience practical implementation of curriculum design; and

ability to identify, distinguish and interpret components of curriculum development in the South African national school curriculum.





Title: Work Integrated Learning (Learning in practice; Learning from practice)

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specialised knowledge and informed understanding of academic and professional knowledge related to classroom practise (in

practise and from practise);

an ability to evaluate and be accountable for the complexity of the teacher‟s responsibilities in facilitating learning in a diverse

educational environment; including extra-curricular activities; and

an ability to act in accordance with prescribed organisational and professional ethical codes of conduct, values and practises and to

seek guidance on ethical and professional issues.

Method of delivery: Contact

Methods of assessment: Continuous assessment 100%

Module code: EDTC111 Semester 1 NQF-level: 5

Title: Educational Media and Technology


knowledge and an informed understanding of the theories and development of a multi-media approach to teaching and learning;

knowledge of the various theories related to participative learning and sharing of information by means of the technology of web

2.0;

the ability to select, plan, implement and manage the sharing of information by means of the technology of web 2.0;

the ability to identify, create and integrate suitable digital and non-digital media in order to enhance the effectiveness of the

teaching and learning situation with comprehension of the place of media within lesson design; and

the ability to distinguish and evaluate the use of digital and non-digital material for teaching and learning purposes while exploring

the environment as a rich source of creative media suitable for the educational context.



Module code: ENFF111 Semester 1 NQF-level: 5

Title: English Home Language FP: Foundational Knowledge and Multicultural Children‟s Literature


Knowledge and an informed understanding of major theories, models and empirical research that describe the cognitive, linguistic,

motivation, and socio-cultural foundations of reading and writing processes, components and development.

The ability to work in a group to complete a project in an ethically responsible manner reflecting their understanding and

interpretation of the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing

processes, components and development.

The ability to gather and verify information from scientific evidence-based research findings related to the typical developmental

progression of:

o Oral language (semantic, syntactic, pragmatic)

o Phonological skill

o Printed word recognition

o Spelling

o Reading fluency

o Reading comprehension

o Written expression

The ability to communicate information on the language processing requirements of proficient reading and writing reliably,

accurately and coherently:

o Phonological (speech sound) processing

o Orthographic (print) processing

o Semantic (meaning) processing

o Syntactic (sentence level) processing

o Discourse (connected text level) processing

The ability to distinguish between and evaluate the multiple factors (e.g., environmental, cultural, social, linguistic, play, etc.)

affecting learners‟ development and learning and utilising developmentally appropriate practices to address these factors in the

classroom.

The ability to manage all learners in a classroom while working with whole class/groups/individual learners as well as selecting and

implementing methods and activities relevant to learners who are performing at multiple instructional levels.

Knowledge and an informed understanding of relevant theories and empirical research underlying learners‟ responses to children‟s

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literature and the value of multicultural children‟s literature.




Module code: ENFF121 Semester 2 NQF-level: 6

Title: English Home Language FP: Phonetics, Phonology, Phonemic Awareness and the History of Children‟s Literature


Knowledge and an informed understanding of phonetics (the sounds of a language) in terms of how speech sounds are produced

and characterised, phonology (the sound patterns of language) as it relates to speech sounds forming systems and patterns in

human language (e.g., the order in which speech sounds are combined, the accent and stress patterns typically applied to words

and phrases, etc.) and phonemic awareness.

The ability to identify and interpret children‟s reading and spelling errors as well as select, evaluate and implement developmentally

appropriate instructional practices to address children‟s reading and spelling errors.

The ability to present an overview of the history of children‟s literature and to distinguish between different types of children‟s

literature by communicating their independent research in an academically acceptable manner

the ability to work collaboratively with a community to identify and address authentic community needs, and engage in systematic

reflection in order to accomplish academic goals, enhance their personal and professional formation, and develop social

responsibility.






1x3 hour written examination 50 %

Module code: LSKS111 Semester 1 NQF-level: 5

Title: Life Skills for Early Childhood Education and Development: Health Sciences

After completion of the module, the student should be able to demonstrate the following:

knowledge and informed understanding of the different theories underpinning the teaching and learning of social science in ECED

(formal (Gr1-3) and informal (Gr R) context).

the ability to select, plan, implement and manage basic research skills to do foundation research and resolve problems:

o within the subject specific knowledge about the main concepts related to social science in the ECED.

o on how to teach social science in the ECED.

knowledge and informed understanding within the field of social science, with regard to:

o knowledge of the content domains of social science as reflected in the current prescribed curricula of the country in the

foundation phase and ECED learners.

o how social science concepts benefit the society in which we live.

actions in accordance with acceptable ethical and professional behaviour in practices specifically relevant to social science

pertaining to environmental and social development.

the ability to operate as part of a group and make appropriate contributions to successfully complete social science, taking co-

responsibility for learning progress and outcome realization of the group and act as group member.

the ability to monitor own learning progress and apply relevant teaching-learning strategies, and knowledge of resources relevant to

all core components of social science to realise all outcomes of this module.

Method of delivery:Contact



Module code: MFPC111 Semester 1 NQF-level: 5

Title: Mathematics for Early Childhood Education and Development: Learning and teaching theories and strategies in primary

Mathematics

On completion of this module, the student should be able to demonstrate the following:

a knowledge and informed understanding of :

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a) different forms of mathematical knowledge, as well as various views on effective primary Mathematics teaching and learning;

b) the different theories within the field of basic mathematics relevant to ECED (Focusing on the Foundation Phase); and

c) the development and construction of the meaning of problem-solving in primary Mathematics ;

an ability to select, plan, implement and manage standard and non- standard procedures, rules, methods and skills within the field

of mathematics, in order to promote problem-solving;

an ability to distinguish, evaluate and solve routine or new Mathematical problems and to apply the solutions to support progress in

the practice of higher order thinking abilities during mathematical problem-solving;

the ability to communicate concepts, theories and views on effective mathematics teaching and learning, verbally and in writing, via

different technologies and media, in an accurate and coherent manner, with understanding of copyright and rules on plagiarism;

and

an ability to monitor their own learning progress, implement relevant learning strategies in Mathematics to improve learning, and

manage resources effectively to successfully realize task outcomes.




Module code: MFPC121 Semester 2 NQF-level: 6

Title: Mathematics for Early Childhood Education and Development: Number sense and Operations

On completion of this module, the student should be able to demonstrate the following:

knowledge and informed understanding of

a) primary Mathematics , number concept, classification, counting and the base- ten numeration system;

b) the different theories, procedures, methods and models of knowledge relevant to whole numbers in the field of primary

Mathematics; and

c) the development and construction of the meaning of whole numbers and operations with whole numbers in primary

Mathematics;

ability to select, plan, implement and manage standard and non-standard procedures and methods within the field of Mathematics,

in order to promote real life problem-solving practices;

the ability to anticipate, distinguish, analise, interpret, assess, facilitate and remedy routine or new problem-solving practices of

learners in primary Mathematics in familiar contexts and to apply the solutions to support progress in the practice of problem area

identification;

the ability to communicate concepts, methods and models, verbally and in writing, via different technologies and media, in an

accurate and coherent manner, with understanding of copyright and rules on plagiarism; and

monitor own learning progress, implement relevant learning strategies in Mathematics to improve learning, and manage resources

effectively to successfully realize task outcomes.




Module code: SECL121 Semester 2 NQF-level: 5

Title: Language of Conversational Competence: Setswana

Upon completion of this course a student should demonstrate

functional knowledge of grammatical structures of Setswana;

a functional vocabulary for basic interpersonal communication;

individual elementary listening and writing skills in Setswana;

knowledge of Batswana culture



Module code: SEFF111 Semester 1 NQF-level: 5

Title: Setswana First Language FP: Foundational Knowledge and Multicultural Children‟s Literature


knowledge and an informed understanding of relevant theories, models and empirical research that describe the cognitive,

linguistic, motivation, and socio-cultural foundations of reading and writing processes, components and development.

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the ability to work in a group to complete a project in an ethically responsible manner reflecting their understanding and

interpretation of the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing

processes, components and development.

the ability to gather and verify information from scientific evidence-based research findings related to the typical developmental

progression of:

o Oral language (semantic, syntactic, pragmatic)

o Phonological skill

o Printed word recognition

o Spelling

o Reading fluency

o Reading comprehension

o Written expression

the ability to communicate information on the language processing requirements of proficient reading and writing reliably,

accurately and coherently:

o Phonological (speech sound) processing

o Orthographic (print) processing

o Semantic (meaning) processing

o Syntactic (sentence level) processing

o Discourse (connected text level) processing

the ability to distinguish between and evaluate the multiple factors (e.g., environmental, cultural, social, linguistic, play, etc.)

affecting learners‟ development and learning and utilising developmentally appropriate practices to address these factors in the

classroom.

the ability to manage all learners in a classroom while working with whole class/groups/individual learners as well as selecting and

implementing methods and activities relevant to learners who are performing at multiple instructional levels.

the ability to present an overview of the history of children‟s literature and to distinguish between different types of children‟s

literature by communicating their independent research in an academically acceptable manner.




Module code: SEFF121 Semester 2 NQF-level: 6

Title: Setswana First Language FP: Phonetics, Phonology, Phonemic Awareness and the History of Children‟s Literature


knowledge and an informed understanding of phonetics (the sounds of Setswana phonemes) in terms of how speech sounds are

produced and characterised, phonology (the sound patterns of Setswana) as it relates to speech sounds forming systems and

patterns in human language (e.g., the order in which speech sounds are combined, the accent and stress patterns typically applied

to words and phrases, etc.) and phonemic awareness.

the ability to identify and interpret children‟s reading and spelling errors as well as select, evaluate and implement developmentally

appropriate instructional practices to address children‟s reading and spelling errors.

knowledge and an informed understanding or relevant theories and empirical research underlying learners` responses to children`s

literature and the value of children`s literature.

knowledge of and engagement in research related to the fundamentals of language assessment.

an ability to interrogate multiple sources of knowledge related to language assessment methods, techniques, tools and practices.




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Module Code: ACCD321 Semester 2 8 Credits NQF-Level: 6

Title: Accounting Methodology: FET phase

After completing this module, the student should be able to:

have a well-rounded and systematic knowledge base regarding lesson planning, learner programme development, teaching aids and teaching management of the subject didactics of Accounting;

have an informed base of understanding of key terms, rules, concepts, established principles and theories regarding the presentation of Accounting with reference to the National Curriculum Statement;

have the ability to utilise unknown and abstract information in theoretical-driven arguments, IT skills to effectively gather, organise, make a critical analysis and interpret information regarding related concepts,

be able to communicate information coherently and reliably, individually or as part of a group according to general accepted accounting practices (GAAP).

Mode of Delivery: Full-time

Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 %

Module Code: ACCD411 Semester 1 16 Credits NQF-Level: 6

Title: Accounting Methodology: FET phase


have a well-rounded and systematic knowledge base regarding lesson planning, learner programme development, teaching aids and teaching management of the subject didactics of Accounting;

have an informed base of understanding of key terms, rules, concepts, established principles and theories regarding the presentation of Accounting;

be able to gather, organise, make a critical analysis and interpret information, to communicate information coherently and reliably, individually or as part of a group;

be able to select information and develop the necessary presentation skills using appropriate technologies according to general accepted accounting practice (GAAP).



Module Code: ACCE111 Semester 1 16 Credits NQF-Level: 5a

Title: Accounting for Education: Application of Accounting Systems


display a fundamental knowledge of the purpose and function of accounting by designing an accounting system as desired by need for a specific application/ approach to an accounting practice;

analyse, identify, define and indicate the functions of the linked elements of an accounting system/practice such as the documentation of transactions, various books (journal, ledgers), bill transactions, internal control and reconciliation, wages and salary journals, support ledgers and control accounts as theoretical basis for the use of procedures and processes, conventions and formats in practically related examples/situations;

deal with elementary problems by means of research and information acquisition skills, obtain information and integrate as a whole to form part of a solution and deliver it to both a lay and professional audience by making use of the appropriate technology;

be ethically motivated and value-driven in all operational circumstances and forms of communication, written and verbal. Mode of Delivery: Full-time


Module Code: ACCE121 Semester 2 16 Credits NQF-Level: 5a

Title: Accounting for Education: Financial Reporting – Sole Proprietor


display a fundamental knowledge of the purpose and function of display a fundamental knowledge of financial reporting by designing an accounting system as desired by need for a specific application/approach to an accounting practice;

collect, analyse, present, decipher, report and interpret the linked elements of an accounting system/practice such as the trial balances, settlements, final accounts, ten column work sheets, financial statements and ratios in principle with theoretical basis, the use of procedures and processes in practice-related examples/situations;

be able to deal with elementary problems by means of research and information-acquisition skills, to obtain information and integrate it as a whole to form part of a solution and to deliver it to both a lay and professional audience by making use of the appropriate technology;

behave ethically and be value-driven in all operational circumstances and forms of communication, written and verbal.



Foundation Phase, Senior and Further Education and Training Phase

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Module Code: ACCE211 Semester 1 16 Credits NQF-Level: 5b

Title: Accounting for Education: Asset Disposal, Partnership and Departments


display a fundamental knowledge of asset purchasing, partnerships and departments by designing an accounting system as desired by need for a specific application/approach to an accounting practice;

be able to analyse critically, note and interpret the linked elements of an accounting system/practice such as the sale of any property, plant or equipment, daily transactions of a partnership admission, withdrawal of partner and dissolution of a partnership, transactions according to departments and annual financial statements in principle with theoretical basis, the use of procedures and processes in practically related examples/situations;

be able to deal with well-formulated yet unknown problems by means of research and information-acquisition skills, to obtain information and integrate it as a whole to form part of a solution and to deliver it to both a lay and professional audience by making use of the appropriate technology;

behave ethically and be value-driven in all operational circumstances and forms of communication, written and verbal. Mode of Delivery: Full-time


Module Code: ACCE221 Semester 2 16 Credits NQF-Level: 5b

Title: Accounting for Education: Manufacturing, Non-trading Enterprises and Budgets


display a fundamental knowledge of manufacturing, non-profit organizations and budgets by designing an accounting system as desired by need for a specific application/approach to an accounting practice;

be able to analyse critically, evaluate, control, note and interpret the linked elements of an accounting system/practice such as the manufacturing and non-trading businesses, financial data for budgets and the tracing and correction of errors with theoretical basis, the use of correct procedures and formats in practically related examples/situations;

be able to deal with well-formulated but unknown problems by means of research and information acquisition skills, to obtain information and integrate it as a whole to form part of a solution and to deliver it to both a lay and professional audience by making use of the appropriate technology;

behave ethically and be value-driven in all operational circumstances and forms of communication, written and verbal. Mode of Delivery: Full-time


Module Code: ACCE311 Semester 1 16 Credits NQF-Level: 6

Title: Accounting for Education: Close Corporations and Companies


display basic and systematic knowledge of close corporations and companies by designing an accounting system as desired by need for a specific application/approach to an accounting practice;

analyse, interpret and translate the linked elements of an accounting system/practice such as accounting entries in the various books (journal, ledgers) regarding close corporations and companies as business forms, closed accounts and financial year-end statements in principle with theoretical basis, and the use of procedures and processes in practically related examples/situations;

deal with unknown concrete and abstract problems by means of research and information acquisition skills, to obtain information and integrate as a whole to form part of a solution and to deliver it to both a lay and professional audience by making use of the appropriate technology;


forms of communication, written and verbal. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 %

Module Code: ACCE321 Semester 2 16 Credits NQF-Level: 6 Title: Accounting for Education: Financial Statement, Branches and Incomplete Records


display fundamental and systematic knowledge of financial statements, branch accounts and conversion of incomplete records by designing an accounting system as desired by need for specific application/approach to an accounting practice;

analyse, interpret, define as well as indicate and interpret the functions of the final statements from the linked elements of an accounting system/practice such as preparation of accounting books and statements from incomplete information and incomplete records, cash flow statement and cash budgeting, account records for head office and branches in principle with theoretical basis, and the use of procedures and processes, conventions and format in practically related examples/situations;

deal with unknown concrete and abstract problems by means of research and information acquisition skills, to obtain information and integrate it as a whole to form part of a solution and to deliver it to a lay and professional audience by making use of the appropriate technology;




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Module Code: ADSD211 Semester 1 8 Credits NQF-Level: 5

Title: Additional Subject Methodology


have a solid knowledge base of general creativity, creative teachers, creative learners, creative classrooms and creative problem solving, with an informed notion of key terms, rules, concepts, principles and theories;

identify themes relevant to creativity and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules; use unknown and abstract information by using graphs and theory-driven arguments; effectively use IT skills to collect, organise, analyse critically and to interpret;

demonstrate problem-solving abilities to plan and present lessons, using appropriate technologies, unknown and abstract information, graphs and theory-driven arguments and IT skills to collect, organise, critically analyse and to interpret, giving evidence of theoretical underpinning;

effectively communicate creativity ethically, coherently and reliably to learners in the classroom situation, using individual or group methods.



Module Code: ADSD421 Semester 2 16 Credits NQF-Level: 6

Title: Additional Subject Methodology


have a comprehensive, in-depth and systematic knowledge base of general creativity, creative teachers, creative learners, creativity classrooms and creative problem solving, with an informed notion of key terms, rules, concepts, principles and theories;

identify themes relevant to creativity and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules use unknown and abstract information by using graphs and theory-driven arguments and effectively use IT skills to collect, organise, analyse critically and interpret; demonstrate problem-solving abilities to plan and present lessons, using appropriate technologies, unknown and abstract information, graphs and theory-driven arguments and IT skills to collect, organise, critically analyse and to interpret, giving evidence of theoretical underpinning; and effectively communicate creativity ethically, coherently and reliably to learners in the classroom situation when using individual or group methods.


Assessment Mode: Continuous assessment 50 %


Module Code: AGLE111 Semester 1 12 Credits NQF-Level: 5a

Title: Introduction to Academic Literacy


demonstrate basic knowledge of learning strategies, academic vocabulary and register as well as the reading and writing of academic texts in order to function effectively in the academic environment;

communicate effectively orally and in writing in an appropriate manner in an academic environment;

understand, interpret, and evaluate basic academic texts and write appropriate academic genres in a coherent manner by making use of accurate and appropriate academic conventions; and

listen, speak, read and write accurately, fluently and appropriately in an ethical framework. Mode of Delivery: Full-time



Module Code: AGLE121 Semester 1 8 Credits NQF-Level: 5

Title: Academic Literacy


demonstrate fundamental knowledge of appropriate computer programs, as well as apply learning, listening reading and writing strategies, academic language register and the reading and writing of academic texts, in order to function effectively in the academic environment.

as an individual and a member of a group communicate effectively and in writing in an ethically responsible and acceptable manner in an academic environment; and

as an individual and a member of a group find and collect scientific knowledge in a variety of study fields, analyse, interpret, and evaluate the texts and in a coherent manner synthesize and propose solutions in appropriate genres by making use of linguistic conventions used in formal language registers.


Assessment Mode: Continuous assessment 60 %, 1x2 hour written examination 40 %

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Module Code: BSTD321 Semester 2 8 Credits NQF-Level: 6

Title: Business Studies Methodology: FET phase


have a well-rounded finishing and systematic knowledge base of basic Business Studies‟ didactical aspects, including lesson planning and learning programme development, with an informed notion of key terms, rules, concepts, principles and theories;

identify themes relevant to Business Studies and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules; use unknown and abstract information by using graphs and theory-driven arguments; effectively use IT skills to collect, organise, critically analyse and to interpret; demonstrate problem-solving abilities to plan and present lessons and learning programme development for specific application to Business Studies, using appropriate technologies, unknown and abstract information, graphs and theory-driven arguments and IT skills to collect, organise, critically analyse and to interpret, giving evidence of theoretical underpinning; and

effectively communicate Business Studies‟ didactical aspects ethically, coherently and reliably to learners in the classroom situation, using individual or group methods.


Assessment Mode: Continuous assessment 50 % 1x2-hour written examination 50 %

Module Code: BSTD411 Semester 1 16 Credits NQF-Level: 7

Title: Business Studies Methodology: FET phase On completing this module, the student should be able to:

have a comprehensive, in-depth and systematic knowledge base of the National Curriculum Statement applicable to Business Studies in the FET phase, teacher portfolios, learning programmes and assessment, with an informed notion of key terms, rules, concepts, principles and theories;

identify themes relevant to the national curriculum statement applicable to Business Studies in the FET phase and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules; use unknown and abstract information by using graphs and theory driven arguments; effectively use IT skills to collect, organise, critically analyse and to interpret, demonstrate problem-solving abilities to plan and present lessons for specific application to Business Studies, using appropriate technologies, unknown and abstract information, graphs and theory driven arguments and IT skills to collect, organise, critically analyse and to interpret giving evidence of theoretical underpinning; and

effectively communicate Business Studies didactical aspects ethically, coherently and reliably to learners in the classroom situation, using individual or group methods.

Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2-hour written examination 50 %

Module Code: BSTE111 Semester 1 16 Credits NQF-Level: 5a

Title: Business Studies: Developing Business Ideas, Business Plan and Entrepreneurial Challenges


have a comprehensive, fundamental knowledge base of important terms, principles and theories with reference to the concept of entrepreneurship and the development of business plans;

gather, organise, interpret and present information related to concepts of marketing and financing;

demonstrate an informed understanding of the business environment and business studies as well as the operating of a business enterprise in the South African economy; and

present related information coherently and reliably, and effectively executes assignments individually or as part of a group, and creatively solve problems in future-orientated business fields in accordance with business ethics.



Module Code: BSTE121 Semester 2 16 Credits NQF-Level: 5a

Title: Business Studies: Entry Strategies and managing an existing business


have a comprehensive fundamental knowledge base of important terms, principles and theories with reference to entering the formal business sector, the concept of management and the development of management styles;

gather, organise, interpret and present information related to international business plan and the concepts of management;

demonstrate an informed understanding of the e-business and the business environment to be able to address theoretical issues surrounding Business studies, but also to use this to solve practical scenarios; and

to present related information coherently and reliably, and effectively execute assignments individually or as part of a group and creatively solve problems in future orientated business fields in accordance with business ethics.




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Module Code: BSTE211 Semester 1 16 Credits NQF-Level: 5b

Title: Business Studies: Introduction to Management


have a sound understanding of key terms, rules, concepts, established principles and theories with reference to the business environment and business management with a solid knowledge base regarding entry strategies of a business;

gather, organise, make a critical analysis and also interpret information about forms of ownership;

communicate information coherently and reliably, individually or as part of a group; and

select information and develop the necessary presentation skills using appropriate technologies according to the social environment he/she operates in, as well as practice sound business ethics.



Module Code: BSTE221 Semester 2 16 Credits NQF-Level: 5b

Title: Business Studies: General Management Principles


have a sound understanding of key terms, rules, concepts, established principles and theories with reference to general management, have a solid knowledge base regarding basic planning principles and organizing;

gather, organise, make a critical analysis and interpret information;

communicate information coherently and reliably, individually or as part of a group;

select information and develop the necessary presentation skills using appropriate technologies. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 %

Module Code: BSTE311 Semester 1 16 Credits NQF-Level: 6

Title: Business Studies: Introduction to Functional Management


have a well-rounded finishing and systematic knowledge base of the marketing function, marketing instruments, the integrated marketing strategy, external relations, the financial function and management and asset management, with an informed notion of key terms, rules, concepts, principles and theories with regard to functional management;

identify themes relevant to Business Studies and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules; use unknown and abstract information in this regard by using graphs and theory-driven arguments; effectively use IT skills to collect, organise, critically analyse and to interpret;

demonstrate problem-solving abilities to plan and present lessons for specific application to Business Studies, using appropriate technologies, unknown and abstract information, graphs and theory driven arguments and IT skills to collect, organise, critically analyse and to interpret, giving evidence of theoretical underpinning; and effectively communicate Business Studies ethically, coherently and reliably to learners in the classroom situation, using individual or group methods.

Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 %

Module Code: BSTE321 Semester 2 16 Credits NQF-Level: 6

Title: Business Studies: Functional Management (Continued) and Contemporary Issues


have a well-rounded finishing and systematic knowledge base of financial decisions, the operational function and management, procurement management and activities and the challenges in business management,

have an informed notion of key terms, rules, concepts, principles and theories with regard to functional management, identify themes relevant to Business Studies and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules;

use unknown and abstract information by using graphs and theory driven arguments;

effectively use IT skills to collect, organise, critically analyse and to interpret;

demonstrate problem-solving abilities to plan and present lessons for specific application to Business Studies, using appropriate technologies, unknown and abstract information, graphs and theory driven arguments and IT skills to collect, organise, critically analyse and to interpret, giving evidence of theoretical underpinning; and

effectively communicate Business Studies ethically, coherently and reliably to learners in the classroom situation, using individual or group methods.


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Module Code: CMPF111 Semester 1 8 Credits NQF-Level: 5

Title: Computer Literacy for Educators After completing this module, the student should be able to:

demonstrate fundamental knowledge of personal computer systems, application programs and information and communication skills;

demonstrate practical skills regarding the use of a word processing programme, spreadsheet programme and presentation programme as it is applied in education and teaching;

demonstrate problem-solving abilities to plan and apply the practical use of the application programs in the teaching-learning environment; and

demonstrate and evaluate ethical aspects regarding the use of computers in the teaching-learning environment. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 70% 1x2-hour written examination 30%

Module Code: ECOD321 Semester 2 8 Credits NQF-Level: 6

Title: Economics Methodology: FET phase After completing this module, the student should be able to:

have a well-rounded and systematic knowledge base of lesson planning, learner programme development, teaching aids and teaching management of the subject didactics of Economics and have a sound understanding of key terms, rules, concepts, established principles and theories regarding the presentation of Economics according to the National Curriculum Statement;

gather, organise, make a critical analysis and interpret information regarding didactic concepts of Economics and have the ability to deal with unfamiliar concrete and abstract information using theory-driven arguments and IT skills appropriately;

communicate coherently and reliably in individual or group context about the steps in economic development through the ages and to present information effectively with the aid of IT skills; and

use the knowledge and skills that have been mastered in this module effectively to teach future learners according to ethically established norms and values.

Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 %


Module Code: ECOD411 Semester 1 16 Credits NQF-Level: 6

Title: Economics Methodology: FET phase


illustrate and apply comprehensive and systematic knowledge of the National Curriculum Statement and other related educational policy documents for grades 10-12 and display an informed and critical understanding of the principles and theories with regard to classroom management, creative teaching and active learning in the economics classroom;

execute critical analyses, syntheses and evaluations of quantitative and qualitative information with regard to classroom administration, classroom organization and record-keeping;

effectively and professionally present academic information with regard to assessment of Economics teaching as well as planning and preparation of Economics lessons using IT-skills and coherently and reliably communicate as an individual or as part of a group; and

use the knowledge and skills mastered in this module effectively to present the subject Economics to grade 10-12 learners using the Outcomes-Based Educational approach and implement norms and values prescribed by the Education Department.


Module Code: ECOE111 Semester 1 16 Credits NQF-Level: 5a

Title: Economics for Education: Introduction to Economics (Part 1) After completing this module, the student should be able to:

have a comprehensive fundamental knowledge base of important terms, principles and theories with reference to the concept of economics, the economic problem and the measuring of the performance of the economy, and be able to demonstrate an informed understanding of the consumer and the producer, the production and distribution issue, as well as the mutual dependence between the important sectors, markets and flows in a mixed economy, as well as the development and performance of the South African economy;

gather, organise, interpret and present information related to this and related concepts of scarcity, choice, opportunity costs, micro- and macro-economics, positive and normative economics, national income, determining national income, the uses of national income figures and the methods of increasing national income;

effectively execute assignments with regard to the prescribed learning content individually or as part of a group and creatively solve problems in relevant economic fields with the aid of appropriate technology; and

present related information coherently and reliably in order to, in the future, use the knowledge and skills mastered in this module to effectively and, according to ethical established values, instruct future learners.


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Module Code: ECOE121 Semester 2 16 Credits NQF-Level: 5a

Title: Economics for Education: Introduction to Economics (Part 2) After completing this module, the student should be able to:

have a comprehensive fundamental knowledge base of important terms, principles and theories with reference to recent economic related topics and problems such as privatisation, deregulation, nationalisation, division of labour, mass production, the population and labour force of the RSA, price formation, elasticity and economic stability and demonstrate an informed understanding of the reading and interpretation of graphs and the concepts of business cycles and inflation;

gather, organise, interpret and present information related to this and strategic resources in South Africa and the related concepts of need, utility, value, demand, supply and market equilibrium;

effectively execute assignments individually or as part of a group and creatively solve problems in relevant economic fields with the aid of appropriate technology; and

present related information coherently and reliably, and to use the knowledge and skills gained in this module to teach Economics effectively and according to established ethical norms and values.


Module Code: ECOE211 Semester 1 16 Credits NQF-Level: 5b

Title: Economics for Education: Micro-Economics After completing this module, the student should be able to:

have a sound understanding and a solid knowledge base of key terms, rules, concepts, established principles and theories with reference to demand and supply in action, interference from government, perfect and imperfect competitive markets, and also be able to indicate changes in demand and supply, the theory of consumer choice and economic and regional development;

gather, organise, make a critical analysis and also interpret information regarding utility, consumer equilibrium, the monopoly, monopolistic competition, the oligopoly and market equilibrium;

communicate information regarding the theory of production, cost, urbanisation and the informal sector coherently and reliably, individually or as part of a group, and to select information regarding basic cost and profit concepts and production and cost on both the short and long term and develop the necessary presentation skills using appropriate technologies; and

use the knowledge and skills you have mastered in this module in future to teach it effectively and according to ethically established norms and values.


Module Code: ECOE221 Semester 2 16 Credits NQF-Level: 5b

Title: Economics for Education: From Micro- to Macro-Economics After completing this module, the student should be able to:

have a sound understanding and a solid knowledge base of key terms, rules, concepts, established principles and theories with reference to the labour market, labour as a production factor, perfect and imperfect competitive labour markets, wage differences, macro-economic aspects of the labour market, the public sector, taxation and fiscal policy, labour relations, market and government failure, public and private ownership and functions of the state;

to gather, organise, make a critical analysis and interpret information regarding the labour problem, trade unions in the RSA, the role of the state in production, government expenditure and the financing of government expenditure;

communicate information with reference to the monetary sector, the concepts of tax, requirements of a good tax system and types of tax coherently and reliably, individually or as part of a group, and to select information with reference to money and money-associated instruments, the South African Reserve Bank, the monetary policy framework in South Africa and the budget, and develop the necessary presentation skills using appropriate technologies; and

use the knowledge and skills gained in this module to teach Economics effectively and according to established ethical norms and values.


Module Code: ECOE311 Semester 1 16 Credits NQF-Level: 6

Title: Economics for Education: Macro-Economics Problems (Part 1)


show an informed understanding of key terms, rules, concepts, principles and theories with reference to international trade, poverty, economic integration and productivity and dispose of a finished and systematic knowledge basis of economically related questions, elementary Keynesian macro-economic models and macro-economic theory and policy;

to gather, organise, critically analyse and interpret information with reference to economic integration, international trade, poverty, productivity and the economic policy of the state and possess the ability to deal with unfamiliar and abstract information in connection with elementary Keynesian macro-economic models by making use of graphs and theory-driven arguments;

communicate coherently and reliably in the abovementioned regard in individual or group context and to present information effectively with the aid of IT skills; and

use the knowledge and skills that you mastered in this module in the future to effectively teach it to your learners according to ethically established norms and values.


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Module Code: ECOE321 Semester 2 16 Credits NQF-Level: 6

Title: Economics for Education: Macro-Economics Problems (Part 2) After completing this module, the student should be able to:

have a well-rounded and systematic knowledge base of unemployment and economic growth and development and demonstrate an informed understanding of key terms, rules, concepts, principles and theories with regard to the causes, effects and measurement of inflation;

interact with unfamiliar and abstract information in respect of the nature and calculation of price indices by using unfamiliar calculation methods and theory-driven arguments and to collect, organise, critically analyse and interpret information with regard to the importance of tourism in a country‟s economy;

communicate coherently and reliably in individual or group context about the steps in the economic development through the ages and to present information effectively with the aid of IT skills; and

use the knowledge and skills mastered in this module effectively to teach it according to ethically established norms and values.


Module Code: EDCC112 Semester 1 8 Credits NQF-Level: 5a

Title: Professional Studies After completing this module, the student should be able to:

demonstrate a fundamental knowledge of the relationship between education, teaching and learning as it is manifested in classroom activities (instructional planning and implementation);

use prepared observational instruments to identify major school and routine administrative activities and communicate observational findings on selected aspects in a written report, as well as in an oral presentation;

demonstrate knowledge and understanding of teaching as a profession;

design and implement educational media/technologies for this level of study. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 %

Module Code: EDCC113 Semester 1 8 Credits NQF-Level: 5a

Title: Basic Introduction to Education After completing this module, the student should be able to:

demonstrate fundamental knowledge of what philosophy/ philosophy of education is by identifying the essential questions to be considered when developing a philosophy of education and describing the purposes of a philosophy of education;

identify and explain the perennial categories of philosophy, namely ontology, cosmology, anthropology and epistemology;

demonstrate fundamental knowledge of the philosophical foundations of outcomes-based education;

formulate an own philosophy of life/education;

describe the historical framework of the South African education system and to write down lessons learned;

demonstrate the ability of problem solving through dialogue to clarify own values and beliefs and analyse moral and spiritual issues and dilemmas in education.


Module Code: EDCC123 Semester 2 8 Credit NQF-Level: 5

Title: Curriculum Development for Educators. On completing this module, the student should be able to:

motivate the necessity of curriculum change against the South African background;

demonstrate fundamental knowledge with regard to the philosophical underpinnings and principles of the outcomes based curriculum;

identify and explain the components of an outcomes based curriculum;

discuss the interdependence and interaction between the components of the curriculum developmental process;

interpret the outcomes based National Curriculum Statement and other curricula;

demonstrate the skills of developing learning programmes, work schedules and lesson plans;

to describe the role of the educator as dynamic agent of curriculum development. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2-hour written examination 50 %


Title: Professional Studies: Work-related training After completing this module, the student should be able to:

apply the theoretical knowledge they have obtained in the different professional studies modules in work-related training;

describe an awareness of the complexity of the teacher‟s roles in enabling learning in a complex educational environment;

demonstrate the ability to form professional relationships;

develop and use observational skills, analyse observation data and reflect on the work-related training experience;

demonstrate the ability to be a professional teacher in SA;

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coach a sport (Potchefstroom campus). Mode of Delivery: Full-time Assessment Mode: Continuous assessment in the first and second semester. The student must comply with all requirements: visit schools (2x3 weeks); class attendance; handling in of documentation and passing of sport course. There are no marks - only a “C” or “NC” (Credit and No Credit) is applied.

Module Code: EDCC212 Semester 1 8 Credits NQF-Level: 5b

Title: Professional Studies


have a sound understanding of the behaviourist and information-processing theories, in particular, and ensuing principles underpinning teaching, learning and assessment processes, procedures, methods, strategies and skills in general;

have a solid knowledge base in teaching and learning within a structured and formal outcomes-based environment, with reference to different learning facilitation skills and strategies,

have a solid knowledge regarding outcomes-based assessment;

demonstrate, individually and in group work, the ability to present a theory based motivation for teaching and assessment strategies suitable to a specific learning environment and school phase;

have the ability to plan and present a lesson in accordance with a given format and assessment criteria, and using the most effective instructional skills for a specific teaching-learning environment;

integrate of a personal value system into lesson-planning, assessment strategies and instructional skills. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 %

Module Code: EDCC213 Semester 1 8 Credits NQF-Level: 5/6

Title: Educational Psychology After completing this module, the student should be able to:

demonstrate a fundamental knowledge of global perspectives in community educational psychology;

demonstrate a fundamental knowledge of theoretical underpinnings of community educational psychology;

understand the practical applications of community educational psychology in South African school and classroom contexts with specific reference to Inclusive Education and Health promoting schools;

demonstrate fundamental knowledge and understanding of human development from birth to late adolescence;

demonstrate fundamental knowledge of physical, neurological and intellectual barriers to learning;

demonstrate the competence to apply the knowledge to identify physical, neurological and intellectual barriers to learning. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 %

Module Code: EDCC222 Semester 2 8 Credits NQF-Level: 5b

Title: Educational Psychology


demonstrate solid knowledge of the theoretical underpinnings for the development of health promoting schools;

demonstrate a solid knowledge and understanding of the psycho-social dynamics of a classroom;

demonstrate competencies to apply knowledge,skills & attitudes for development of supportive classroom environments;

demonstrate fundamental knowledge of emotional, behavioural and social barriers to learning; and

demonstrate competencies to identify emotional, behavioural and social barriers. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 %

Module Code: EDCC223 Semester 2 1 Credit NQF-Level: 5/6

Title: Professional Studies: Work-related training After completing this module, the student should be able to:






coach a cultural activity (Potchefstroom campus). Mode of Delivery: Full-time Assessment Mode: Continuous assessment in the first and second semester. The student must comply with all requirements: visit schools (2x3 weeks); class attendance; handling in of documentation and passing of sport course. There are no marks - only a “C” or “NC” (Credit and No Credit) is applied

Module Code: EDCC312 Semester 1 8 Credits NQF-Level: 6

Title: Professional Studies After completing this module, the student should be able to:

demonstrate a well-rounded and systematic knowledge of the social cognitive and constructivist learning theories and ensuing principles, underpinning teaching, learning and assessment processes, procedures, methods, strategies and skills;

demonstrate a well-rounded knowledge of and ability to take into consideration the variables that influence learner performance such as prior knowledge, environmental variables, motivational variables, cognitive and meta-cognitive reflection, behavioural variables and task variables;

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demonstrate a well-rounded knowledge and ensuing skills in the choice, planning and implementation of indirect teaching strategies;

plan and conduct outcomes-based assessment strategies; and

develop outcomes-based learning materials. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 %



Title: Inclusive Education


demonstrate well-rounded knowledge of the practical implications of the implementation of inclusive education and of strategies for the accommodation of learners with specific barriers to learning in different classroom contexts;

implement the SIAS-process; to collaborate with parents and other support professionals in the support process and to integrate and apply well-rounded knowledge, basic skills and accommodating attitudes developed through reflective, creative thinking to support learners with specific barriers in different classroom contexts;

understand the value of inclusive education for the enhancement of an inclusive society and the provision of quality education for all and demonstrate an appropriate attitude and understanding towards learners, educators and parents involved in the support process.



Title: Educational Management After completing this module, the student should be able to:

prove insight into the concept and relevance of education management;

analyse and discuss the various management tasks of an educator;

demonstrate an understanding of the nature and practice of classroom management;

demonstrate expertise concerning the concept and related themes of leadership in education. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 %

Module Code: EDCC322 Semester 2 1 Credit NQF-Level: 6/7

Title: Professional Studies: Work-related training







display thorough knowledge of and appropriate skills with regard to administrative and management requirements.

Know the basic principles of school organisation and administration (Potchefstroom campus). Mode of Delivery: Full-time

Assessment Mode: Continuous assessment in the first and second semester. The student must comply with all requirements:

visit schools (1x2 weeks observation at a school of their choice and 2x3 weeks); class attendance; handing in of documentation and mastering of general organisation and administration principles of school activities. There are no marks - only a “C” or “NC” (Credit and No Credit) is applied


Title: Education Law


be acquainted with legislation as a source of Education Law and be able to act in accordance with legal specifications;

be acquainted with specifications of the Professional Code of Ethics (SACE) and be able to act professionally;

be able to interpret and correctly apply the rights explicated in the Bill of Rights of the South African Constitution, protect and promote children‟s rights in schools, as well as to teach learners a positive attitude towards their own rights and obligations, and respect the rights of others;

be able to maintain discipline in accordance with the principles and prescriptions of Education Law;

be able to understand and correctly apply the educator‟s duty of care; and

be acquainted with relevant aspects of labour law in education. Mode of Delivery: Full-time


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Title: Professional Studies


demonstrate the competence to provide effective feedback on assessments;

demonstrate the competence to review assessments;

demonstrate effective and advanced strategies as mediator of authentic learning situations and reflect on own teaching;

develop his/her own strategic teaching-learning approach;

design, plan, select and interpret relevant learning materials; and

demonstrate a well-rounded and systematic knowledge of the social cognitive and constructivist learning theories and ensuing principles, underpinning teaching, learning and assessment processes, procedures, methods, strategies and skills;




Title: Educational Systems


define and analyse the nature and aims of the education system;

outline the historical development of the South African education system;

explain the structure of the education system by distinguishing the four components;

demonstrate the influence and implications of various determinants on the education system; and

describe and critically analyse relevant debates and controversies in contemporary education systems. Mode of Delivery: Full-time



Title: Professional Studies: Work-related training







identify problems related to discipline and take appropriate steps to solve these problems;

display thorough knowledge of and appropriate skills with regard to administrative and management requirements;

have basic knowledge of mentoring and be able to demonstrate it (Potchefstroom campus). Mode of Delivery: Full-time

Assessment Mode: Continuous assessment in the first and second semester. The student must comply with all requirements: visit schools (2x6 weeks); class attendance; handing in of documentation mastering of general principles of mentorship. There are no marks - only a “C” or “NC” (Credit and No Credit) is applied%

Module Code: EDTM321 Semester 2 8 Credits NQF-Level: 6/7

Title: Environmental Education: Introduction to Environmental Education


demonstrate a well-developed and systematic knowledge of environmental education within the context of the National Curriculum;

through the use of well-structured arguments, present their ideas and opinions regarding specific problems in the context of sustainable development, using evidence-based solutions and theory-driven arguments;

conduct themselves in an ethically correct and value-driven manner in all operational circum-stances and forms of communication, whether written or verbal; and

integrate the principles and dimensions of environmental education in various learning areas/levels. Mode of Delivery: Full-time


Module Code: ENGD212 Semester 1 8 Credits NQF-Level: 5/6

Title: English Methodology: Didactical Aspects of English

After you have completed this module, you should:

demonstrate fundamental knowledge on the theories of SLA;

demonstrate understanding of approaches, methods and techniques in ESL;

name and describe OBE principles in design and selection of learning material; and

interpret and select learning outcomes and assessment standards for effective teaching and learning of the four language skills.



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Module Code: ENGD322 Semester 2 8 Credits NQF-Level: 6/7

Title: English Methodology: Didactical Aspects of English

On completion of this module the student should be able to:

understand and select appropriate outcomes and assessment standards from the NCS for First Additional Language;

apply didactical principles and teaching strategies in lesson planning and assessment; and

apply appropriate knowledge and skills to design a lesson according to OBE principles with all necessary requirements and support.



Module Code: ENGD417 Semester 1 16 Credits NQF-Level: 7

Title: English Methodology: Didactical Aspects: Snr- and FET phase


demonstrate the ability to apply knowledge of learning theory, teaching strategies and methods to design phase appropriate lessons;

analyse and interpret Learning Outcomes and Assessment Standards for the Senior and Further Education and Training Phase;

interpret the NCS to plan lessons by clustering the Learning Outcomes and Assessment Standards; as well as integration with other Learning Areas and Subjects and to apply sound OBE principles;

plan a Learning Programme Framework; Work Schedule and Lessons for each phase driven by a Communicative and Task-based approach; and

be able to deliver a complex and dynamic curriculum to students of every socioeconomic, linguistic and cultural background. Mode of Delivery: Full-time


Module Code: ENGD427 Semester 2 16 Credits NQF-Level: 7

Title: English Methodology: Snr and FET phase


demonstrate ability to apply knowledge of learning theory, teaching strategies and methods to design phase appropriate lessons;

analyse and interpret Learning Outcomes and Assessment Standards for the Intermediate and Senior phase;

interpret the NCS to plan lessons by clustering the Learning Outcomes and Assessment Standards, as well as integration with other Learning Areas and Subjects and to apply sound OBE principles;

plan a Learning Programme Framework, Work Schedule and Lessons for each phase driven by a Communicative and Task-based approach; and

be able to deliver a complex and dynamic curriculum to students of every socioeconomic, linguistic and cultural background.



Module Code: ENGE111 Semester 1 16 Credits NQF-Level: 5a

Title: English for Education


demonstrate a solid knowledge and understanding of the literary genres of film, drama and novel;

demonstrate the necessary skills to analyse and critically evaluate literary texts;

have the knowledge and skills needed to identify and evaluate the values explored in literary texts;

have the knowledge and skills needed to identify literary themes for a multicultural society related to the real life experiences of learners and focus on the role literature study can play in advancing recognition of and respect for all people in a democratic society;

demonstrate the solid knowledge and necessary skills to communicate effectively, both individually and in groups, in English in general and specifically regarding all aspects of the teaching-learning situation;

demonstrate solid knowledge of stylistic aspects of literary texts in order to use literature for the teaching of language and grammar skills; and

demonstrate fundamental knowledge and understanding of didactic skills and approaches and apply this to the teaching of language and literature.




Module Code: ENGE122 Semester 2 16 Credits NQF-Level: 5

Title: English for Education: Linguistics for Language Teachers


demonstrate a fundamental knowledge and understanding of the field of linguistics and its application in the language classroom;

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critically analyse the knowledge bases of the four language skills as they pertain to the English classroom;

demonstrate competence in the four language skills and their application in the language classroom;

access, evaluate and apply technological information in the classroom;

successfully create and maintain a learning environment that is conducive to effective learning; and

successfully select, create and evaluate suitable learning resources. Mode of Delivery: Full-time Assessment Mode: 1x3 hour written examination 50 %

Module Code: ENGE212 Semester 2 16 Credits NQF-Level: 5/6

Title: English for Education: SA Literacy Contexts in Education After you have completed this module, you should:

demonstrate solid knowledge and understanding of the literary genres of poetry, short stories and young adult literature in a variety of Afrocentric texts;

demonstrate well established competence in identifying, tracing and interpreting themes in literary genre;

apply knowledge of stylistic aspects of literary texts in the teaching of language and grammar skills;

analyse and critically evaluate Afrocentric literary texts in „n multicultural environment;

identify and evaluate the values explored in Afrocentric literary texts;

communicate effectively, both individually and in groups, in English in general and specifically regarding all aspects of the teaching-learning situation; and

demonstrate fundamental knowledge and understanding of didactic skills and approaches and apply this to the teaching of language and literature.


Module Code: ENGE221 Semester 2 16 Credits NQF-Level: 5b

Title: English for Education: Respect as Educational Principle in Literary Texts After you have completed this module, you should:

demonstrate knowledge and understanding of representative selections from different literary traditions;

demonstrate knowledge and understanding of literary theory and genre;

trace the development of major literary movements in historical periods;

identify, trace, interpret and critically comment on themes in a literary genre;

demonstrate the skills and knowledge required to analyse and critically evaluate literary texts;

demonstrate fundamental knowledge of stylistic aspects of literary texts;

demonstrate ability to identify and evaluate the values explored in literary texts and films;

demonstrate understanding of didactic skills and approaches and apply this to the teaching of literature. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 %



Title: English for Education: Advanced Thematic Studies for English in Education


demonstrate profound knowledge and insight regarding the literary genres of drama novel and poetry in a variety of texts;

identify, trace interpret and critically comment on themes in a literary genre;

demonstrate the skills and knowledge required to analyse and critically evaluate literary texts;

demonstrate fundamental knowledge of stylistic aspects of literary texts in order to use literature for the teaching of language and grammar skills;

demonstrate the profound knowledge and skills needed to identify and evaluate the values explored in literary texts and films;

demonstrate a fundamental understanding of didactic skills and approaches and apply this to the teaching of language and literature;

demonstrate a profound knowledge of the cognitive academic language skills required for teaching English; and

demonstrate an ample ability to identify themes and situations which learners can identify and learn from, thus aiding them in dealing with similar situations in their personal lives.



Title: English for Education: Construction and Deconstruction as an Educational Tool After you have completed this module, you should:

demonstrate profound knowledge and insight of the deconstructive view of literature;

demonstrate judicious ability for deconstructive reading pertaining to the multiple meanings of words, exclusions, substitutions, intertextuality, filiations among meanings and signs, the play of meaning, and repetition;

demonstrate the skills and knowledge required to analyse and critically evaluate relations of texts to each other;

demonstrate fundamental knowledge of the construction, communication, and reception of texts within a cultural and educational context;

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demonstrate judicious knowledge of stylistic aspects of literary texts in order to use literature for the teaching of language and grammar skills;

demonstrate the basic knowledge and skills required for the construction of meaning in cinema and the development of film language and the understanding of the major of structural components of the narrative film text, such as narrative structure, miser-en-scene, the camera eye, editing and sound;

demonstrate the profound knowledge and skills needed to identify and evaluate the values exploded in literary texts and films;

demonstrate a fundamental understanding of didactic skills and approaches and apply this to the teaching of language and literature;

demonstrate a profound knowledge of the cognitive academic language skills required for teaching English; and

demonstrate an ample ability to identify themes and situations to which learners can identify and learn from, thus aiding them in dealing with similar situations in their personal lives.



Module Code: ENGF121 Semester 2 8 Credits NQF-Level: 5a

Title: English Medium of Instruction


demonstrate a solid knowledge of the methodology of effective second language medium of instruction;

demonstrate a fundamental knowledge of the principles of second language acquisition;

demonstrate basic competence in the four language skills and their application in the content classroom;

use medium of instruction to convey content of area of specialisation by employing holistic language skills and successfully applying principles of language across the curriculum;

demonstrate ability to monitor and evaluate own and learners‟ progress; and

match the profile of an ideal, second language medium of instruction content teacher to successfully create and maintain a learning environment that is conducive to effective learning.


Module Code: ENGF211 Semester 1 8 Credits NQF-Level: 5b

Title: English Medium of Instruction


demonstrate advanced competence in the four macro language skills (listening, speaking, reading and writing) of Classroom English. This is underpinned by profound knowledge of and skills in the Interpersonal, Pedagogical and General aspects of the medium of instruction;

demonstrate fundamental knowledge of and competence in presentational skills such as loudness of voice, rate of delivery, variation in tone and pitch, articulation and fluency, as well as appropriate gestures and body language. Presentational skills also entail the use of contextual cues that will help learners to link background content, language, and cultural knowledge to new knowledge; and

demonstrate profound knowledge of the principles underpinning competence in the methodological skills that teacher-trainees require for effective L2MI. These include the ability to:

- plan both content and language objectives for each learning task; - design suitable and appropriate materials; - design and introduce contextual clues; - encourage purposeful interaction;

- create a classroom atmosphere and attitudes that promote language acquisition and conceptual development, and

- employ fair and appropriate assessment strategies. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60 % 1x2 hour written examination 40 %

Module Code: GEOD321 Semester 2 8 Credits NQF-Level: 6/7

Title: Geography Methodology: FET phase


demonstrate a well-rounded and systematic knowledge of Geography education with special reference to the design and implementation of a Geography lesson, assessment methods, teaching and learning styles, methods and techniques, as well as relevant resources;

exercise a coherent and critical understanding of Geography education‟s terms, rules, concepts, principles and theories as well as indicating an ability to map new knowledge onto a given body of theory;

deal with unfamiliar concrete and abstract problems and issues in Geography education using evidence-based solutions and theory-driven arguments in the planning of Geography lessons, as well as being able to present and communicate information and their own ideas and opinions on themes related to Geography education in the FET phase; and

act in an ethically correct and value-driven manner in all operational circumstances and forms of communication, written and verbal.



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Module Code: GEOD411 Semester 1 16 Credits NQF-Level: 7

Title: Geography Methodology: FET phase


demonstrate a comprehensive and systematic knowledge of Geography education with special reference to different teaching and learning styles, strategies, methods, techniques as well as curriculum development, design and the effective implementation of learning experiences;

demonstrate the skills to evaluate which of these elements are the most effective concerning specific learning content in Geography, and subsequently implementing these in a creative, logical and systematic manner;

demonstrate an ability to deal with unfamiliar concrete and abstract problems and issues in Geography education using evidence-based solutions and theory-driven arguments, as well as demonstrating an ability to engage with journal articles, scholar reviews and primary resources and be able to present and communicate information and their own ideas and opinions on themes related to Geography education in a well-structured argument; and

act in an ethical and value-driven manner in all operational circumstances and all forms of communication, both written and verbal.



Module Code: GEOE111 Semester 1 16 Credits NQF-Level: 5a

Title: Geography for Education: Physical, Economical and Population Background of Africa and the RSA


demonstrate a fundamental knowledge regarding the location, political distribution, physical features and economical trends of Africa and South Africa within a global context;

make correct geographical interpretations, analyses, evaluations and deductions regarding physical, economical and population aspects of the RSA and Africa;

demonstrate sound and extensive knowledge and understanding regarding the general concepts in Population Geography and make correct analyses and meaningful interpretations in this regard, as well as recognise, explain and evaluate the interrelationship between topographic, climatologic and man-made phenomena in the RSA;

evaluate the developing economies in Africa, show insight and understanding concerning the problems in African countries and also evaluate these within the framework of their own view of life and the world as well as demonstrate the ability to apply acquired knowledge in such a way as to display an ethically responsible attitude toward Africa/South Africa and its people; and

PRACTICAL: demonstrate a fundamental knowledge, skills, understanding and insight of map skills, cartography and representation techniques and be able to apply it in practice.



Module Code: GEOE121 Semester 2 16 Credits NQF-Level: 5a

Title: Geography for Education: Planetary Geography, Climatology and Oceanography


demonstrate a fundamental knowledge of Planetary Geography, Climatology and Oceanography in context of the National Curriculum;

identify themes relevant to Planetary Geography, Climatology and Oceanography that support the coherent understanding of concepts, ideas, theories, principles and rules;

demonstrate an ability to use their knowledge to solve common problems within a familiar context and be able to teach it to learners at school using appropriate technology;

act in an ethical and value-driven manner in all operational circumstances and forms of communication, written and verbal;

PRACTICAL: demonstrate a fundamental knowledge, skills, understanding and insight into map projections as well as synoptic weather maps and be able to apply it in practice.



Module Code: GEOE211 Semester 1 16 Credits NQF-Level: 5b

Title: Geography for Education: Urban and Economics Geography


demonstrate a solid knowledge base of Urban and Economic Geography in the context of the National Curriculum;

identify themes relevant for a diverse society related to personal, community and economic areas and plan activities supporting coherent understanding of concepts, ideas, theories, principles and rules;

demonstrate an ability to solve well-defined but unfamiliar problems in Urban and Economic Geography using correct procedures and appropriate evidence as well as the use of basic information technology to present information;

act in an ethical and value-driven manner in all operational circumstances and forms of communication, written and verbal; AND

PRACTICAL: demonstrate practically, a solid knowledge, skills, understanding and insight on land usage in cities as well as

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quantitative calculations and be able to apply these in practice.




Module Code: GEOE221 Semester 2 16 Credits NQF-Level: 5b

Title: Geography for Education: Geomorphology and Environmental Geography


demonstrate a solid knowledge base of Urban and Economic Geography in the context of the National Curriculum;

identify themes relevant for a diverse society related to personal, community and economic areas and plan activities supporting coherent understanding of concepts, ideas, theories, principles and rules;

demonstrate an ability to solve well-defined but unfamiliar problems in Urban and Economic Geography using correct procedures and appropriate evidence as well as basic information technology to present information;

act in an ethically and value-driven manner in all operational circumstances and forms of communication, both written and verbal.

demonstrate, in practice, a solid knowledge, skills, understanding and insight on land usage in cities with quantitative calculations, and be able to apply these in practice; and

Practical: Cartography and Aerial photos and Stereoscopy. Environmental fieldwork: learners will be able to demonstrate sound knowledge, insight and perspectives with regard to the content, skills, values and methods of environmental geography, undertake an environmental impact analysis in the Potchefstroom area and write a subsequent report and have the necessary knowledge and skills to represent relief features, draw cross-section sketches and calculate and interpret gradient on topographic maps, integrating these in appropriate themes of geography. The student should also be able to interpret aerial photographs using stereoscopes and stereo-pairs and calculate scales on aerial photographs.




Module Code: GEOE311 Semester 1 16 Credits NQF-Level: 6

Title: Geography for Education: Advanced Population and Urban Geography


of a Global Positioning System (demonstrate a well-rounded and systematic knowledge of Population and Urban Geography in the context of the National Curriculum;

demonstrate a coherent and critical understanding of Population and Urban Geography‟s terms, rules, concepts, principles and theories as well as indicating an ability to map new knowledge onto a given body of theory;

an ability to deal with unfamiliar concrete and abstract problems and issues in Population and Urban Geography using evidence-based solutions and theory-driven arguments as well as being able to present and communicate information and their own ideas and opinions on themes related to Population and Urban Geography, in a well structured argument;

act in an ethically and value-driven manner in all operational circumstances and forms of communication, both written and verbal; and

PRACTICAL: demonstrate, in a practical way, a well-rounded, systematic knowledge, skills, understanding and insight of quantitative map techniques to present data visually, as well as the functioning GPS) and be able to apply these in practice.



Module Code: GEOE321 Semester 2 16 Credits NQF-Level: 6

Title: Geography for Education: Advanced Geomorphology and Climatology


demonstrate a comprehensive knowledge and insight regarding concepts and the application possibilities of South Africa‟s Geological History and resulting landscapes, soils and hydrology, and should also display a systematic knowledge of advanced climatological phenomena on a global and South African context;

analyse land forms, landscapes and climatic phenomena, which reflect the environmental conditions over time during their origin, and evaluate these within the geological time context;

discuss and critically evaluate the conditions which lead to the global geologic and climatic phenomena;

be able to work with other individuals in group context in an ethically accountable and responsible manner during the solving of problems characteristic of the learning contents of this module, and should undertake small scale research regarding relevant subjects as expressed in the module;

PRACTICAL: Demonstrate a fundamental knowledge, skills, understanding and insight of GIS and be able to apply it in practice (Practical: GIS and GIS in teaching).




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Module Code: LABD211 Semester 1 8 Credits NQF-Level: 5b

Title: Learning Area Economic Management Science Methodology: Snr phase


have a solid knowledge base of the learning outcomes and assessment standards applicable to EMS in the Senior phase, and assessment, with an informed notion of key terms, rules, concepts, principles and theories;

identify themes relevant to the National Curriculum Statement applicable to EMS in the Senior phase and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules; use unknown and abstract information by using graphs and theory-driven arguments; effectively use IT skills to collect, organise, critically analyse and to interpret;

demonstrate problem-solving abilities to plan and present lessons for specific application to EMS, using appropriate technologies, unknown and abstract information, graphs and theory driven arguments and IT skills to collect, organise, critically analyse and interpret, giving evidence of theoretical underpinning;

effectively communicate EMS didactical aspects ethically, coherently and reliably to learners in the classroom situation by using individual or group methods.


Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 %

Module Code: LABD421 Semester 2 16 Credits NQF-Level: 7

Title: Learning Area Economic Management Science Methodology: Senior phase


have a comprehensive, in-depth and systematic knowledge base of the National Curriculum Statement applicable to EMS in the Senior phase and assessment, with an informed notion of key terms, rules, concepts, principles and theories;

identify themes relevant to the National Curriculum Statement applicable to EMS in the Senior phase and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules, use unknown and abstract information by using graphs and theory-driven arguments, effectively use IT skills to collect, organise, critically analyse and to interpret; demonstrate problem-solving abilities to plan and present lessons for specific application to EMS, using appropriate technologies, unknown and abstract information, graphs and theory-driven arguments and IT skills to collect, organise, critically analyse and to interpret, giving evidence of theoretical underpinning; and effectively communicate EMS didactical aspects ethically, coherently and reliably to learners in the classroom situation by using individual or group methods.



Module Code: LAND211 Semester 1 8 Credits NQF-Level: 5b

Title: Learning Area Natural Science Methodology: Senior phase


demonstrate a comprehensive and systematic knowledge of the learning area Natural Sciences in the context of OBE, concerning the following: the nature and structure of Natural Sciences, outcomes for Natural Sciences and the Natural Sciences lesson plan;

identify and solve problems within the themes mentioned above, and plan activities which support a comprehensive understanding of ideas, theories, principles and rules within these themes;

act in a problem-solving manner, concerning the planning and presentation of lessons and practical sessions in context of the abovementioned theoretical themes by using applicable technological resources; and

demonstrate an appreciation of the contribution made by indigenous knowledge systems to educational issues concerning the abovementioned content as well as demonstrate an ethically professional attitude and behaviour towards the content of Natural Science.



Module Code: LAND421 Semester 2 16 Credits NQF-Level: 7

Title: Learning Area Natural Science Methodology: Senior phase


demonstrate a comprehensive and systematic knowledge of the learning area Natural Science in context of OBE, concerning the following: facilitation in the Intermediate phase, didactic principles of Natural Science education and the learning area Natural Sciences laboratory;


act in a problem-solving manner, concerning the planning and presentation of lessons and practical sessions in context of the abovementioned theoretical themes by using applicable technological resources; and

demonstrate an appreciation of the contribution made by indigenous knowledge systems to educational issues concerning the abovementioned content as well as demonstrate an ethically professional attitude and behaviour towards the content of Natural Science.

Mode of Delivery: Full-time, SBET


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Module Code: LASD211 Semester 1 8 Credits NQF-Level: 5b

Title: Learning Area Social Science Methodology: Snr phase


demonstrate a solid and sound knowledge of Social Sciences as a learning area in context of the National Curriculum Statement;

demonstrate basic skills of planning and designing an elementary lesson;

demonstrate the competency to plan, design and present lessons utilizing different kinds of sources;

demonstrate values of an ethical-professional nature with regard to human and environmental rights which are in compliance with the Manifesto on Values, Education and Democracy.


Assessment Mode: 1x2 hour written exam 50 %

Module Code: LASD421 Semester 1 16 Credits NQF-Level: 7

Title: Learning Area Social Science Methodology: Senior phase


demonstrate a comprehensive and coherent knowledge of Geography and History as a learning area in the context of the National Curriculum Statement;

demonstrate comprehensive skills of planning and designing and presenting a lesson;

demonstrate the competency to plan, design and present lessons utilizing all available teaching strategies, methods, strategies, instruments and learning and teaching support material;

demonstrate values of an ethical-professional nature in the design of learning experiences and practical teaching with regard to human and environmental rights which are in compliance with the Manifesto on Values, Education and Democracy.


1x3 hour written exam 50 %

Module Code: LIFD321 Semester 2 8 Credits NQF-Level: 6/7

Title: Life Sciences Methodology: FET phase


demonstrate a well-developed and systematic knowledge of the following themes: The nature and structure of Life Sciences (LS); Policy documents relevant to LS; apply the scientific method with emphasis on hypothesizing.

be able to identify and solve problems within the above themes as well as plan activities that support the comprehensive comprehension of ideas, theories and principles and rules within the themes;

be able to use problem solving abilities regarding the planning and presentation of lessons and practical sessions within the context of the theoretical themes mentioned above by amongst others the use of suitable technological aids;

display an appreciation for the contribution native knowledge systems play in pharmacology, bio-ethical issues in the above content and the ethical accountability towards the content of the Life Sciences.

Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written exam 50 %

Module Code: LIFD411 Semester 1 16 Credits NQF-Level: 7

Title: Life Sciences Methodology: FET phase After you have completed this module, you should:

demonstrate a well-developed and systematic knowledge of the following themes: Designing a learning programme (subject framework, work schedule and lesson plans); Assessment; Laboratory techniques and Environmental Education.

Be able to identify and solve problems within the above themes as well as plan activities that support the comprehensive comprehension of ideas, theories and principles and rules within the themes;

Be able to use problem solving abilities regarding the planning and presentation of lessons and practical sessions within the context of the theoretical themes mentioned above by amongst others the use of suitable technological aids;

Display an appreciation for the contribution native knowledge systems play in pharmacology, bio-ethical issues in the above content and the ethical accountability towards the content of the Live Sciences.


Module Code: LIFE111 Semester 1 16 Credits NQF-Level: 5a

Title: Life Sciences for Education: Biochemistry, Cell and Cell Activities After you have completed this module, you should:

demonstrate a well-developed and systematic knowledge of the following themes: the scientific method, basic chemistry and bio-chemistry, the cell and cell activities (cell division, nucleic acids, photosynthesis and cell respiration);

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be able to identify and solve problems within the above themes as well as plan activities that support the comprehensive understanding of ideas, theories and principles and rules within the themes;

be able to use problem-solving abilities regarding the planning and presentation of lessons and practical sessions within the context of the theoretical themes mentioned above by, amongst others, the use of suitable technological aids;

display an appreciation for the contribution indigenous knowledge systems play in pharmacology, bio-ethical issues in the above content and apply an ethical accountability towards the content of the Life Sciences.


Module Code: LIFE121 Semester 2 16 Credits NQF-Level: 5a

Title: Life Sciences for Education: Bacteria, Archea and Plantea


have a finished and systematic knowledge in the following themes in Life Sciences: the classification of living things characteristics of viruses and organisms in the domains Bacteria and Archaea, the evolutionary development of the domain Eucarya (including the animal kingdom), a comparison of various plant phyla, the morphology and anatomy of Angio Spermatophyta, physiology with reference to water and nutrient absorption in plants and the analysis and comparison of the reproduction, growth and development of plants;



display an appreciation for the contribution indigenous knowledge systems play in pharmacology and bio-ethical issues in the above content and apply an ethical accountability towards the content of the Life Sciences.



Module Code: LIFE211 Semester 1 16 Credits NQF-Level: 5b

Title: Life Sciences for Education: Protista, Animalia, Physiology of Man


a basic knowledge of the following themes Domain Eucarya (Ryke Protista and Animalia), dichotomous keys, Histology (mammal tissue),

Anatomy and Physiology of man (terminology, cardio-vascular- lymph and immune systems);





Module Code: LIFE221 Semester 2 16 Credits NQF-Level: 5b

Title: Life Sciences for Education: Physiology of Man


demonstrate a well-founded knowledge of the following systems of the human anatomy and physiology - locomotion-, muscle-, nutrition-, gaseous exchange-, excretion- and osmo-regulation, co-ordination and thermo-regulatory systems;






Module Code: LIFE311 Semester 1 16 Credits NQF-Level: 6

Title: Life Sciences for Education: Ecology and Sustainable Life


have a finished and systematic knowledge in the following themes in Life Sciences

eco-systems, population dynamics and the human impact on eco-forms and quantitative ecology;


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Module Code: LIFE321 Semester 2 16 Credits NQF-Level: 6

Title: Life Sciences for Education: Evolution, Physiology of Man, Reproduction and Genetics


have a finished and systematic knowledge in the following themes in Life Sciences - reproduction of mankind, genetics and the evolution theory;






Module Code: LIFF121 Semester 2 8 Credits NQF-Level: 5a

Title: Life Skills Fundamental


demonstrate a fundamental knowledge base of the terminology, rules, concepts, principles, and theories of Life Skills for educators pertaining to self-concept, self-management, setting of personal goals, HIV/AIDS awareness and national HIV/ AIDS policy;

demonstrate an ability to interpret, convert, evaluate and apply essential theories and text pertaining to the value and meaning of teaching Life Skills, regard themselves and others in a positive light, function as unique individuals within their own environment, regard barriers in one‟s life in a new light, promote HIV/AIDS awareness as well as the national HIV/ AIDS policy;

demonstrate the ability to use the attained knowledge to solve common problems within a familiar context of Life Skills for educators pertaining to self-concept, self-management, setting of personal goals, HIV/AIDS awareness as well as the national HIV/ AIDS policy, using appropriate technological skills and giving evidence of theoretical underpinning;

act ethically responsible and be value-driven in all circumstances and forms of communication, written as well as oral, related to the value and meaning of teaching Life Skills as well as the concepts of “ubuntu”, HIV/AIDS and the national HIV/ AIDS policy.



Module Code: LITA123 Semester 2 8 Credits NQF-Level: 5b

Title: Literacy 1st Additional Language (English)


demonstrate a fundamental knowledge of various aspects of teaching Literacy, specifically English as a first additional language in the Foundation phase including

the principles and outcomes as specified by the RNCS specifications regarding first additional language acquisition

the Total Literacy Model and principles on which to build language learning activities aspects of cooperative learning

the development and extension of vocabulary and designing lesson plans based on OBE principles;

identify and solve common problems within a familiar context of the abovementioned themes and plan activities based on the understanding of ideas and theoretical principles of the themes;

demonstrate a fundamental knowledge of planning and presenting a lesson in accordance with a given format and assessment criteria, and use the most effective instructional skills and assessment strategies for a specific teaching-learning environment;

demonstrate the basic principles of literacy in an ethically responsible manner during group work, in the classroom and in the community.



Module Code: LITA223 Semester 2 8 Credits NQF-Level: 5b



demonstrate a solid knowledge base and an informed understanding of Literacy, specifically English as a first additional language in the Foundation phase including various language teaching strategies, methods and techniques and their

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correct application; the development of listening and speaking skills and their application; the creation of barriers to effective listening and how these can be avoided; assessment standards for listening and speaking and their application; and the teaching of word recognition and vocabulary instruction;

use your knowledge to solve well-defined problems that are both routine and unfamiliar within the context of the abovementioned themes and plan activities based on the understanding of ideas and theoretical principles of the themes;

demonstrate an ability to plan and present a lesson in accordance with a given format and assessment criteria, and use the most effective instructional skills for selected teaching and assessment strategies for a specific teaching-learning environment;

demonstrate the basic values of literacy in an ethically responsible manner during group work, in the classroom and in the community.



1x2 hour written examination 50%

Module Code: LITA313 Semester 1 8 Credits NQF-Level: 6



demonstrate an well-rounded knowledge base and sound understanding of Literacy, specifically English as a first additional language in the Foundation Phase including: the assessment standards of reading and writing and the application thereof; phonics and the teaching of spelling, fluency and comprehension; and the development of reading and writing skills and the application of suitable methods;

demonstrate an ability to solve well-defined but unfamiliar problems using correct procedures and appropriate evidence based on the above mentioned themes and plan activities based on the understanding of ideas and theoretical principles of the themes;

demonstrate the ability to solve problems in relation to the planning and presentation of lessons and practical sessions within the context of the above mentioned by using basic information technology;

demonstrate own ideas and opinions in well-structured arguments in a professional manner. Mode of Delivery: Full-time



Module Code: LITG211 Semester 1 8 Credits NQF-Level: 5b

Title: Literacy: Visual Arts


demonstrate a solid knowledge base and sound understanding of visual literacy to describe art concept, principles, styles, content, materials and techniques;

demonstrate an understanding of the process of critical analysis and provide reasons for aesthetic judgements;

critically analyse and synthesize information on visual literacy in fine arts as applicable to EDUCATIONAL ART, explore writing and research skills in the study of educational art in the Foundation phase;

demonstrate an ability to solve well-defined but unfamiliar problems in planning appropriate teaching and learning activities in the Foundation phase using the informal approach to lesson presentation in art;

demonstrate ethically responsible behaviour while reflecting on the diversity of children‟s art in the Foundation phase, within the context of a multi-cultural society.



Module Code: LITG323 Semester 2 16 Credits NQF-Level: 6

Title: Literacy Academic English: First Additional Language


demonstrate fundamental knowledge of the characteristics of children‟s, young adult and adult literature. This knowledge should enable them to select suitable teaching and learning materials for the Foundation phase.

analyse and evaluate prose relevant to the Foundation phase.

identify and appreciate linguistic, conceptual and aesthetic elements in rhymes and verses relevant to the Foundation phase.

apply literary theory and use relevant subject terminology in an independent analysis of prescribed English poems.

apply knowledge of phonetics, morphology and syntax effectively in their own written and spoken communication and facilitate effective language acquisition in the Foundation Phase.



Module Code: LITG324 Semesetara 2 16 Credits Tekanyo Ya NQF: 6/7

Title: Litheresi ya Puo ya Gae: Setswana

Morago ga go fetsa mojulu o, baithuti ba tshwanetse go:

kgona go supa kitso e e tseneletseng, e e rulaganeng ka tlhaloganyo e e tseneletseng ya nonofiso ya temosi, go nna mo maemong a go ka buisa le teori ya puiso mo Puong ya Gae (Setswana);

kgona go supa ditiriso le ditirego tse di diregang le go tlhokega mabapi le nonofiso ya temosi, go nna mo maemong a go ka

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buisa, le teori ya puiso Puong ya Gae (Setswana;

kgona go supa ditlhopho tse di nonofileng le tiriso ya mekgwa. tsamaiso le dithekeniki tse di tlhokegang gore o rute nonofiso ya temosi, go nna mo maemong a go ka buisa le teori ya puiso mo Puong ya Gae (Setswana);

go kgona go supa dikamano tse di bonalang tse di siameng le mekgwa mabapi le botlhokwa jwa bokgoni jwa go buisa le go peleta sentle ga moithuti jaaka moithuti wa leruri.

MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 %

Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50 %

Module Code: LITG413 Semester 1 16 Credits NQF-Level: 6

Title: Literacy Academic English: First Additional Language


demonstrate fundamental knowledge of the characteristics of children‟s, young adult and adult literature. This knowledge should enable them to select suitable teaching and learning materials for the Foundation phase.

analyse and evaluate prose relevant to the Foundation phase.

identify and appreciate linguistic, conceptual and aesthetic elements in rhymes and verses relevant to the Foundation phase.

apply literary theory and use relevant subject terminology in an independent analysis of prescribed English poems.

apply knowledge of phonetics, morphology and syntax effectively in their own written and spoken communication and facilitate effective language acquisition in the Foundation Phase.


Module Code: LITH113 Semester 1 8 Credits NQF-Level: 5

Title: Literacy in the Home Language: English


be able to demonstrate a fundamental knowledge of outcomes based education, as well as relevant teaching and learning strategies in English Home Language within the context of the learning area Languages, as prescribed by the National Curriculum Statement;

be able to demonstrate facilitation skills of methods, procedures and techniques relating to the teaching of Listening (Learning Outcome 1), Speaking (Learning Outcome 2), as well as Language Structure and Use (Learning Outcome 6);

be able to demonstrate problem solving skills by means of planning and presenting lessons during the teaching of Listening (Learning Outcome 1), Speaking (Learning Outcome 2), as well as Language Structure and Use (Learning Outcome 6);

be able to show appreciation for the contribution that outcomes based education and the National Curriculum Statement makes in order to strive to provide quality education to all learners in South Africa.

Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % / 1x2 hour written examination 50 %

Module Code: LITH114 Semesetara 1 8 Credits Tekanyo Ya NQF: 5

Title: Litheresi ya Puo ya Gae: Setswana Morago ga go fetsa mojulu o, baithuti ba tshwanetse go:

nna le kitso e e tseneletseng ka ga Thuto ya thuto-tota-dipoelo ya Puo ya Gae mo Kgatong ya Motheo le mekgwa ya go ithuta le go ruta le go ka bontsha bokgoni ka mo lekaleng la thuto la Dipuo jaaka go tlhagelela mo Pegelong ya Kharikhulamo ya Bosetšhaba;

bontsha bokgoni jwa mekgwa, tsamaiso le dithekeniki tse di amanang le go ruta, go Reetsa (Poelothuto ya 1), Bua (Poelothuto ya 2), le Popegopuo le tiriso(Poelothuto ya 6);

bontsha bokgoni jwa go rarabolola mathata ka go loga maano, go ruta dithuto ka nako ya go ruta ka ga go Reetsa (Poelothuto ya 1) le go Bua(Poelothuto ya 2), Popegopuo le tiriso (Poelothuto ya 6);

bontsha kgatlhegelo ya seabe sa Thuto ya thuto-tota-dipoelo le go tlhagisetsa Pegelo ya Kharikhulamo ya Bosetšhaba ka maikaelelo a go neela baithuti ba mo Aforikaborwa thuto ya boleng.

MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50% Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50%

Module Code: LITH223 Semester 2 8 Credits NQF-Level: 5/6



demonstrate fundamental knowledge with a good understanding of the principles and theories concerning the acquisition of handwriting and written communication, as well as thinking and reasoning skills of the Foundation Phase learners, and be able to apply it in the learning area Languages as prescribed in the National Curriculum Statement;

demonstrate knowledge of the key aspects, theories and principles in the teaching of handwriting, written communication, enhancement of thinking and reasoning skills of the Foundation Phase learners and be able to apply it in teaching practice;

plan and apply a suitable selection of teaching and learning strategies, methods and techniques to be used for individuals, or in groups, in lessons for teaching handwriting, written communication as well as thinking and reasoning activities;

be able to analyse, evaluate and support lesson planning, as well as the application thereof, according to given criteria for effective outcomes based teaching, which includes interaction, media and values.


Assessment Mode: Continuous assessment 50 % / 1x2 hour written examination 50 %

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Module Code: LITH224 Semesetara 2 8 Credits Tekanyo Ya NQF: 5b



nna le kitso e e tseneletseng, e e rulaganeng ka go tlhaloganya sentle nonofiso ya temosi, go nna mo maemong a go ka buisa le litheresi e e simololang go tlhagelela mo Puong ya Gae (Setswana);

ditiriso le ditirego tse di diregang le go tlhokega mabapi le nonofiso ya temosi, go nna mo maemong a go ka buisa, le litheresi e e simololang go tlhagelela mo Puong ya Gae (Setswana);

ditlhopho tse di nonofileng le tiriso ya mekgwa. tsamaiso le dithekeniki tse di tlhokegang go netefatsa go ruta go go nonofileng ga nonofiso ya temosi, go nna mo maemong a go ka buisa le litheresi e e simololang go tlhagelela mo Puong ya Gae (Setswana);

go nna le tshisimogo go ngwana jaaka motho ka tlhaloso ya thulaganyo e e siameng ya setho le maitsholo. MOKGWA WA GO RUTA: Full-time

MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % / Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50 %

Module Code: LITH314 Semesetara 1 8 Credits Tekanyo Ya NQF: 6/7




kgona go supa ditiriso le ditirego tse di diregang le go tlhokega mabapi le nonofiso ya temosi, go nna mo maemong a go ka buisa, le teori ya puiso Puong ya Gae (Setswana;



MOKGWA WA GO RUTA: Full-time

MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 %





be able to demonstrate a well-rounded and systematic knowledge, with good insight, of perceptual development, emergent literacy, reading readiness and reading theory in English Home language;

be able to demonstrate essential and practice orientated procedures and processes in relation to perceptual development, emergent literacy, reading readiness and reading theory in English Home language;

be able to demonstrate effective choices and the application of essential methods, procedures and techniques in order to teach perceptual development, emergent literacy, reading readiness and reading theory in English Home language;

be able to demonstrate sensitivity towards the child as a unique human being by taking ethics and the value system into consideration.




Module Code: LITH314 Semesetara 1 8 Credits Tekanyo Ya NQF: 6/7




kgona go supa ditiriso le ditirego tse di diregang le go tlhokega mabapi le nonofiso ya temosi, go nna mo maemong a go ka buisa, le teori ya puiso Puong ya Gae (Setswana;



MOKGWA WA GO RUTA: Full-time

MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 %





be able to demonstrate a well-rounded and systematic knowledge with thorough understanding of Reading and viewing (Learning Outcome 3) in English Home language as well as assessment thereof, within the context of the learning area

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Languages as prescribed by the National Curriculum Statement;

demonstrate effective choices and the application of essential procedures and techniques during the teaching of reading (Learning Outcome 3: Reading and viewing) and the assessment thereof in practice;

be able to demonstrate effective choices and the application of essential procedures and techniques during the teaching of reading (Learning Outcome 3: Reading and viewing) and the assessment thereof; and

be able to demonstrate ethically concrete relations and behaviour in relation to the importance of good reading and spelling ability by the learner as a lifelong learner.


Module Code: LITH424 Semesetara 2 8 Credits Tekanyo Ya NQF: 6

Title: Litheresi ya puo ya Gae: Setswana


kgona go supa kitso e e tseneletseng, e e rulaganeng ka tlhaloganyo e e tlhololo ya Go buisa le go bogela (Poelothuto ya 3) mo puong ya Gae ya Setswana le tekanyetso ya yona go teng ka diteng tsa lekala la thuto ya Dipuo jaaka le tlhagisiwa mo Pegelo ya Kharikhulamo ya bosetšhaba;

kgona go supa ditlhopho tse di nonofileng le tiriso ya ditsamaiso le dithekeniki tse di nonofileng ka nako ya thuto ya Go buisa le go bogela (Poelothuto ya 3) le tekanyetso ya yona;

go kgona go supa dikamano tse di bonalang tse di siameng le mokgwa mabapi le botlhokwa jwa bokgoni jwa go buisa le go peleta sentle ga moithuti jaaka moithuti wa leruri

MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50% Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50%

Module Code: LSFP112 Semester 1 8 Credits NQF-Level:5a

Title: Learner support: Identification of barriers to learning On completion of this module, learners should

demonstrate fundamental knowledge of the theory and practice of learning support in local and global contexts;

demonstrate fundamental knowledge of the barriers to learning from an ecosystem perspective; and

demonstrate the competencies to identify individual and social barriers to learning. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 %

Module Code: LSFP122 Semester 2 8 Credits NQF-Level: 5a

Title: Learner support: Supporting barriers to learning in the classroom contexts

On completion of this module, learners should

demonstrate fundamental knowledge of the challenges in the inclusive education classroom;

demonstrate fundamental knowledge of strategies to support barriers to learning in classroom contexts; and

apply fundamental knowledge, basic skills and attitudes to develop a classroom support plan for specific barriers to learning.



Module Code: LSFP211 Semester 1 8 Credits NQF-Level: 5/6

Title: Learner support: Assessment for learning support


demonstrate solid knowledge of different approaches to assessment;

demonstrate solid knowledge of individual and systemic assessments for learning support;

demonstrate solid knowledge of assessment strategies and techniques in assessing for learning support; and

demonstrate the competency to apply knowledge, basic skills and appropriate attitudes in the development of an assessment plan for specific barriers to learning.

Mode of Delivery: Full-time, MoA AROS, MoA CEDAR College, MoA NIHE, SBET


Module Code: LSFP221 Semester 2 8 Credits NQF-Level: 5b

Title: Learner support: Individual support for barriers to learning


demonstrate solid knowledge of different approaches to individual support for barriers to learning.

demonstrate solid knowledge, skills and attitudes to develop Individual Educational Plans and provide individual support to learners with specific barriers to learning, within the educators‟ scope of practice.

demonstrate competence to identify individual support for learners who experience barriers to learning within the macro context.

demonstrate solid knowledge, skills and attitudes to collaborate effectively with parents, caregivers and support professionals in the provision of individual support for learners who experience barriers to learning.



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Module Code: LSFP311 Semester 1 8 Credits NQF-Level: 6

Title: Learner support: Applied learning support

On completion of this module the student should:

demonstrate the competence to integrate well-rounded knowledge skills and attitudes with critical reflective thinking skills to develop an Individual Educational Plan for a learner who experience a specific barrier to learning and facilitate the implementation of the plan.

demonstrate the competence to integrate well-rounded knowledge skills and attitudes with critical reflective thinking skills to develop a classroom intervention plan and facilitate the implementation of the plan.

demonstrate the competence to integrate well-rounded knowledge, skills and attitudes to critically evaluate the applicability of the process in the South African context.


Module Code: LSKA311 Semester 1 8 Credits NQF-Level: 6

Title: Life Skills Art After you have completed this module, you should:

demonstrate a well-rounded and systematic knowledge base of the visual language in art as applicable to the facilitation of creative art activities in the Foundation phase, and knowledge of the National Curriculum Statement for the learning area Arts and Culture in the Foundation phase;

identify age-appropriate activities and techniques relevant for child art development and the connection with the facilitation of creative art activities in the Foundation phase; and plan practical activities supporting the coherent and critical understanding of the subject didactics of art, with regard to the practice of art-teaching in the Foundation phase;

demonstrate applied knowledge in curriculation in learning area Arts and Culture in Foundation phase to present and communicate information, ideas and opinions in well-structured arguments, giving evidence of visual research results directed at facilitation of learners through integration of information technologies and informal approach to lesson presentation in art;

demonstrate ethically responsible behaviour while reflecting on the diversity within the National Curriculum for Arts and Culture in the Foundation phase, through communication and behaviour.


Module Code: LSKE321 Semester 2 8 Credits NQF-Level: 6

Title: Life Skills Environmental Studies


demonstrate well-rounded and systematic knowledge base of environment & detailed knowledge of areas of environment;

explain and apply essential procedures and processes with regard to the nature and field of environmental studies;

demonstrate teaching/learning principles applicable to environmental studies and their application in the planning and facilitation of learning experiences for Foundation Phase learners;

demonstrate sensitivity towards nature and a sense of responsibility for the important role people play in the conservation of the environment by expressing one‟s own value system.


Module Code: LSKH221 Semester 2 8 Credits NQF-Level: 5b

Title: Life Skills Health Education After you have completed this module, you should:

demonstrate a well-rounded & systematic knowledge base of environment and detailed knowledge of areas of environment;

explain and apply essential procedures and processes with regard to the nature and field of environmental studies;

demonstrate teaching learning principles applicable to environmental studies and the application thereof in the planning and facilitation of learning experiences for Foundation phase learners;

demonstrate sensitivity towards nature and a sense of responsibility for the important role people play in the conservation of the environment by expressing your own value system.


Module Code: LSKM121 Semester 2 8 Credits NQF-Level: 5a

Title: Life Skills: Music


demonstrate fundamental knowledge and informed understanding of some of the music concepts, such as rhythm, melody, form, texture, tempo, timbre and dynamics;

analyse and apply some music activities and skills in which young learners can be involved such as singing, movement, listening, instrumental play, improvisation and reading and writing music, and accompanying school learners on the guitar or African percussion instruments;

demonstrate ability to solve well-defined problems in planning appropriate music activities & lessons in Foundation Phase;

demonstrate ethically responsible behaviour, while constantly developing your role as a Foundation phase music teacher. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 %, 1x2 hour written exam + 1 practical exam 50 %

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Module Code: LSKM221 Semester 2 8 Credits NQF-Level: 5b

Title: Life Skills: Music After you have completed this module, you should:

demonstrate a solid knowledge base and sound understanding of music, dance and drama concepts and activities for the Foundation Phase and apply the grouping and clustering of assessment standards in Foundation Phase lessons to demonstrate a better understanding of the application of the NCS;

critically analyse and synthesise information on the implications of the development of the young learner for music training, apply various didactic principles in music, read and write music, apply these skills creatively in various suitable music activities, play recorder or melodika and accompany more advanced Foundation Phase songs on the guitar or African percussion instruments;

demonstrate an ability to solve well-defined but unfamiliar problems in planning appropriate music, dance and drama activities and lessons in the Foundation Phase; and

compare world views and demonstrate own world view while continuously developing their role as Foundation Phase music teacher.

Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 %, 1x2 hour written exam + 1 practical exam 50 %

Module Code: LSKN312 Semester 1 8 Credits NQF-Level: 6

Title: Life Skills: Nutrition After you have completed this module, you should:

demonstrate a well-rounded knowledge base and sound understanding of nutrition for children as a component of Life Skills, including various aspects of nutrition, foods, under-nutrition, over-nutrition, malnutrition and special diets for young learners; various problems regarding aspects of nutrition in the South African context; the impact that nutrition has on the development of the child and an awareness of correct nutrition and a healthy lifestyle;

demonstrate an ability to solve well-defined but unfamiliar problems using correct procedures and appropriate evidence based on the abovementioned themes, and to plan activities based on the understanding of ideas and theoretical principles of the themes;

demonstrate the ability to solve problems in relation to the planning and presentation of lessons and practical sessions within the context of the abovementioned theory by using basic information technology;

demonstrate one‟s own ideas and opinions in well-structured arguments in a professional manner. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 %

Module Code: LSKP311 Semester 1 8 Credits NQF-Level: 6

Title: Life Skills: Physical Education After you have completed this module, you should:

demonstrate a well-rounded and systematic knowledge of the perceptual and gross motor development of the Foundation phase learner;

identify and plan a variety of movement activities supporting the coherent understanding of concepts, ideas, theories, principles and rules of movement development;

demonstrate the ability to solve well-defined but unfamiliar problems to plan and present scientific and creative movement development lessons for specific application to different age and developmental groups in the Foundation phase, and to identify and address perceptual and gross motor problems and other medical conditions related to movement;

act ethically responsible and be value-driven in all circumstances and forms of communication, written as well as oral, related to movement development in the Foundation Phase.



Module Code: MATD211 Semester 1 8 Credits NQF-Level: 5b

Title: Mathematics Methodology: Snr phase


demonstrate a solid knowledge of teaching/learning approaches in mathematics;

identify and motivate the role of assessment of and for mathematics learning;

apply different teaching strategies to plan and present mathematics lessons for Senior phase learners;

illustrate an appreciation for the value of mathematics in real life. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60 % 1x2 hour written exam 40 %

Module Code: MATD321 Semester 2 8 Credits NQF-Level: 6

Title: Mathematics Methodology: Int phase/ FET phase After you have completed this module, you should:

demonstrate a well-rounded and systematic knowledge of the structure and content of the school mathematics curriculum with respect to the specific school phase;

apply key concepts and procedures learnt and taught in school mathematics to plan, and compile a work schedule for a specific grade of this school phase;

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use appropriate technologies to plan and present mathematics lessons for the specific phase learners, giving evidence of theoretical underpinning;

demonstrate an appreciation for the value of mathematics in real life through communication and behaviour. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60 % 1x2 hour written exam 40 %


Title: Mathematics Methodology: Int phase / FET phase After you have completed this module, you should: Outcomes for Intermediate phase

demonstrate a comprehensive and systematic knowledge of the teaching and learning of mathematics in multilingual Int phase mathematics classrooms;

demonstrate an appreciation for the value of mathematics in real life through communication and behaviour. Outcomes for FET

demonstrate a comprehensive and systematic knowledge of the structure and content of the Mathematical Literacy Curriculum;

demonstrate the abilities to plan and compile a portfolio for Mathematical Literacy, including a work schedule for a specific grade, lesson plans, and self-developed learning materials;

apply knowledge of mathematical literacy to plan and present mathematical literacy lessons;

demonstrate an appreciation for the value of mathematics in real life through communication and behaviour in the class situation.



Title: Mathematics Methodology: Senior phase After completion of this module, student should:

demonstrate a comprehensive and systematic knowledge of the structure and content of the school mathematics curriculum applicable to this school phase(s);

demonstrate the effective use of technology (calculators, graphic calculators, computer programmes) and plan and present mathematics lessons;

demonstrate an appreciation for the value of mathematics in the world of work in communication and behaviour in the class situation.


Module Code: MATE111 Semester 1 16 Credits NQF-Level: 5a

Title: Mathematics for Education: Functions After completion of this module, student should:

demonstrate basic knowledge, understanding and insight with respect to the following functions: linear functions, quadratic functions, polynomial functions, absolute value functions, rational functions, trigonometric functions, exponential functions, logarithmic functions and hyperbolic functions;

demonstrate skills to model real-world situations and related problems, using the functions mentioned both by pen-and-paper methods and by applying suitable computer software;

be competent to interpret solutions produced by the abovementioned processes and be able to execute basic operations with the functions, apply compound functions and if possible, determine the inverse of the functions;

use functions to model real-life situations and problems and to evaluate whether the mathematical solutions are valid. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60%, 1x3 hour written exam 40 % 1 hour practical exam

Module Code: MATE121 Semester 2 16 Credits NQF-Level: 5a

Title: Mathematics for Education: Elementary Statistics After completion of this module, student should:

demonstrate basic knowledge and insight with respect to elementary statistics and probability;

demonstrate the ability to determine the probability of an event using an appropriate definition, as well as the ability to gather, organise and represent data;

apply the rules of probability and statistics to solve real-life problems and interpret data in order to draw conclusions with respect to the research questions, and make informed decisions using suitable computer software calculations and any other matter applicable to the teaching and facilitation of statistics and probability at school-level;

evaluate the validity of mathematical solutions within the context of real-world situations and to judge the value of the topics in this module with regard to how they fit into the broader framework of mathematics.


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Module Code: MATE211 Semester 1 16 Credits NQF-Level: 5b

Title: Mathematics for Education: Spherical and Euclidean Geometry After completion of this module, student should:

demonstrate solid knowledge, understanding and insight with respect to Euclidean and spherical geometry by studying geometry on the plane and on the sphere;

demonstrate solid knowledge, understanding and insight with respect to defining and describing conic sections conceptually and algebraically;

demonstrate skills to compare the spherical proofs and results of theorems and axioms with those of Euclidean geometry; comparing relationships between trigonometry and geometry on the sphere;

demonstrate skills using suitable computer software to facilitate the modelling of real-word problems;

be competent to investigate the relationship between spherical geometry and real life situations;

be competent in applying the theory of conic sections in order to solve real-world problems;

evaluate the validity of mathematical solutions to real life problems. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60%, 1x3 hour written exam 40 % 1 hour practical exam

Module Code: MATE221 Semester 2 16 Credits NQF-Level: 5b

Title: Mathematics for Education: Introductory Algebra

After completion of this module, student should:

demonstrate solid knowledge, understanding and insight with respect to number systems, mathematical induction, complex numbers, polynomial functions, partial fractions and sequences and series;

demonstrate skill in performing calculations with the respective number systems and their properties, calculations with polynomial functions, resolving rational polynomial quotients into partial fractions, calculations with sequences and series and describing the behaviour of sequences and series;

be competent to apply the properties of the respective number systems, prove relationships using mathematical induction, model real world situations using polynomials, use applicable computer software to investigate the behaviour of polynomial functions and series and to model real-world situations using sequences and series;

be capable to evaluate the validity of mathematical solutions within the context of real-world situations and to judge the value of the topics in this module with regard to how they fit into the broader framework of mathematics.

Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60%, 1x3 hour written examination 40 %

Module Code: MATE311 Semester 1 16 Credits NQF-Level: 6

Title: Mathematics for Education: Calculus


demonstrate advanced knowledge, understanding and insight with respect to limits and continuity, the meanings of the derivative, the meanings of the integral, the midpoint rule, the properties of the definite integral, Riemann sums and the Fundamental Theorem of Differential and Integral Calculus;

demonstrate skill in the calculation of the derivative from the definition, the derivation of certain differentiation rules, the calculation of a large variety of derivatives, the limit of a Riemann sum and a large variety of indefinite and definite integrals;

be competent to apply differentiation and integration to analyse the behaviour of functions within real life situations and solve problems where rates of change, area, total change and volume are involved;

be capable of evaluating the meaning and validity of their analysis or solutions within the context of real life situations. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60%, 1x3 hour written exam 40 % 1 hour practical exam

Module Code: MATE321 Semester 2 16 Credits NQF-Level: 6

Title: Mathematics for Education: Linear Algebra After completion of this module, student should:

demonstrate advanced knowledge, understanding and insight with respect to the solution of geometrical problems using geometrical vectors, vector operations, the linear dependency of vectors inside a three-dimensional space, bases for systems of vectors, solving systems of linear equations within real life contexts, non-linear equations and non-linear inequalities, algebraic operations with matrices and the application of these matters within the context of real-life situations;

demonstrate skill in the use of applicable computer software to perform matrix operations and solve linear programs graphically;

be competent to solve real-life problems using vectors, matrices and linear programming;

be capable to evaluate the validity of mathematical solutions within the context of real life situations. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60%, 1x3 hour written exam 40 % 1 hour practical exam

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Module Code: MATF221 Semester 2 8 Credits NQF-Level: 5/6

Title: Mathematics in Practice: Numbers, Calculations and Data Handling After completion of this module, student should:

demonstrate solid knowledge of numbers, number patterns and operations, as well as elementary statistics and probability;

identify number patterns in a variety of contexts, and be able to make generalisations and also be able to gather, organise, represent data;

demonstrate the ability to apply this knowledge to solve real-life problems in a variety of contexts, and analyse data from a variety of contexts and use elementary statistics to communicate, critically interpret and draw conclusions from these findings, and make forecasts based on probability;

demonstrate positive attitudes towards the teaching and learning of mathematics. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60%,

1x2 hour written examination 40 % 1 x 1 ½ hours practical examination

Module Code: MATF311 Semester 1 8 Credits NQF-Level: 6/7

Title: Mathematics in Practice: Geometry in Action After completion of this module, student should:

demonstrate well-rounded and systematic knowledge with respect to the properties of and relationships between two-dimensional shapes and three-dimensional solids;

demonstrate skills in the calculation of area of two-dimensional figures and surface area and volume of three-dimensional solids solution of real-life problems;

solve real-life problems by implementing these skills, including the use of dynamic computer software (e.g. The Geometer‟s Sketchpad®);

evaluate the validity of mathematical solutions within the context of real-life situations. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60%,


Module Code: NFPD121 Semester 2 8 Credits NQF-Level: 5a

Title: Numeracy Methodology


be able to apply a refined and systematic knowledge of problem identification, critical and creative problem solutions and strategies as well as the practical implementation of numbers, calculations, patterns and forms during lesson presentation, as well as the various theories and the roles of the teacher;

possess the skill to identify and analyse problems, to develop strategies and to apply effective communication in the classroom;

demonstrate problem-solving skills concerning the planning and presentation of lessons and practical sessions within the context of the theory described above, employing applicable technological aids; and

demonstrate the basic principles of numeracy in the classroom in an ethically accountable manner as well as the ability to communicate with learners and the community.

Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 %

Module Code: NFPD211 Semester 1 8 Credits NQF-Level: 5b



demonstrate a solid and systematic knowledge base concerning the way in which to implement and demonstrate concepts, principles and theories of the following: calculations, place values, fractions and geometry during didactic presentation of learning in Numeracy in the Foundation Phase;

demonstrate the skill and competence to develop problem-solving techniques, related procedures, terminologies and strategies concerning abovementioned themes in order for effective, responsible communication skills to be applied in the classroom;

acquire problem-solving skills regarding the planning and presentation of lessons during practical sessions in the context of the theory described above employing applicable technological resources; and

demonstrate the basic values of numeracy that are required in the classroom context in an ethically professional manner, as well as the ability to communicate with learners and the community.

Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 %


Module Code: NFPD311 Semester 1 8 Credits NQF-Level: 6



demonstrate a refined and thorough, systematic knowledge of problem identification, should be able to apply critical and creative strategies and solutions to problems to measurement, data handling, graphs and probability during lesson presentation;

have various skills in order to develop and implement didactic knowledge in a variety of learning strategies in order to establish effective communication in class;

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be able to develop further, integrated applications of knowledge and skills concerning the planning and implementation of suitable teaching strategies in order to suit the variety of learners in the classroom; and

demonstrate their own ideas and opinions in an ethically accountable manner by means of well structured arguments. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 %


Module Code: NFPD421 Semester 2 16 Credits NQF-Level: 6



demonstrate a refined and thorough, systematic knowledge of problem identification, demonstrate a complete knowledge and understanding of how to increase cooperative learning in Numeracy for the Foundation Phase as well as to equip learners with knowledge necessary to handle Numeracy by means of research;

possess the skill to identify and analyse problems and to develop strategies to help learners with specific problems;

apply knowledge and skills in an integrated manner so as to effectively apply research conducted in the area of Numeracy in order for teaching to occur; and

demonstrate the ethically professional values required for Numeracy in the classroom as well as in the community. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 %

Module Code: NFPF111 Semester 1 8 Credits NQF-Level: 5a

Title: Numeracy: Introduction to Fundamental Mathematics After completion of this module, student should:

have a sound and systematic knowledge of the learning Mathematics and, the necessity of higher order thinking skills in order to understand Mathematics and solve problems (in context),understand what Mathematics, number sense, classification, counting and our base-ten numeration system is

teach/ facilitate Mathematics with confidence within the context of true-to-life problem solving in the Foundation Phase, interpret and assess the methods/ strategies , models and presentations of learners at school, as an interpreter and designer apply knowledge and insight on acquired teaching and learning strategies, methods and skills during the design of learning experiences in the Learning Program Numeracy in the Foundation Phase;

apply teaching theories with confidence in his/ her own knowledge of Mathematics, and facilitate, interpret and mediate the solution, presentation and modeling of true-to-life problems, guide all learners at school to nurture the correct attitudes and values towards learning Mathematics.

Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 %


Module Code: NFPF221 Semester 2 8 Credits NQF-Level: 5b

Title: Numeracy: Fundamental Concepts in Number and Number Patterns


demonstrate an in-depth knowledge and insight with respect to the construction of meaning, whole number, as well as fraction algorithms, representation of fractions, building understanding, estimating and application of the four main operations with whole numbers, and be able to predict the difficulties learners might experience;

teach/facilitate through problem solving, in context, in the Foundation Phase, being able to understand interpret and assess learners‟ strategies;

be able to apply their knowledge of mathematics making use of learning theories, facilitating the solution of problems;

accommodate all learners so that they gain positive attitudes and values towards mathematics;

demonstrate how and where to implement appropriate technology to develop mathematical concepts and skills. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 %

Module Code: NFPF321 Semester 2 16 Credits NQF-Level: 6

Title: Numeracy: More Fundamental Concepts in Number and Number Patterns and Data Handling After completion of this module, student should:

demonstrate solid knowledge and insight with respect to the meaningful extension of concepts regarding fractions (common and decimal), ratios and percentages, to assist learners to develop techniques to solve real-life problems meaningfully;

demonstrate solid knowledge and insight with respect to data handling and probability;

teach/facilitate through problem solving, in context, in the Foundation Phase, being able to understand, interpret and assess learners‟ strategies;

be able to apply their knowledge of mathematics, making use of learning theories, facilitating the solution problems;

be able to accommodate all learners so that they gain positive attitudes and values towards mathematics;

demonstrate how and when to implement the pocket calculator to develop mathematical concepts and skills. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 %


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Module Code: NFPF411 Semester 1 8 Credits NQF-Level: 6

Title: Numeracy: More Fundamental Concepts in Number and Number Patterns and Data Handling After completion of this module, student should:

demonstrate solid knowledge and insight with respect to measurement, space and shape and learning theories (e.g. Van Hiele‟s levels of development) regarding geometry;

demonstrate skills to teach/facilitate geometry through investigation and problem solving, in context, in the Foundation Phase, being able to understand, interpret and assess learners‟ strategies and representations (models, pictures, and diagrams);

be able to apply their knowledge of geometry, making use of learning theories, facilitating the solution of geometrical problems;

be able to accommodate all learners so that they gain positive attitudes and values towards geometry;

demonstrate how and when to implement appropriate technology (e.g., pocket calculator or computer programmes) to develop mathematical concepts and skills.


Module Code: PHSD321 Semester 2 8 Credits NQF-Level: 6

Title: Physical Sciences Methodology: FET Phase After completion of this module, student should:

demonstrate a well-rounded and systematic knowledge of the following: the Physical Science teacher, policy documents applicable to the Physical Sciences, mastering of Physical Sciences, and the scientific method of investigation;

identify and solve problems within the abovementioned themes and plan activities which support a comprehensive understanding of ideas, theories, principles and rules within these themes;

acquire problem-solving skills concerning the planning and presentation of lessons and practical sessions within the context of the above theoretical themes by employing applicable technological resources; and

demonstrate an appreciation of the ethically professional requirements for and responsibilities of the Physical Science teacher.

Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 %, 1x2 hour written examination 50 %

Module Code: PHSD411 Semester 1 16 Credits NQF-Level: 6

Title: Physical Sciences Methodology : FET Phase


have a comprehensive and systematic knowledge of the following: fundamental concepts, structure and logical development and coherence of the Physical Sciences; application of content and understanding of Physics and Chemistry in teaching Physical Sciences according to the

national Curriculum Statement; planning (subject framework, working schedule and lesson plan); assessment and laboratory techniques;

be able to identify and solve problems within these themes and to integrate these with relevant disciples, as well as plan activities that support the comprehensive understanding of ideas, theories, principles and rules within these themes in order to demonstrate insight regarding school learners‟ alternative understanding of concepts of Natural Science and to adjust their teaching strategies accordingly;

acquire problem-solving skills concerning the planning and presentation of lessons and practical sessions within the context of the above theoretical themes by employing applicable technological resources; and

demonstrate an appreciation of the philosophical, ethical, moral and environmental perspectives and to apply these to contemporary issues related to the module outcomes.

Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 %, 1x3 hour written examination 50 %

Module Code: PHSE111 Semester 1 16 Credits NQF-Level: 5a

Title: Physical Sciences for Education: Basic Chemical Principles After completion of this module, student should:

have a basic concept of the nature of chemistry and its position in the field of natural science, and should be able to apply and facilitate similar content contained in the school syllabus.

They should also be able to interact with the content of the module by taking responsibility for their own learning, must plan and execute experiments with the necessary responsibility and safety, as well as communicate the results of experiments in report form.

Student should also be able to identify various types of chemical reaction, perform stoichiometric calculations in a variety of situations, analyse matter, separate mixtures, and

make ethical judgments concerning science and the environment. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 %

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Module Code: PHSE121 Semester 2 16 Credits NQF-Level: 5a

Title: Physical Sciences for Education: Introductory Mechanics and Optics After completion of this module, student should:

Outcomes of knowledge demonstrate a basic knowledge of motion, laws of motion, the energy associated with motion and the reflection and refraction

of light;

Outcomes of skills

identify and solve relevant practical problems that are related to the motion of objects and the reflection and refraction of light;

Outcomes of abilities

follow a problem-solving approach in the context of the above content by using the correct technology in planning and execution of lessons and practicals;

Outcomes of ethical behaviour

demonstrate appreciation for the contribution of local knowledge systems to the Physical Sciences and maintain an ethically responsible attitude towards Physical Science content.


Module Code: PHSE211 Semester 1 16 Credits NQF-Level: 5b

Title: Physical Sciences for Education: Advanced Mechanics and Electricity After completion of this module, student should:

Outcome of knowledge

demonstrate a basic knowledge of Newton‟s Universal Law of Gravity, rotational motion, electro-static‟s and electro-dynamics;

Outcome of skills

identify and solve relevant practical problems that are related to gravity, rotational motion of objects, electro-static‟s and electro-dynamics;

Outcome of abilities

follow a problem-solving approach in the context of the above content by using the correct technology in planning and execution of lessons and practicals;

Outcome of ethical behaviour



Module Code: PHSE221 Semester 2 16 Credits NQF-Level: 5b

Title: Physical Sciences for Education: Atom Structure and Chemical Bonding


demonstrate a well-rounded knowledge of the following themes in Natural Science: atom structure, electron configuration, chemical bonding, intermolecular forces and the phases of matter and organic chemistry;

identify and solve problems within the abovementioned themes and plan activities which support a comprehensive understanding of the ideas, theories and principles within the themes;

acquire problem-solving skills concerning the planning of lessons and practicals in context of the above-mentioned theoretical themes by means of the using the correct technology;

demonstrate appreciation of the contribution of indigenous knowledge systems in the pharmacological, bio-ethical issues relating to the abovementioned content and should demonstrate an ethically accountable attitude towards the content of Physical Sciences.


Module Code: PHSE311 Semester 1 16 Credits NQF-Level: 6

Title: Physical Sciences for Education: Control of Chemical Reactions After completion of this module, student should:

have a fundamental knowledge of the following themes in the learning area Natural Sciences: thermodynamics and reaction rate, equilibrium, acids, bases and pH and electrochemistry,

be able to identify and solve problems within these themes as well as plan activities that support the comprehensive understanding of ideas, theories, principles and rules within these themes;

acquire problem-solving skills concerning the planning and presentation of lessons and practical sessions within context of the above theoretical themes by employing applicable technological resources; and

demonstrate appreciation of the contribution of indigenous knowledge systems in the pharmacological, bio-ethical issues relating to the abovementioned content and should demonstrate an ethically accountable attitude towards the content of Physical Sciences.


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Module Code: PHSE321 Semester 2 16 Credits NQF-Level: 6

Title: Physical Sciences for Education: Electricity and Magnetism, Oscillations and Waves After completion of this module, student should:

demonstrate a basic and systematic knowledge of magnetic fields and forces, electro-magnetic induction, oscillation and waves, interference phenomena and light quanta;

identify and solve relevant practical problems that are related to electro-magnetism, oscillation and waves, interference phenomena and light quanta;

follow a problem-solving approach in the context of the above, using the correct technology in planning and execution of lessons and practicals;



Module Code: PPSE211 Semester 1 8 Credits NQF-Level: 5b

Title: Pre-Primary School Education: Literacy After completion of this module, student should:

demonstrate basic knowledge, understanding and insight into the holistic development of the learner in the pre-school phase as well as the establishment of an environment at the nursery school which fosters learners‟ maximum development;

possess the skill necessary to facilitate learning in early literacy by means of stories, nursery rhymes and verses, as well as art;

demonstrate competence in finding solutions in the case of learners‟ experiencing problems in the acquisition of language; and

realise the value of the development of language and art as part of early development. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 %

Module Code: PPSE221 Semester 2 8 Credits NQF-Level: 5b

Title: Pre-Primary School Education: Numeracy and Science


demonstrate basic knowledge, understanding and insight regarding;

demonstrate skills to facilitate learning with understanding;

be competent to interpret and remediate solutions, models and representations when necessary;

evaluate the validity. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 %

Module Code: PPSE411 Semester 1 8 Credits NQF-Level: 6

Title: Pre-Primary School Education: Grade R After completion of this module, student should:

have a well-rounded knowledge of the grade R learner and should know how to curriculate for these learners‟ in an informal teaching/learning situation;

demonstrate skills necessary to facilitate preparatory reading, writing, spelling and numeracy learning activities;

demonstrate competences to find solutions in the case of learners‟ experiencing problems relating to early literacy and numeracy; and

demonstrate an appreciation of the informal approach in stimulating Grade R learners. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 %

Module Code: PPSE421 Semester 2 8 Credits NQF-Level: 6

Title: Pre-Primary School Education: Organisation and Administration


demonstrate a well-rounded knowledge of the following - the history of pre-school teaching and education (national and international), integration of the 8 learning areas in the development of effective programmes, assessment and parental involvement;

demonstrate skills relating to the compilation and presentation of an integrated, day programme;

demonstrate competence in facilitating teaching and learning events and in successfully assessing learners in the teaching learning situation; and

demonstrate an appreciation of the development of pre-school education as well as the value of parental involvement. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 %

Module Code: RESF411 Semester 1 8 Credits NQF-Level: 6

Title: Research in Education


demonstrate systematic and comprehensive knowledge of research methodology relevant to the field of education;

plan research applicable to the field of education, supported by the understanding of theoretical underpinnings;

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demonstrate the ability to plan and write a research proposal relevant to the field of education, giving evidence of theoretical underpinnings and using appropriate technology;

demonstrate and apply basic ethical principles when conducting research in the field of education. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 %

Module Code: RESF421 Semester 2 8 Credits NQF-Level: 6

Title: Research Project After completion of this module, student should:

demonstrate their knowledge and skills in research that is based on a sound knowledge base of the subject theory and subject didactics principle to investigate the research problem as formulated in RESF411 by means of an applicable research design and method;

the unlocking and collecting of information, the organizing and critical analysis of information to write a research report of limited scope;

the final assessment of this module consists of the assessment of the research report and not the writing of a theoretical examination.


Module Code: RSTO421 Semester 2 8 Credits NQF-Level: 6

Title: Religion Studies: Introduction to world religions


demonstrate a well-rounded and systematic knowledge of the national policy and curriculum Religion Studies;

identify themes relevant for the understanding of a variety of religions, reflect critically and constructively on topical issues in a diverse religious society in South Africa and apply such insights ;

research religion as a social phenomenon. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 %

Module Code: SECF122 Semesetara 2 8 Credits Tekanyo Ya NQF: 5

Title: Setswana (M) Tlhaeletsana ya Setswana Morago ga go fetsa mojulu o, baithuti ba tshwanetse go:

supa motheo wa kitso ya melao ya mopeleto mo Setswaneng jaaka puo;

supa bokgoni jwa go tlhama ditiragatso tse di nonofisang bokgoni jwa puo jwa baithuti ba kwa sekolong;

supa motheo wa kitso ya teori ya ga Roman Jakobson le go e dirisa mo tlhaeletsanong ya letsatsi le letsatsi le mo sekolong;

supa motheo wa kitso sa Batswana mo setšhabeng sa setsontsi;

supa bokgoni jwa go dirisa teori ya bokgoni jwa go reetsa le go bua. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50 %

Module Code: SECF123 Semester 2 8 Credits NQF-Level: 5

Title: Setswana (NM) Communication


demonstrate knowledge of basic vocabulary, functions, grammar and Setswana skills in selected situations and should construct knowledge of various aspects of Batswana culture;

be able to apply basic vocabulary, functions, grammar and skills in order to form commands, requests and basic dialogues;

demonstrate basic reading, listening, writing and speaking skills in Setswana within the school situation; and

understand Batswana language and culture in order to understand and handle the multicultural situation in schools better and act in an ethically correct fashion in the teaching situation with the necessary sensitivity towards cultural differences.


Module Code: SECF412 Semesetara 1 8 Credits Tekanyo Ya NQF: 6

Title: Setswana (M) Tlhaeletsana ya Setswana Morago ga go fetsa mojulu o, baithuti ba tshwanetse go:

supetsa bokgoni jwa go tlhaeletsana ka matsetseleko mo mabakeng a a farologaneng;

supa kitso e e lotaganeng ya teori ya thekesonomi ya ga Bloom le go e dirisa mo dithutong tsa sekolo tse farologaneng.

supa kitso e e lotaganeng ya setso sa Batswana mo togamaanong ya setšhaba se setsontsi. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50 %

Module Code: SECF413 Semester 1 8 Credits NQF-Level: 6

Title: Setswana (NM) Communication


demonstrate more advanced knowledge of basic school vocabulary, functions and skills of Setswana and must build up knowledge about different aspects of the Batswana Culture and must be able to communicate in Setswana at school;

master more advanced vocabulary, functions and skills to be able to utilize them to form interrogatives and requests and basic dialogues in the school environment;

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have competent reading, listening, writing and speaking skills in Setswana within the school environment;

grasp the Batswana language and culture to be able to understand and handle the multi-cultural situation at schools and to act ethically correct in the educational situation with the necessary sensitivity for cultural differences.


Module Code: SEMD211 Semesetara 1 8 Credits Tekanyo Ya NQF: 5b

Title: Setswana (M) Didaktiki ya Setswana Morago ga go fetsa mojulu o, baithuti ba tshwanetse go:

supetsa kitso e e tletseng ya teori ya OBE mo phaposiborutelong;

supetsa mekgwa ya go ruta le go ithuta puo ya SeAforika mo phaposiborutelong;

rulaganya le go diragatsa maitemogelo a thuto mo mophatong o o rileng.

supetsa go tlhaloganya dikarolo tse supa tsa morutabana.

tlhama ditiragatso tsa go ithutela go nonofisa bokgoni jo bo farologaneng jwa puo; le

supetsa pharologanyo magareng a puo ya gae, puo ya bobedi le ya boraro. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50 %

Module Code: SEMD321 Semesetara 2 8 Credits Tekanyo Ya NQF: 6


Go supetsa kitso e e tletseng e e rulaganeng ya mekgwa le ditsela tse di farologaneng tsa tekanyetso;

Go supetsa go tlhoganya tiriso le tiragatso ya maemo a tekanyetso mo phaposiborutelong jwa thuto ya puo;

Supetsa bokgoni jwa go tlhama le go tshola direkoto tsa tsotlhe tsa tekanyetso;

Go supetsa bokgoni jwa rulaganya le go tlhama ditiragatso tse di nonofisang bokgoni jwa go akanya le go neela mabaka; le

Go supetsa bokgoni jwa go tlhaeletsana ka Setswana se se siameng. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 %Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50 %


Title: Setswana (M) Didaktiki ya Setswana


go supetsa kitso e e tletseng ya ditheo tsa OBE mo phaposiborutelong;

go supetsa mekgwa ya go ruta le go ithuta puo ya Seaforika mo phaposiborutelong;

go rulaganya le go diragatsa maitemogelo a thuto mo mophatong o o rileng;

go supa go tlhaloganya dikarolo tse supa tsa morutabana;

go tlhama ditiragatso tsa go ithuta go nonofisa bokgoni jwa puo mo dikgatong tse di farologaneng

go supa pharologanyo magareng a puo ya gae, puo ya bobedi le ya boraro;

go supetsa kitso e e lotaganeng e e rulaganeng ya mekgwa le ditsle atse di farologaneng tsa tekanyetso;

go supa go tlhaloganya tiro le tiriso ya maemo a tekanyetso mo phaposiborutelong jwa puo;

go supa bokgoni jwa go tlhama le go tshola direkoto tsa tekanyetso;

go supa nokgoni jwa go rulaganya le tlhama ditiragatso tse di nonofisang bokgoni jwa go akanya le go neela mabaka; le

supa bokgoni jwa go tlhaeletsana ka Setswana. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x3 ke 50 %



supetsa kitso e e lotaganeng e e rulaganeng ya lenaanethuto le sejulu ya tiro ya thuto ya puo ya Setswana;

supetsa kitso e e lotaganeng e e rulaganeng ya diteori tsa go ruta thutapuo ka tiriso ya mekgwa ya OBE mo mophatong o o rileng;

supetsa bokgoni jwa go fedisa bothata mo rulaganya maitemogelo a thuto le go dirisa didiriswa tse di maleba;

supetsa le go tlhatlhoba mekgwa ya go ruta thutapuo ka tiriso ya ditlhangwa;

supa bokgoni jwa go tshola thuto ya Setswana le go dirisa maemo a tekanyetso a a siameng go lekanyetsa thutapuo ya thutapuo ya Setswana le go dirisa mekgwa le ditsela tsa tekanyetso tse di maleba;

supa bokgoni jwa go ruta thutapuo ka tiriso ya ditlhangwa;

supetsa nonofo ya bokgoni jwa puo mo tirosong ya tlhaeletsano;

supetsa bokgoni jwa go rulaganya maitemogelo a thuto a thutaitlhangwa le go a lekanyetsa; le

supetsa go iteka go tsweletsa porojeke ya patlisiso mo go ruteng ditlhangwa. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x3 ke 50 %

Module Code: SEME111 Semesetara 1 16 Credits Tekanyo Ya NQF: 5a

Title: Setswana for Education (M) Morago ga go fetsa mojulu o, baithuti ba tshwanetse go:

Supetsa motheo wa kitso ya melebo ya ditlhangwa le go e tlhalosa;

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Supa melebo ya ditlhangwa e e maleba mo tshekatshekong ya setlhangwa se se rileng le go supetsa motheo wa bokgoni le bokgoni jwa go e tlhatlhoba; le

Supetsa le go tlhatlhoba kgodiso ya nonofo ya history ya Setswana. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 %


Module Code: SEME121 Semesetara 2 16 Credits Tekanyo Ya NQF: 5a

Title: Setswana for Education (M)


supa kitso e e bonalang ya mefuta e e farologaneng ya dikanelo tsa ditlhangwa tsa setswana le ditema tsa tsona (tse di buiwang le tsa segompieno);

supa ditema tse di maleba go setso sa Batswana mo setšhabeng se se setsontsi le go di sekaseka ka go dirisa melebo e e maleba; le

supetsa motheo wa kitso ya dipharologanyo magareng a kanelo e e buiwang le ya segompieno mo teng ga lemorago la setsontsi.

MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x3 ke 50 %

Module Code: SEME211 Semesetara 1 16 Credits Tekanyo Ya NQF: 5b


go supa kitso e e tletseng ya kgolo ya poko ya Setswana le go farologanya magareng a poko ya Setswana le dikanelo;

go supa kitso e e tletseng ya dintlha tsa teori tsa poko le go di dirisa mo phaposiborutelong mo mephatong e e maleba;

go supa bokgoni jwa go sekaseka le go tlhatlhoba poko ya Setswana ka tsenelelo ka go dirisa melebo ya ditlhangwa e e maleba; le

go supa kitso e e tletseng ya mofoloji, semantiki le popapolelo ya Setswana le bokgoni jwa di ruta mo mophatong o o rileng.


Module Code: SEME221 Semesetara 2 16 Credits Tekanyo Ya NQF: 5b


go supa kitso e e tletseng ya dintlha tsa teori ya fonetiki le fonoloji ya Setswana;

go bapisa le go farologanya mafoko a Setswana le dipuo tse dingwe tsa Sesotho ka sefonetiki le sefonoloji;

supetsa bokgoni jwa go dumisa le go kwala mafoko a Setswana ka nepo le go a ruta mo phaposiborutelong mo mophatong o o rileng.



Module Code: SEME311 Semesetara 1 16 Credits Tekanyo Ya NQF: 6

Title: Setswana for Education (M)


go supa kitso e e tletseng e e rulagantshweng ya kgolo ya nonofo ya terama ya Setswana le ditema tse farologaneng tsa dikgato tse di farologaneng tsa nonofo ya terama;

go supa kitso e e tletseng e e rulagantshweng ya dintlha tsa teori terama;

go supetsa bokgoni jwa go rarabolola bothata ka go rarabolola kgotlhang e e tlhagelelang mo setlhangweng sa terama; le

go supetsa bokgoni jo bo tseneletseng mo go diriseng melebo ya ditlhangwa mo tshekatshekong ya ka tsenelelo ya diterama tsa Setswana.



Module Code: SEME321 Semesetara 2 16 Credits Tekanyo Ya NQF: 6


go supetsa kitso e e tletseng e e rulagantshweng ya mosola wa puo mo phaposiborutelong le mo setšhabeng, bogolosegolo Setswana jaaka puo ya gae;

go supetsa kitso e e tletseng e e rulagantshweng ya dintlha tsa puoloago ka go leba Setswana;

go supetsa le go tlhatlhoba sebaka sa Setswana jaaka nngwe ya dipuo tsa Aforika Borwa; le

go dirisa dintlha tsa teori ya melebo ya ditlhangwa mo go kwaleng dikanelo tse di khuthswane, terama kgotsa maboko a tema e e rileng.


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Module Code: SMLO421 Semester 2 8 Credits NQF-Level: 6

Title: School Media Librarianship


demonstrate knowledge of the field, concepts, elements, roles and requirements of the school library within OBE;

identify and explain the educational purposes of the school library with the focus on its integration within the OBE curriculum;

use appropriate techniques in the administration, management and advocacy of a school library;

design and evaluate a school library policy by using certain criteria. Method of Delivery: Full-time


Module Code: TFPF321 Semester 2 8 Credits NQF-Level: 6

Title: Technology Literacy for Foundation Phase


demonstrate a solid knowledge of problem-solving skills by applying the design process to technological problems and needs;

demonstrate a fundamental understanding of knowledge areas such as structure, processes and systems and control;

demonstrate solid knowledge, understanding and values regarding the interrelationship between technology, society, economy and the environment; and

demonstrate competence regarding appropriate use of information and communication technologies. Method of Delivery: Full-time


Module Code: WVOS221 Semester 2 12 Credits NQF-Level: 5b

Title: Understanding the educational world

On completion of this module, students should

have a fundamental knowledge base of a selection of world views and ideologies and demonstrate their critical understanding through an ability to compare the nature and function, as well as different contemporary manifestations of

these world views and ideologies;

have the ability to understand the interrelatedness of phenomena such as occurs in natural and social systems, and from this vantage point, analyse and evaluate real life problems or case studies based on core issues of our time, such as poverty,

constant change, human rights, HIV-AIDS, power abuse, corruption, racism, xenophobia, etc.;

be able to articulate their personal world view and use it as a point of departure for arguing and communicating feasible

solutions to core issues and problems of our time in a typical academic manner. Method of Delivery: Full-time

Assessment Mode: Continuous assessment 60 % 1x2 hour written examination 40%

Module Code: WVOS311 Semester 1 12 Credits NQF-Level: 6

Title: Main currents in the philosophy of Education

On completion of this module, students should

have a solid and systematic knowledge of the most important foundational issues in the relevant field of study and demonstrate a critical understanding of the meta-theoretical assumptions underscoring foundational issues;

demonstrate knowledge and a critical understanding of specific forms of ethics that apply to the field of study, such as a personalised code of conduct or the general human rights charter, and be able to apply such forms of ethics discriminately to analyse, evaluate and pose possible solutions to some current themes or issues salient to the field of study;

demonstrate the ability to analyse, synthesise and critique the assumptions on which a chosen theme or issue is based, formulate a personal opinion about the theme or issue that gives evidence of a personal coherent world view, and communicate the findings in a presentation making use of applicable technology, as well as in an evidence-based report written in a typically academic format

Method of Delivery: Full-time

Assessment Mode: Continuous assessment 60 % 1x2 hour written examination 40%

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M.6.2 PGCE MODULE OUTCOMES

ACCD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6

ACCOUNTING METHODOLOGY

After completion of this module, the student should be able to:

have a well-rounded and systematic knowledge base regarding lesson planning, learner programme development, teaching aids and teaching management of the methodologies of Accounting;

have an informed base of understanding of key terms, rules, concepts, established principles and theories regarding the presentation of Accounting;

be able to gather, organize, make a critical analysis and interpret information, to communicate information coherently and reliably, both individually or as part of a group;

be able to select information and develop the necessary presentation skills using appropriate technologies according to generally accepted accounting practice (GAAP).

MODE OF DELIVERY: Full-time

ASSESSMENT MODE: Continuous assessment 50% 1x3 hour written examination 50%

AFRD511 SEMESTER: 1 KREDIETE: 12 NKR-VLAK: 6

AFRIKAANSMETODIEK

Na voltooiing van die module behoort die student in staat te wees om:

leermateriaal en geïntegreerde leerderaktiwiteite te kan saamstel om huistaal- en addisioneletaal leerders te begelei in die bereiking van gestelde leeruitkomste;

gepaste assesseringsvorme, deur middel waarvan leerders in graad 7-12 se voldoening aan bepaalde assesseringstandaarde gemeet kan word, te kan implementeer;

verworwe kennis oor die interpretasie en implementering van die NKV te kan gebruik om geïntegreerde lesse saam te stel; en

om die voorskrifte van relevante departementele dokumente in breë trekke in ag te neem by die uitvoering van portefeulje-opdragte oor verskillende fasette van die onderrig van Afrikaans.

METODE VAN AFLEWERING: Voltyds

ASSESSESSERINGMETODES: Deurlopende assessering 50% 1x3-uur geskrewe eksamenvraestel 50%

ARTD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6

ART METHODOLOGY


prove that he/she has reached a broad and significant knowledge of and insight into art-theoretical aspects and subject during the completion of his/her degree;

apply this knowledge and insight to all areas of art history and theory, in a teaching and learning environment in a critical, sensible and integrated way, in both the Senior Phase/FET and the learning area Arts and Culture.

critically evaluate and analyse different models of art education, and apply these models in a competent and independent way in order to contribute to the comprehension and enjoyment of the subject (Micro lessons, class presentations and practical teaching);

prove that he/she has reached an advanced level of technical and practical skills and knowledge, and that he/she can apply this knowledge to the advantage of the practical assignments and products of learners, and also prove that he/she can plan and manage such tasks within a realistic time span, using available space and materials within the context of a teaching/learning situation in the Senior Phase;

show an ability to apply the specific didactical details of Art (Senior Phase) in a lesson, and to prove an ability to plan and use integrated and relevant components of Art in the FET/Senior Phase and to use it within the context of the NCS (Class presentations, assignments, exams, micro-lessons and practical teaching).

evaluate art works, theories and models of art analysis, according to a sound value system, taking into account the sensitivity of certain components of art, cultural differences and actualities; proving a capacity and competency to choose subject content and lessons based on ethical and responsible behaviour, in Senior Phase/FET as well as learning area Arts and Culture.

prove that he/she has a well-established outlook on life and on the world that will be reflected in their ability to apply an inclusive and integrated method of art teaching within a culturally and linguistically diverse education system (micro-lessons, practical teaching, class presentations, exams, research and assignments).


ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50%

BSTD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6

BUSINESS STUDIES METHODOLOGY


demonstrate a comprehensive and systematic knowledge base of the National Curriculum Statement applicable to

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Business Studies in the FET phase, teacher portfolios, learning programmes and assessment;

identify themes relevant to the National Curriculum Statement applicable to Business Studies in the FET phase and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules;

use unknown and abstract information in this regard by using graphs and theory driven arguments; effectively use IT skills to collect, organize, critically analyse and to interpret;

demonstrate problem-solving abilities to plan and present lessons for specific application to Business Studies, using appropriate technologies, unknown and abstract information, graphs and theory driven arguments and IT skills to collect, organize, critically analyse and to interpret, giving evidence of theoretical underpinning; and

effectively communicate Business Studies didactical aspects ethically, coherently and reliably to learners in the classroom situation by using individual or group methods



CATD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6

COMPUTER APPLICATION TECHNOLOGY METHODOLOGY


demonstrate comprehensive and systematic knowledge of appropriate policy documents of Computer Application Technology in the FET phase;

demonstrate profound practical skills in the planning, presentation and assessment of both theoretical and practical CAT lessons;

demonstrate the ability to facilitate teaching and learning OBE Computer Application Technology in the FET phase; and

demonstrate and evaluate the ethical use of different learning material for CAT



COMF511 SEMESTER: 1 CREDITS: 8 NQF-LEVEL: 6

COMPUTERS IN EDUCATION

Upon completion of this module, the student should be able to:

demonstrate a sound knowledge of e-Education and the Policy on e-Education;

demonstrate knowledge and practical skills of ICT integration in schools;

demonstrate profound problem-solving abilities to plan computer-integrated lessons; and

demonstrate and evaluate ethical and moral aspects regarding the use of computers in education.



ECOD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6

ECONOMICS METHODOLOGY

Upon completion of this module the learner should be able to:

illustrate and apply comprehensive and systematic knowledge of the National Curriculum Statement and other related educational policy documents for grades 10-12 and display an informed and critical understanding of the principles and theories with regard to classroom management, creative teaching and active learning in the Economics classroom in the context of postgraduate education;

execute critical analyses, syntheses and evaluations of quantitative and qualitative information with regard to classroom administration, classroom organisation and record-keeping;

effectively present academically professional information with regard to assessment of Economics teaching, as well as plan and prepare Economics lessons using his/her IT-skills and communicate coherently and creditably as an individual or as part of a group; and

use the knowledge and skills mastered in this module effectively to present the subject Economics to grade 10-12 learners using the Outcomes-based Educational approach and implement norms and values prescribed by the Education Department.



EDCC511 SEMESTER: 1 CREDITS: 8 NQF-LEVEL: 6

EDUCATION THEORY

After completion of this module the student should be able to:

develop a broad understanding of the range of education theories, ideas and concepts that mark the current social science and educational landscape;

develop a basic level of competence to apply the major education theories, ideas and concepts within their future educational practices as professional educators working in various contexts (schools, clinics, colleges, universities, parastatals, NGOs, developmental organizations and government);

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develop an ability to apply theoretical understanding to the conduct of basic research in education and to extend their theoretical insights based on the results of empirical inquiry.




ASSESSMENT

After completion of this module the student should be able to:

demonstrate an understanding of outcomes-based assessment theoretical underpinning;

demonstrate understanding and application of integrated assessment;

demonstrate understanding of inclusively mainstream curriculum and the ordinary classroom environment;

demonstrate an ability to plan for teaching, learning and assessment within an OBE approach;

demonstrate the ability to conduct outcomes-based assessment;

demonstrate an understanding and application of recording, recordkeeping and reporting within an OBE approach;

demonstrate the ability to review assessment.


ASSESSMENT MODE: Continuous assessment 50% Portfolio assessment 50%


PROFESSIONAL STUDIES


demonstrate fundamental knowledge regarding the theoretical underpinnings and principles of an outcomes-based curriculum;

identify and explain the components of an outcomes-based curriculum cycle;

interpret the outcomes-based National Curriculum Statement and other related policies;

design a learning programme, work schedule and lesson plan using OBE principles;

demonstrate fundamental knowledge and skills in the selection, planning and implementation of direct and indirect teaching strategies and related instructional skills and teaching methods;

develop his/her own strategic teaching-learning approach;

develop and manage professional portfolios;

apply appropriate knowledge, skills and attitudes in teaching practice.




EDUCATIONAL PSYCHOLOGY


demonstrate fundamental knowledge of the theoretical underpinnings of educational and community psychology as well as the ecosystemic perspective;

act as an agent of change by integrating the theoretical underpinnings of educational and community psychology as well as the ecosystemic perspective in their education practice;

demonstrate well-rounded (fundamental and in-depth) knowledge of health promotion in diverse educational settings;

demonstrate fundamental knowledge of Inclusive Education and integrate this knowledge to create environments that value all learners;

understand the learner as a developing person from the ecosystemic perspective;

critically reflect on interpersonal dynamics in educational settings




EDUCATION LAW, SYSTEMS AND ADMINISTRATION


contribute to quality education in a diverse community;

have a deep knowledge and understanding of the nature and aims of the South African education system;

function within this education system to the advantage of the South African community and to contribute to the solution of challenges;

have the ability to integrate education management theory and practice to develop professional classroom management skills in a diverse and changing national and international context;

demonstrate knowledge and understanding of education law principles, and the ability to interpret and apply legislation and policy correctly in order to become responsible, independent and a contributing member of the professional

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education community;

have the ability to assess external influences on the education system and the classroom in order to develop critical, creative and reflective problem-solving skills within an educational and societal context by assessing external influences on the education system and the classroom.




PROFESSIONAL STUDIES


Apply theoretical knowledge, practical skills and the required attitudes in teaching practice;

demonstrate knowledge of & insight into ethical aspects of the teaching profession and the SACE Code of Conduct;

demonstrate knowledge and understanding of the complexity of classroom discipline; and

identify, make, integrate and evaluate media in the teaching-learning situation.


ASSESSMENT MODE: Participation mark 30 % Practical Teaching 40 % Theoretical examination 30 %

ENGD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6

ENGLISH METHODOLOGY


apply OBE principles (outcome of the generic module EDCC512) in the different phases at school level for teaching English and to interpret learning outcomes for the outcomes of each phase; demonstrate

systematic and comprehensive skills in the planning and execution of English lessons, integration with other learning areas and interpretation of the NCS;

demonstrate sophisticated competence as educator and in the selection of appropriate learning material and teaching strategies for all phases;

demonstrate refined and cultivated values regarding the English language teaching profession, and showing responsibility towards learners and the community.



ENGD521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6

ENGLISH METHODOLOGY


demonstrate comprehensive knowledge of principles regarding the planning of lessons for teaching of English First Additional Language for Senior and FET Phases;

demonstrate systematic and comprehensive skills in the planning and execution of English lessons and learning programmes; integration of other subjects; interpretation of the NCS with regard to the learning outcomes and assessment standards set per grade in the Senior and FET Phases;

demonstrate sophisticated competence as educator and in the selection of appropriate learning material and teaching strategies for Senior and FET Phases;

demonstrate refined and cultivated values regarding the English language teaching profession and show responsibility towards learners and the community



GEOD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6

GEOGRAPHY METHODOLOGY


have thorough and systematic knowledge to apply integrated, specific skills to design and effectively implement Geography learning experiences;

integrate theory and practical components with regard to curriculum development and act as a curriculum planner;

distinguish between the different teaching and learning approaches, styles, strategies, methods and techniques and to evaluate which of these are specifically the most effective learning content in Geography, and subsequently implementing these in a creative, logical and systematic manner;

demonstrate a thorough and systematic knowledge in applying integrated critical skills to ensure that correct summative and formative continuous assessment methods, techniques, testing and examining of Geography knowledge are correctly implemented;

analyse and implement the effective management and organization of a Geography classroom, as well as the management and evaluation of the Geography department and personnel.

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ASSESSMENT MODE: Continuous assessment 50%; 1x3-hour written examination 50%

HISD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6

HISTORY METHODOLOGY


demonstrate extended & systematic knowledge of methodology of History in context of National Curriculum Statement;

demonstrate extended skills in the analysis and synthesis of sources, the planning, design and implementation of various assessment strategies, the design of tests, examination papers and memoranda, as well as year planning (learning programmes and working schedules);

demonstrate competence in analysing and synthesising sources and the ability to plan practically, to design and implement various assessment strategies, to set tests, examination papers and memoranda as well as to conduct year planning (learner programmes and working schedules); and

demonstrate values of an ethically professional nature with regard to the interpretation of historical facts, which should always be true and contextual, in accordance with the Manifesto on Values, Education and Democracy.


ASSESSMENT MODE: Continuous assessment 50%; 1x3-hour written examination 50%

INTD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6

INFORMATION TECHNOLOGY METHODOLOGY


demonstrate comprehensive knowledge of departmental policy documents on Information Technology in the FET phase, learning programmes and work schedules in applicable learning contexts, a variety of assessment techniques, methods and instruments applicable to Information Technology, as well as learning material for Information Technology and the organisation and administration of a computer centre;

demonstrate profound skills in analysing, interpreting and applying departmental policy documents to Information Technology in the FET phase, the planning, presentation and evaluation of both theoretical and practical lessons and the planning, implementation and evaluation of the principles of assessment in IT;

demonstrate the ability to implement and apply learning contexts and learning programmes to enhance effective learning in Information Technology and to develop applicable learning activities to measure learners‟ attainment of specific assessment standards; and

demonstrate the ability to evaluate and debate the profile of the ideal Information Technology facilitator.



LAAD521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6

LEARNING AREA ARTS AND CULTURE METHODOLOGY


demonstrate a comprehensive and systematic knowledge base and a coherent and critical understanding of integrated arts education, multicultural arts education and inclusive arts education;

critically analyse, synthesize and independently evaluate different models for integrating the Arts in the learning area Arts and Culture in the Senior Phase;

demonstrate an ability to identify, analyse and deal with complex and/or real world problems in applying genres, which are inherently integrated, such as theatre and musical storytelling;

evaluate all opinions from one‟s own well-established worldview while teaching inclusive arts education in the learning area Arts and Culture during micro-lessons and in practical teaching and be aware of social and ethical implications of applying knowledge in a certain context.



LABD521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6

LEARNING AREA ECONOMIC AND MANAGEMENT SCIENCES METHODOLOGY


demonstrate in-depth knowledge and understanding of the National Curriculum Statement applicable to the learning area Economic and Management Science in the Senior Phase with regards to key terms, rules, concepts, principles and theories in this regard;

identify themes, plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules;

use known and abstract information by using graphs and theory driven arguments, and effectively use IT skills to collect, organize, critically analyse and to interpret; demonstrate problem-solving abilities to plan and present lessons for specific application to EMS;

effectively communicate EMS didactical aspects ethically, coherently and reliably to learners in the classroom situation by using individual or group methods;

to plan, prepare and present a lesson according to the learning outcomes and assessment standards included in the National Curriculum statement for the senior phase.


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LAND521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6

LEARNING AREA NATURAL SCIENCES METHODOLOGY


demonstrate a comprehensive and systematic knowledge of the learning area Natural Science in the context of OBE concerning the following: facilitation in the Intermediate Phase, didactic principles of Natural Science education and the learning area Natural Sciences laboratory;


act in a problem-solving manner, in the planning and presentation of lessons and practical sessions within the context of the abovementioned theoretical themes by using applicable technological resources; and

demonstrate an appreciation of the contribution made by indigenous knowledge systems to educational issues concerning the abovementioned content as well as demonstrate an ethical professional attitude and behaviour towards the content of Natural Science.



LASD521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6

LEARNING AREA SOCIAL SCIENCES METHODOLOGY


understand the place of Social Sciences within OBE, and explain the place of History and Geography respectively within the Social Sciences;

creatively apply a source-based approach in the learning area of Social Sciences;

demonstrate knowledge and skills to implement a learning experience in Geography and History as sub-disciplines of Social Sciences and prove that they are skilled to use different teaching techniques, including information and communications technology in Social Sciences;

demonstrate general teaching approaches in learning experiences of Social Sciences;

explain the role of environmental value education in the school curriculum and indicate how this can contribute towards the moral development of individual learners and the community as well as the implementation of this in learning experiences of Social Sciences;

creatively design suitable learning experiences, work sheets, assessment rubrics, tests/exams and memoranda regarding synoptic weather maps, topographic maps and aerial maps according to OBE and geographical didactical principles, as well as efficiently integrating other learning areas GEOD 511 en HISD 511.

have the necessary knowledge and skills to construct and use graphs and diagrams in Social Sciences and integrate these in suitable themes in Social Sciences.



LIFD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6

LIFE SCIENCES METHODOLOGY


design a learning programme (subject framework, work schedule and lesson plans) and assessment instruments, apply laboratory techniques in Life Sciences and apply Environmental Education in Life Sciences;

identify and solve problems within the above themes as well as plan activities that support the comprehensive understanding of ideas, theories and principles and rules within the themes;

use problem-solving abilities regarding the planning and presentation of lessons and practical sessions within the context of the theoretical themes mentioned above by, amongst others, the use of suitable technological aids;

display an appreciation for the contribution that indigenous knowledge systems play in pharmacology, bio-ethical issues in the above content and the ethical accountability towards the content of the Living Sciences.



LIFF 521 SEMESTER 2 CREDITS: 12 NQF-LEVEL: 6

LIFE SKILLS


Demonstrate fundamental knowledge of issues relating to delivery, HIV/AIDS, values and environmental education .

Demonstrate an understanding of appropriate skills, attitude and values to contribute and maintain a healthy environment.

Integrate HIV/AIDS, diversity, values and environmental education in the classroom.

MODE OF DELIVERY Full-time

ASSESSMENT MODE Continuous assessment 50% 1x2-hour written examination 50%

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LLOD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6

LEARNING AREA LIFE ORIENTATION METHODOLOGY


Demonstrate a comprehensive & systematic knowledge base of terminology, rules, concepts, principles, theories, methods and strategies pertaining to presentation of the four focus areas of Life Orientation in Senior& FET phase.

Demonstrate an ability to interpret, convert, evaluate and apply essential theories, text, methods and strategies pertaining to the presentation of Life Orientation in the Senior and FET phase.

Demonstrate the ability to attained knowledge to solve unfamiliar, concrete and abstract problems pertaining to the planning and implementation of Life Orientation learning programmes for the Senior and FET Phase, using appropriate technological skills and giving evidence of theoretical underpinning;

act ethically responsible and value-driven in all circumstances and forms of communication, written as well as orally, related to the planning and presentation of Life Orientation in the Senior and FET phase.



LLOD521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6

LEARNING AREA LIFE ORIENTATION METHODOLOGY


Apply the outcomes for social development and citizenship in such a way that it will encourage learner-centred and activity-based learning activities and to identify the critical as well as the specific outcomes for the grades you are being trained for and motivate the rationale for them;

motivate self-knowledge and career knowledge as the two major components of career planning, indicate the process of obtaining information on job opportunities and evaluate these aspects in learners by means of questionnaires and self-help instruments;

apply and practise health promotion and personal wellbeing so as to promote learner-centred and associated activity in the classroom situation;

evaluate inclusive teaching on the basis of personality traits and personal development aspects;

apply and practice physical development and physical education so as to encourage learner-centred and associated activities in the classroom situation.



MATD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6

MATHEMATICS METHODOLOGY


demonstrate comprehensive knowledge, insight and skills regarding the learning and teaching of mathematics worldwide, assessment of and for the learning of mathematics, the effective use of technology in the teaching and learning of school mathematics, the value of mathematics in real life.



MATD521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6

MATHEMATICS METHODOLOGY


apply conceptual and pedagogical knowledge, insight and skills regarding the content and structure of the Mathematics Curriculum applicable to the Senior Phase and FET band; the implementation of Mathematical Literacy as a compulsory subject in the FET band; the effective teaching of mathematics in multilingual classrooms; the value of mathematics in real life.



PHSD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6

PHYSICAL SCIENCES METHODOLOGY


demonstrate the knowledge and skills they have acquired with regard to the integration of pedagogical content knowledge and physical sciences content knowledge, progression of content knowledge and process skills of Physical Science from grade 7 to 12, Nature of Science and its relationships to technology, society and the environment, learning theories and teaching strategies as implemented in Physical Sciences, assessment models in Physical sciences, and laboratory management.


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RSVD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6

RELIGION STUDIES METHODOLOGY


identify relevant theories for the comparison and comprehension of various religions;

reflect upon essential questions critically and constructively for the diverse religious community within South Africa and the practical implementation thereof in the classroom.



SEMD511 SEMESETARA: 1 CREDITS: 12 TEKANYO YA NQF: 6

SETSWANA METHODOLOGY (MOTHER TONGUE)

Kwa bokhutlong jwa mojulu o, moithuti o tshwanets go:

go tlhama ditiragatso tsa go ithuta go nonofisa bokgoni jwa puo mo dikgatong tse di farologaneng;

go supetsa kitso e e lotaganeng e e rulaganeng le go bopa lenaanethuto le sejulu ya tiro ya thuto ya Setswana ya mephato e e farologaneng;

go supetsa le go tlhalosa mekgwa e e farologaneng e e maleba ya tekanyetso ya thuto ya Puo;

go tlhama le go tshola direkoto tsa tekanyetso;

go go sekaseka le go anaanela ditokomane tsa Lefapha la thuto tse di maleba le thuto ya Dipuo;

go supetsa go tlhaloganya dikarolo tse supa tsa morutabana, bogolosegolo yo o rutang Dipuo.

MOKGWA WA GO RUTA: Ka Kopano mo khampaseng

MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50%Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50%

SEMD521 SEMESETARA: 2 CREDITS: 12 TEKANYO YA NQF: 6

SETSWANA METHODOLOGY (MOTHER TONGUE)

Kwa bokhutlong jwa mojulu o, moithuti o tshwanets go:

go tlhama ditiragatso tsa go ithuta go nonofisa bokgoni jwa puo mo dikgatong tse di farologaneng;

go supetsa kitso e e lotaganeng e e rulaganeng le go bopa lenaanethuto le sejulu ya tiro ya thuto ya Setswana ya mephato e e farologaneng;

go supetsa le go tlhalosa mekgwa e e farologaneng e e maleba ya tekanyetso ya thuto ya Puo;

go tlhama le go tshola direkoto tsa tekanyetso;

go go sekaseka le go anaanela ditokomane tsa Lefapha la thuto tse di maleba le thuto ya Dipuo;

go supetsa go tlhaloganya dikarolo tse supa tsa morutabana, bogolosegolo yo o rutang Dipuo.

MOKGWA WA GO RUTA: Ka Kopano mo khampaseng

MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50%Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50%

TECD521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6

LEARNING AREA TECHNOLOGY METHODOLOGY


demonstrate fundamental knowledge of NCS document with regard to learning area Technology; apply interpretation & designing skills in development & planning of learning programmes, work schedules & lesson planning;

show a comprehensive understanding of different teaching-learning and assessment strategies that are appropriate for the learning area Technology;

demonstrate an understanding of the nature of organizing and managing a practical technology class room and workshop, including safety aspects relevant to practical technology tasks;

apply relevant knowledge and skills in the practical teaching of the learning area Technology.



TGNO511 SEMESTER: 1 CREDITS: 8 NQF-LEVEL: 6

TECHNOLOGY


demonstrate problem-solving skills, critical and creative thinking during the application of the design process to technological problems and needs in real life;

demonstrate a fundamental understanding of, and the ability to apply appropriate technological knowledge, skills and values;

demonstrate a critical understanding and appreciation of the interrelationship of technology, society, economy and the environment ;

demonstrate the application of the attained knowledge and skills and fulfil the role of technology learning mediator.



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TGNO521 SEMESTER: 1 CREDITS: 8 NQF-LEVEL: 6

TECHNOLOGY


demonstrate a basic knowledge of the learning area Technology in the South African School system;

demonstrate a comprehensive knowledge of all the three outcomes and assessment standards in the Senior Phase, including structures, systems and control and processing;

demonstrate the principles of outcomes-based assessment in the learning area Technology for the Senior Phase;

apply the problem-solving and creative approach to the learning area Technology and the unique methodology thereof in the Senior Phase.



TRVD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6

TOURISM METHODOLOGY


demonstrate knowledge of OBE principles; the content of the NCS Tourism; the interpretation of learning outcomes and assessment standards of Tourism in the FET phase;

demonstrate skills in the planning of lessons as part of the learning programme of Tourism, in developing learning and assessment activities; integration with other learning areas; interpretation of the NCS;

demonstrate competence in the selection of appropriate learning material and teaching strategies for the FET phase; in designing assessment activities in line with the assessment standards;

demonstrate ethical values and norms regarding the community, and demonstrate responsibility towards the environment and respect for cultural diversity.



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M.6.3 ACE MODULE OUTCOMES

Module code: EDFM 514 Semester 1 12 credits NQF level: 6

Title: MANAGING HUMAN RIGHTS LEARNING ENVIRONMENT

Learning outcomes: By the end of the module, students should be able to:

demonstrate an understanding on how to work in and manage human rights learning environment.

respect and awareness of the rights of all human beings.

undertake a project / case study on human rights learning environment.

Method of delivery: Off-campus (Open Distance Learning)/Fulltime

Assessment modes: Formative assessment & Examination


Title: GOVERNANCE AND SCHOOL COMMUNITY RELATIONS

Learning outcomes: By the end of the module, students should be able to:

demonstrate an understanding of the concepts of the governance and school community relations

identify major problems in the governance of educational institutions

make sound judgements on issues related to governance and school community relations.




Title: EDUCATION LAW AND HUMAN RIGHTS EDUCATION

Learning outcomes: The students should be able to:

Demonstrate an understanding of basic knowledge of education law.

Demonstrate an understanding of issues related to human rights education.

Interpret and analyse the impact of human rights issues.

Give guidance on education law issues.




Title: APPROACHES TO COUNSELLING AND VOCATIONAL DEVELOPMENT

Learning outcomes: At the completion of this modules learners will be able to:

- demonstrate knowledge of vocational training as an educational and development strategy. - demonstrate an understanding of 4 theoretical approaches to counselling. - apply these theoretical approaches in the actual process of counselling.

Method of delivery: Off-campus (Open Distance Learning) Fulltime



Title: INTRODUCTION TO EDUCATIONAL PSYCHOLOGY

Learning outcomes: Learners will be able to: 1. identify behavioural problems in different life stages 2. apply skills in solving such problems




Title: CRITICAL ISSUES IN EDUCATION AND SOCIETY

Learning outcomes: Learners will be able to:

- demonstrate an understanding of legal issues in education. - practice concept of affirmative action and - Educational Equity. - demonstrate an understanding of adolescent and youth problems in education. - demonstrate an understanding of the concept of multi-cultural practices in Education. - understand and handle the issues in Education for students with disabilities.




Title: PERSONALITY THEORIES


- demonstrate an understanding of the theories of personality and their implications for learning and teaching.



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Title: THEORIES ON VALUES, ETHICS AND HUMAN RIGHTS


- Identify and analyse the philosophical enquiries and identify the opportunities and challenges/problems in developing values, ethics and human rights in educational practices.

- Determine the criteria to select concepts/content appropriate for intermediate and senior phases. - Identify, analyse and evaluate the core elements or components of values, ethics and human rights. - Evaluate theories on values, ethics and human rights. - Integrate philosophical enquiry and reflection in education. - Determine and evaluate assessment standards on values, ethics and human rights.




Title: PRINCIPLES AND PRACTICES OF INCLUSIVE EDUCATION


- Demonstrate an understanding of the basic concepts and principles in inclusive education. - Demonstrate an understanding of the historical perspectives on inclusive education. - Understand and appreciate the role of parent/guidance and professionals in the practices of inclusive

education in schools. - Demonstrate an understanding of the educational and school policies which impact on the practice of

inclusive education. - Identify exceptional learners in schools and other learning centres in the context of inclusive education.




Title: COUNSELLING OF SCHOOL CHILDREN

Learning outcomes: At the end of this module, learners will be able to:

- conduct individual counselling

- conduct group counselling




Title: EDUCATIONAL GUIDANCE SERVICES: VOCATIONAL AND SOCIAL

Learning outcomes: At the completion of the module learners will be able to demonstrate:

- knowledge of the value of education.

- knowledge of effective study methods.

- ability to choose academic subjects.

- ability to prepare for working life.

- knowledge of choice of career

- knowledge of careers, job-opportunities and vocational assessment.




Title: TESTS IN SCHOOL COUNSELLING

Learning outcomes: At the end of this modules learners are expected to be able to:

- show an understanding of various tests

- indicate what tests communicate

- interpret test results



Module code: EDFM 571 Semester 1 24credits NQF level: 6

Title: FIELDWORK IN GUIDANCE AND COUNSELLING

Learning outcomes: At the completion of this module, students will:

- be competent in seeking and identifying areas in Guidance and Counselling.

- be capable of contributing to Guidance and Counselling.

- demonstrate, through field-work, knowledge on data-collection related to career-guidance and counselling for learners, undertake experiential work in Guidance and Counselling.


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Title: Introduction to Research methods

Learning outcomes: On completion of this module, the students should be able to:

Explain the concept of educational research and types of research

Develop research problems, purpose statement, significance of the study

Conduct a review of the literature, formulate hypothesis

Understand and apply qualitative and quantitative research approaches to educational research

Develop research design and procedures, select population and apply sampling techniques

Develop appropriate research tools/instruments and data collection procedures

Conduct data analysis including descriptive and inferential statistics

To use and refer to bibliographical references in the correct format



Module code: EDDM 511/521 Semester 1 or 2 12 credits NQF level: 6

Title: Basic classroom research

Learning outcomes: On successful completion of this module students will be able to:

Identify and explain the basic principles regarding research generally and classroom research in particular.

Demonstrate knowledge understanding of common problems that teachers face in their daily tasks.

Isolate classroom problems that demand research and understanding

Method of delivery: Off-campus (Open Distance Learning)


Module code: EDIM 511 Semester 1 12 credits NQF level: 6

Title: Familiarity with technology education

Learning outcomes: Students should be able to:

Define technology and its goals within the educational system.

Define the design process and how to develop technological capability.

Describe technology as a system.

List and describe the parts of a system




Title: Resources and Technology


Discuss humans as tool makers and tool users.

Identify the difference between a tool, mechanism and machine.

Describe the type of tools used in many areas of society.

List, describe and give examples of major types of primary tools.

Describe the use of the lever and wheel and axle as force multipliers.




Title: Materials, graphics and technology


Describe and identify natural materials in engineering.

Describe the difference between renewable and exhaustible materials.

Explain major ways to process raw material.




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Title: Technology, people and society

Learning outcomes: Students will know about:

Characteristics of individuals in a technological world.

Skills and how they may suit a person for a particular job.

Technology, people and society.




Title: Energy and technology

Learning outcomes: Learners should be able to demonstrate a broad general knowledge of energy sources

and the use of controlled energy (power).




Title: Teaching and learning strategies for Technology education

Learning outcomes: Learners should be able to:

OBE and the National Curriculum statement.

Lesson planning and presentation.

Developing teaching strategies.

Instructional skills for technology.

Practical work in technology.



Module code: EDIM 579 Semester 1 & 2 24 credits NQF level: 6

Title: Guided field project – Technology education


Practise newly acquired knowledge.

Develop and write out a mini project on technology education.

Show improvement in their teaching.


Assessment modes: 1 Assignment & Examination

Module code: EDSM 511 Semester 1 12 credits NQF level: 6

Title: Professional growth and development (EDS 651)

Learning outcomes: On completion of the module, educators will be able to:

Define professionalism

Explain the process of professional growth and lifelong learning

Identify activities that foster professional growth and demonstrate willingness to participate in them.




Title: Human relations and school development (EDS 652)

Learning outcomes: On completion of the module, educators will:

Understand and apply principles of resource administration.

Put into practice appropriate interpersonal relationships (with learners, parents, staff) that contributes positively to school development.



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Title: Administration of and participation in extra-curricular and co-curricular activities (EDS 653)

Learning outcomes: On completion of the module, participants will be able to:

Identify and participate effectively in selected extra and co-curricular activities to promote whole school development.

Contribute effectively to the development and administration of sports, cultural and other activities in the school.




Title: School and personnel management (EDS 654)


Demonstration knowledge and understanding of the process and skills in educational personnel management.

Analyze critically issues and challenges in personnel management.

Ensure the development and management of staff development and mentoring programmes using democratic principles.

Inspire and build commitment as well as confidence in other staff for staff development.




Title: Decision-making and Accountability (EDS 655)

Learning outcomes: On completion trainees should be able to:

Explain the process of decision-making and how it affects school operations.

2 Participate in decision-making effectively.

Apply democratic principles and procedures in decision-making.




Title: Leadership, communication and service (EDS 656)


Demonstrate critical understanding of leadership and communication theories and apply them in the classroom situation.

Show confidence, commitment, initiative and creativity in playing their leadership and service roles in the school situation.




Title: Education management development (EDS 657)


Define the functions of management.

Explain how educational policy is formulated.

Apply the various approaches to educational planning and management.

Outline the role of strategic planning in successful education management.



Module code: EDTM 511 Semester 1 12 credits NQF level: 6

Title: Creation of positive learning environment (EDT 651)

Learning outcomes: The educators will demonstrate knowledge of different types of learning environments.

The educators will provide positive physical environment for learning.

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The educators will promote a suitable emotional learning environment for active learner participation and involvement.

The educators will provide positive educator-learner relationships including fair and firm discipline.

The educators will cultivate trust and be a role model for the learners.




Title: Knowledge of curriculum and learning programmes (EDT 652)

Learning outcomes: The educators will demonstrate adequate knowledge of learning area and show

positive understanding of the curriculum process in creating meaningful learning experiences.

The educators will discuss the factors that influence curriculum development and implementation.

The educators will develop learning programmes from the New National Curriculum.

The educators will demonstrate knowledge in using appropriate learning materials for the curriculum.

The educators will apply relevant strategies in curriculum evaluation and implementation.




Title: Curriculum and the administration of resources and records (EDT 653)


Demonstrate an understanding and application of major concepts and processes involving the utilization of resources and records in educational institutions.

Demonstrate knowledge of the existence and use of variety of resources and records available in educational institutions.

Critically analyze the role of the administration of resources and records in the successful implementation of OBE.

Apply knowledge acquired in efficient record keeping for smooth institutional functioning.




Title: Lesson planning, preparation and presentation (EDT 654)


Effectively prepare and plan OBE lessons in coherent and logical steps.

Prepare a learning programme, work schedule and lesson plan according to OBE specifications.

Demonstrate effective record keeping of planning and learner progress.


Assessment modes: Portfolio


Title: Assessment and learner achievement (EDT 655)


Effectively use assessment techniques that promote effective teaching and learning.

Effectively monitor the progress of learners and enhance individual growth and development through effective record keeping and the application of a variety of techniques.

Use a variety of assessment techniques.



Module code: ETTM 511 Semester 1 12 credits NQF level: 6

Title: Basic computer literacy

Learning outcomes: On the successful completion of this module, students will:

Demonstrate basic knowledge about the evolution of computers.

Demonstrate the application of computers as instructional tools.

Demonstrate basic knowledge of multimedia system.

Demonstrate knowledge about computer professionals‟ code of ethics.

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Module code: EUCE 511

Title: End User Computing for Educators


- Define a computer - Name and describe the various component of a computer - Demonstrate effective and efficient use of a word processor program - Demonstrate effective and efficient use of a spreadsheet program - Demonstrate effective and efficient use of a graphics program - Demonstrate effective and efficient use of an email program - Demonstrate effective and efficient use of a browser ans seacrh engines - Understand and explain the use of computers in education and - Understand and explain aspects regarding the safe ethical use of computers



Module code: SEDM 511 Semester 1 12 credits NQF level: 6

Title: An introduction to the principles of learning Matematics /Natural Sciences


- Demonstrate knowledge of the nature and structure of Mathematics/Natural Sciences - Give reasons why mathematics/natural science is taught - Identify and apply expected outcomes and show the importance of mathematics/Natural Science

Education




Title: Teaching and learning strategies for Mathematics / Natural Sciences


- Design simple curricula - Write curriculum units in Mathematics/Natural Sciences - Design activities for OBE - Design and develop different lesson plans for Mathematics/Natural Sciences




Title: Computers in Mathematics / Natural Sciences teaching / learning


- Demonstrate an understanding of the use of computers in education - Apply skills in using computers to supplement teaching and learning - Assess the Internet for Social and Mathematical Information



Module code: FSET 511 Semester 1 8 credits NQF level: 6

Title: Foundation studies in education

Learning outcomes: After completion of this module the student should:

be able to relate his/her knowledge systematically to the micro and macro factors influencing the development of education throughout the course of history;

demonstrate the ability to relate the history of education and the influencing factors to a personal philosophy of education, giving evidence by means of examples from the teaching practice;

have the ability to research and report on the difference between political democracy and democratic education, and critically and independently evaluate the complexity of democratic education in the classroom with specific reference to discrimination in various forms;

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be able to interpret and offer solutions to complex problems relating to the demands placed by democracy on the moral capacity of teachers and students, their perception of their moral duty, and the complexities of establishing values in South African schools.


Assessment modes: Formative assessment 1 Assignment & Examination

Module code: HIVA 521 Semester 2 8 credits NQF level: 6

Title: HIV/AIDS: Legislation, counselling and support

Learning outcomes: After successfully completing the module the student should be able to:

demonstrate an understanding regarding legislation relevant to the handling of HIV/AIDS in the school context, to know the rights and obligations of HIV/AIDS positive learners and teachers as well to promote the protection of learners and educators within the school context;

display the skill in compiling guidelines for establishing an accountable healthy school environment for learners with HIV / AIDS;

develop and demonstrate acquired knowledge and skills to become skilled in care and counselling of HIV/AIDS; and

develop skills to be able to design and co-ordinate an individual educational support programme to support the learner with HIV/AIDS.



Module code: LOBO 571 Semester 1 & 2 32 credits NQF level: 6

Title: Citizenship education

Learning outcomes: On completion of this module the student should be able to demonstrate his/her

understanding of responsible citizenship and the role of the community in learning and teaching and building an

inclusive society.



Module code: LOCK 571 Semester 1 & 2 32 credits NQF level: 6

Title: Personal well-being: Physical health and recreation

Learning outcomes: After completion of this module the student should be able to establish a relationship

between life skills and education, and demonstrate insight with regard to particular aspects of Personal Well-

Being.



Module code: LOHA 571 Semester 1 & 2 32 credits NQF level: 6

Title: Personal well-being: Health and AIDS

Learning outcomes: After completion of this module the student should be able to demonstrate knowledge,

skills and sound educational values in the teaching of learners to understand and apply health awareness

regarding sound nutrition, skin care, obesity, physical activity, drugs and sexual transmitted diseases and

HIV/AIDS.



Module code: LSDL 528 Semester 2 16 credits NQF level: 6

Title: Disabilities and learning difficulties in education

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Learning outcomes: On completion of this module, the student should be able to:

demonstrate understanding of disabilities and learning difficulties as barriers to learning, such as physical and intellectual disabilities, reading difficulties, mathematical difficulties, etc.;

recognize the learning differences that individual learners bring to the classroom and how these learning differences could facilitate learning and teaching support practices and processes; and

realise the role of the educator, the school the family and the community in ensuring that all learners experiencing these and other barriers to learning have access to the curriculum.



Module code: LSED 518 Semester 1 16 credits NQF level: 6

Title: Emotional and other difficulties in education


demonstrate understanding of learners experiencing emotional and other difficulties such as, communication difficulties, challenging behaviour etc.

realise the role of the educator, the school, the family, and the community in supporting learners experiencing these and other barriers to learning

apply basic counselling principles and skills in supporting learners experiencing emotional and other barriers to learning.



Module code: LSIE 518 Semester 1 16 credits NQF level: 6

Title: Inclusive education: A policy perspective


demonstrate understanding of the inclusive education Policy (Education White Paper 6), with specific reference to the proposed support structures and the concept of barriers to learning and development;

apply school-based support to learners experiencing barriers to learning by means of an integrated team approach; and

understand and apply curriculum differentiation and assessment strategies in an inclusive classroom.



Module code: LSSH 528 Semester 2 16 credits NQF level: 6

Title: Social and health issues in education


demonstrate understanding of learners experiencing social and health barriers to learning such as the HIV/AIDS pandemic, violence in schools, etc.;

apply a health promoting approach in school and class context to support learners experiencing barriers to learning; and

realise the role of the educator, the school, the family, and the community in supporting learners experiencing these and other barriers to learning.



Module code: MLED 571 Semester 1 & 2 32 credits NQF level: 6

Title: Mathematics: Elementary

Learning outcomes: After completion of this module the student is expected to be able to apply thorough

knowledge and insight with respect to:

Linear, quadratic, polynomial, exponential, logarithmic and trigonometric functions by representing the

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mentioned functions in different ways, as well as interpreting the functions in real-life contexts;

Trigonometry and geometry by solving real-life problems by means of two- and three-dimensional figures;

Elementary statistics by collecting, summarising, displaying, analysing and interpreting data; predicting the outcomes of events and determining the probability, and also executing real-life applications thereof;

The natural numbers, integers, rational numbers, real numbers, as well as the motivation for the extension from one number system to another and the application of this knowledge in real-life situations.


Assessment modes: Formative and summative assessment & Examination


Title: Didactics of Mathematical literacy

Learning outcomes: After completion of this module the learner should be able to apply thorough knowledge

and insight with respect to the content and structure of the mathematical literacy curriculum in the planning and

execution of teaching-learning opportunities in outcomes-based classrooms, including the development and use

of teaching-learning media, as well as integrated assessment.




Title: Mathematics: Application

Learning outcomes: After completion of this module the student is expected to apply thorough knowledge and

newly acquired insight with respect to

Analytical geometry (conic sections) in solving real-life problems;

Spherical geometry and the relationship between analytical and spherical geometry; and

The derivatives of simple and compound functions in solving real-life problems (drawing of graphs, optimalisation).



Module code: MLED 574 Semester 1 + 2 32 credits NQF level: 6

Title: Mathematical literacy in context

Learning outcomes: After completion of this module the student is expected to demonstrate thorough

knowledge and acquired insight into mathematical literacy with respect to the historical development of

mathematics, and the use of mathematics in the world of work, everyday life and in various cultures; including

ethno mathematics.



Module code: ORAK 511 Semester 1 8 credits NQF level: 6

Title: Education law, systems and management A

Learning outcomes: At the end of this module the student ought to demonstrate knowledge, skills and

perspective with regard to the school as organisation and teaching as profession. Further the student must

analyse the relation of the educator to his/her employer, especially by concentrating on the conditions of

employment of the educator.



Module code: ORAK 521 Semester 2 8 credits NQF level: 6

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Title: Education law, systems and management B

Learning outcomes: At the end of this module the student must demonstrate knowledge, skills and insight to

act as manager in education. The student must also demonstrate the necessary knowledge of education law to

act lawfully as educator at all times with regard to his/her obligations. Further, the student must also be aware of

the special demands made upon the novice educator and he/she must be able to implement the necessary

strategies to make his/her entrance into the profession as effective as possible.



Module code: ORLK 511 Semester 1 8 credits NQF level: 6

Title: Teaching and learning A

Learning outcomes: After completing this module students ought to demonstrate their knowledge,

understanding and skills with regard to teaching and learning by describing and comparing to each other the

information processing and constructivist approaches to learning respectively; by describing and analysing the

cognitive, metacognitive and motivation variables that contribute to effective learning; by describing, analysing

and illustrating the contribution of an interactive teaching approach to effective teaching-learning situations,

including co-operative learning models, appropriate teaching-learning methods and media and continuous

assessment.



Module code: ORLK 521 Semester 2 8 credits NQF level: 6

Title: Teaching and learning B

Learning outcomes: After completing this module students ought to demonstrate their knowledge,

understanding and skills with regard to teaching, learning and the curriculum by: analysing effective learning

according to a model of the effective learner; by being able to explain and analyse motivation according to the

attribution theory and self-efficacy viewpoints; describing, analysing and illustrating the contribution of effective

development of curricula to effective teaching, as manifested in the curriculum cycle.



Module code: PCLM 521 Semester 2 10 credits NQF level: 6

Title: Understanding school leadership and management in the South African context

Learning outcomes: After successfully completing the module the student must be able to:

give an overview of the course;

demonstrate a basic understanding of what is involved in school management and leadership in South Africa; and

make an assessment of own abilities in management and leadership (in terms of current notions of competence and relevance in South Africa in relation to management and leadership).



Module code: PCTL 572 Semester 1 & 2 20 credits NQF level: 6

Title: Manage teaching and learning


demonstrate the personal and professional qualities necessary for effective management of teaching and learning;

manage the planning and implementation and monitoring/ evaluation of teaching (to ensure quality learning for all in the context of national, provincial and school policy);

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understand and be able to apply relevant content knowledge (in the design, implementation and evaluation of teaching and learning and the organisation of the school environment); and

create, manage and sustain a safe, caring and disciplined environment (and show commitment to following this through in the way in which teaching and learning is organised).



Module code: PCMP 571 Semester 1 & 2 20 credits NQF level: 6

Title: Lead and manage people


demonstrate the personal qualities necessary for effective leadership and management of people;

plan, allocate, support and evaluate work undertaken by groups, teams and individuals (ensuring clear delegation of tasks and devolution of responsibilities);

develop the professional skills of self, groups and individuals to enhance their performance (and that of the school);

create an environment conducive to collective bargaining, collaboration and negotiation (and conflict resolution); and

understand and be able to apply relevant content knowledge in leading and managing people.



Module code: PCSR 571 Semester 1 & 2 20 credits NQF level: 6

Title: Manage organisational systems, physical and financial resources


demonstrate the personal and professional qualities and skills necessary for effective management of organisational systems and financial and physical resources;

set up, implement, maintain and evaluate organisational systems for the school (where possible making use of appropriate information and communication technology ICT);

manage the financial resources of the school in a transparent and accountable way; and

understand and be able to apply relevant content knowledge and skills in the management of organisational systems, and physical and financial resources.



Module code: PCDG 572 Semester 1 & 2 20 credits NQF level: 6

Title: Manage policy, planning, school development and governance


demonstrate the personal qualities necessary for effective management (policy, planning, school development and governance);

develop and communicate school values, vision, mission, policies and plans (in a collaborative way and secure commitment to these);

develop and maintain sound working relationships with the School Governing Body (as well as parents, learners, the community and the department and

understand and be able to apply relevant content knowledge in leading and managing policy, planning, school development and governance.



Module code: PEPA 512 Semester 1 15 credits NQF level: 6

Title: Plan and conduct outcomes based assessment

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demonstrate understanding of outcomes-based assessment;

prepare for assessments;

conduct assessments;

provide feedback on assessments and

review assessments.



Module code: PFCL 521 Semester 2 4 credits NQF level: 6

Title: Basic computer literacy in school management


identify and describe the hardware and software of a computer

use a word processor, spreadsheet, e-mail and browser effectively and efficiently

use a data base programme (e.g. Microsoft Access) effectively

demonstrate, effective and efficient use of a browser and search engines

understand and explain the use of computers in education and

understand and explain aspects regarding the safe and ethical use of computers.



Module code: PFLS 511 Semester 1 6 credits NQF level: 6

Title: Language skills in school management and leadership

Learning outcomes: After successfully completing the module the student must be able to demonstrate

competence in reading, writing, listening, and speaking skills necessary for effective management in schools.



Module code: SDEK 522 Semester 2 16 credits NQF level: 6

Title: Subject didactical aspects of English education

Learning outcomes: After successfully completing the module students should be able to:

interpret second language acquisition theories and variables and understand the role they play in second language learning;

understand and implement learner-centred principles in the language classroom;

interpret and evaluate various methods of teaching English second language;

demonstrate knowledge of the principles of outcomes-based teaching and in specific the teaching of language outcomes and skills;

apply the basic didactical principles in planning for instruction;

demonstrate knowledge and skills regarding the principles of assessment;

structure language learning experiences using instructional technology; and

project professional values in all educational operations.



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M 6.4 National Professional Diploma in Education

Module code: AGDN 125 Semester 1 16 credits NQF level: 5

Title: School readiness and perceptual skills in the foundation phase

Learning outcomes: On completion of this module, you should be able to:

show knowledge of school readiness concepts and terminology;

use school readiness concepts and terminology within context;

demonstrate your knowledge of handwriting and reading development;

demonstrate your ability to identify and teach the correct forms of numbers and letters (in print and cursive writing);

facilitate a learning program to stimulate and improve the perceptual skills of school beginners;

demonstrate a positive attitude towards developing perceptual skills of learners.


Assessment modes: Formal Assessment and Examination

Module code: AGDN 325 Semester 2 16 credits NQF level: 5

Title: Foundation phase studies

Learning outcomes: On completion of this module, you should be able to:

demonstrate a thorough theoretical knowledge of the key principles for maximum learning, classroom organisation and storage, planning for a new year, handling learners with special needs and problems, planning for special days and events, parental involvement and planning for parent evenings, administrative matters and various aspects of inclusive education;

demonstrate a clear understanding and practical skill in the implementation of the key principles for maximum learning, classroom organisation and storage, planning for a new year, handling learners with special needs and problems, planning for special days and events, parental involvement and planning for parent evenings, administrative matters and various aspects of inclusive education; and

identify problems, develop problem solving skills and apply critical and creative thinking skills in teaching practice, with regard to the implementation of key principles for maximum learning, classroom organisation and storage, planning for a new year, handling learners with special needs and problems, planning for special days and events, parental involvement and planning for parent evenings, administrative matters and various aspects of inclusive education.



Module code: CLFE 115 Semester 1 8 credits NQF level: 5

Title: Computer literacy for educators


name and explain the visible components of a computer;

demonstrate skills in using a word-processor program;

demonstrate skills in using a spread-sheet program;

demonstrate skills in using internet, email and search engines; and

understand and describe the safe and ethical use of computers.


Assessment modes: Practical Examination

Module code: EDMN 315 Semester 1 8 credits NQF level: 5

Title: Education management and development

Learning outcomes: Students should be able to demonstrate knowledge, skills and values regarding a development

planning process within a quality assurance framework that will enable them to successfully complete school

development plans; an understanding of how a consultative process of developing a vision and mission statement in

schools can build school community and effectiveness. They will study whole school development, indicators to measure

and manage change in schools, quality assurance frameworks, school development planning, key values in the

community of school stakeholders & the new education paradigm.


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Module code: EDSN 125 Semester 2 16 credits NQF level: 5

Title: English didactics

Learning outcomes: On successful completion of EDSN 125 the student should be able to:

Understand and implement learner-centred principles in the language classroom.

Interpret and evaluate various methods of teaching English second language.

Demonstrate knowledge of the principles of outcomes-based teaching and in specific the teaching of language outcomes and skills.

Apply the basic didactical principles in planning for instruction.

Demonstrate knowledge and skills regarding the principles of assessment.

Project professional values in all educational operations.



Module code: EDSN 325 Semester 2 16 credits NQF level: 5

Title: English didactics

Learning outcomes: On successful completion of EDSN 225 the student should be able to:

Understand and implement learner-centred principles in the language classroom.

Interpret and evaluate various methods of teaching English second language.

Demonstrate knowledge of the principles of outcomes-based teaching and in specific the teaching of language outcomes and skills.

Apply the basic didactical principles in planning for instruction.

Demonstrate knowledge and skills regarding the principles of assessment.

Project professional values in all educational operations.



Module code: EDVN 125 Semester 2 8 credits NQF level: 5

Title: Anti-racism, education law and values

Learning outcomes: On completion of this module students should demonstrate knowledge, skills and values regarding the quest for greater equality and equity to establish a non-racial democratic educational dispensation. The contents of the module focus on increasing public awareness and sound values in education and deal with educational values, ethics, non-racialism and professionalism with guidelines to evaluate the consequences thereof on learners, communities and society in general.



Module code: EGPN 125 Semester 2 8 credits NQF level: 5

Title: English: syntax for the teacher of English

Learning outcomes: Students are expected to synthesise academic knowledge of pronunciation, inflexion, syntax and meaning and didactic knowledge in order to formulate an individual approach to the teaching of English as a first and second language throughout the different educational phases. They should be able to use and teach the appropriate cognitive academic English required for use in the language-teaching-learning situation.




Title: An introduction to English literature

Learning outcomes: After completion of this module, students should be able to:

demonstrate knowledge and insight regarding the literary genres of drama and novels.

identify, trace and interpret themes in literary genre and demonstrate the necessary skills to analyse and critically

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evaluate literary texts;

communicate effectively, both individually and in groups, in English in general and specifically regarding all aspects of the teaching-learning situation and have the knowledge and skills needed to identify and evaluate the values explored in literary texts;

demonstrate knowledge of stylistic aspects of literary texts in order to use literature for the teaching of language and grammar skills; and

demonstrate an understanding of didactic skills and approaches and apply this to the teaching of language and literature. throughout the different educational phases.




Title: English literature for the teacher


demonstrate knowledge and insight regarding the literary genres of poetry, short stories and young adult literature in a variety of Afro centric texts;

identify, trace and interpret themes in literary genre;

demonstrate the necessary skills to analyse and critically evaluate Afro centric literary texts;

communicate effectively, both individually and in groups, in English in general and specifically regarding all aspects of the teaching-learning situation;

have the knowledge and skills needed to identify and evaluate the values explored in Afro centric literary texts;

demonstrate knowledge of stylistic aspects of literary texts in order to use literature for the teaching of language and grammar skills;

demonstrate an understanding of didactic skills and approaches and apply this to the teaching of language and literature and

demonstrate knowledge, skills and values regarding the literature, language and didactics of English as a first and second language throughout the different educational phases.



Module code: ESPN 125 Semester 2 8 credits NQF level: 5

Title: English communication: Teaching English across the curriculum


to use and teach English across the curriculum. This involves the ability to use language for interpersonal and pedagogical purposes in the classroom in order to perform teaching activities in a fluent and confident way;

to use academic writing and reading skills required for the teaching of their subject and demonstrate ability to instruct and assess these skills. They should demonstrate knowledge of technical vocabulary of their elective subject as well as ability to simplify, find synonyms and explain terminology using effective teaching strategies;

to recognize errors in basic syntax, semantics and phonology and demonstrate ability to introduce instructional material to alleviate basic grammar and language errors;

to simplify a reading passage, identify the gist, highlight key notes, and teach basic reading skills such as skimming and scanning; and

to introduce group activities and cooperative learning by designing meaningful group activities that give opportunity for content and language acquisition.



Module code: ESPN 315/325 Semester 1/2 8 credits NQF level: 5

Title: English communication: The role of language in learning


design measurable outcomes for content, language and academic or task skills required;

simplify input by explaining and simplifying subject content, identifying problem areas and vocabulary required for understanding content as well as setting questions that evoke the required response from learners. As language

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across the curriculum teachers they should demonstrate the ability to employ strategies to intervene where gaps in background knowledge and language skills may prevent learners from acquiring new knowledge;

demonstrate ability to promote content area comprehension by representing content graphically, designing supplementary material to explain difficult concepts to pupils and design contextual clues to aid understanding, conceptualize academic language (concretize) by supplying examples, supplementary material, demonstrations of meaning.

demonstrate knowledge of technical vocabulary, ability to simplify, find synonyms and explain terminology using effective teaching strategies by also identifying and correcting errors in basic syntax, semantics and pronunciation of their learners;

They should be capable of annotating and explaining subject material fluently and interestingly using voice and register appropriately and effectively.;

demonstrate ability to introduce group activities and design work sheets that give opportunity for content and language acquisition; and

apply and design a variety of assessment strategies in order to allow learners to prove competence in content knowledge and language in a variety of ways.



Module code: FPUN 125 Semester 2 8 credits NQF level: 5

Title: Foundation phase studies: Literacy

Learning outcomes: Students should be able to demonstrate knowledge, skills and values regarding all aspects of Life

Skills in the Foundation Phase including multicultural integration and religious viewpoints.




Title: Foundation phase studies: Numeracy

Learning outcomes: Students should be able to demonstrate knowledge, skills and values regarding all aspects of Life

Skills in the Foundation Phase including multicultural integration and religious viewpoints.




Title: Foundation phase studies: Life skills for Foundation phase learners

Learning outcomes: Students should be able to demonstrate knowledge, skills and values regarding assessment in the

Foundation Phase as well as the integration of all eight learning areas in learning experiences.



Module code: LBAR 125 Semester 2 8 credits NQF level: 5

Title: Understanding barriers to learning

Learning outcomes: On completion of this module the student should be able to:

demonstrate an understanding of the Inclusive Education Policy;

understanding barriers to learning and develop skills to identify barriers to learning;

critically discuss the relevance of OBE in inclusive education;

use knowledge and skills to implement strategies for an effective inclusive classroom;

emphasise the holistic approach to learner support; and

have knowledge on preferred disability terminology.



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Module code: LDIS 315 Semester 1 8 credits NQF level: 5

Title: Learners with physical disabilities


demonstrate an understanding of the various disabilities/impairments;

have knowledge of the factors that contribute to physical and learning problems of learners with disabilities;

explain the inclusion of learners with disabilities by demonstrating the implementation of a practical support programme;





Module code: LREM 325 Semester 2 16 credits NQF level: 5

Title: Learning impairments and difficulties as barriers to learning

Learning outcomes: On completion of this module you should be able to:

demonstrate an understanding of the various learning impairments and problems;

have knowledge of the factors that contribute to the various learning impairments, learning difficulties and literacy;

explain the inclusion of learners with literacy barriers by demonstrating the implementation of a practical support programme;

know and implement the holistic approach to learner support;

demonstrate knowledge and understanding of preferred disability terminology.



Module code: LIEP 125 Semester 2 16 credits NQF level: 5

Title: Learner support


demonstrate skills to identify and assess learner needs for individual learner support in the inclusive classroom;

have a good knowledge and understanding of the practical support programme;

demonstrate skills to implement the practical support programme;

critically discuss the roles of the different role players in the practical support programme;





Module code: LOCN 319 Semester 1 8 credits NQF level: 5

Title: Life orientation: Learning area

Learning outcomes: Students must demonstrate elementary and initial knowledge, skills and values with regard to relevant study themes from Curriculum 2005. The themes will include amongst others: perspectives regarding aspects of belief and value systems, the importance of a view of human rights, building relationships and personality development, a critical attitude and decision-making processes, vocational guidance and acquiring a healthy life style and physical development. Students should also be able to show basic ability of knowledge, skills and values in the subject methodology of Life Orientation in the intermediate phase.



Module code: LPRO 325 Semester 2 8 credits NQF level: 5

Title: Emotional and socio-economic problems as barriers to learning


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demonstrate an understanding of the various emotional problems that contribute learning problems;

have knowledge of the factors that contribute to the various emotional problems;

explain the inclusion of learners with emotional problems by demonstrating the implementation of a practical support programme;

discuss socio economic barriers to learning;





Module code: NWCN 319 Semester 1 8 credits NQF level: 5

Title: Natural sciences: Learning area

Learning outcomes: An outline study of the Natural Sciences within the context of the following themes: Laboratory

Management and didactics; Matter and materials; Energy and change; Life and The planet earth. Students should

develop knowledge, skills and values towards the establishment of an effective learning culture and learning

environment in a well-organized laboratory; scientific investigations and techniques; communication of accumulated data

through reporting; handling of apparatus and technical skills; understanding of the earth as self-supporting environment

which should be effectively managed.



Module code: OPAN 315 Semester 1 8 credits NQF level: 5

Title: Teaching studies

Learning outcomes: By completing this module, students will gain the necessary critical outcomes and will be

empowered to apply it and live up to it as a teacher (as described by the seven roles of the teacher), as they will gain

insight into and develop skills and value with regard to:

The Revised National Curriculum Statement

Basic elements of classroom management

The role of the school with regard to youth problems in general and the “street children” problem in particular.

The teacher as a professional person.



Module code: RPLL 111 Semester 1 & 2 48 credits NQF level: 5

Title: Recognition of prior learning

Learning outcomes: Students’ teaching competence of the following components is recognised and assessed:

Fundamental learning, content of learning area, teaching and learning processes, as well as school and profession.



Module code: RPLL 271 Semester 1 & 2 128 credits NQF level: 5

Title: Recognition of prior learning

Learning outcomes:

Component 1: Competences relating to fundamental learning

Exit level outcome 1.1: Demonstrate competence in reading, writing and speaking the language/s of instruction in ways

that facilitate own academic learning and ability to facilitate learning in the classroom.

Exit level outcome 1.2: Demonstrate competence in interpreting and using numerical and elementary statistical

information to facilitate own academic learning and ability to administer teaching, reading and assessment.

Component 2: Competence relating to the content of learning area

Exit level outcome: In area/s of specialization (phase and subject/learning area), demonstrate competence in planning,

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designing, and reflecting on learning programmes appropriate for learners and learning context.

Component 3: Competences relating to teaching and learning processes

Exit level outcome 3.1: In the area of specialization, demonstrate competence in selecting, using and adjusting teaching

strategies in ways which meet the needs of the learners and the context.

Exit level outcome 3.2: Demonstrate competence in managing and administering learning environments and reamers in

ways that are sensitive, stimulating, democratic and well-organized.

Exit level outcome 3.3: In the area of specialization, demonstrate competence in monitoring and assessing learner

progress and achievement.

Component 4: Competences relating to the school and profession

Exit level outcome 4.1: Demonstrate the ability to function responsibly within the education system, the institution where

work is undertaken, and the community in which the institution is located.

Exit level outcome 4.2: Demonstrate a respect for and commitment to the educator profession.



Module code: TECK 315 Semester 1 8 credits NQF level: 5

Title: The learning area: Technology


demonstrate a good knowledge of the learning area Technology;

have good knowledge and insight regarding the technological process;

demonstrate skills to apply the technological process step-by-step;

to solve problems in the environment;

show responsibility towards safety and ethical responsibility in the Technology classroom; and

have knowledge on preferred terminology.



Module code: TSCN 125 Semester 2 8 credits NQF level: 5

Title: Setswana communication (m)

Learning outcomes: On successful completion of this module students should be able to demonstrate the use of

effective language skills in different situations especially in school, knowledge of communication skills, knowledge and

skills of communication resources.





Learning outcomes: Learners are expected to demonstrate effective oral communication skills in school for

communication purposes with learners, parents, and teachers; appreciate some cultural myths so that they can

communicate them to the learners at school and to help them cope with multicultural situation in schools. They should

be able to communicate effectively in Setswana in general and specifically regarding all aspects of the teaching-learning

situation.





Learning outcomes: On successful completion of this module students should be able to demonstrate effective oral communication skills in school for communication purposes with learners, parents, and teachers; appreciate some cultural myths so that they can communicate them to the learners at school and to help them cope with multicultural

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situation in schools.



Module code: TSMN 125 Semester 2 8 credits NQF level: 5

Title: Setswana

Learning outcomes: On successful completion of this module students should be able to demonstrate academic knowledge regarding grammatical structures and literary works of art. They should be able to synthesise didactic and academic knowledge in order to formulate an individual approach to the teaching of Setswana as a first language throughout the different educational phases. Students should be able to demonstrate the ability to integrate literary and other texts for the teaching of language and grammar skills and apply didactic skills and approaches to the teaching of language and literature.




Title: Setswana

Learning outcomes: On successful completion of this module students should be able to demonstrate knowledge with regard to advanced grammatical skills and different genres of drama and prose. They should be able to synthesis didactic and academic knowledge in order to formulate an individual approach to the teaching of Setswana as first language throughout the educational phases. They should be able to communicate effectively in Setswana in general and especially regarding all aspects of the teaching-learning situation.




Title: Setswana

Learning outcomes: On successful completion of this module students should be able to demonstrate advanced academic and didactic knowledge with regard to the grammatical structure of Setswana and poetry.



Module code: TSNN 125 Semester 2 8 credits NQF level: 5

Title: Setswana communication (nm)

Learning outcomes: On successful completion of this module students should be able to demonstrate knowledge of Setswana grammatical structures, to use the vocabulary that is within the school context and to understand and to certain extend respond in Setswana.





Learning outcomes: On successful completion of this module students should be able to demonstrate knowledge and skills with regard to the correct use of Setswana vocabulary based on school concepts and to be able to write sentences and communicate in Setswana.





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Learning outcomes: On successful completion of this module students should be able to demonstrate knowledge, skills and values of Setswana cultural aspects so as to be able to manage multicultural variety at school and to be able to communicate to a better extend in Setswana.



Module code: TVXN 125 Semester 2 16 credits NQF level: 5

Title: Setswana didactics

Learning outcomes: On successful completion of this module students should be able to demonstrate knowledge, skills and values of the policy document regarding Learning area languages (Setswana); to be able to use it in order to apply it in the school context; knowledge and understanding of OBE terminology and its related areas and assess throughout the different educational phases; to be able to facilitate activities of language skills (listening, speaking, reading and writing) and to be able to select and use teaching and learning resources effectively.



Module code: TVXN 325 Semester 2 16 credits NQF level: 5

Title: Setswana didactics

Learning outcomes: On successful completion of this module students should demonstrate knowledge and skills with regard to assessment techniques, methods and strategies, to be able to use manage and facilitate group work in the classroom. They should also demonstrate knowledge and skills to the teaching of literary works throughout the educational phases, Setswana classroom administration and management; application of activities for teaching language skills.



Module code: WAPN 125 Semester 2 8 credits NQF level: 5

Title: General mathematics

Learning outcomes: After completion of the module the student is expected to demonstrate basic knowledge, understanding and skills regarding operations within the number systems; real-life applications of problem solving (routine and non-routine problems) where rational numbers and the calculation of percentages are playing a role; as well as solving problems related to ratio, rate, direct and indirect proportion.



Module code: WAPN 325 Semester 2 8 credits NQF level: 5

Title: General mathematics

Learning outcomes: After completion of this module the student is expected to demonstrate basic knowledge, understanding and skills with respect to elementary geometry: points, lines, angles, triangles, quadrilaterals and polygons, symmetry and tessellations, measurement, area of regular and irregular plane figures, volume and capacity.



File reference: 7P/7.2.5-FET

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