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University of Johannesburg – Faculty of Education - Rules and regulations - 2019

FACULTY OF EDUCATION

SOWETO CAMPUS (SWC)

AUCKLAND PARK KINGSWAY CAMPUS (APK)

RULES AND REGULATIONS 2019

(updated on 25 February 2019)

www.uj.ac.za/edu

The University reserves the right to supplement, delete or change any part of a regulation without prior notice.

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TABLE OF CONTENTS

# Item Page #

General information and contact details 3

ED1 General faculty regulations 5

ED2 Faculty Programmes 21

ED 2.1 Undergraduate Bachelor Degrees 21

ED 2.1.1 Bachelor of Education in Foundation Phase Teaching 21

ED 2.1.2 Bachelor of Education in Intermediate Phase Teaching (New programme) 34

ED 2.1.3 Bachelor of Education in Intermediate Phase Teaching (Pipeline programme) 53 ED 2.1.4 Bachelor in Education in Senior Phase and FET Teaching 73

ED 2.1.5 Post graduate certificate in Education in Senior Phase and Further Education and Training Teaching

107

ED 2.1.6 Post graduate certificate in Education in Further Education and Training Teaching 116

ED 2.2 Qualifications and programmes for continuing professional development 126

ED 2.2.1 Advanced Diploma in Education in Remedial Education 126

ED 2.2.2 Advanced Diploma in Education in Computer Applications Technology Education 130

ED 2.2.3 Advanced Diploma in Education in Mathematics Education 133 ED.2.2.4 Advanced Diploma in Education in Science Education 144

ED 2.2.5 Advanced Diploma in Education in Technology Education 155

ED 2.3 Bachelor of Education Honours Degree 166

ED 2.3.1 Bachelor of Education Honoribus 166

ED 2.3.2 Bachelor of Education Honours in Educational Psychology 174

ED 2.3.3 Bachelor of Education Honours in Childhood Education 177

ED 2.3.4 Bachelor of Education Honours in Curriculum Studies 181

ED 2.3.5 Bachelor of Education Honours in Education Leadership and Management 184

ED 2.3.6 Bachelor of Education Honours in Language, Literacies and Literature 189

ED 2.3.7 Bachelor of Education Honours in STEM Education 191 ED 2.4 Post Graduate Diploma 197

ED 2.4.1 Post Graduate Diploma in Education 197

ED 2.4.2 Post Graduate Diploma in Education Leadership and Management 203

ED 2.4.3 Post Graduate Diploma in Higher Education 206

ED 2.4.4 Post Graduate Diploma in Inclusive Education 210

ED 2.5 Master of Education Degree 213

ED 2.5.1 Master of Education: Full Dissertation 213

ED 2.5.2 Master of Education: Coursework and minor dissertation 215

ED 2.5.3 Master of Education in Educational Management 228 ED 2.5.4 Master of Education in Educational Psychology 231

ED 2.5.5 Master of Education in Information and Communication Technology 234

ED 2.5 Doctoral Degree 238

ED 2.5.1 Doctor of Education (DEd) 238

ED 2.5.2 Doctor of Philosophy (Education) PhD 239

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GENERAL INFORMATION AND CONTACT DETAILS

EXECUTIVE DEAN Prof S Gravett Robert Sobukwe Building, Room GNA 210 Soweto Campus 011 559 5234 B Ring 314, Auckland Park Kingsway Campus 011 559 2262 [email protected]

EXECUTIVE SECRETARY Ms N Williams Robert Sobukwe Building, Room GNA209 Soweto Campus 011 559 5233 B Ring 316, Auckland Park Kingsway Campus, 011 559 2055 [email protected]

VICE DEAN: TEACHING AND LEARNING Prof N Petersen Robert Sobukwe Building, Room GNA 210 Soweto Campus 011 559 5234 B Ring 435 Auckland Park Kingsway Campus 011 559 2666 [email protected]

VICE DEAN: RESEARCH AND INTERNATIONALISATION Prof J Perumal Robert Sobukwe Building, Room GNA209 Soweto Campus 011 559 5233 [email protected]

HEAD: FACULTY ADMINISTRATION Dr G Petker Robert Sobukwe Building, Room GNA 210 Soweto Campus 011 559 5234 B Ring 317, Auckland Park Kingsway Campus 011 559 2262 [email protected]

GENERAL FACULTY ENQUIRIES Auckland Park, Kingsway Campus 011 559 3251 [email protected] Soweto Campus 011 559 5562 [email protected]

SENIOR FACULTY OFFICERS Mr G Miza B Ring 309B Auckland Park, Kingsway Campus 011 559 3506 [email protected] Mrs C Wakeford Robert Sobukwe Building, Room GNA 210 Soweto Campus 011 559 5234 [email protected] UJ STUDENT FINANCE Student fees and accounts 011 559 1370/1532/1530 Student bursary enquiries 011 559 3769/3770/2487 Student loan enquiries 011 559 1193/1566 UJ STUDENT LIFE Residence enquiries: 011 559 2863/1566 Sport enquiries: 011 559 2252 Art and culture enquiries: 011 559 3058/2099 Library enquiries: 011 559 5610

DEPARTMENTAL SECRETARIES Mrs B De Jager B Ring 401 Auckland Park, Kingsway Campus 011 559 2666 [email protected] Ms T Nkoane Robert Sobukwe Building> Room SSS Soweto Campus 011 559 5232 [email protected] FACULTY MARKETING CO-ORDINATOR Mrs P Mohau B Ring 417 Auckland Park, Kingsway Campus 011 559 3501 [email protected] UJ STUDENT ENROLMENT CENTRE 011 559 4555 UJ PHYSICAL ADDRESS Soweto Campus: Chris Hani Road, Soweto Auckland Park, Kingsway Campus, cnr University & Kingsway Road, Auckland Park

mailto:[email protected]












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EXECUTIVE DEAN, HEAD OF FACULTY ADMINISTRATION, HEADS OF DEPARTMENTS AND DIRECTORS Executive Dean Prof S J Gravett, HED. BA (PUCHO), MEd, DEd, (RAU), Vice Dean: Research and internationalisation Prof J Perumal, BPaed (Arts) (UDM), BEd (UNISA), MEd (UCT), PhD (Wits), Dip Special Ed. (UNISA), Post Doc (Michigan) Vice dean: Teaching and Learning Prof N Petersen, BA (UNISA), BEd Hons (RAU), DEd (RAU), HDE (Rand College of Education) Head of Faculty Administration (APK and SWC) Dr G Petker, Dip in Ed; HDE (Rand College of Education); BEd Honours (RAU); MEd (UJ), PhD (UJ) Department of Childhood Education (SWC): Dr S Ramsaroop, HDE(Springfield College of Education); BA Degree (UNISA); Bed Honours (UNISA); MEd (UJ); PhD (UJ) Department of Education Leadership and Management (SWC): Prof P Du PLessis, PhD Department of Educational Psychology: (SWC and APK) Dr T Diale, BA, UED (Vista), FDE, BEdHons, MEd (EdPsy) (RAU), PhD(UJ) Department of Education and Curriculum Studies: (APK) Prof J Divala, DipTh, BA(Th), BA Hons(Malawi), BEdHons, MEd (Wits), PhD (US) Department of Science and Technology Education: (APK) Prof U Ramnarain, BSc (UDW); BEd (UNISA); MEd (UNISA); PhD (UKZN) Centre for Education Practice Research: (SWC) Prof E Henning, BA (PUvCHO), THOD (Potch Teachers College), BEd (HONS) (RAU), MA (UP), PhD – Educational Linguistics (RAU) Centre for Education Rights and Transformation: (APB) Prof S Vally: PhD (UKZN) Ali Marzui Centre for Higher Education Studies (APK) Prof M Cross: PhD

ED1 GENERAL FACULTY REGULATIONS

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ED 1.1 Legal requirements The Faculty Rules and Regulations are subject to the policies of the University of Johannesburg (UJ),

and should be read in conjunction with the: 1.1.1 UJ Academic Regulations 1.1.2 UJ Higher Degrees and Postgraduate Studies Policy ED 1.2 Programmes offered by the Faculty of Education ED 1.2.1 Qualifications for Initial Teacher Education Degree Programmes: Undergraduate 1.2.1.1 Bachelor of Education in Foundation Phase Teaching 1.2.1.2 Bachelor of Education in Intermediate Phase Teaching 1.2.1.3 Bachelor of Education in Senior Phase and FET Teaching Postgraduate Certificate in Education 1.2.1.4 Postgraduate Certificate in Senior Phase and Further Education and Training Teaching 1.2.1.5 Postgraduate Certificate in Further Education and Training Teaching ED 1.2.2 Qualifications and programmes for Continuing Professional Development 1.2.2.1 Advanced Diploma in Education in Remedial Education 1.2.2.2 Advanced Diploma in Information Communication and Technology (ICT) Education 1.2.2.3 Advanced Diploma in Mathematics Education 1.2.2.4 Advanced Diploma in Science Education 1.2.2.5 Advanced Diploma in Technology Education 1.2.2.6 Baccalaureus Educationis Cum Honoribus (Pipeline Only and related fields in Science,ICT, Technology and Mathematics) 1.2.2.7 Bachelor of Education Honours in Childhood Education 1.2.2.8 Bachelor of Education Honours in Curriculum Studies 1.2.2.9 Bachelor of Education Honours in Educational Psychology 1.2.2.10 Bachelor of Education Honours in Education Leadership and Management 1.2.2.11 Bachelor of Education Honours in Language, Literacies and Literature 1.2.2.12 Bachelor of Education Honours in STEM Education 1.2.2.13 Postgraduate Diploma in Education 1.2.2.14 Postgraduate Diploma in Education Leadership and Management 1.2.2.15 Postgraduate Diploma in Higher Education 1.2.2.16 Postgraduate Diploma in Inclusive Education 1.2.2.17 Master of Education (Full Dissertation) 1.2.2.18 Master of Education (Course Work and Minor Dissertation) 1.2.2.19 Master of Education in Educational Management 1.2.2.20 Master of Education in Educational Psychology 1.2.2.21 Master of Education in Information and Communication Technology (On Line) 1.2.2.22 Doctor of Education in Educational Psychology 1.2.2.23 Doctor of Philosophy in Education (PhD)

The Faculty has the right to withdraw a programme, based on the number of applicants and the viability of the programme. ED1.3 Admission requirements

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1.3.1 Entrance Certificates a) All undergraduate students who wish to enrol at the University of Johannesburg for the first time must submit a certified

copy of their matriculation certificate upon registration. A certified copy of relevant certificates must also be submitted as soon as possible at the Dean’s offices.

b) Students from other universities who wish to pursue their studies at University of Johannesburg must submit the academic records and certificate of good conduct issued to them by their previous university upon registration.

c) Prospective students who wish to apply for exemption on the basis of tertiary qualifications must complete such applications before registration. Please contact the faculty officer in this regard before 15 November.

d) All entrance certificates are required for undergraduate and postgraduate students enrolling for the first semester. Certificates must be submitted on or before 15 May. The entrance certificates of candidates enrolling for the second semester must be submitted on or before 15 September.

e) Failure to submit the required entrance certificates on time shall result in the cancellation of registration. The registration of freshmen shall be approved on condition that they enrol on or before the above-mentioned dates, that they submit the required entrance certificates on time and that they meet all the entrance requirements

1.3.2 Recognition of Standards and Qualifications

Our former students obtain recognition of their qualifications and access to universities abroad for advanced study. The experience of our former students with regard to admission to universities abroad confirms the recognition awarded to qualifications. Naturally, in recognising modules and qualifications, the institutions abroad consider the respective student ’s academic record, subject content and individual performance. This is the general practice at universities in South Africa and abroad. The University makes every effort to ensure that its subject content and standards are in keeping with international developments and that its qualifications remain internationally relevant. Our former students do not experience problems finding job opportunities abroad. The University is continually entering into bilateral agreements with leading universities abroad, and lecturers of the university are offered posts at universities on all the continents. This is a reflection on the high degree of recognition of its activities as well as qualifications. 1.3.3 Exemptions The Head of Department in consultation with the academic focus group and Dean may on the grounds that a student has passed a relevant module at the University or another recognised higher education institution, grant exemption of such a module and confer credit, with a view to obtaining a qualification through further studies at the University. Exemption of modules and conferment of credit, as stipulated in the aforementioned regulation, may not be granted for more than half the number of modules required in a programme in which exemption and recognition is requested, and should be done in accordance with the relevant faculty regulation, but on the understanding that notwithstanding any other Regulation, exemption for a final year core module (major subject) that has been passed at another institution or in another programme, will be granted by the Dean only in exceptional circumstances. Exemption for or recognition of a module may only be received for one programme in addition to the programme in which the module was completed 1.3.4 Recognition of Prior Learning 1. Introduction

The Faculty’s Policy on Recognition of Prior Learning (RPL) is subject to the University’s Senate policy on RPL and the General Regulations. The Faculty accepts the challenge of RPL and acknowledges the assessment and recognition of experiential learning as an integral part of academic practice. It is acknowledged that all learning has value, regardless of where and how it was acquired. Time, place or duration of the learning experience is not important. The relevant factor is what the person knows and can do and to what extent such knowledge and abilities are appropriate to Faculty programmes.

2. Terminology

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2.1 Recognition of prior learning (RPL) is the term used to refer to the comparison of previous learning and experience by a student, “howsoever obtained, against the learning outcomes required for a specified qualification, and the acceptance of such learning for purposes of qualification of that which meets the requirements” (SAQA Regulation 452, No. 18787, March 1998:5). Currently, RPL can be awarded either for formal learning or for experiential/workplace learning. The Faculty RPL policy refers to the latter - RPL for experiential workplace/learning only.

The term, ‘recognition of prior accredited learning’ is reserved for the traditional recognition of formal programmes/modules (in accordance with the University’s General Regulations) that were completed at other accredited higher education institutions.

The term, ‘recognition of prior experiential learning is reserved for the assessment and accreditation of workplace and/or non-formal learning, either of which will be assessed against the learning outcomes of modules or programmes for which accreditation is sought. This type of RPL acknowledges that learning can take place in a variety of settings including, but not limited to, the following: job training, volunteer work, conventions, conferences, seminars, in-service modules or workshops, teaching/training of particular modules, community or religious service, personal travel, independent research, publications, etc.

2.2 Competence – the ability to act in ways that reflect internalised knowledge, skills, values and attitudes – can best be described in terms of four kinds of competence, viz.: foundational, practical, reflexive and applied competence.

2.2.1 The term, foundational competence is used to refer to demonstration of the kind of (theoretical) knowledge and understanding that underpins action.

2.2.2 The term, practical competence is used to refer to the demonstrated ability, in an authentic context, to consider a range of possibilities for action, make considered decisions about which possibility to follow, and to perform the chosen action.

2.2.3 The term reflexive competence is used to refer to a student’s ability to integrate or connect performances and decision-making with understanding, to adapt to change and unforeseen circumstances, and to explain the reasons behind these adaptations.

2.2.4 The term, ‘applied competence’ is an overarching (umbrella) term for the three kinds of competence just discussed (Government Gazette No 20844 February 2000:10).

3. Eligibility

The RPL policy set out in this document satisfies the University administration policy plus relevant, current RPL policy on experiential learning (see 6.3).

4. Standards for quality assurance The following quality assurance standards are applicable: 4.1 Academic standards 4.1.1 Credit is awarded for competence (demonstrated learning) only, not for experience Assessment distinguishes

between experience and learning. Students must receive recognition for learning – knowledge, skills and judgment acquired through study or through experience, not for experience (years of learning). The experience of an applicant is significant only as a source of learning. If the candidate cannot demonstrate the intellectual ability to move from the description of experience to an identification of the learning derived from that experience, there is no learning to assess, however important to the individual that experience may have been.

4.1.2 Credit is awarded only for learning in terms of relevant (university) NQF learning

An applicant must, therefore, demonstrate that s/he: a) Can apply knowledge of skills outside the specific context in which it was learnt (learning is transferable to contexts

other than the specific learning environment). b) Has a conceptual as well as a practical grasp of the knowledge or competence acquired. c) Can make the conceptual link between his/her learning and the outcomes of specific modules or programmes. d) Has learning within the domain and at the level considered appropriate to the credits described in the calendar and

the learning outcomes applicable to the module or programme. 4.1.3 Credit is awarded only for learning that has a balance, appropriate to the subject, between theory and practical

application An applicant should, therefore, demonstrate that s/he: a) Has learning with an appropriate balance of theoretical and applied components (as specified in individual

modules/programmes). b) Can reflect on theory and practice: why each is necessary and how each extends the value of the other.

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4.1.4 Appropriate subject matter and academic experts with assessment experience determine competence levels and credit awards

The following assumptions inform this standard: a) Assessment is an academic function. Academic staff members with appropriate qualification and expertise in the

subject matter, the relevant outcomes and appropriate assessment procedures, assess evidence in experiential learning applications to infer an applicant’s competence and determine credit on a module-match or qualification/programme-match basis.

b) The departments in the Faculty will ensure the development of curricula with learning outcomes and assessment criteria for each module and programme in accordance with appropriate NQF requirements. The assessment criteria should include the directness of evidence that demonstrates knowledge, authenticity, sufficient breadth and quality.

4.1.5 Credits are appropriate to the academic context in which they are accepted

This means that the knowledge and skills evidenced from experiential learning must form a basis for further learning within a specific programme. The applicant should make a clear link between his/her career goals and the learning outcomes of a particular programme.

4.2 Administrative standards The following administrative standards are applicable: 4.2.1 Selection and/or assessment panels (academic focus/programme groups) will ensure that credits are not given twice

for the same learning, e.g. an applicant may not submit a portfolio that duplicates module work previously undertaken, in accordance with the University’s General Regulations.

4.2.2 Policies and procedures applied to assessment, including provision for appeal, are fully disclosed and prominently available, e.g. information on the faculty RPL will be available through different academic information.

4.2.3 Policy and assessment practices are regularly monitored, reviewed, evaluated and revised, e.g. a) The RPL committees (academic focus/programme groups) of relevant academic Departments in the Faculty are

responsible for the annual review of the policy, submitted to the Faculty Board for approval. b) Academic staff members are responsible for reviewing, evaluating and revising assessment criteria and methods on

a continual basis. c) Administrative staff members are responsible for the recording of applications, selection, assessment s and transcripts

where applicable. 5. Principles 5.1 General Rules a) All prerequisites and admission requirements are applicable. b) All professional board requirements are applicable. c) Applicants must submit proof of relevant current experience within the field in which they are applying for RPL. d) Applicants have to go through a formal RPL process and a selection process, with selection confirmed by the relevant

Head of Department and the Faculty Dean before being admitted to the RPL programme. 5.2 Module-match assessment a) RPL is mostly conducted on a module-match basis – this is where a candidate qualifies for RPL for certain modules

in a module/programme. This can be at under- or post-graduate level. b) Assessment is done through matching experiential learning with learning outcomes of individual modules. 5.3 Qualification status a) Where a candidate has years of relevant, current experience and it is evident that the candidate can be pegged at a

qualification level, assessment could result in the conferral of a qualification. In this case, status certificates need to be issued.

b) Assessment is conducted through matching experiential learning with level outcomes for clusters of modules. The national Department of Education, in evaluating qualifications for employment, will assess level and/or specific outcomes for fundamental, core and elective modules.

5.4 Staff training a) Nominated/selected academic and administrative staff members are trained for and registered as RPL assessors for

quality assurance purposes. 6. Assessment 6.1 The assessment policies of the University and the Faculty are applicable. Assessment procedures implemented by

the Faculty are uniform but methods of assessment are flexible to allow for the nature of specific programme and

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modules. The two most common methods to be used are an RPL portfolio and a challenge integrated summative assessment opportunity (e.g. test or examination). The choice of method will depend on the learning outcomes and associated assessment criteria against which competence will be assessed.

6.2 The development of an RPL portfolio will be used as the most common method of experiential learning assessment. Where a learning outcome requires the demonstration of skills, e.g. computer science or technology or any other practical competence, or where subject matter is abstract, e.g. scientific/mathematical concepts, a challenge integrated summative assessment opportunity (examination) will be more appropriate.

6.3 Any assessment method may be supplemented with an interview. Academics reserve the right to require candidates to submit to any relevant assessment procedure where a portfolio is not adequate to determine the depth and level of learning or the balance between theory and practice in relation to specific module outcomes. The University’s General Regulations are also applicable.

a) Portfolio development

Portfolio development is the process of collecting, substantiating and organizing documented evidence to support a candidate’s claim for experiential learning assessment and credit. A portfolio should contain a cover sheet, table of contents, learning components (states what applicant is requesting credit for), career and life goals statements, life history, chronological time line, competence statement and relation of learning to module outcomes, supporting documentation (including copies of past academic records) and a bibliography.

b) Challenge process

The challenge process is a method of integrated summative assessment other than a portfolio, developed and evaluated by subject-expert academics to measure a candidate’s learning achievements against module/programme learning outcomes. Challenge processes may include written integrated summative assessment (examination), role plays, interviews, oral examination, etc. A “challenge” examination may be directly linked to specific module content but must also focus on the stated outcomes of that module. Challenge evidence may be part of a portfolio.

c) Evidence The presentation of evidence should be in accordance with the criteria set in the institutional and faculty assessment

policies. All evidence, but mainly primary sources, and direct evidence will be accepted by the Faculty, e.g. certificates, annotated bibliographies, challenge integrated summative assessment (“examination”), written assignments, publications, samples of completed work such as copies of documents or reports, employment related documents such as résumés, performance appraisals, job descriptions, references, testimonials, etc. In all these cases, the following criteria will be applicable: Authenticity – can the evidence be attributed to the candidate? Currency – can the evidence be related to current competence? Sufficiency – is the evidence sufficient to meet all the criteria needed to certify the candidate as competent?

7. Accreditation 7.1 Credits are awarded for individual modules of qualification status. If, in the opinion of the assessors, the applicant has

satisfied at least 50% of the outcomes or has met all or most of the outcomes to at least 50% level. 7.2 When found to be competent, the candidate will be accredited with the full amount of credits for the

module/qualification assessed, in accordance with the University’s General Regulations. 7.3 Where a candidate is found to be overall competent but displays a ‘gap’ in his/her knowledge, a topping-up can be

arranged between the assessors and the candidate. In such an event, a student contract will be signed. 8. RPL Process

Stage 1

Pre-entry

Market analysis (programme specific) Publicity and promotion Candidate application

Departmental marketing & RPL committee/s

Stage 2

Candidate profiling

Initial screening Career guidance Identification of credit claims

RPL advisor

Stage 3

Preparation for assessment

RPL Portfolio Reflect on prior learning Recognize, identify & match relevant learning to applicable outcomes & assessment criteria

RPL advisor

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Articulate & state learning Assemble evidence Compile portfolio OR Challenge assessment Prepare according to learning outcomes & assessment criteria Prepare according to method of challenge examination

Stage 4

Assessment

Assessment of RPL Portfolio or challenge examination

RPL advisor

Stage 5

Moderation

Moderation of evidence and process RPL moderator/ committee

Stage 6

Accreditation

Credit endorsement RPL assessor

Stage 7

Appeal

Appeals procedure (in accordance with the University’s General Regulations and Appeals procedure)

Moderator, RPL Committee, HOD and Faculty Dean

9. Role-players

It might happen that the same person plays different roles, depending on the situation, e.g. the same academic might play the dual role of RPL advisor and RPL assessor. In such a case the academic must distinguish between the roles. It is, however, advisable to have different academics play the role of RPL advisor and RPL assessor. This maximizes quality assurance and minimizes malpractice.

9.1 Faculty management a) Acknowledge and integrate RPL into the mission, vision and strategic plan b) Confirm RPL admission c) Head of Department appoints role-players (advisor, assessor, moderator) d) Head of Department becomes involved in case of appeals, in accordance with the Faculty process/structures and the

University’s General Regulations. 9.2 RPL Committees

At least three appropriate members in a Department: a) Monitor and review policy b) Oversee RPL process & establish quality management c) Advise HOD & Dean d) Train staff e) Manage the administration of the RPL process. 9.3 General RPL Advisor

RPL committee member or academic in role of general RPL advisor: a) Plays the role of facilitator between RPL role players b) First contact person to give initial information c) Does initial screening and profiling - ensures that only candidates who comply with the admission criteria apply for

RPL d) Gives guidelines for RPL application e) Reviews application for completeness and submit it to RPL Committee f) Communicates the results of the Admissions Committee to the candidate. 9.4 Specific RPL Advisor

The academic staff member in the role of RPL advisor, assisted by administrative recorder: a) If candidate has been accepted to the RPL programme, discusses the assessment method and instruments with the

RPL assessor and candidate b) Provides guidelines and appropriate candidate manuals c) Supports the candidate during the compilation for the portfolio d) Reviews the RPL portfolio for completeness before final submission e) Coordinates the assessment process. In the case of a challenge process the date, time, place and provision of the

challenge test paper

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f) Gives feedback of results to the student g) Coordinates the appeals process if a candidate appeals against the assessment results. 9.5 RPL assessor a) Assesses learning presented in RPL portfolio or challenge process b) Grades and writes a report. 9.6 Moderator a) Verifies the assessment results b) Writes a moderator’s report 10. Candidate support The Faculty renders the following candidate support:

Information in written form: Brochure Application form Written feedback Assessment preparation manual (RPL portfolio & challenge examination guidelines)

Available at faculty from all staff

Individual support and guidance during screening interview RPL Committee member or lecturer referred to

Career guidance RPL Committee or career counsellor at Student Support Services

Individual support during preparation for RPL assessment (portfolio development or challenge examination)

Appointed RPL advisor

Support in case of student contract topping up RPL Assessor

11. Quality Management Quality management is facilitated by means of: a) RPL Committee b) Moderator system c) Training of staff d) Verification by Head of Department and Dean e) Written policy, procedure, student guideline & lecturer manual. ED 1.4 ASSESSMENT STRATEGY

1. PREAMBLE This assessment strategy regulates assessment in the Faculty and should be read in conjunction with the University’s Academic Regulations.

2. OPERATIONAL ASSESSMENT PRINCIPLES Assessment of learning should reflect academic integrity and comply with academic ethics, including the rights of the student. The following assessment principles apply to all modules and learning programmes, including foundation and post-graduate programmes (refer to Table 1):

2.1 Assessment is an integral part of teaching and learning and should focus on the promotion of lifelong, deep, active learning

2.2 Decisions on assessment methods and procedures should be addressed as an integral part of programme and module development

2.3 Assessment purposes should be clear (i.e. diagnostic, summative or formative), and communicated to all stakeholders, especially the students

2.4 Assessment must be both formative and summative. Thus, evidence of student progress/competence should be collected at different times during the teaching-learning experience

2.5 Assessment processes and tasks should be feasible, systematic, reliable, valid, transparent and fair 2.6 Assessment standards and criteria should be rigorous but attainable and known prior to assessment by all concerned

(transparent) 2.7 Assessment should include a range/variety of approaches and methods

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2.8 Assessment should focus on meaningful learning rather than discrete knowledge or skills 2.9 Assessment should be authentic and contextualized. 2.10 Assessment methods and instruments must accommodate diversity 2.11 Assessment must be accompanied by timely constructive feedback to support the learning process. 2.12 Assessment results should be recorded and reported in ways that do not infringe on students’ individual or human

rights 2.13 An internal auditing process by an independent third party, to ensure the accurate reflection of assessment marks

obtained by the student is initiated on an annual basis by the relevant Faculty Committee. 2.14 Students’ right to appeal should be upheld and the necessary appeal procedures should be established, activated and

maintained, in accordance with the University’s Assessment Policy. 2.15 Student’s right to admission to the final assessment opportunity can be refused based on evidence of poor class

attendance Table 1: Principles and Implications

PRINCIPLES IMPLICATIONS

The process of collecting evidence and making judgments should be:

It follows that:

Integral to teaching and learning There should be clear links between teaching, learning and assessment (alignment)

Assessment opportunities and tasks should relate directly to module/programme outcomes

Assessment results should be used to monitor progress, determine competence and amend/improve teaching, learning and assessment practices

Assessment results should be available to and/or discussed with students as soon as possible after assessments

Integrated and authentic Assessments assure overall applied competence prevents disjointed learning experience. May be used in formative and summative assessment.

Assessment should, be in authentic or simulated work contexts (classrooms/therapy sessions) where possible.

Feasible and sustainable Assessment should be manageable ( in terms of labour intensity, number, availability of resources , time), cost effective and safe

Systematic and rigorous Assessment should be planned well in advance to systematically and continuously contribute towards meaningful learning

Appropriate and transparent

Students should know, when they embark on the learning process, what expectations they have to comply with and what options they have in terms of demonstrating their learning

Fair to all students Assessment instruments and demands should reflect level standards (UG/PG), the type of learning to be assessed, the nature of the programme/discipline, etc.

A range of assessment strategies and instruments should be used to accommodate differences and/or (dis)abilities

Appeal mechanisms should be available to all students

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Valid, reliable and sufficient Judgments should be credible (Final summative assessment directly related to criteria) (moderated internally and/or externally)

Judgments should be based on evidence collected over a period of time and by means of a variety of strategies/instruments, including

- Continuous (on-going/formative) and culminating (summative, exit point) assessments

- Traditional (oral/written) and alternate (case study/portfolio) assessments - Product (essay/model/artefacts) and process (performance/

demonstration) assessments - Individual, pair, group, self, peer, practice assessments - Formal (planned) and informal (interactive classroom feedback)

assessment

Criterion-referenced The collection of evidence should be directed by learning outcomes and/or assessment criteria

Judgments about progress/competence should be based on criteria for each assessment.

3. METHODS, PROCEDURES AND MANAGEMENT OF ASSESSMENT

The following applies to all modules and learning programmes (module work-based) in Education: 3.1 Methods of assessment 3.1.1 A range/variety of summative assessment opportunities is required and may include tests, assignments, portfolios,

practical demonstrations, presentations, written and oral examinations, open book written examinations, “take-home” examinations, etc.

3.1.2 Formative assessment opportunities may vary according to individual programme/module outcomes, and the composition of these is at the discretion of the module lecturer – the primary purpose of formative assessment being to support the learning process through constructive feedback to students.

3.2 Procedures 3.2.1 Students with disabilities/unique needs The names/details of students with disabilities/unique needs e.g. sight impairment, are communicated immediately to

the Faculty Officer for alternative and supportive arrangements to be made, in consultation with the Office for Disabilities

3.2.2 Assessors and moderators a) Only competent assessors may assess students (in accordance to institutional requirements) b) The chief assessor (the subject-lecturer) may use assistant-assessors under the close supervision of the chief

assessor. It is the responsibility of the chief assessor to monitor and manage these assistant assessors. A minimum of 10% of an assistant assessor’s marking must be moderated continually by the chief assessor

c) An internal moderator must be appointed for every module. External moderators must be appointed for the assessment opportunity that carries the greatest weight for all final-year modules in undergraduate programmes and for all postgraduate module work modules.

3.2.3 Assessment information in learning and/or information guides The following must be published in learning/information guides: a) number and weighting of assessment opportunities b) dates of assessment opportunities c) assessment guidelines e.g. outcomes, types of assessment, expectations (e.g. expected length of assignments),

assessment criteria, marking grids and rubrics d) rules that apply to late submission of assessment activities/assignments and subsequent penalties in the case of non-

compliance e) arrangements with regard to special assessment opportunity and supplementary assessment opportunities and

feedback mechanisms f) appeal procedures and subsequent policies and procedures g) a copy of the application form to gain access to a special-/supplementary assessment opportunity h) execution of the University’s Policy on the recording of assessment results, such as the return of written assessment

scripts/activities, access to and viewing of the final written assessment script/activity, etc.

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3.2.4 Assessment organization a) Scheduling of assessment opportunities must be done accountably and fairly during the module of a subject/module.

For example, they must be spread over the programme, clear guidelines must be given and the assessment schedule must not infringe upon cultural groups and religious affiliations

b) Each assessment opportunity carries a pre-determined weight in accordance with the integration of the outcomes of the module

c) A number of smaller, formative assessment opportunities may count for one summative assessment opportunity in a module, with maximum weight of 10%

d) The final mark is an accumulation of all the assessment opportunities, as indicated in the learning/information guide e) Absence from a summative assessment opportunity is managed/ dealt with in accordance with the University’s

Academic Regulations and subsequent policies and procedures. f) If the final mark constitutes a failure, a supplementary assessment opportunity is given in accordance with the

University’s Academic Regulations and subsequent policies and procedures. A supplementary assessment opportunity is provided1. The supplementary assessment opportunity takes place in the form of an examination. This examination can be an oral, written, open book or take-home examination. The calculation of the final supplementary mark is as follows:

the supplementary assessment results are combined with the module mark for calculation of the final mark

note: in the case of a special summative assessment, the accumulated mark is taken into consideration. g) Students with a mark of 72% and higher may be given an opportunity to obtain a distinction by means of an oral

supplementary, at the discretion of the chief assessor, in consultation with the Head of Department, in accordance with the University’s Academic Regulations.

h) In the case of an oral examination, this examination should be taken in the presence of two assessors and the questions to be asked to the candidates as well as the assessment criteria should be agreed upon beforehand by the assessors.

i) Written appeals by students should be lodged in accordance with the University’s Assessment Policy and subsequent procedures, and year programme. Students may lodge an appeal with the Head of Department. If satisfaction is still not reached, the dean is consulted. The dean’s decision on assessment results is final.

j) Marks must be published by student number only in order to respect the anonymity of the students. k) Dishonesty and plagiarism are managed / dealt with in accordance with the University’s Code for Academic Ethics,

Academic Regulations and subsequent disciplinary procedure. 4. PROCEDURES FOR BACHELOR OF EDUCATION (BEd) and POSTGRADUATE CERTIFICATE IN EDUCATION

(PGCE) 4.1 There are a minimum of three summative assessment opportunities per semester module and at least five assessment

opportunities per year module. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, or a portfolio) to ensure that outcomes are assessed in an integrated manner. The weighting of the latter assessment opportunity should be at least 50% but not more than 60% of the final mark.

4.2 For the continuous assessment modules, a minimum of three assessment opportunities per semester module and at least five assessment opportunities per year module apply. One of these summative assessment opportunities should be at least 40% and not more than 50% of the final mark. The final mark is cumulatively calculated.

4.3 For continuous assessment students may qualify for a supplementary assessment opportunity in accordance with the University Academic Regulations. The supplementary assessment opportunity replaces the substantial assessment opportunity only. The other marks are retained.

4.4 Module lecturers must provide detailed, written and constructive feedback to student work within fifteen working days after an assessment opportunity.

4.5 Students in the Postgraduate Certificate in Education in Teaching programme must pass the micro component before they may go into Work Integrated Learning (WIL)

4.6 Students studies can be terminated should a student contravene the South African Council of Educators Code of Conduct or behave in an unprofessional manner during the practicum at schools.

See link: www.sace.org.za for the full South Africa Council Code of Conduct. 4.7 If a student anticipates late submission of an assignment, he/she must contact the module lecturer (as communicated

in the learning guide) at least three days in advance in order to request alternative arrangements. Module lecturers have the discretion to accept late submissions up to two weeks after the due date, provided that this will not impact negatively on the calculation of the final mark with reference to the faculty’s administrative criteria and processes. Module lecturers may have the discretion to deduct marks for late submissions that have not been arranged beforehand, as stipulated in the learning guide.

1 This does not apply to master’s degrees. No supplementary assessment opportunities are allowed in the module work master’s degree.

http://www.sace.org.za/

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4.8 When a traditional examination is used as a last (comprehensive) summative assessment opportunity, a minimum final period/semester or year mark of 40% is required for admission to the last summative assessment opportunity (examination).

4.9 A student does not need a semester or year mark to gain entrance to the last assessment opportunity for continuous assessment.

4.10 In case of a year module a half year mark is published to alert students to the progress made. 5. ASSESSMENT PROCEDURES FOR ADVANCED DIPLOMA IN EDUCATION (AdvDip (Ed))

5.1 The final mark in each module is cumulatively compiled. The final mark consists of at least fiver assessment opportunities

in an approximately 28 week (year) module in accordance with University Academic Regulations. These may comprise of assignments, portfolios, practical work, exams, etc. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, or a portfolio) to ensure that outcomes are assessed in an integrated manner. The most substantial assessment task or opportunity should be moderated externally, and should represent at least 50% but not more than 60% of the final mark.

5.2 Module lecturers must provide written, detailed and constructive feedback to students on their work within fifteen working days of receiving assessment scripts. If a student anticipates late submission of an assignment, he/she must contact the subject lecturer or the person designated to deal with student enquiries (as communicated in the learning/information guide) at least three days in advance in order to request alternative arrangements.

5.3 Module lecturers have the discretion to accept late submissions up to two weeks after the due date, provided that this will not impact negatively on the calculation of the final mark with reference to the faculty’s administrative criteria and processes. Module lecturers have the discretion to deduct marks for late submissions that have not been arranged beforehand, as stipulated in the learning/information guide.

6 PROCEDURES FOR BACHELOR OF EDUCATION HONOURS (BEd Hons) 6.1 The final mark in each module is cumulatively compiled. The final mark consists of at least three (for semester modules

and at least five (for year-modules) assessment opportunities. These can consist of tests, assignments, portfolios, examinations, etc. The most substantial assessment task or opportunity should be moderated externally, and should represent at least 50% of the final mark.

6.2 The supplementary assessment opportunity takes the form of an examination. This examination can be an oral, written, open book or take-home examination

6.3 Module lecturers must provide written, detailed and constructive feedback to students on their work within fifteen working days of receiving assessment scripts.

6.4 If a student anticipates late submission of an assignment, he/she must contact the subject lecturer or the person designated to deal with student enquiries (as communicated in the learning/information guide) at least three days in advance in order to request alternative arrangements. Module lecturers have the discretion to accept late submissions up to two weeks after the due date, provided that this does not impact negatively on the calculation of the final mark with reference to the faculty’s administrative criteria and processes. Module lecturers may have the discretion to deduct marks for late submissions that have not been arranged beforehand, as stipulated in the study/learning guide.

6. 1.1 PROCEDURES FOR BEd HONOURS in CHILDHOOD EDUCATION

The final mark in each module is cumulatively compiled. The final mark consists of at least five assessment opportunities in an approximately 28 week (year) module in accordance with University Academic Regulations. These may comprise of assignments, portfolios, practical work, exams, etc. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, or a portfolio) to ensure that outcomes are assessed in an integrated manner. The most substantial assessment task or opportunity will be moderated externally, and will represent at least 50% but not more than 60% of the final mark. Module lecturers will provide written, detailed and constructive feedback to students on their work within fifteen working days of receiving assessment scripts. If a student anticipates late submission of an assignment, he/she must contact the subject lecturer or the person designated to deal with student enquiries (as communicated in the learning/information guide) at least three days in advance of the submission date in order to request alternative arrangements. Module lecturers have the discretion to accept late submissions up to two weeks after the due date, provided that this will not impact negatively on the calculation of the final mark with reference to the faculty’s administrative criteria and processes. Module lecturers have the discretion

16


to deduct marks for late submissions that have not been arranged beforehand as stipulated in the learning/information guide.

6.1.2 PROCEDURES FOR BEd HONOURS in CURRICULUM STUDIES

The final mark in each module is cumulatively compiled. The final mark consists of at least five assessment opportunities in an approximately 28 week (year) module in accordance with University Academic Regulations. These may comprise assignments, portfolios, exams, etc. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, or a portfolio) to ensure that outcomes are assessed in an integrated manner. The most substantial assessment task or opportunity should be moderated externally, and should represent at least 50% but not more than 60% of the final mark. Module lecturers must provide written, detailed and constructive feedback to students on their work within fifteen working days of receiving assessment scripts. If a student anticipates late submission of an assignment, he/she must contact the subject lecturer or the person designated to deal with student enquiries (as communicated in the learning/information guide) at least three days in advance of the submission date in order to request alternative arrangements. Module lecturers have the discretion to accept late submissions up to two weeks after the due date, provided that this will not impact negatively on the calculation of the final mark with reference to the faculty’s administrative criteria and processes. Module lecturers have the discretion to deduct marks for late submissions that have not been arranged beforehand as stipulated in the learning/information guide.

6.1.3 PROCEDURES FOR BEd HONOURS in EDUCATIONAL PSYCHOLOGY

The final mark in each module is cumulatively compiled. The final mark consists of at least five assessment opportunities in an approximately 28 week (year) module in accordance with University Academic Regulations. These may comprise of assignments, portfolios, practical work, exams, etc. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, or a portfolio) to ensure that outcomes are assessed in an integrated manner. The most substantial assessment task or opportunity should be moderated externally, and should represent at least 50% but not more than 60% of the final mark. Module lecturers must provide written, detailed and constructive feedback to students on their work within fifteen working days of receiving assessment scripts.

6.1.4 PROCEDURES FOR BEd HONOURS in EDUCATION LEADERSHIP AND MANAGEMENT

The final mark in each module is cumulatively compiled. The final mark consists of at least five assessment opportunities in an approximately 28 week (year) module in accordance with University Academic Regulations. These may comprise of assignments, portfolios, practical work, exams, etc. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, or a portfolio) to ensure that outcomes are assessed in an integrated manner. The most substantial assessment task or opportunity will be moderated externally, and will represent at least 50% but not more than 60% of the final mark. Module lecturers will provide written, detailed and constructive feedback to students on their work within fifteen working days of receiving assessment scripts. If a student anticipates late submission of an assignment, he/she must contact the subject lecturer or the person designated to deal with student enquiries (as communicated in the learning/information guide) at least three days in advance of the submission date in order to request alternative arrangements. Module lecturers have the discretion to accept late submissions up to two weeks after the due date, provided that this will not impact negatively on the calculation of the final mark with reference to the faculty’s administrative criteria and processes. Module lecturers have the discretion to deduct marks for late submissions that have not been arranged beforehand as stipulated in the learning/information guide.

6.1.5 PROCEDURES FOR THE BEd HONOURS in LANGUAGE LITERACIES AND LITERATURE

The final mark in each module is cumulatively compiled. The final mark consists of at least five assessment opportunities in an approximately 28 week (year) module in accordance with University Academic Regulations. These

17


may comprise assignments, portfolios, exams, etc. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, or a portfolio) to ensure that outcomes are assessed in an integrated manner. The most substantial assessment task or opportunity should be moderated externally, and should represent at least 50% but not more than 60% of the final mark. Module lecturers must provide written, detailed and constructive feedback to students on their work within fifteen working days of receiving assessment scripts. If a student anticipates late submission of an assignment, he/she must contact the subject lecturer or the person designated to deal with student enquiries (as communicated in the learning/information guide) at least three days in advance of the submission date in order to request alternative arrangements. Module lecturers have the discretion to accept late submissions up to two weeks after the due date, provided that this will not impact negatively on the calculation of the final mark with reference to the faculty’s administrative criteria and processes. Module lecturers have the discretion to deduct marks for late submissions that have not been arranged beforehand as stipulated in the learning/information guide.

7. PROCEDURES FOR THE POSTGRADUATE DIPLOMA (PGDIP) 7.1 PROCEDURES FOR THE POSTGRADUATE DIPLOMA IN EDUCATION

The final mark in each module is cumulatively compiled. The final mark consists of at least five assessment opportunities in an approximately 28 week (year) module in accordance with University Academic Regulations. These may comprise of assignments, portfolios, practical work, exams, etc. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination or a portfolio) to ensure that outcomes are assessed in an integrated manner. The most substantial assessment task or opportunity should be moderated externally, and should represent at least 50% but not more than 60% of the final mark. Module lecturers must provide detailed and constructive feedback to students on their submitted work. If a student anticipates late submission of an assignment, he/she must contact the subject lecturer or the person designated to deal with student enquiries (as communicated in the learning/information guide) at least three days in advance in order to request alternative arrangements. Module lecturers have the discretion to accept late submissions up to two weeks after the due date, provided that this will not impact negatively on the calculation of the final mark with reference to the Faculty’s administrative criteria and processes. Module lecturers have the discretion to deduct marks for late submissions that have not been arranged beforehand, as stipulated in the learning guide.

7.2 PROCEDURES FOR THE POSTGRADUATE DIPLOMA IN EDUCATION LEADERSHIP AND MANAGEMENT

Module 1 (Education Theory: Perspectives of Leadership and Management) a) The final mark is cumulatively compiled. The final mark consists of at least five assessment opportunities.

These can consist of tests, assignments, portfolios, examinations, etc. The most substantial final summative assessment task or opportunity should be moderated externally, and should represent at least 50% of the promotion module mark.

b) The supplementary assessment opportunity takes the form of an examination. This examination can be an oral, written, open book or take-home examination.

Module 2 (Curriculum Leadership and Management)

a) The final mark is cumulatively compiled. The final mark consists of at least five assessment opportunities. These can consist of tests, assignments, portfolios, examinations, etc. The most substantial final summative assessment task or opportunity should be moderated externally, and should represent at least 50% of the promotion module mark.

b) The supplementary assessment opportunity takes the form of an examination. This examination can be an oral, written, open book or take-home examination.

Module 3 (Education Resource Management)

a) The final mark is cumulatively compiled. The final mark consists of at least five assessment opportunities. These can consist of tests, assignments, portfolios, examinations, etc. The most substantial final summative assessment task or opportunity should be moderated externally, and should represent at least

18


50% of the promotion module mark. b) The supplementary assessment opportunity takes the form of an examination. This examination can be

an oral, written, open book or take-home examination. Module 4 (Research Project)

a) The research report counts at least 50% of the final mark. b) If the research report is failed and a mark of at least 45% is allocated, students have the opportunity to

resubmit as arranged.

7.3 PROCEDURES FOR POSTGRADUATE DIPLOMA IN HIGHER EDUCATION

The final mark in each module is cumulatively compiled. The final mark consists of at least five summative assessment opportunities in an approximately 28 week (year) module in accordance with University Academic Regulations. These may comprise of assignments, portfolios, practical work, exams, etc. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination or a portfolio) to ensure that outcomes are assessed in an integrated manner. The most substantial assessment task or opportunity should be moderated externally and should represent at least 50% but not more than 60% of the final mark. Module lecturers should provide written, detailed and constructive feedback to students on their work within fifteen working days of receiving assessment scripts. If a student anticipates late submission of an assignment, he/she must contact the subject lecturer or the person designated to deal with student enquiries (as communicated in the learning/information guide) at least three days in advance in order to request alternative arrangements. Module lecturers have the discretion to accept late submissions up to two weeks after the due date, provided that this will not impact negatively on the calculation of the final mark with regard to the Faculty’s administrative criteria and processes. Module lecturers have the discretion to deduct marks for late submissions that have not been arranged beforehand, as stipulated in the learning/information guide.

7.4 PROCEDURES FOR THE POSTGRADUATE DIPLOMA IN INCLUSIVE EDUCATION

The final mark in each module is cumulatively compiled. The final mark consists of at least five assessment opportunities in a module of approximately 28 weeks (a year) in accordance with University Academic Regulations. These may comprise of assignments, portfolios, practical work, exams, etc. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination or a portfolio) to ensure that outcomes are assessed in an integrated manner. The most substantial assessment task or opportunity should be moderated externally, and should represent at least 50% but not more than 60% of the final mark. Module lecturers must provide written, detailed and constructive feedback to students on their work within fifteen working days of receiving assessment scripts. If a student anticipates late submission of an assignment, he/she must contact the subject lecturer or the person designated to deal with student enquiries (as communicated in the learning/information guide) at least three days in advance in order to request alternative arrangements. Module lecturers have the discretion to accept late submissions up to two weeks after the due date, provided that this will not impact negatively on the calculation of the final mark with reference to the Faculty’s administrative criteria and processes. Module lecturers have the discretion to deduct marks for late submissions that have not been arranged beforehand, as stipulated in the learning/information guide

8. PROCEDURES FOR MASTERS DEGREES 8.1 Course work master’s degrees 8.1.1 Course work modules

a) The final mark in each module work (semester) module is cumulatively compiled. The final mark consists of at least two substantial assessment opportunities. These must consist of tests, assignments, portfolios, examinations, etc. All assessment tasks or opportunities should be moderated externally.

b) Students may repeat one module failed. Students will be allowed to continue with the minor dissertation while repeating the module. The status quo remains the same in terms of Special and Supplementary exams.

19


c) No provision is made for supplementary assessment opportunities, but special supplementary assessment opportunities are provided in accordance with the University’s General Regulations and subsequent policies and procedures.

8.1.2 Minor-dissertation a) Students must pass the minor-dissertation for the degree to be conferred b) The external assessor’s mark (recommendation) is decisive with regard to pass or fail c) A student who is required by an assessor to submit the minor-dissertation for re-assessment is allowed to resubmit

once. d) If there is more than one internal assessor, the average of their marks is calculated to reflect one internal assessor

mark e) The “Standards for Post-Graduate supervision” apply to supervision and assessment of student research.

8.1.3 Procedure for the Coursework MEd in ICT On Line

The assessment strategies of this programme is one of continuous assessment. Performance in the programme is partly determined by the students’ performance in assessment tasks during the course of the semester that cumulatively count towards students’ final assessment mark. In each of the modules, at least 4 assessment tasks are given, which, when combined, constitute a portfolio and amounts to 80% of the final mark. Assessment Tasks form a coherent whole, and are authentic in nature. Assessment tasks comply with UJ requirements. The balance (20%) of the final mark is achieved by completing at least four formative milestone quizzes, or even the achievement of “badges” in an approximately 14 week (semester) module, in accordance with UJ’s Academic Regulations. Assessment tasks comprise written assignments or the creation of digital teaching and learning artefacts. One of these summative assessment opportunities, preferably towards the end of a module, will be substantial and ensure that outcomes are assessed in an integrated manner. The most substantial assessment task will be moderated externally and will represent at least 50% but not more than 60% of the final mark.

8.2 Full dissertation a) The University “Higher Degrees Policy and Higher Degrees Administration: Structures and Processes Policy” is

applicable. 9. PROCEDURES FOR DOCTORAL DEGREES a) The University “Higher Degrees Policy and Higher Degrees Administration: Structures and Processes Policy” is

applicable

The University’s Academic Regulations as well as the Academic Regulations for Fully Online programmes are applicable in this regard. Specific promotion requirements may apply to some programmes and academic exclusion appeals requirements

1.5.1 REQUIREMENTS FOR DISTINCTION QUALIFICATIONS

A qualification is awarded or conferred with distinction for bachelor’s degrees are awarded subject to the following requirements:

Students must achieve a weighted and/or proportional calculated average final mark for an undergraduate qualification of at least 75%

A student must have obtained a minimum mark of 65% in every prescribed module

The degree must be obtained within the minimum number of years prescribed for the particular degree. An extra year is granted if the student was promoted in the first year and then changed his/her field of study to such an extent that the new degree cannot be completed within the prescribed minimum period for that particular degree.

Only the result of the first attempt at passing a module will be taken into account for assessment.

Only the minimum number of modules for a particular degree is taken into account and in cases where additional modules have been taken, an ad hoc decision, as in the case of the finalisation of the examination results, will be made of which modules will be taken into account.

If a student is from another university and completes the same degree at this University, the same requirements as stated above shall apply mutatis mutandis.

If a student should change degree programmes, the previous academic record will not be taken into account.

If a degree is obtained with distinction, it will be indicated on the degree certificate.

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1.5.2 REQUIREMENTS FOR A CERTIFICATE WITH DISTINCTION (/PGCE) A certificate is awarded with distinction if the following requirements are met:

A weighted average of at least 75% must be obtained collectively for all modules.

A student must have obtained a minimum mark of 65% for every prescribed module

The certificate must be completed within the minimum prescribed period (2 years’ part time and 1-year full time).

Only the results of the first attempts for the completion of modules shall be taken into account.

If a student from another university should continue his/her studies in the same certificate at this University, the requirements as set out above will apply mutatis mutandis.

Module weights for the calculation of the weighted average of marks for a certificate with distinction. 1.5.3 APPEALS AGAINST ACADEMIC EXCLUSION Students may lodge an appeal against their academic exclusion (i.e. receiving an F7 (undergraduate) or 7F (postgraduate) global result code) at the specific faculty on the campus where the student is registered. Faculty-specific arrangements will be made and dates publicised by the Faculty concerned.

Applicants who want to appeal must follow the prescribed administrative procedure by submitting their motivation and supporting documents as well as other substantiating documents to the relevant dean’s office according to faculty guidelines and procedures and in accordance with UJ policies.

The Faculty Appeals Committee will consider the appeals and may refuse or allow re-admission.

The students will be notified in writing of the outcome of the appeal.

The decision of the Faculty Appeals Committee is final.

Students who transfer to another faculty retain their academic record related to their previous registration for any other programme/s.

ED 1.6 MINIMUM STUDY PERIOD FOR PROGRAMMES IN THE FACULTY

Name Abbreviation Minimum study period

Qualifications for Initial Teacher Education ITE

Bachelor of Education degree Advanced Diploma in Teaching/Postgraduate Certificate in Education

BEd AdvDip in Teaching/ PGCE

Four years One year

Qualification for Continuing Professional Development CPD

Advanced Diploma in Education AdvDip One year Bachelor of Education Honours Postgraduate Diploma in Education

BEd (Hons) PGDip

One year One year

Master of Education MEd One year Doctor of Philosophy in Education Doctor of Education (Educational Psychology)

PhD DEd

Two years Two years

Pipeline Qualifications for Professional Development

Baccalaureus Educationis Cum Honoribus (Pipeline only) BEd (Hons) One year

Pipeline Qualifications for Initial Teacher Education

Baccaulaureus Educationis degree BEd

Four years

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ED2 FACULTY PROGRAMMES

ED2.1 UNDERGRADUATE BACHELOR DEGREES

ED2.1.1 BACHELOR OF EDUCATION in FOUNDATION PHASE TEACHING

BEd (FP Teaching) PROGRAMME CODE: B5BFPQ HEQF LEVEL: 7 CREDITS: 488 DATE INSTITUTED: 1 JANUARY 2013 SAQA: 90716 ED2.1.1.1 Purpose of the programme The purpose of the qualification is to deliver professionally qualified beginner teachers for the foundation phase. This is done by providing student teachers with a well-rounded education that equips them with the required subject content knowledge base, teaching competence, a sound and nuanced understanding of the integrated nature of theory and practice in education and the context of the teaching profession in South Africa. The programme focuses specifically on child development, literacy, numeracy (mathematics) and the knowledge that underpins life skills. ED2.1.1.2 Outcomes of the programme Students who complete this programme will be able to:

Teach the foundation phase curriculum (numeracy, literacy and life-skills) proficiently

Use advanced literacy skills for teaching

Support and nurture learning and development in diverse educational contexts.

Identify and address barriers to learning in the early years of schooling

Teach literacy in English and Sotho or IsiZulu (as first language and additional language).

Formulate a personal teaching philosophy and critically reflect on their teaching philosophy and how it relates to teaching conduct.

ED2.1.1.3 Admission requirements

RULES OF ACCESS

To be able to gain access to the Bachelor of Education in Foundation Phase Teaching programme, applicants are required to have the appropriate combination of recognised National Senior Certificate (NSC) subjects as well as certain levels of achievement in these subjects. The minimum entry requirements for studies as legislated by the government do not guarantee a prospective student admission to this programme. Preliminary admission is based on the results obtained in the final Grade 11 examination. Final admission is based on the final Grade 12 results. Specific admission requirements for the Faculty of Education.

A valid National Senior Certificate with admission for degree purposes

The subjects to be used in the calculation of the APS are six the prescribed seven subjects

Life Orientation is not counted in the calculation of the total APS nor is it considered as an individual compulsory subject.

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Pro

gram

me

Qua

lific

atio

n co

de

Min

imum

AP

S

Eng

lish

as a

hom

e la

ngua

ge

Eng

lish

as a

firs

t lan

guag

e or

se

cond

add

ition

al la

ngua

ge

Bachelor of Education in Foundation Phase Teaching Grades R-3

B5BFPQ

26

5(60

%)

6(70

%)

Points are awarded according to the scale below.

Teachers, who are in a possession of a recognised certificate in education or another relevant field, may also represent their qualifications for entry into a BEd with the possibility of transfer of credits, for cognate previous studies. Assessment of prior learning could also lead to entry or an advanced credit standing. Admission: National Certificate (Vocational) (NVC) Guidelines Subject to institutional admission requirements, the minimum admission requirement to Bachelor’s degree programme is a National Certificate (Vocational) Level 4 issued by Council for General and Further Education and Training. The minimum legislative requirements for admission to a Bachelors’ degree include the achievement of:

Three (3) fundamental subjects between 60-69% - including English as language of learning and teaching

Three vocational subjects from the designated list between 70-79%.

AP

S

National International

NS

C/IE

B

SC

HG

(M

-Sco

re)

SG

SG

(M

-Sco

re)

HIG

CS

E/N

SS

C(H

L)

IGC

DE

/NS

SC

(O

L)

AS

LE

VE

LS

A L

EV

ELS

IB(H

L)

IB(S

L)

WA

EC

KC

SE

Dip

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a/E

xam

D “

Eta

t

CH

L/E

M

Bac

cala

urea

te

10 A 7 9 B 6

8 C 5

7 7(80-100%) A 1 A D 4 7 A

6 6(70-79%) B A 2 B E 3 6 B

5 5(60-69%) C B 3 A C 2 5 A C 80-100% 16-20 16-20

4 4(50-59%) D C 4 B D 1 4 B D 70-79% 14-15 14-15

3 3(40-49%) E D 5 C E 3 C E 50-69% 10-13 10-13

2 2(30-39%) F E 6 D/E 2 D/E F 30-49% 8-9 8-9

1 1(0-29%) G F 7 F/G 1 F/G G 0-29% 0-7 0-7

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ED2.1.1.4 Curriculum

First Semester Module name

Code Second Semester Module name

Code

First Year of Study

All modules are compulsory

Education Studies 1A EDS10A1 Education Studies 1B EDS20B1

Teaching Studies 1A TST10A1 Teaching Studies 1B TST20B1

Introduction to Zulu for the Foundation Phase 1A OR Introduction to Sotho for the Foundation Phase 1B

ZUF1AA1 SOF1AA1

Zulu for the Foundation Phase 1B OR Sotho for the Foundation Phase 1B

ZUF1BB1 SOF1BB1

Mathematics for the Foundation Phase 1A

MFP10A1 Mathematics for the Foundation Phase 1B

MFP20B1

Teaching Methodology and Practicum 1A MPR10A1 Teaching Methodology and Practicum 1B MPR20B1 English for the Primary School 1A EPS10A1 English for the Primary School 1B EPS20B1

Culture and the Natural Environment for the Foundation Phase 1B

CNE20B1

Second Year of Study


Education Studies 2A

EDS10A2 Education Studies 2B EDS20B2

Teaching Studies 2B TSD20B2

English for the Primary School 2A EPS10A2 English for the Primary School 2B EPS20B2

Zulu for the Foundation Phase 2A(FLT) OR Sotho for the Foundation Phase 2A (FLT)

ZFP2AA2 SFP2AA2

Zulu for the Foundation Phase 2A OR Sotho for the Foundation Phase 2A

ZUF2AA2 SOF2AA2



MFP20B2

Culture and the Natural Environment for the Foundation Phase 2A

CNE10A2 Culture and the Natural Environment for the Foundation Phase 2B

CNE20B2

Teaching Methodology and Practicum 2A SZP2AA2 (ADL) Or ZSF2AA2 (FLT)

Teaching Methodology and Practicum 2B MPR20B2

Third Year of Study



EDS10A3 Education Studies 3B EDS20B3

Teaching Studies 3B TSD20B3

English for the Foundation Phase 3A ( Pipeline only in 2018)

EFP1A03 English for the Foundation Phase 3B (Pipeline only in 2018)

EFP20B3

English for the Primary School 3A English for the Primary School 3B Zulu for the Foundation Phase 3A OR Sotho for the Foundation Phase3A

ZUF3AA3 SOF3AA3

Zulu for the Foundation Phase 3B OR Sotho for the Foundation Phase 3B

ZUF3BB3 SOF3BB3

Zulu for the Foundation Phase 3A(FLT) OR

ZFP3AA3

Zulu for the Foundation Phase 3B(FLT) OR

ZFP3BB3

24


Sotho for the Foundation Phase 3A (FLT) Note: Grade 12 Zulu/ Sotho 1st Language is a prerequisite

SFP3AA3

Sotho for the Foundation Phase 3B (FLT)

SFP3BB3



MFP20B3

Teaching Methodology and Practicum 3A MPR103 Teaching Methodology and Practicum 3B MPR20B3

Culture and the Natural Environment for the Foundation Phase 3A

CNE10A3

Fourth Year of Study

Teaching Studies, Methodology and Practicum TMP00Y4

ED2.1.1.5 Programme structure a) Minimum duration: Four years’ full time. b) The programme is offered full-time only. c) All modules are compulsory. d) Number of modules per year of study:

i) First year: 6 first-semester, 7 second-semester modules ii) Second year: 6 first-semester, 6 second-semester modules iii) Third year: 6 first-semester, 6 second-semester modules iv) Fourth year: 1-year module

ED2.1.1.6 Promotion requirements 1.1 Students may only register for a third year modules if the related module has been passed on at least the first year

level. 1.2 Students are only promoted to the fourth year of study if they have passed all the first, second and third year modules. 1.3 Students may not register for more than 1.2 stats credits in any given year of study. ED2.1.1.7 Award of degree The Bachelor of Education in Foundation Phase Teaching is awarded to students who have passed all the prescribed modules. Special notes:

For the module Introduction to isiZulu / seSotho for the Foundation Phase, the following applies: Students, who pass a proficiency test in isiZulu/seSotho, may enrol for a suitable module in another program offered on the SWC or for a module in the BEd Intermediate Phase.

Teaching methodology and practicum are integrated. This implies that students will engage in learning from practice, learning in practice and learning from service, aiming at developing specialised pedagogical content knowledge and teaching competence in each subject area.

The students spend on a regular basis time in the teaching school linked to the University on the UJ Soweto Campus. They engage in structured observation and progressively take up limited classroom assistance and teaching responsibilities. This allows for continuous integration of theory and practice.

The fourth year of the programme will strongly focus on developing the student teacher as reflective practitioner. During their fourth year students will be placed at different schools on the list of approved schools for WIL. During their placements in schools they will not only take on teaching responsibilities, but they will also do assignments which will require the demonstration of integrated and applied knowing. These assignments will form the basis for engaging in critical reflection during coursework on campus.

The curriculum does not include the development of basic ICT competence as fundamental learning. Students who do not pass a basic ICT competency test will be required to attend compulsory ICT skills training.

25


Practicum which includes WIL (Work integrated learning)

Study period Duration Assessment

First Year 2 weeks Practicum which includes WIL and service learning amounts to 2 weeks. The WIL at schools consists mainly of structured observation, linked to assignments which are formally assessed.

Second Year 2 weeks Practicum which includes WIL and service learning amounts to 2 weeks. The WIL at schools consists mainly of structured observation, linked to assignments which are formally assessed.

Third Year 6 weeks Practicum which includes WIL and Service learning amounts to 6 weeks. During WIL at school’s students take up teaching responsibilities which are formally assessed by their teacher mentors and also by staff. Students also submit assignments which are formally assessed.

Fourth Year 10 weeks at selected schools

During WIL at school’s students take up teaching responsibilities which are formally assessed by the teacher mentors and also by staff. Students also submit assignments which are formally assessed.

ED 2.1.1.8 MODULES IN THE BACHELOR OF EDUCATION in FOUNDATION PHASE TEACHING

Module names

NQ

F

Lev

el

Cre

dit

s p

er

mo

du

le Purpose of the module Content of the module Assessment

Y E A R 1

Education Studies 1A: EDS10A1

5 16 The purpose of this module is to guide students in developing a broad understanding of the organizing principle and theoretical framework underpinning childhood development in the programme.

Overview of development in childhood Introduction to ecological systems theory A philosophy of inclusion and diversity Inclusive Education Human development - Introduction Overview of theories of cognitive development in childhood

Continuous Assessment

Education Studies 1B: EDS20B1

6 16 The purpose of this module is to guide students in developing an understanding of childhood physical development and sensory development to enable them to support learners’ development in the foundation phase classroom.

Physical development in childhood (0-12 years): developmental milestones Brain development Perceptual development Childhood illnesses Nutrition and health Physical barriers to learning


Teaching Studies 1A: TST10A1

5 8 The purpose of this module is to guide students in developing a conceptually coherent viewpoint of the interplay of the various roles which underlie a teacher’s professional practice, with special reference the

A personal teaching philosophy Teaching as practice of citizenship Teaching for CARE (Community, agency, responsibility and education) An introduction to service learning


26


teacher’s community and citizen role.

Teaching Studies 1B: TST20B1

6 8 The purpose of this module is to guide students in developing educational information technological skills in order to enhance the use of ICT in teaching and learning in the foundation phase

Foundation of ICT for learning The connected world: in search of collaborative learning experiences The quest for creativity and innovation Assessment for learning Being safe online


Mathematics for the Foundation Phase 1A: MFP10A1

5 8 The purpose of this module is to guide students in developing an understanding of number and number systems to enable them to support children’s acquisition of the concepts associated with numbers and number systems.

Number and number systems The origins of the number systems Different number systems Set theory Bases: Changing form other bases to base 10 and vice versa Number patters


Mathematics for the Foundation Phase 1B: MFP20B1

6 8 The purpose of the module is to guide students in developing an understanding of algebra and fractions to enable them to support children’s acquisition of the number concepts and operations associated with algebra and fractions.

Number systems: Continuation of numbers and algebra: Fractions:- addition, subtraction, division and multiplication of fractions, different types of fractions(addition, subtraction, division and multiplication of decimal fractions) complex fractions, percentages; place value, expanded notations; standard forms, significant figures; algebra


English for the Primary School 1A: EPS10A1

5 8 The purpose of this module is to guide students in developing academic literacy as well as the requisite subject knowledge in English to enable them to support English language learning in the foundation phase classroom.

Academic Literacy: The structure of academic texts Visual Literacy Language through games and play Social networks and the internet for language learning


English for the Primary School 1B EFP20B1

6 8 The purpose of this module is to guide students in developing their own English language competence and the requisite subject knowledge in English to enable them to support English language learning in the foundation phase classroom.

Diagnostic testing English grammar and spelling Youth and children’s literature Language through games and play Social networks and the internet for language learning


Introduction to isiZulu-/

5 8 The purpose of this module is to guide

Languages of South Africa

and language study

2 summative assessments

27


seSotho for the Foundation Phase 1A: ZUF1AA1/ SOF1AA1

students in developing language competence in isiZulu/seSotho to enable basic communication.

The use of first person

singular as subject in simple

sentences

The use of first and second

person singular as subject in

simple positive and negative

statements and questions

The use of the salutation and

the use of the question words

and supplying answers to

these questions

The use of the 1st and 2nd

person plural and greeting a

group

Using conjoined subjects and the use of the object morphemes for 1st and 2nd person singular and plural

1 formative assessments (practical component) 1 final summative assessment.

isiZulu-/seSotho for the Foundation Phase 1B: ZUF1BB1/ SOF1BB1

6 8 The purpose of this module is to guide students in developing language competence in isiZulu/seSotho to enable basic communication.

Yes/No answer questions, the

reflexive morpheme and

polite requests

Formulating question words

‘when’ ‘with what/by means of

what’ and ‘ ‘how’ and

supplying appropriate

answers to these questions

Formulating questions using

the forms ‘where’ and ‘‘where’

and using locative derived

nouns and their pronouns to

indicate place

The speech sounds of isiZulu/ seSotho

2 Summative assessments 1 formative assessments (practical component) 1 final summative assessment.

Culture and the Natural Environment for the Foundation Phase 1B: CNE20B1

6 8 The purpose of this module is to guide students in acquiring the requisite physical education content knowledge and skills to enable them to teach physical education as part of “Life Skills” and to partake in and supervise/administer sport activities at school.

Physical education and sport Motor learning and development: fundamental stability skills and fundamental locomotors skills Development games and activities Sport and adapted sport for children with disabilities Methodology for teaching physical education and sport


Teaching Methodology and Practicum 1A: MPR1A01

5 12 The purpose of this

module is to guide

students in developing an

understanding of the

methodology for teaching

Grade R and to provide

them with practise

opportunities to develop

Emergent literacy Fostering children’s language and literacy development in Grade R Teaching strategies appropriate for Grade R children The thematic story book approach for nurturing language and literacy


28


teaching skills for the

Grade R-classroom.

Play as pedagogy Designing a classroom environment that facilitates the development of literacy in Grade R Designing a number awareness environment in the grade R classroom Integrating vocabulary development, and early mathematical knowledge in the Grade R classroom Lesson planning for teaching Grade R Practicum – learning in and from practice

Teaching Methodology and Practicum 1B: MFP20B1

6 12 The purpose of this module is to enable students to develop an understanding of the essential linguistic components that are important in teaching children how to read and to provide them with practise opportunities to develop teaching skills for teaching children to read.

Methodology for literacy (English): Development of phonetic knowledge in grade R Development of semantic knowledge in grade R Development of morphemic knowledge in grade R Practicum – learning in and from practice


Total Credits for Year 1: 128

YEAR 2

Education Studies 2A: EDS10A2

6 16 The purpose of this module is to guide students in developing an understanding of childhood cognitive development, specifically pertaining to children from birth to 12 years, in order to enable them to support children’s learning in the foundation phase classroom.

Cognitive development in childhood Innatist theories Social cultural theories Early language development



6 16 The purpose of this module is to guide students in developing an understanding of childhood social and emotional development from birth to middle childhood, to enable them to support learners’ socio-emotional development in the foundation phase classroom

Emotional and social development in childhood Emotional developmental milestones Social and moral development in children Maladjustment in social and emotional development in young children The child in school, family and community


English for the Primary School 2A: EPS10A2

6 8 The purpose of this module is to guide students in developing academic literacy and the

Academic literacy: Cohesion and coherence Visual literacy Literary theory


29


requisite subject knowledge in English to enable them to support English language learning in the foundation phase classroom.

Book club: reading and writing

English for the Primary School 2B: EPS20B2

6 8 The purpose of this module is to guide students in developing their own English language competence and the requisite subject knowledge in English to enable them to support English language learning in the foundation phase classroom.

English grammar Diagnostic testing Discourse and genre Youth and children’s literature Language through games and play Blogs and social networks for language learning


isiZulu/seSotho for the Foundation Phase 2A: ZFP2AA2/ SOF2AA2 (FLT) Or isiZulu/ seSotho for the Foundation Phase 2A ZUF2AA2/ SOF2AA2

6 8 The purpose of this module is to guide students in developing language competence in isiZulu/seSotho to enable basic communication

The noun class system and

noun prefixes (Classes 1-3)

The noun class system and

noun prefixes (Classes 4-17)

The subject morphemes of

the noun classes

The object morphemes of the third person (Nouns) Youth literature



6 8 The purpose of the module is to guide students in developing an understanding of space and shapes to enable them to support children’s acquisition of the concepts associated with space and shape.

Space and shapes: Properties of different shapes, area and volume of more shapes; 2-D and 3-D shapes, shapes and patterns; position, direction and movement; angles; coordinates systems, different types of symmetry (reflection, rotation) translation; tessellations and transformations; introduction to measurement



6 8 The purpose of the module is to guide students in developing an understanding of measurement to enable them to support children’s acquisition of the concepts associates with mass and weight.

Introduction to measurement: measurement of different shapes Meaning and process of measurement; different standard units of measure, mass and weight, volume and capacity; time and time interval


Culture and the Natural Environment for the

6 8 The purpose of this module is to guide students in developing the requisite content

Music Drama Art and Crafts


30


Foundation Phase 2A: CNE10A2

knowledge and skills to enable them to teach music, drama, arts and craft as part of “Life Skills”.

Creative arts teaching methodology Learning in and from practice

Culture and the Natural Environment for the Foundation Phase 2B: CNE20B2

6 8 The purpose of this module is to guide students in developing the requisite content knowledge and skills to enable them to teach the social science and personal well-being components of “Life Skills”.

Communication and social skills Coping and self-management skills Vocational skills Cultural and democratic skills Environmental care and management Foundation Phase personal and social skills Teaching methodology Learning from and in practice


Teaching Studies 2B: TSD20B2

6 8 The purpose of the module is to guide students in developing educational leadership, management and administrative skills in order to enable them to effectively lead, manage and communicate both in the classroom and between the school and home.

Development of educational policy, advocacy and legislation. Classroom management and administration Supportive classroom discipline Forms, styles, and modes of classroom communication Communication between school and home.


Teaching Methodology and Practicum 2A: SZF2AA2 (ADL) or ZSF2AA2 (FLT)

6 12 The purpose of the module is to guide students in developing an understanding of the essential linguistic components that are important in teaching children how to read and to provide them with practise opportunities to develop teaching skills for teaching children to read.

Methodology for literacy (seSotho/isiZulu): Development of phonetic knowledge in grade 1 Development of semantic knowledge in grade 1 Development of morphemic knowledge in grade 1 Practicum – learning in and from practice


31


Teaching Methodology and Practicum 2B: MPR20B2

6 12 The purpose of the module is to guide students in developing an understanding of teaching methods relevant for teaching literacy and initial writing and to provide them with practise opportunities to develop teaching skills for literacy and initial writing teaching.

Methodology for literacy Pedagogy for the teaching of reading Strategies for teaching word identification skills The pedagogy of initial writing Lesson plans for teaching reading and writing Integration beginning knowledge and literacy in the grade 1 classroom Practicum – learning in and from practice Barriers to learning: Addressing emotional and psycho-social barriers Maladjustment in young children



Y E A R 3 Education Studies 3A: EDS10A3

7 16 The purpose of this module is to guide students in developing an understanding of language and literacy development in children from birth to middle childhood, to enable them to support children in their language and literacy development in the foundation phase classroom.

Language and literacy development in childhood Language and literacy developmental milestones Dual language and literacy development in multilingual contexts Support strategies of optimal language and literacy learning



7 16 The purpose of this module is to guide students in developing an understanding of barriers to learning and development in the foundation phase classroom to enable them to identify a specific barrier and to give optimal support

Barriers to development in childhood Physical functioning Cognitive functioning Literacy learning barriers Numeracy and mathematical learning barriers


English for the Foundation Phase 3A: EFP1A03 Pipeline students only in 2019

6 8 The purpose of this module is guide students in developing their own English language competence and the requisite subject knowledge in English to enable them to support English language learning in the foundation phase classroom



English for the Foundation Phase 3B:

7 8 The purpose of this module is to guide students in developing

Academic literacy: Writing an academic essay Visual literacy


32


EFP20B3 Pipeline students only in 2019

academic literacy and the requisite subject knowledge in English to enable them to support English language learning in the foundation phase classroom.

Literary theory Book club: reading and writing

English for the Primary School 3A EPS10A3

7 8 The purpose of this module is guide students in developing their own English language competence and the requisite subject knowledge in English to enable them to support English language learning in the foundation phase classroom



English for the Primary School 3B EPS20B3

7 8 The purpose of this module is to guide students in developing academic literacy and the requisite subject knowledge in English to enable them to support English language learning in the foundation phase classroom.

Academic literacy: Writing an academic essay Visual literacy Literary theory Book club: reading and writing


isiZulu/seSotho for the Foundation Phase 3A: ZFP3AA3/ SFP3AA3 (FLT) Or ZUF3AA3/ SOF3AA3


The Present Tense (Of The Indicative Mood) (Near) Past Tense Remote Past Tense Future Tenses Summary of the Absolute Tenses The Interrogative (Questions) Youth literature


isiZulu/seSotho for the Foundation Phase 3B: ZFP3BB3/ SFP3BB3 (FLT) Or ZUF3BB3/ SOF3BB3


Sentence Types (Moods) Indicative mood Imperative mood Emphatic pronouns Demonstrative pronouns Youth literature



6 8 The purpose of the module is to guide students in developing an understanding of measurements of different shapes and different scales and units of measure to enable them to support children’s acquisition of the concepts

Measurements of different shapes such as: Meaning and process of measurement; Different Standard units of measure, measurements scales (time, angles capacity and area, volume, weight and mass, length, width); ratio and proposition;


33


associated with measurements of different shapes and different scales and units of measure.

Converting different units of measure, instruments and formulae in variety of contexts. Measurement of Solid shapes 2-D area and volume of (circle, square, rectangle, hexagon, kite, rhombus) 3-D Area and Volume of (cylinders, prisms)


7 8 The purpose of the module is to guide students in developing an understanding of data handling to enable them to support children’s acquisition of the concepts associated with data handling.

Data Handling- Defining data, different types of data (population, rainfall media, crime, election results, sports results, expenditure and income); collecting, sorting and organizing data; Representing (Bar graphs, histograms, pictographs pie charts, line graphs) extracting and interpreting data


Culture and the Natural Environment for the Foundation Phase 3A CNE10A3

7 8 The purpose of this module is to guide students in acquiring the requisite content knowledge and skills to enable them to teach the natural science, space science and earth and environmental science components of “Life Skills”.

Natural Science Social Science Earth and space science Health and environmental Studies Teaching methodology Learning in and from practice


Teaching Studies 3B: TSD20B3

7 8 The purpose of the module is to guide students in developing an understanding of how to create a positive and motivating learning environment in the foundation phase classroom.

Teaching for motivation and engagement Developing an orderly and purposefully learning environment Repairing and restoring behavior


Teaching Methodology and Practicum 3A: MPR1A03

6 12 This module has a two-pronged purpose: To guide students in developing an understanding of the methodology for teaching numeracy and to provide them with practise opportunities to develop teaching skills for supporting mathematics learning. To guide students in developing an understanding of the pedagogy for teaching literacy and language in grades two and three and

Methodology for numeracy: The pedagogy of numbers and patterns The pedagogy of shapes - Geometry The pedagogy of measurements The pedagogy of data handling Methodology for literacy: Development of syntactic knowledge of grade two and grade three learners Strategies for developing learners’ reading comprehension skills (grade two and grade three)


34


to provide them with practise opportunities to develop teaching skills for supporting language and literacy learning.

Strategies for teaching word identification skills Pedagogy of teaching reading and writing skills for grade two and grade three Lesson planning Learning from and in practice Integrating beginning knowledge and literacy in the grades 2 and grade 3 classroom

Teaching Methodology and Practicum 3B: MPR20B3

7 12 This module has a two-pronged purpose: To guide students in developing an understanding of the methodology for teaching numeracy and to provide them with practise opportunities to develop teaching skills for supporting mathematics learning To guide students in developing an understanding of the pedagogy for teaching literacy and language across the content areas of social sciences and natural sciences in grades two and three and to provide them with practise opportunities to develop teaching skills for supporting language and literacy learning.

Methodology for Numeracy: The pedagogy of numbers and patterns The pedagogy of shapes - Geometry The pedagogy measurements The pedagogy of data handling Pedagogy of literacy across the content areas: Social Sciences and Natural Sciences Addressing barriers to learning in the grade 2 and grade 3 classroom Literacy learning Numeracy learning and mathematics


Students have the option to register for the module: Addressing neurodevelopmental needs specialisation in the third year as a short learning programme (SLP).

The focus of the SLP would be for students who are able to screen, identify, assess and support children with neurodevelopmental learning needs. These neurodevelopmental learning needs in the Foundation Phase include challenges such as intellectual disability, Attention Deficit Hyperactivity Disorder, Autism and most specifically specific learning difficulties in reading, writing and mathematics.

These students will be required to do the bulk of the Work Integrated Learning in the fourth year in appropriate schools.

New teachers who graduate with this specialisation will be able teach as specialists for learners with special needs in different learning contexts. These teachers will also become support specialists to other teachers and play active roles in school based support teams and district based support teams to promote inclusive educational settings.


Y E A R 4

Teaching Studies, Methodology and Practicum: TMP00Y4


module is to support

students to hone their

teaching and professional

competence and to

Students will be placed at

different schools on the list of

approved schools for WIL.

During their placements in

schools they will take on

35


develop as critically-

reflective practitioners.

teaching responsibilities, and

they will do assignments

which will require the

demonstration of integrated

and applied knowing. These

assignments will form the

basis for engaging in critical

reflection during coursework

on campus.

TOTAL CREDITS = 488

ED2.1.2 (A) BACHELOR OF EDUCATION IN INTERMEDIATE PHASE TEACHING

BEd (IP Teaching) PROGRAMME CODE: B5BITQ HEQF LEVEL: 7 CREDITS: 504 DATE INSTITUTED: 1 JANUARY 2018- First intake 2018 SAQA: 90717 ED2.1.2.1 Purpose of the programme This Bachelor of Education in Intermediate Phase Teaching is a 504-credit qualification at NQF level 7 which prepares students to teach learners from Grades 4 to 7. The purpose of the qualification is to deliver professionally qualified beginner teachers for the intermediate phase. This is done by providing student teachers with a well-rounded education that equips them with the required subject content knowledge base, teaching competence, a sound and nuanced understanding of the integrated nature of theory and practice in education and the context of the teaching profession in South Africa. ED2.1.2.2 Outcomes of the programme Students who complete this programme will be able to:

Teach English as First and Additional language and communicate in either seSotho or isiZulu.

Teach all school subjects in the primary school in the subject areas: Mathematics, Science and Technology, Social Sciences, Life Skills, and isiZulu/seSotho, in accordance with learners’ needs and the requirements of the school curriculum.


Teach fundamental mathematical concepts, which underpin the Intermediate Phase school curriculum.

Identify and address barriers to learning in the classroom.

Formulate a personal teaching philosophy and critically reflect on their teaching philosophy and how it related to teaching conduct

ED2.1.2.3 Admission requirements RULES OF ACCESS To be able to gain access to the Bachelor of Education in Intermediate Phase Teaching programme, applicants are required to have the appropriate combination of recognised National Senior Certificate (NSC) subjects as well as certain levels of achievement in these subjects. The minimum entry requirements for studies as legislated by the government do not guarantee a prospective student admission to this programme. Preliminary admission is based on the results obtained in the final Grade 11 examination. Final admission is based on the final Grade 12 results. Specific admission requirements for the Faculty of Education.


36


The subjects to be used in the calculation of the APS are the six of the prescribed seven subjects


P

rogr

amm

e

Qua

lific

atio

n co

de

Min

imum

AP

S

Eng

lish

as a

hom

e la

ngua

ge

Eng

lish

as a

firs

t lan

guag

e or

se

cond

add

ition

al la

ngua

ge

Bachelor of Education in Intermediate Phase Teaching Grades 4-7

B5BITQ 26

5(60

%)

6(70

%)

Teachers, who are in a possession of a recognised certificate in education or another relevant field, may also represent thei r qualifications for entry into a BEd with the possibility of transfer of credits, for cognate previous studies. Assessment of prior learning could also lead to entry or an advanced credit standing. Note: Admission: National Certificate (Vocational) (NVC) Guidelines Subject to institutional admission requirements, the minimum admission requirement to Bachelor’s degree programme is a National Certificate (Vocational) Level 4 issued by Council for General and Further Education and Training. The minimum legislative requirements for admission to a Bachelors’ degree include the achievement of:



AP

S


NS

C/IE

B

SC

HG

(M

-Sco

re)

SG

SG

(M

-Sco

re)

HIG

CS

E/N

SS

C(H

L)

IGC

DE

/NS

SC

(O

L)

AS

LE

VE

LS

A L

EV

ELS

IB(H

L)

IB(S

L)

WA

EC

KC

SE

Dip

lom

a/E

xam

D “

Eta

t

CH

L/E

M

Bac

cala

urea

te

10 A 7

9 B 6

8 C 5

7 7(80-100%) A 1 A D 4 7 A 6 6(70-79%) B A 2 B E 3 6 B

5 5(60-69%) C B 3 A C 2 5 A C 80-100% 16-20 16-20

4 4(50-59%) D C 4 B D 1 4 B D 70-79% 14-15 14-15

3 3(40-49%) E D 5 C E 3 C E 50-69% 10-13 10-13

2 2(30-39%) F E 6 D/E 2 D/E F 30-49% 8-9 8-9

1 1(0-29%) G F 7 F/G 1 F/G G 0-29% 0-7 0-7

37





Code

First Year of Study

Compulsory modules

Education Studies 1A EDUSTA1 Education Studies 1B EDUSTB1

Teaching Studies 1A TEASTA1 Teaching Studies 1B TEASTB1

Introduction to Zulu for the Intermediate Phase 1A OR Introduction to Sotho for the Intermediate Phase 1A

ZLU1AA1 SOI1AA1

Introduction to Zulu for the Intermediate Phase 1B OR Introduction to Sotho for the Intermediate Phase 1B

ZUL1BB1 SOI1BB1

Introduction to Mathematics for the Intermediate Phase 1A

MATINA1 Introduction to Mathematics for the Intermediate Phase 1B

MATINB1

Introduction to Social Science for the Intermediate Phase 1A

SOSINA1

Introduction to Science and Technology for the Intermediate Phase 1A

SATINA1

English for the primary school 1A EPS10A1 English for the primary school 1B EPS20B1

Introduction to Culture and the Natural Environment for the Intermediate Phase 1B

CNEINB1

Second Year of Study Compulsory modules


EDUSTA2 Education Studies 2B EDUSTB2

Teaching Studies 2A TEASTA2 Teaching Studies 2B TEAST2B2

English for primary school 2A EPS10A2 English for the primary school 2B EPS20B2

Culture and the Natural Environment for the Intermediate Phase 2B

CNEINB2

Mathematics for the Intermediate Phase 2A MATINA2 Mathematics for the Intermediate Phase 2B

MATINB2

Science and Technology for the Intermediate Phase 2A

SATINA2

Social Science for the Intermediate Phase 2B

SOSIPB2

Teaching Methodology and Practicum 2A : English

MPIENA2 Teaching Methodology and Practicum 2B : English

MPIENB2

Teaching Methodology and Practicum 2A: Mathematics, Science and Technology

MPMSTA2

Teaching Methodology and Practicum 2B: Language, Culture and the Natural Environment and Social Science

MPLCSB2

Electives: language modules Students continue with one of the following language modules as from their second year of study.

1. isiZulu for the Intermediate Phase: Note for module isiZulu for the Intermediate Phase: Grade 12 Zulu 1st Language is a prerequisite

OR 2. seSotho for the Intermediate Phase: Note for seSotho for the Intermediate Phase: Grade 12 Sesotho 1st

Language is a prerequisite OR

3. Afrikaans for the Intermediate Phase

Afrikaans for the Intermediate Phase 2B

AFI2BB2

38


Sotho for the Intermediate Phase 2B SOI2BB2

Zulu for the Intermediate Phase 2B ZLU2BB2

Third Year of Study

Compulsory modules Education Studies 3A

ESUSTA3 Education Studies 3B EDUTB3


English for the Primary School 3A EPS10A3 English for the Primary School Phase 3B

EPS20B3

Economics and Management Science for the Intermediate Phase 3A

EMSIPA3

Culture and the Natural Science for the Intermediate Phase 3A

CNEINA3

Science and Technology for the Intermediate Phase 3B

SATINB3

Mathematics for the Intermediate Phase 3A MATINA3

Social Sciences for the Intermediate Phase 3A SOSIPA3

Teaching Methodology and Practicum 3A: English

MPIENA3 Teaching Methodology and Practicum 3B: English

MPIENB3

Teaching Methodology and Practicum 3A: Social Science and Culture and the Natural Environment

MPSSCA3

Teaching Methodology and Practicum 3B: Language, Mathematics, Science and Technology

MPLMSB3

Electives: language modules Students continue with one of the following language modules as chosen in their second year.

1. Zulu for the Intermediate Phase: Note for module isiZulu for the Intermediate Phase: Grade 12 Zulu 1st Language is a prerequisite

OR 2. Sotho for the Intermediate Phase: Note for seSotho for the Intermediate Phase: Grade 12 Sesotho 1st

Language is a prerequisite OR


Afrikaans for the Intermediate Phase 3B

AFI3BB3

Sotho for the Intermediate Phase 3B SOI3BB3

Zulu for the Intermediate Phase 3B ZLU3BB3


Teaching Studies, Methodology and Practicum TSMPRY4

ED2.1.2.5 Programme structure a) Minimum duration: Four years’ full time. b) The programme is offered full-time only. c) i) First year: 7 first-semester, 6 second-semester modules

ii) Second year: 7 first-semesters, 8 second-semester modules iii) Third year: 9 first-semesters, 7 second-semester modules iv) Fourth year: 1-year module

ED2.1.2.6 Promotion requirements

39


1.1 Students may only register for a second year academic module if the related module has been passed on at least the

first year level. 1.2 Students may only register for a third year academic module if the related module has been passed on at least the

second year level. 1.3 Students are only promoted to the fourth year of study if they have passed all the first, second and third year modules. 1.4 Students may not register for more than 1.2 stats credits in any given year of study. 1.5 Students may only register for the Teaching Methodology and Practicum in the third year of study if the related

academic major is passed on second year level. . ED2.1.2.7 Award of degree The Bachelor of Education in Intermediate Phase Teaching is awarded to students who have passed all the prescribed modules. Special notes:


The fourth year of the programme will strongly focus on developing the student teacher as reflective practitioner. During their fourth year students will be placed in different schools on the list of approved schools for WIL. During their placements at schools they will not only take on teaching responsibilities, but they will also do assignments which will require the demonstration of integrated and applied knowing. These assignments will form the basis for engaging in critical reflection during coursework on campus.

The curriculum does not include the development of basic ICT competence as fundamental learning. Students who do not pass a basic ICT competency test will be required to attend compulsory ICT skills workshops.

Practicum which includes WIL (Work integrated learning)


First Year 2 weeks The WIL at schools consists mainly of structured observation linked to assignments which are formally assessed

Second Year 2 weeks The WIL at schools consists mainly of structured observation linked to assignments which are formally assessed

Third Year 6 weeks During WIL at school’s students take up teaching responsibilities which are formally assessed by the teacher mentors and also by staff. Students also submit assignments which are formally assessed.



ED 2.1.2.8 MODULES IN THE BACHELOR OF EDUCATION in INTERMEDIATE PHASE TEACHING

Module name

NO

F L

evel

Cre

dit

s p

er

mo

du

le

Purpose of module Content of module Assessment

YEAR 1

Education Studies 1A:


Development in the middle years of


40


EDUSTA1 students in developing an understanding of the organizational principles and theoretical framework underpinning the study of childhood development in the programme.

childhood up to early puberty Introduction to ecological systems theory A philosophy of inclusion and diversity

Education Studies 1B: EDUSTB2

6 16 The purpose of this module is to guide students in developing an understanding of childhood physical development and sensory development to enable them to support learners’ development in the intermediate phase classroom.

Physical development in middle childhood up to early puberty Development and plasticity Sensation and perceptual development Physical barriers to development in middle childhood


Teaching Studies 1A: TEASTA1

5 12 The purpose of this module is to guide students in developing a personal teaching philosophy to enable consistent professional conduct as a teacher and reflective teaching.

A personal teaching philosophy Teaching as reflective practice Teaching and the development of age-appropriate curricula


Teaching Studies 1B: TEASTB1

6 12 The purpose of this module is to introduce students to community engagement and service learning in order to help them understand teaching as the practice of citizenship

Introduction to community engagement and service learning Teaching as practice of citizenship Teaching for social justice Teaching for CARE (Community, agency, responsibility and education) Inclusivity


Introduction to Science and Technology for the Intermediate Phase 1A: SATINA1

6 8 The purpose of this module is to guide students in developing a basic understanding of science and technology as subject area in the intermediate phase.

Introduction to application of science (Technology) Living things - Organisms, behaviour and health Materials - Chemical and material behaviour Energy and physical processes The environment, the earth and the universe


41


Grades 4 to 7 Natural Science and Technology content

Introduction to Mathematics for the Intermediate Phase 1A: MATINA1

5 8 The purpose of this module is to guide students in developing a basic understanding of number and number systems to enable them to support children’s acquisition of the concepts associated with numbers and number systems.

Number and number systems The origins of the number systems Different number systems Set theory Bases Number patterns Introduction to space and shapes.


Introduction to Mathematics for the Intermediate Phase 1B: MATINB1

5 8 The purpose of the module is to guide students in developing an understanding of number systems to enable them to support children’s acquisition of concepts associated with patterns numbers and algebra.

Patterns, numbers and algebra Number systems Fractions: - addition, subtraction, division and multiplication of fractions, different types of fractions (addition, subtraction, division and multiplication of decimal fractions) complex fractions, percentages; place value, expanded notations Standard forms, significant figures Space and shape continued: Dealing with shapes, calculations of perimeter, area and volume of different shapes.


Introduction to Culture and the Natural Environment for the Intermediate Phase 1B: CNEINB1

6 8 The purpose of this module is to guide students in developing a basic understanding of the Arts and Crafts, Culture and Physical Education as subject areas for Grades 4 to 7.

Introductory Creative Arts knowledge and teaching content for Grades 4 to 7 teaching. Introductory Arts and Culture knowledge and teaching content for Grades 4 to 7 teaching. Introductory Music and Dance knowledge and teaching content for Grades 4 to 7 teaching. Introductory Drama and the Performing Arts knowledge and teaching content for


42


Grades 4 to 7 teaching. Fundamental movement and body management skills and stages for Grades 4 to 7 teaching.

English for the primary school 1A: EPS10A1

5 8 The purpose of this module is to guide students in developing academic literacy as well as subject knowledge in English to enable them to support English language learning in the classroom.

Academic literacy: The structure of academic texts Visual literacy Language through games and play Social networks and the internet for language learning


English for the primary school 1B: EPS20B1

6 8 The purpose of this module is to guide students in developing their own English language competence and subject knowledge in English to enable them to support English language learning in the classroom.

Diagnostic testing English grammar and spelling Youth and children’s literature Language through games and play Social networks and the internet for language learning.


Introduction to Social Sciences for the Intermediate Phase 1A: SOSINA1

5 8 The purpose of the module is to guide students in developing a basic understanding of the social sciences as subject area in the intermediate phase so as to enable them to support children’s understanding of the interrelationships among Earth, its people and its systems through space and time.

Introducing History and Geography as a discipline of Social Science. People, space and time in history The importance of facts, truth and causality in history Introduction to the globe, hemispheres, and map grids Introducing weather and climate. The physical processes that shape the earth’s surface.


Introduction to isiZulu/seSotho for the Intermediate Phase 1A: ZLU1AA1/SOI1AA1

6 8 The purpose of this module is to sensitize students to the language situation and language diversity in South Africa and to enable them to conduct a basic one-to-one conversation in isiZulu/seSotho. The students are furthermore equipped to communicate with a group representing a

Languages of South Africa and language study The use of first person singular as subject in simple sentences The use of first and second person singular as subject in simple positive and negative statements and questions

Students will be assessed for oral and written competency. Formative assessment: Occasional formative assessments will be done in class. Summative assessments: Students will construct and conduct simple dialogues using 1st and 2nd person singular and plural. Oral assessment will be done in pairs or small groups on oral competency: greeting each

43


group themselves. The focus is then on the use of the appropriate subject marker for conjoined subjects involving 1st and 2nd person singular and plural.

The use of the salutation and the use of the question words and supplying answers to these questions The use of the 1st and 2nd person plural and greeting a group Using conjoined subjects and the use of the object morphemes for 1st and 2nd person singular and plural.

other or a group and enquiring about each other’s well-being. Students will be assessed on their ability to draft a simple conversation using the acquired knowledge as specified in the content description. Final summative assessment: One final summative assessment at the end of the semester.

Introduction to isiZulu/ seSotho for the Intermediate Phase 1B: ZUI1BB1/SOI1BB1

6 8 The purpose of this module is to sensitize students to the language situation and language diversity in South Africa and to enable them to conduct a basic one-to-one conversation in isiZulu/ seSotho. The students are furthermore equipped to communicate with a group representing a group themselves. The focus is then on the use of the appropriate subject marker for conjoined subjects involving 1st and 2nd person singular and plural.

Languages of South Africa and language study The use of first person singular as subject in simple sentences The use of first and second person singular as subject in simple positive and negative statements and questions The use of the salutation and the use of the question words and supplying answers to these questions The use of the 1st and 2nd person plural and greeting a group Using conjoined subjects and the use of the object morphemes for 1st and 2nd person singular and plural.

Students will be assessed for oral and written competency. Formative assessment: Occasional formative assessments will be done in class. Summative assessments: Students will construct and conduct simple dialogues using 1st and 2nd person singular and plural. Oral assessment will be done in pairs or small groups on oral competency: greeting each other or a group and enquiring about each other’s well-being. Students will be assessed on their ability to draft a simple conversation using the acquired knowledge as specified in the content description. Final summative assessment: One final summative assessment at the end of the semester.

Total Credit for Year 1:124

YEAR 2

Education Studies 2A: EDUSTA2

6 16 The purpose of this module is to guide students in developing an understanding of childhood cognitive development, pertaining to middle childhood to enable them to support children’s learning in the intermediate phase classroom.

Cognitive development in middle childhood to early puberty Attention Memory Development of reading and writing Barriers to cognitive development




Language and literacy learning milestones


44


a broad understanding of language and literacy and mathematics concept development in middle childhood to enable them to support children’s learning in the intermediate phase classroom.

Language and mathematics concept development The development of scientific concepts Barriers to literacy and numeracy Learning


6 8 The purpose of the module is to guide students in developing an understanding of the complexity of the teaching profession, classroom leadership, as well as management and administration to enable professional conduct.

Teaching as a profession Education policy and legislation in SA related to classroom teaching Classroom management and administration



6 8 The purpose of this module is to guide students in developing an understanding of the pedagogy principles of assessment in order to help them understand teaching as the practice of evaluation.

Assessment as core component in pedagogy Principles of assessment – criteria and feedback Formative assessment Evaluation and summative assessment


Teaching Methodology and Practicum 2A MPIENA2 MPMSTA2

6 8 The purpose of this module is to guide students in developing pedagogic content knowledge and skill in designing and presenting lessons and learning programmes.

Students do a teaching methodology linked to each teaching subject. The teaching methodology modules are designed to align with the content taught in the subjects. Main focus of the teaching methodology modules: the developing of pedagogic content knowledge Themes that will be addressed in all teaching methodologies, but specified for the subject: Design and delivery of teaching plans and lessons Selecting suitable learning material (e.g. text books) Teaching methods


45


The school curriculum Assessment of learning Addressing barriers to learning Learning from and in practice

Teaching Methodology and Practicum 2B: MPIENB2 MPLCSB2


Students do a teaching methodology linked to each teaching subject. The teaching methodology modules are designed to align with the content taught in the subjects. Main focus of the teaching methodology modules: the developing of pedagogic content knowledge. Themes that will be addressed in all teaching methodologies, but specified for the subject: Design and delivery of teaching plans and lessons Selecting suitable learning material (e.g. text books) Teaching methods The school curriculum Assessment of learning Addressing barriers to learning Learning from and in practice


English for primary school 2A EPS10A2

6 8 The purpose of this module is to guide students in developing academic literacy as well as the requisite subject knowledge in English to enable them to support English language learning in the intermediate phase classroom.

Academic literacy: Cohesion and coherence Visual literacy Literary theory Book club: reading and writing


English for primary school 2B: EPS20B2

6 8 The purpose of this module is to guide students in developing their own English language competence and the requisite

Diagnostic testing English grammar Discourse and genre Youth and children’s literature


46


subject knowledge in English to enable them to support English language learning in the intermediate phase classroom.

Language through games and play Blogs and social networks for language learning

isiZulu/ seSotho for the Intermediate Phase 2B ZLU2BB2 Or SOIBB2

6 8 The purpose of this module is to guide students in developing their isiZulu/ seSotho language competence to enable them to gain an understanding of the noun class system and to use any noun as subject or object of a sentence with its appropriate agreement form.

The noun class system and noun prefixes (Classes 1-3) The noun class system and noun prefixes (Classes 4-10) The noun class system and noun prefixes (Classes 11-17) The subject morphemes of the noun classes (third person) The object morphemes of the noun classes ( third person)

Department of African

Languages to be contacted for

Assessment

Mathematics for the Intermediate Phase 2A: MATINA2

6 8 The purpose of this module is to guide students in developing an understanding of space and shape to enable them to support children’s acquisition of concepts associated with space and shape.

Space and shapes continues: Properties of different shapes, area and volume of more shapes 2-D and 3-D shapes Shapes and patterns Position, direction and movement; angles; coordinates systems, different types of symmetry (reflection, rotation) translation; tessellations and transformations


Mathematics for the Intermediate Phase 2B: MATINB2

6 8 The purpose of the module is to guide students in developing an understanding of measurement of different shapes to enable them to support children’s acquisition of the concepts associated with measurement and shapes

Introduction to measurement: measurement of different shapes; Meaning and process of measurement; different standard units of measure, mass and weight, volume and capacity; time and time interval


Science and Technology for the Intermediate Phase 2A: SATINA2

6 8 The purpose of this module is to guide students in developing the requisite subject knowledge to enable them to teach the

Introduction to the principles of technology Structures, systems and control


47


principles of technology, as part of the science and technology subject in the intermediate phase.

Design and materials processing Graphic communication Life and living Related technology structures: foundation biological sciences Characteristics and classification of living organisms Development of the organisms and the continuity of life Relationships of organisms with one another and with their environment Grades 4 to 7 Biological Science content.

Social Sciences for the Intermediate Phase 2B: SOSIPB2

6 8 The purpose of this module is to guide students in acquiring the requisite geography subject knowledge to enable them to teach this aspect of social sciences in the intermediate phase.

Objectivity and bias in history Working with history sources Planning and managing fieldwork, sites and museum visits Transport through time Communication through time Medicine through time Great leaders in the South African and world history Global population growth and distribution Settlements Climate and vegetation regions of the world Plate tectonics Natural disasters Environmental issues Development and sustainability Map work skills (Focus: World)


Culture and the Natural Environment


Music and dance Continuous Assessment

48


for the Intermediate Phase 2B: CNEINB2

the requisite subject knowledge to enable them to teach music and dance as part of “Life Skills” The purpose of this module is to guide students in acquiring the requisite physical education knowledge to enable them to teach physical education and sport as components of “Life Skills” and to partake in supervise/administer sport activities as school.

Music concepts, repertoire and performance Dance composing Dance performance – movement elements and skills Grades 4 to 7 music and dance content. Physical education and sport Movement and body management Fundamental movement skills and stages Sport participation and physical fitness: concepts, principles and strategies. Respectful and responsible behaviour.

Afrikaans for the Intermediate Phase 2B: AFIBB2

6 8 The purpose of this module is to guide students in developing their Afrikaans language competence to enable them to support Afrikaans language learning in the Intermediate Phase Grade 5.

Listening, speaking, reading, writing and argumentative skills in Afrikaans Language structure and use Vocabulary and grammar Short literacy texts

Summative assessment Orals Written tests Final examination

Total Credits for Year 2:124

YEAR 3


7 16 The purpose of this module is to guide students in developing an understanding of childhood emotional, moral and sexual development in middle childhood to enable them to support learner development in the intermediate phase classroom.

Affective and emotional development Moral development Development of self-esteem and identity Gender role development Psychosocial development Relational and behavioural difficulties



7 16 The purpose of this module is to guide students in developing an understanding of the child within the family, community and society to enable them to support learners and their families in the intermediate phase.

A child within the family, a community and society School, community, and diversity


49



6 8 The purpose of this module is to guide students in developing educational information technological skills in order to enhance the use of ICT in teaching and learning in the intermediate phase

Foundations for ICT learning The connected world: in search of collaborative learning experiences The quest for creativity and innovation Assessment for learning Being safe on line



7 8 The purpose of this module is to guide students in developing an understanding of how to create a positive motivating learning environment in the intermediate phase classroom

Teaching for motivation and engagement Developing an orderly and purposeful learning environment Repairing and restoring behaviour


Teaching Methodology and Practicum 3 A: MPIENA3 MPLMSA3


Students do a teaching methodology linked to each teaching subject. The teaching methodology modules are designed to align with the content taught in the subjects. Main focus of the teaching methodology modules: the developing of pedagogic content knowledge Themes that will be addressed in all teaching methodologies, but specified for the subject: Design and delivery of teaching plans and lessons Teaching methods The school curriculum Assessment of learning Addressing barriers to learning Learning from and in practice


Teaching Methodology and Practicum 3 B MPIENB3 MPLMSB3

7 8 The purpose of this module is to guide students in mapping their pedagogical content knowledge to enable critical-reflective

The school curriculum Questioning techniques to identify and map “big ideas” in the subject


50


engagement with regard to the subject

Identifying difficulties and limitations in connection with teaching the “big ideas”. Assessing understanding of “big ideas” Researching own

pedagogical content

knowledge

Economics and Management Science for the Intermediate Phase 3A: EMSIPA3

6 8 The purpose of the module is to guide students in developing a basic understanding of economic and management sciences to enable them to take up teaching in this field, if so required

The economic cycle / circular flow Sustainable growth and development Managerial, consumer and financial knowledge and skills Entrepreneurial knowledge and skills


English for the Intermediate Phase 3A: ENGIPA3

6 8 The purpose of this module is to guide students in developing their own English language competence and the requisite subject knowledge in English to enable them to support English language learning in the intermediate phase classroom.

Diagnostic testing English grammar Discourse and genre Youth and children’s literature Language through games and play Blogs and social networks


English for the Intermediate Phase 3B: ENGIP3B




isiZulu/ seSotho for the Intermediate Phase 3B: ZLU3BB3 Or SOI3BB3

7 8 The purpose of this module is to guide students in developing their isiZulu/ seSotho language competence to enable them to support Sotho/Zulu language learning in the intermediate phase.

Emphatic pronouns Demonstrative pronouns Sentence types (Moods) Indicative mood Imperative mood Infinitive mood Youth literature

Students will be assessed for oral and written competency. Formative assessment: Occasional formative assessments will be done in class. Summative assessments: Students will construct and conduct simple dialogues using the communicative tools and skills they have mastered. Students will write at least two summative assessments during the semester. Final summative assessment:

51


One final summative assessment at the end of the semester.


6 8 The purpose of the module is to guide students in developing an understanding of data handling to enable them to support children’s acquisition of the concepts associated with data handling. The purpose of the module is to guide students in developing an understanding of measurement of shapes to enable them to support children’s acquisition of the concepts associated with the measurement of different shapes.

Data handling: Defining data, different types of data (population, rainfall media, crime, election results, sports results, expenditure and income); collecting, sorting and organizing data Representing (Bar graphs, histograms, pictographs pie charts, line graphs) extracting and interpreting data. Measurements of different shapes continues; Meaning and process of measurement; Standard units of measure, measurements scales (time, angles capacity and area, volume, weight and mass, length, width); ratio and proposition; Converting different units of measure, instruments and formulae in a variety of contexts. Measurement of solid shapes 2-D area and volume of (circle, square, rectangle, hexagon, kite, rhombus) 3-D area and volume of (cylinders, prisms)



6 8 The purpose of this module is to guide students in acquiring the requisite subject content to enable them to teach science and technology in the intermediate phase classroom.

Earth and beyond Related technology structures Foundation earth and space sciences The solar system The earth, plate tectonics, land forms and landscape processes


52


Weather, climate and natural vegetation Interrelationships between the natural environment and human activities Grades 4 to 7 Earth and Beyond content Matter and materials Energy and change Mechanical and electrical systems and control Related technology structures: Foundation chemistry such as matter (properties, behaviour and changes) and the periodic table Foundation physics such as general and thermal physics, waves, electricity and magnetism Technology application (operations, concepts, design and creativity, communication, research and information fluency) in chemistry and physics Intermediate phase physical science concepts Grades 4 to 7 Physical Science content.

Social Sciences for the Intermediate Phase 3A: SOIPA3

6 8 The purpose of the

module is to guide

students in acquiring

the requisite subject

knowledge to enable

them to teach this

aspect of social

sciences in the

intermediate phase.

Early African history: Egypt and Southern Africa Recent South African history: milestones Social justice and controversial issues in history Democracy and citizenship Physical features of South Africa Weather, climate and vegetation of South Africa Primary economic activities in South Africa


53


Resources in South Africa Map projections Map work skills (Focus: South Africa

Culture and Natural Environment for the Intermediate Phase 3A: CNEINA3

6 8 The purpose of this module is to guide students in developing the requisite subject knowledge to enable them to teach drama as components of “Life Skills” in the intermediate phase

Forms and elements of drama Drama making and performance and dramatic contexts Art and crafts Grade 4 to 7 Drama content Communication and social skills Coping and self-management skills Vocational skills Cultural and democratic skills Environmental care and management Grades 4 to 7 Life Skills/ Life Orientation content and methodology



7 8 The purpose of this module is to guide students in developing their Afrikaans language competence to enable them to support Afrikaans language learning in the intermediate phase, Grade 6 as well as grade 7.

Listening, speaking, reading, writing and argumentative skills in Afrikaans. Language structure and use Vocabulary and grammar Short literary texts

Summative assessment Orals Written tests Examinations

Students have the option to register for the module: Addressing neurodevelopmental needs specialisation in the third year as a short learning programme (SLP).

The focus of the SLP would be for students who are able to screen, identify, assess and support children with neurodevelopmental learning needs. These neurodevelopmental learning needs in the Intermediate Phase include challenges such as intellectual disability, Attention Deficit Hyperactivity Disorder, Autism and most specifically specific learning difficulties in reading, writing and mathematics.

These students will be required to do the bulk of the Work Integrated Learning in the fourth year in appropriate schools.

New teachers who graduate with this specialisation will be able teach as specialists for learners with special needs in different learning contexts. These teachers will also become support specialists to other teachers and play active roles in school based support teams and district based support teams to promote inclusive educational settings.


YEAR 4

Total Credits 120 Level 7 Teaching Studies, Methodology and Practicum TSMPRY4

54


The purpose of this module is to support students to hone their teaching and professional competence and to develop

as critically-reflective practitioners.

ED2.1.2 (B) BACHELOR OF EDUCATION in INTERMEDIATE PHASE TEACHING

BEd (IP Teaching) PROGRAMME CODE: B5BIPQ HEQF LEVEL: 7 CREDITS: 504 DATE INSTITUTED: 1 JANUARY 2014 (Pipeline only in 2019) SAQA: 90717 ED2.1.2.1 Purpose of the programme This Bachelor of Education in Intermediate Phase Teaching is a 504-credit qualification at NQF level 7 which prepares students to teach learners from Grades 4 to 7. The purpose of the qualification is to deliver professionally qualified beginner teachers for the intermediate phase. This is done by providing student teachers with a well-rounded education that equips them with the required subject content knowledge base, teaching competence, a sound and nuanced understanding of the integrated nature of theory and practice in education and the context of the teaching profession in South Africa. ED2.1.2.2 Outcomes of the programme Students who complete this programme will be able to:

Teach English as First and Additional language and communicate in either isiZulu/ seSotho.

Teach at least three school subjects from the following subject areas: Mathematics, Science and Technology, Social Sciences, Life Skills, and isiZulu/ seSotho, in accordance with learners’ needs and the requirements of the school curriculum.


Teach fundamental mathematical concepts which underpin the Intermediate Phase school curriculum.

Identify and address barriers to learning in the classroom.

Formulate a personal teaching philosophy and critically reflect on their teaching philosophy and how it related to teaching conduct

ED2.1.2.3 Admission requirements RULES OF ACCESS To be able to gain access to the Bachelor of Education in Intermediate Phase Teaching programme, applicants are required to have the appropriate combination of recognised National Senior Certificate (NSC) subjects as well as certain levels of achievement in these subjects. The minimum entry requirements for studies as legislated by the government do not guarantee a prospective student admission to this programme. Preliminary admission is based on the results obtained in the final Grade 11 examination. Final admission is based on the final Grade 12 results. Specific admission requirements for the Faculty of Education.




55


Pro

gram

me

Qua

lific

atio

n co

de

Min

imum

AP

S

Eng

lish

as a

hom

e la

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ge

Eng

lish

as a

firs

t lan

guag

e or

seco

nd a

dditi

onal

lang

uage

Bachelor of Education in Intermediate Phase Teaching Grades 4-7

B5BIPQ

26

5(60

%)

6(70

%)

Teachers, who are in a possession of a recognised certificate in education or another relevant field, may also represent their qualifications for entry into a BEd with the possibility of transfer of credits, for cognate previous studies. Assessment of prior learning could also lead to entry or an advanced credit standing. Note: Admission: National Certificate (Vocational) (NVC) Guidelines Subject to institutional admission requirements, the minimum admission requirement to Bachelor’s degree programme is a National Certificate (Vocational) Level 4 issued by Council for General and Further Education and Training. The minimum legislative requirements for admission to a Bachelors’ degree include the achievement of:



Additional selection criteria: An average of 40% for Mathematics or 60% in Mathematical Literacy in matric is a requirement to enroll for the module Mathematics for the Intermediate Phase .

AP

S


NS

C/IE

B

SC

HG

(M

-Sco

re)

SG

SG

(M

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re)

HIG

CS

E/N

SS

C(H

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IGC

DE

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(O

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AS

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A L

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IB(H

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IB(S

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L/E

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Bac

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10 A 7

9 B 6

8 C 5

7 7(80-100%) A 1 A D 4 7 A

6 6(70-79%) B A 2 B E 3 6 B

5 5(60-69%) C B 3 A C 2 5 A C 80-100% 16-20 16-20

4 4(50-59%) D C 4 B D 1 4 B D 70-79% 14-15 14-15

3 3(40-49%) E D 5 C E 3 C E 50-69% 10-13 10-13

2 2(30-39%) F E 6 D/E 2 D/E F 30-49% 8-9 8-9 1 1(0-29%) G F 7 F/G 1 F/G G 0-29% 0-7 0-7

56





Code

First Year of Study

Compulsory modules

Education Studies 1A EDUSTA1 Education Studies 1B EDUSTB1


Introduction to Zulu for the Intermediate Phase 1B OR Introduction to Sotho for the Intermediate Phase 1B

ZUI1BB1 SOI1BB1

Introduction to Mathematics for the Intermediate Phase 1A

MATINA1 Introduction to Mathematics for the Intermediate Phase 1B

MATINB1

Introduction to Social Science for the Intermediate Phase 1A

SOSINA1

Introduction to Science and Technology for the Intermediate Phase 1A

SATINA1

English for the primary school 1A EPS10A1 English for the primary school 1B EPS20B1

Introduction to Culture and the Natural Environment for the Intermediate Phase 1B

CNEINB1

Second Year of Study Compulsory modules


EDUSTA2 Education Studies 2B EDUSTB2

Teaching Studies 2A TEASTA2 Teaching Studies 2B TEAST2B2

English for primary school 2A EPS10A2 English for the primary school 2B EPS20B2

Electives: academic modules Students select two academic majors from the following:

3. isiZulu/ seSotho for the Intermediate Phase: Note for module isiZulu/ seSotho for the Intermediate Phase: Grade 12 isiZulu/ seSotho 1st Language is a prerequisite

4. Mathematics for the Intermediate Phase 5. Science/Technology for the Intermediate Phase 6. History and Geography for the Intermediate Phase 7. Culture and the Natural Environment for the Intermediate Phase


1st Academic Major: 2A Codes linked to the chosen academic module

1st Academic Major 2B Codes linked to the chosen academic module

2nd Academic Major 2A Codes linked to the chosen academic module

2nd Academic Major 2B Codes linked to the chosen academic module

Students register for three Teaching Methodologies and Practicum modules: Two linked to their academic electives and one linked to the compulsory English for the Intermediate Phase module

Teaching Methodology and Practicum 2A MPBIPA2 Teaching Methodology and Practicum 2B

Codes linked to the chosen academic module: MPLSKB2

57


MPMATB2 MPSCTB2 MPSOSB2 MPSTOB2 AMI2BB2 SZI2BB2

Third Year of Study

Compulsory modules


ESUSTA3 Education Studies 3B EDUTB3


English for the Primary School Phase 3A EPS10A3 English for the Primary School Phase 3B

EPS20B3

Economics and Management Science for the Intermediate Phase 3A

EMSIPA3

Electives: academic modules Students continue with the two academic majors chosen from the list;

1. isiZulu/ seSotho for the Intermediate Phase 2. Mathematics for the Intermediate Phase 3. Science/Technology for the Intermediate Phase 4. History and Geography for the Intermediate Phase 5. Culture and the Natural Environment for the Intermediate Phase






Students continue with the three Teaching Methodologies and Practicum as elected in the second year of study.

Teaching Methodology and Practicum 3A Codes linked to the chosen academic module: MPBIPA3

Teaching Methodology and Practicum 3B

Codes linked to the chosen academic module: AMI3BB3 MPENGB3 MPLSKB3 MPMATB3 MPSCTB3 MPSOSB3 MPSTOB3 SZI3BB3



ED2.1.2.5 Programme structure a) Minimum duration: Four years’ full time. b) The programme is offered full-time only. c) i) First year: 6 first-semester, 6 second-semester modules

ii) Second year: 8 first-semesters, 8 second-semester modules iii) Third year: 9 first-semesters, 8 second-semester modules

58


iv) Fourth year: 1-year module ED2.1.2.6 Promotion requirements 1.1 Students may only register for a second year academic module if the related module has been passed on at least the first year level. 1.2 Students may only register for a third year academic module if the related module has been passed on at least the second year level. 1.3 Students are only promoted to the fourth year of study if they have passed all the first, second and third year modules. 1.4 Students may not register for more than 1.2 stats credits in any given year of study. 1.5 Students may only register for the Teaching Methodology and Practicum in the third year of study if the related academic major is passed on second year level. . ED2.1.2.7 Award of degree The Bachelor of Education in Intermediate Phase Teaching is awarded to students who have passed all the prescribed modules. Special notes:


The fourth year of the programme will strongly focus on developing the student teacher as reflective practitioner. During their fourth year students will be placed in different schools on the list of approved schools for WIL. During their placements at schools they will not only take on teaching responsibilities, but they will also do assignments which will require the demonstration of integrated and applied knowing. These assignments will form the basis for engaging in critical reflection during coursework on campus.

The curriculum does not include the development of basic ICT competence as fundamental learning. Students who do not pass a basic ICT competency test will be required to attend compulsory ICT skills workshops.

Practicum which includes WIL


First Year 2 weeks The WIL at schools consists mainly of structured observation linked to assignments which are formally assessed

Second Year 2 weeks The WIL at schools consists mainly of structured observation linked to assignments which are formally assessed




59


ED 2.1.2.8 MODULES IN THE BACHELOR OF EDUCATION in INTERMEDIATE PHASE TEACHING

Module name

NO

F L

evel

Cre

dit

s p

er

mo

du

le

Purpose of module Content of module Assessment

YEAR 1


5 16 The purpose of this module is to guide students in developing an understanding of the organizational principles and theoretical framework underpinning the study of childhood development in the programme.

Development in the middle years of childhood up to early puberty Introduction to ecological systems theory A philosophy of inclusion and diversity



6 16 The purpose of this module is to guide students in developing an understanding of childhood physical development and sensory development to enable them to support learners’ development in the intermediate phase classroom.

Physical development in middle childhood up to early puberty Development and plasticity Sensation and perceptual development Physical barriers to development in middle childhood



5 12 The purpose of this module is to guide students in developing a personal teaching philosophy to enable consistent professional conduct as a teacher and reflective teaching.

A personal teaching philosophy Teaching as reflective practice Teaching and the development of age-appropriate curricula




Introduction to community engagement and service learning Teaching as practice of citizenship Teaching for social justice Teaching for CARE (Community, agency, responsibility and education) Inclusivity


Introduction to Science and Technology for the Intermediate Phase 1A:

6 8 The purpose of this module is to guide students in developing a basic understanding of science and technology as subject

Introduction to application of science (Technology) Living things - Organisms, behaviour and health


60


SATINA1 area in the intermediate phase.

Materials - Chemical and material behaviour Energy and physical processes The environment, the earth and the universe Grades 4 to 7 Natural Science and Technology content

Introduction to Mathematics for the Intermediate Phase 1A: MATINA1

5 8 The purpose of this module is to guide students in developing a basic understanding of number and number systems to enable them to support children’s acquisition of the concepts associated with numbers and number systems.

Number and number systems The origins of the number systems Different number systems Set theory Bases Number patterns Introduction to space and shapes


Introduction to Mathematics for the Intermediate Phase 1B: MATINB1

5 8 The purpose of the module is to guide students in developing an understanding of number systems to enable them to support children’s acquisition of concepts associated with patterns numbers and algebra.

Patterns, numbers and algebra Number systems Fractions: - addition, subtraction, division and multiplication of fractions, different types of fractions (addition, subtraction, division and multiplication of decimal fractions) complex fractions, percentages; place value, expanded notations Standard forms, significant figures Space and shape continued: Dealing with shapes, calculations of perimeter, area and volume of different shapes.


Introduction to Culture and the Natural Environment for the Intermediate Phase 1B: CNEINB1

6 8 The purpose of this module is to guide students in developing a basic understanding of the Arts and Crafts, Culture and Physical Education as subject areas for Grades 4 to 7.

Introductory Creative Arts knowledge and teaching content for Grades 4 to 7 teaching. Introductory Arts and Culture knowledge and teaching content for Grades 4 to 7 teaching. Introductory Music and Dance knowledge and teaching content for Grades 4 to 7 teaching. Introductory Drama and the Performing Arts knowledge and


61


teaching content for Grades 4 to 7 teaching. Fundamental movement and body management skills and stages for Grades 4 to 7 teaching.

English for the primary school 1A: EPS10A1

5 8 The purpose of this module is to guide students in developing academic literacy as well as subject knowledge in English to enable them to support English language learning in the classroom.

Academic literacy: The structure of academic texts Visual literacy Language through games and play Social networks and the internet for language learning


English for the primary school 1B: EPS20B1

6 8 The purpose of this module is to guide students in developing their own English language competence and subject knowledge in English to enable them to support English language learning in the classroom.

Diagnostic testing English grammar and spelling Youth and children’s literature Language through games and play Social networks and the internet for language learning.


Introduction to Social Sciences for the Intermediate Phase 1A: SOSINA1

5 8 The purpose of the module is to guide students in developing a basic understanding of the social sciences as subject area in the intermediate phase so as to enable them to support children’s understanding of the interrelationships among Earth, its people and its systems through space and time.

Introducing History and Geography as a discipline of Social Science. People, space and time in history The importance of facts, truth and causality in history Introduction to the globe, hemispheres, and map grids Introducing weather and climate. The physical processes that shape the earth’s surface.


Introduction to isiZulu/ seSotho for the Intermediate Phase 1B: ZUI1BB1/SOI1BB1

6 8 The purpose of this module is to sensitize students to the language situation and language diversity in South Africa and to enable them to conduct a basic one-to-one conversation in isiZulu/ seSotho. The students are furthermore equipped to communicate with a

Languages of South Africa and language study The use of first person singular as subject in simple sentences The use of first and second person singular as subject in simple positive and negative statements and questions

Students will be assessed for oral and written competency. Formative assessment: Occasional formative assessments will be done in class. Summative assessments: Students will construct and conduct simple dialogues using 1st and 2nd person singular and plural. Oral assessment will be done in

62


group representing a group themselves. The focus is then on the use of the appropriate subject marker for conjoined subjects involving 1st and 2nd person singular and plural.

The use of the salutation and the use of the question words and supplying answers to these questions The use of the 1st and 2nd person plural and greeting a group Using conjoined subjects and the use of the object morphemes for 1st and 2nd person singular and plural.

pairs or small groups on oral competency: greeting each other or a group and enquiring about each other’s well-being. Students will be assessed on their ability to draft a simple conversation using the acquired knowledge as specified in the content description. Final summative assessment: One final summative assessment at the end of the semester.

Total Credit for Year 1:124

YEAR 2


6 16 The purpose of this module is to guide students in developing an understanding of childhood cognitive development, pertaining to middle childhood to enable them to support children’s learning in the intermediate phase classroom.

Cognitive development in middle childhood to early puberty Attention Memory Development of reading and writing Barriers to cognitive development



6 16 The purpose of this module is to guide students in developing a broad understanding of language and literacy and mathematics concept development in middle childhood to enable them to support children’s learning in the intermediate phase classroom.

Language and literacy learning milestones Language and mathematics concept development The development of scientific concepts Barriers to literacy and numeracy Learning



6 8 The purpose of the module is to guide students in developing an understanding of the complexity of the teaching profession, classroom leadership, as well as management and administration to enable professional conduct.

Teaching as a profession Education policy and legislation in SA related to classroom teaching Classroom management and administration



6 8 The purpose of this module is to guide students in developing an understanding of the pedagogy principles of assessment in order to help them understand

Assessment as core component in pedagogy Principles of assessment – criteria and feedback Formative assessment


63


teaching as the practice of evaluation.

Evaluation and summative assessment

Teaching Methodology and Practicum 2A MPIPA2


Students do a teaching methodology linked to each teaching subject. The teaching methodology modules are designed to align with the content taught in the subjects. Main focus of the teaching methodology modules: the developing of pedagogic content knowledge Themes that will be addressed in all teaching methodologies, but specified for the subject: Design and delivery of teaching plans and lessons Selecting suitable learning material (e.g. text books) Teaching methods The school curriculum Assessment of learning Addressing barriers to learning Learning from and in practice


Teaching Methodology and Practicum 2B: See combinations MPLSKB2 MPMATB2 MPSCTB2 MPSOSB2 MPSTOB2 AMI2BB2 SZI2BB2


Students do a teaching methodology linked to each teaching subject. The teaching methodology modules are designed to align with the content taught in the subjects. Main focus of the teaching methodology modules: the developing of pedagogic content knowledge. Themes that will be addressed in all teaching methodologies, but specified for the subject: Design and delivery of teaching plans and lessons


64


Selecting suitable learning material (e.g. text books) Teaching methods The school curriculum Assessment of learning Addressing barriers to learning Learning from and in practice

English for primary school 2A EPS10A2




English for primary school 2B: EPS20B2


Diagnostic testing English grammar Discourse and genre Youth and children’s literature Language through games and play Blogs and social networks for language learning


English for the Intermediate Phase 2B: ENGIPB2




isiZulu/ seSotho for the Intermediate Phase 2A: ZUI2AA2 Or SOI2AA2

6 8 The purpose of this module is to equip students to be able to ask and reply to simple questions, ask questions using particular question words, conveying polite requests and using the reflexive forms. Students are also coached to pronounce isiZulu/ seSotho words and sounds correctly.

Yes/No answer questions, the reflexives morpheme and polite requests Formulating question words: ‘when’, ‘with’ ‘what/by means of what’, ‘how’ and supplying appropriate answers to these questions in Sotho/Zulu Formulating questions using the forms ‘where’ and ‘when’ and using locative derived nouns



Assessment

65


and their pronouns to indicate place The speech sounds of Sotho/Zulu

isiZulu/ seSotho for the Intermediate Phase 2B ZUI2BB2 Or SOIBB2

6 8 The purpose of this module is to guide students in developing their isiZulu/seSotho language competence to enable them to gain an understanding of the noun class system and to use any noun as subject or object of a sentence with its appropriate agreement form.

The noun class system and noun prefixes (Classes 1-3) The noun class system and noun prefixes (Classes 4-10) The noun class system and noun prefixes (Classes 11-17) The subject morphemes of the noun classes (third person) The object morphemes of the noun classes ( third person)



Assessment


6 8 The purpose of this module is to guide students in developing an understanding of space and shape to enable them to support children’s acquisition of concepts associated with space and shape.

Space and shapes continues: Properties of different shapes, area and volume of more shapes 2-D and 3-D shapes Shapes and patterns Position, direction and movement; angles; coordinates systems, different types of symmetry (reflection, rotation) translation; tessellations and transformations



6 8 The purpose of the module is to guide students in developing an understanding of measurement of different shapes to enable them to support children’s acquisition of the concepts associated with measurement and shapes

Introduction to measurement: measurement of different shapes; Meaning and process of measurement; different standard units of measure, mass and weight, volume and capacity; time and time interval



6 8 The purpose of this module is to guide students in developing the requisite subject knowledge to enable them to teach the principles of technology, as part of the science and technology subject in the intermediate phase.

Introduction to the principles of technology Structures, systems and control Design and materials processing Graphic communication


66


Science and Technology for the Intermediate Phase 2B: SATINB2

6 8 The purpose of this module is to guide students in developing the requisite subject knowledge to enable them to teach life and living as part of the science and technology subject in the intermediate phase.

Life and living Related technology structures: foundation biological sciences Characteristics and classification of living organisms Development of the organisms and the continuity of life Relationships of organisms with one another and with their environment Grades 4 to 7 Biological Science content.


History for the Intermediate Phase 2A: SOSHIA2

6 8 The purpose of the module is to guide students acquiring the requisite subject knowledge to enable them to teach this aspect of social sciences in the intermediate phase.

Objectivity and bias in history Working with history sources Planning and managing fieldwork, sites and museum visits Transport through time Communication through time Medicine through time Great leaders in the South African and world history.


Geography for the Intermediate Phase 2B: SOSGEB2

6 8 The purpose of this module is to guide students in acquiring the requisite geography subject knowledge to enable them to teach this aspect of social sciences in the intermediate phase.

Global population growth and distribution Settlements Climate and vegetation regions of the world Plate tectonics Natural disasters Environmental issues Development and sustainability Map work skills (Focus: World)


Culture and the Natural Environment for the Intermediate Phase 2A: CNEINA2

6 8 The purpose of this module is to guide students in acquiring the requisite physical education knowledge to enable them to teach physical education and sport as components of “Life Skills” and to partake in supervise/administer sport activities as school.

Physical education and

sport

Movement and body

management

Fundamental

movement skills and

stages

Sport participation and

physical fitness:

concepts, principles and

strategies.

Respectful and

responsible behaviour.


67


Culture and the Natural Environment for the Intermediate Phase 2B: CNEINB2

6 8 The purpose of this module is to guide students in developing the requisite subject knowledge to enable them to teach music and dance as part of “Life Skills”

Music and dance Music concepts, repertoire and performance Dance composing Dance performance – movement elements and skills Grades 4 to 7 music and dance content.


Afrikaans for the Intermediate Phase 2A: AFIAA2









YEAR 3


7 16 The purpose of this module is to guide students in developing an understanding of childhood emotional, moral and sexual development in middle childhood to enable them to support learner development in the intermediate phase classroom.

Affective and emotional development Moral development Development of self-esteem and identity Gender role development Psychosocial development Relational and behavioural difficulties



7 16 The purpose of this module is to guide students in developing an understanding of the child within the family, community and society to enable them to support learners and their families in the intermediate phase.

A child within the family, a community and society School, community, and diversity



6 8 The purpose of this module is to guide students in developing educational information

Foundations for ICT learning


68


technological skills in order to enhance the use of ICT in teaching and learning in the intermediate phase

The connected world: in search of collaborative learning experiences The quest for creativity and innovation Assessment for learning Being safe on line


7 8 The purpose of this module is to guide students in developing an understanding of how to create a positive motivating learning environment in the intermediate phase classroom

Teaching for motivation and engagement Developing an orderly and purposeful learning environment Repairing and restoring behaviour


Teaching Methodology and Practicum 3A: MPBIPA3


Students do a teaching methodology linked to each teaching subject. The teaching methodology modules are designed to align with the content taught in the subjects. Main focus of the teaching methodology modules: the developing of pedagogic content knowledge Themes that will be addressed in all teaching methodologies, but specified for the subject: Design and delivery of teaching plans and lessons Teaching methods The school curriculum Assessment of learning Addressing barriers to learning Learning from and in practice


Teaching Methodology and Practicum 3 B See combinations AMI3BB3 MPENGB3 MPLSKB3 MPMATB3 MPSCTB3 MPSOSB3 MPSTOB3

7 8 The purpose of this module is to guide students in mapping their pedagogical content knowledge to enable critical-reflective engagement with regard to the subject

The school curriculum Questioning techniques to identify and map “big ideas” in the subject Identifying difficulties and limitations in connection with teaching the “big ideas”. Assessing understanding of “big ideas”


69


SZI3BB3 Researching own

pedagogical content

knowledge

Economics and Management Science for the Intermediate Phase 3A: EMSIPA3

6 8 The purpose of the module is to guide students in developing a basic understanding of economic and management sciences to enable them to take up teaching in this field, if so required

The economic cycle / circular flow Sustainable growth and development Managerial, consumer and financial knowledge and skills Entrepreneurial knowledge and skills


English for primary school 3A: EPS10A3


Diagnostic testing English grammar Discourse and genre Youth and children’s literature Language through games and play Blogs and social networks


English for primary school Phase 3B: EPS20B3




isiZulu/ seSotho for the Intermediate Phase 3A: ZUI3AA3 Or SOI3AA3

6 8 The purpose of this module is to enable students to use a isiZulu/ seSotho verb in any of the absolute tenses in both the positive and negative form.


Students will be assessed for oral and written competency. Formative assessment: Occasional formative assessments will be done in class. Occasional formative assessments will be done in class. Summative assessments: Students will construct and conduct simple dialogues using the communicative tools and skills they have mastered. Students will write at least two summative assessments during the semester. Final summative assessment: One final summative assessment at the end of the semester.

70


isiZulu/ seSotho for the Intermediate Phase 3B: ZUI3BB3 Or SOI3BB3

7 8 The purpose of this module is to guide students in developing their isiZulu/ seSotho language competence to enable them to support isiZulu/ seSotho language learning in the intermediate phase.


Students will be assessed for oral and written competency. Formative assessment: Occasional formative assessments will be done in class. Summative assessments: Students will construct and conduct simple dialogues using the communicative tools and skills they have mastered. Students will write at least two summative assessments during the semester. Final summative assessment: One final summative assessment at the end of the semester.


6 8 The purpose of the module is to guide students in developing an understanding of measurement of shapes to enable them to support children’s acquisition of the concepts associated with the measurement of different shapes.

Measurements of different shapes continues; Meaning and process of measurement; Standard units of measure, measurements scales (time, angles capacity and area, volume, weight and mass, length, width); ratio and proposition; Converting different units of measure, instruments and formulae in a variety of contexts. Measurement of solid shapes 2-D area and volume of (circle, square, rectangle, hexagon, kite, rhombus) 3-D area and volume of (cylinders, prisms)



6 8 The purpose of the module is to guide students in developing an understanding of data handling to enable them to support children’s acquisition of the concepts associated with data handling.

Data handling: Defining data, different types of data (population, rainfall media, crime, election results, sports results, expenditure and income); collecting, sorting and organizing data Representing (Bar graphs, histograms, pictographs pie charts, line graphs) extracting and interpreting data.


71



6 8 The purpose of this module is to guide students in acquiring the requisite subject content to enable them to teach science and technology in the intermediate phase classroom.

Earth and beyond Related technology structures Foundation earth and space sciences The solar system The earth, plate tectonics, land forms and landscape processes Weather, climate and natural vegetation Interrelationships between the natural environment and human activities Grades 4 to 7 Earth and Beyond content


Science and Technology for the Intermediate Phase 3B: SATINB3

7 8 The purpose of this module is to guide students in acquiring the requisite subject knowledge to enable them to teach science and technology in the intermediate phase classroom.

Matter and materials Energy and change Mechanical and electrical systems and control Related technology structures: Foundation chemistry such as matter (properties, behaviour and changes) and the periodic table Foundation physics such as general and thermal physics, waves, electricity and magnetism Technology application (operations, concepts, design and creativity, communication, research and information fluency) in chemistry and physics Intermediate phase physical science concepts Grades 4 to 7 Physical Science content.


History for the Intermediate Phase 3A: SOSHIA3

6 8 The purpose of the module is to guide students in acquiring the requisite subject knowledge to enable them to teach this aspect of social sciences in the intermediate phase.

Early African history: Egypt and Southern Africa Recent South African history: milestones Social justice and controversial issues in history Democracy and citizenship


Geography for the


Physical features of South Africa


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Intermediate Phase 3B: SOSGEB3

students in developing the requisite subject knowledge to enable them to teach this aspect of social sciences in the intermediate phase classroom.

Weather, climate and vegetation of South Africa Primary economic activities in South Africa Resources in South Africa Map projections Map work skills (Focus: South Africa)

Culture and Natural Environment for the Intermediate Phase 3A: CNEINA3

6 8 The purpose of this module is to guide students in developing the requisite subject knowledge to enable them to teach drama as components of “Life Skills” in the intermediate phase

Forms and elements of drama Drama making and performance and dramatic contexts Art and crafts Grade 4 to 7 Drama content


Culture and Natural Environment for the Intermediate Phase 3B: CNEINB3

7 8 The purpose of this module is to guide students in developing the requisite content knowledge to enable them to teach social sciences and personal well-being as components of “Life Skills” in the intermediate phase

Communication and social skills Coping and self-management skills Vocational skills Cultural and democratic skills Environmental care and management Grades 4 to 7 Life Skills/ Life Orientation content and methodology


Afrikaans for the Intermediate Phase 3A: AFIAA3

6 8 The purpose of this module is to guide students in developing their Afrikaans language competence to enable them to support Afrikaans language learning in the intermediate phase, Grade 6.


Summative assessment Orals Written tests Examination


7 8 The purpose of this module is to guide students in developing their Afrikaans language competence to enable them to support Afrikaans language learning in the intermediate phase, Grade 6 as well as grade 7.


Summative assessment Orals Written tests Examinations


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YEAR 4

Total Credits 120 Level 7


The purpose of this module is to support students to hone their teaching and professional competence and to develop

as critically-reflective practitioners.

ED2.1.3 BACHELOR OF EDUCATION in SENIOR PHASE AND FET TEACHING

BEd (SP&FET Teaching) PROGRAMME CODE: 2014: B5LIFQ, B5LANQ, B5SOSQ, B5STEQ, B5ACUO, B5BSMQ 2015: B5LIIQ, B5LAAQ, B5SOOQ, B5BSSQ, B5ACCQ, B5STTQ 2018 – PRESENT: B5BSAQ, B5BSBQ, B5BSEQ, B5LAEQ, B5LAFQ, B5LASQ, B5LAZQ, B5LOPQ; B5SGEQ, B5SLSQ, B5SMMQ, B5SPSQ HEQF LEVEL: 7 CREDITS: 504 DATE INSTITUTED: 1 JANUARY 2013 SAQA: 97191 ED2.1.3.1 Purpose of the programme The purpose of the Bachelor of Education in Senior Phase and FET Teaching is to deliver professionally qualified beginner teachers for the Senior and FET phase of schooling. This is done by providing student teachers with a well-rounded education that equips them with specialised teaching competence in at least three specialisations: (one SP subject and two FET subjects or one SP subject, one FET subject and one support role), and a nuanced understanding of the integrated nature of theory and practice in education and the context of the teaching profession in South Africa. ED2.1.3.2 Outcomes of the programme 1. Teach three specialisations (one SP subject and two FET subjects or one SP subject, one FET subject and one support

role) linked to the following subject domains and learning support specialisations. Subject Domains

Humanities

Science and Technology

Languages

Business and Management Learning Support Specialisations

School Guidance and Support ( Phasing out in 2018)

Addressing Neurodevelopmental Learning Needs (First intake 2018)

Physical Education

School ICT Support Specialist

School Library and Information Centre Support 2. Support and nurture learning and development in diverse educational contexts. 3. Identify and address barriers to learning in the classroom. 4. Formulate a personal teaching philosophy and critically reflect on their teaching philosophy and how it relates to teaching

conduct

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ED2.1.3.3 Admission requirements RULES OF ACCESS For admission to the Bachelor of Education in Senior Phase and FET Teaching degree, applicants are required to have the appropriate combination of recognised NSC subjects as well as certain levels of achievement in these subjects. The minimum entry requirements for studies as legislated by the government do not guarantee a prospective student admission to this programme. Preliminary admission is based on the results obtained in the final Grade 11 examination. Final admission is based on the final Grade 12 results. Specific admission requirements for the Faculty of Education.




The following minimum subjects and level requirements apply:

Pro

gram

me

Qua

lific

atio

n co

de

Min

imum

AP

S

Eng

lish

as a

hom

e la

ngua

ge

Eng

lish

as a

firs

t lan

guag

e or

se

cond

add

ition

al la

ngua

ge

Bachelor of Education in Senior Phase and FET Teaching Grades 8-12

B5BSAQ, B5BSBQ B5BSEQ, B5LAEQ B5LAFQ, B5LASQ B5LAZQ, B5LOPQ B5SGEQ, B5SLSQ B5SMMQ, B5SPSQ

26

5(60

%)

6(70

%)

Applicants must meet the criteria set by other faculties with regard to their chosen academic subjects. All additional criteria for specific areas of specialization have to be met as well.

AP

S


NS

C/IE

B

SC

HG

(M

-Sco

re)

SG

SG

(M

-Sco

re)

HIG

CS

E/N

SS

C(H

L)

IGC

DE

/NS

SC

(O

L)

AS

LE

VE

LS

A L

EV

ELS

IB(H

L)

IB(S

L)

WA

EC

KC

SE

Dip

lom

a/E

xam

D

“Eta

t

CH

L/E

M

Bac

cala

urea

te

10 A 7

9 B 6

8 C 5

7 7(80-100%) A 1 A D 4 7 A

6 6(70-79%) B A 2 B E 3 6 B

5 5(60-69%) C B 3 A C 2 5 A C 80-100% 16-20 16-20

4 4(50-59%) D C 4 B D 1 4 B D 70-79% 14-15 14-15

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Note: Admission: National Certificate (Vocational) (NVC) Guidelines Subject to institutional admission requirements, the minimum admission requirement to Bachelor’s degree programme is a National Certificate (Vocational) Level 4 issued by Council for General and Further Education and Training. The minimum legislative requirements for admission to a Bachelors’ degree include the achievement of:


Three vocational subjects from the designated list between 70-79%. Additional selection criteria linked to areas of specialisation:

1. BEd in Senior Phase and FET Teaching: Geography, Life Sciences, Mathematics and Physical Sciences Education

Qua

lific

atio

n C

ode

To

spec

ializ

e in

the

teac

hing

the

follo

win

g su

bjec

t

Min

imum

AP

S

Minimum mark you need to obtain in matric to qualify to register for the module

Eng

lish

as a

hom

e la

ngua

ge

Eng

lish

as a

firs

t or

seco

nd

addi

tiona

l lan

guag

e

Mat

hem

atic

s

AN

D/O

R

Mat

hem

atic

al L

itera

cy

AN

D/O

R

Phy

sica

l Sci

ence

s

AN

D/O

R

Life

Sci

ence

s

Geo

grap

hy

B5S

GE

Q

Geography 26 5(60%) 6(70%+) 4(50%) OR 6(70%+) OR 3(40%) OR 3(40%) AND 3(40%)

B5S

LS

Q

Life Sciences

26 5(60%) 6(70%+) 4(50%) OR 6(70%+) AND 4(50%) AND 4(50%)

B5S

MM

Q

Mathematics 26 5(60%) 6(70%+) 4(50%) OR 6(70%+)

B5S

PS

Q

Physical Sciences

26 5(60%) 6(70%+) 4(50%) AND 4(50%) AND

3 3(40-49%) E D 5 C E 3 C E 50-69% 10-13 10-13

2 2(30-39%) F E 6 D/E 2 D/E F 30-49% 8-9 8-9

1 1(0-29%) G F 7 F/G 1 F/G G 0-29% 0-7 0-7

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2. BEd in Senior Phase and FET Teaching: Business and Management Studies Q

ualif

icat

ion

Cod

e

To

spec

ializ

e in

tea

chin

g th

e fo

llow

ing

subj

ect

Min

imum

AP

S


English as a

home language

AND/ OR

English as a first or second

additional language

Mathematics AND/OR Mathematical Literacy

B5BSAQ Accounting 26 5(60%) OR 6(70%+) 4 (50%) OR 6(70%+)

B5BSBQ Business Management

26 5(60%) OR 6(70%+) 4 (50%) OR 6(70%+)

B5BSEQ Economics 26 5(60%) OR 6(70%+) 4 (50%)

3. BEd in Senior Phase and FET Teaching: Languages

Qua

lific

atio

n C

ode

To

spec

ializ

e in

te

achi

ng th

e fo

llow

ing

subj

ect

Min

imum

AP

S


English as a home language

AND/ OR English as a first or second

additional language

AND/OR Afrikaans

B5LAFQ Afrikaans 26 5(60%) OR 6(70%+) AND 4(50%+)

B5LAEQ English 26 5(60%) OR 6(70%+)

B5LAZQ Isizulu 26 5(60%) OR 6(70%+)

B5LASQ Sepedi 26 5(60%) OR 6(70%+)

4. BEd in Senior Phase and FET Teaching: Life Orientation

Qua

lific

atio

n C

ode

To

spec

ializ

e in

te

achi

ng th

e fo

llow

ing

subj

ect

Min

imum

AP

S


English as a home language

AND/ OR English as a first or second additional language

B5LOPQ Psychology 26 5 (60%) OR 6(70%+)




Code

First Year of Study

Compulsory modules

Education Studies 1A EST10A1 Education Studies 1B EST20B1


English as Language for Teaching and Learning

EFT20B1

Academic Literacy for Education (Year Module) ALE00Y1

Electives 1st Academic Major 1A Codes

linked to the chosen academic module


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Second Year of Study

Compulsory modules


EST10A2 Education Studies 2B EST20B2


isiZulu for the Senior and FET Phase 2A OR seSotho for the Senior and FET Phase 2A

ZUS2AA2 or NSS2AA2

isiZulu for the Senior and FET Phase OR seSotho for the Senior and FET 2B

ZUS2BB2 or NSS2BB2

Electives 1st Academic Major: 2A Codes

linked to the chosen academic module




Teaching Methodology and Practicum 2A FSM10A2

Teaching Methodology and Practicum 2B FSM20B2

Third Year of Study

Compulsory modules


EST10A3 Education Studies 3B EST20B3


Students continue with the first academic major



Students register for Teaching Methodologies and Practicum linked to their academic majors with the following combinations:

1. A combined Senior Phase and FET Methodology and one FET or Support Role Methodology = 2 methodologies. 2. One Senior Phase and two FET Methodologies or one FET or Support Role Methodology= 3 methodologies

Teaching Methodology and Practicum 3A Codes linked to the chosen academic module

Teaching Methodology and Practicum 3B Codes linked to the chosen academic module





78



Teaching Studies TST00Y4

Students continue with the following combination of Teaching Methodology and Practicum modules linked to their academic majors:

1. Two FET Methodologies OR 2. One FET Methodology and One Support Role Methodology

Teaching Methodology and Practicum: FET

Module Name Code

Accounting 4 MOFPAY4

Afrikaans 4 MFSPAY4

Business Studies 4 MOFPBY4 Civil Technology 4 MOFPCY4

Economics 4 MOFPEY4

Engineering Graphics and Design 4 MFSPTY4

English 4 MFSPEY4

Geography 4 MOFPGY4

History 4 MOFPOY4

Hospitality Studies 4 MOFPHY4

IsiZulu 4 MFSPZY4

Life Orientation 4 MFSPLY4 Life Sciences 4 MOFPLY4

Mathematics 4 MFSPMY4

Physical Sciences 4 MOFPPY4

Sepedi 4 MFSPSY4

Tourism 4 MOFPTY4

Visual Arts 4 MOFPVY4

Teaching Methodology and Practicum: Support Role

Module Name Code

Addressing Neurodevelopmental Learning Needs 4

Code to be allocated in

Physical Education 4 MOFPXY4

School Guidance and Support 4 MOFPSY4

School ICT Support MOFPIY4

School Library and Information Centre Support

Code to be allocated in

ED2.1.3.5 Programme structure a) Minimum duration: four years’ formal instruction. b) The programme is offered full-time. c) Number of modules per year of study:

i) First year: 4 first-semester, 5 second-semester, 1 year- module ii) Second year: 6 first-semesters, 6 second-semester-modules iii) Third year: 5/6 first-semester, 5/6 second semester-modules iv) Fourth year: 3 year modules

ED2.1.3.6 Promotion requirements

1.1 For access to the combined methodology in the second year students must pass both academic modules related to the school subject on first year level.

1.2 Students may only register for a third year module if a related module has been passed on at least the first year level.

1.3 Students may only be promoted to the fourth year of study if they have passed all the first, second and third year modules.

1.4 Students may not register for the more than 1.2 stats credits in any given year of study. 1.5 Students may only register for the Teaching Methodology and Practicum in their third year of study if the related

academic major was passed on second year level. 1.6 Students may continue with the Teaching Methodology and Practicum components in the third year of study if

the Teaching Methodology and Practicum was failed in the previous year.

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ED2.1.3.7 Award of degree The Bachelor of Education in Senior Phase and FET Teaching will be awarded to students who have completed all the prescribed modules successfully. ED2.1.3.8 Specific regulations for the BEd in Senior Phase and FET Teaching 1. Teaching methodology and practicum are integrated. This implies that students will engage in learning from practice,

learning in practice and learning from service, aiming at developing specialised pedagogical content knowledge and teaching competence in each subject area.

2. The fourth year of the programme will strongly focus on developing the student teacher as reflective practitioner. During their fourth year students will be placed in different schools on the list of approved schools for WIL. During their placements at schools they will not only take on teaching responsibilities, but they will also do assignments which will require the demonstration of integrated and applied knowing. These assignments will form the basis for engaging in critical reflection during coursework on campus.

3. The fourth year module follows a “commuting” (Korthagen et al 2001)2 structure. In the fourth year a practice-to-theory-to-practice approach is followed – an alternation between practical in-school experiences, reflection on these experiences, relating experiences to relevant theory, and bringing theory to bear on fresh situations. The academic coursework on campus is primarily aimed at preparing students for their placement in schools, but also affords students the opportunity to reflect on their experiences in schools and to enrich these experiences through invoking theory, which in turn will initiate the next cycle in the practice-to-theory-to-practice approach. During placement at schools, students will be required to take on teaching responsibilities, as well as completion of assignments which will require the demonstration of integrated and applied knowing.

4. The curriculum does not include the development of basic Information Communications Technology (ICT) competence as fundamental learning. Students who do not pass a basic ICT competency test will be required to attend compulsory ICT skills workshops

5. Students do the academic majors with other faculties therefore the content is not reflected in the presentation. The home department principle applies that other faculties take full responsibility for the modules. However, the learning support specializations and the Technology related majors are offered by the Faculty of Education and are included in this presentation.

Practicum which includes WIL


First Year 1 week Second Year 3 weeks The WIL at schools consists mainly of structured observation

linked to assignments which are formally assessed




Options available in the BEd in Senior Phase and FET Teaching Programme linked to the Academic majors and Teaching Methodologies:

Option 1: Students take a combination of one Senior Phase and one FET Phase methodology to support teaching in a secondary school plus one FET phase methodology or One Support Role

Option 2:

2 Korthagen, A.J., Kesselss, J., Koster, B., Lagerwerf B., & Wubbels T. (2001). Linking practice and theory. The pedagogy of realistic teacher education. Mahwaw: Lawrence Erlbaum. Kindle edition.

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Students take a combination of one Senior Phase and two FET Phase methodologies to support teaching in a secondary school. Offering of these methodologies is dependent on a sufficient number of enrolments per methodology.

The following teaching specializations for the Senior and FET Phase are available:

Senior Phase Methodologies

Arts and Culture

Languages

Mathematics

Natural Sciences

Life Orientation

Economic and Management Sciences

Social Sciences

Technology

FET Methodologies:

Design

Visual Arts

Afrikaans

English

isiZulu

Sepedi

Accounting

Business Studies

Economics

Tourism

Hospitality Studies

Mathematics

Life Sciences

Physical Sciences

Historical Studies

Geography

Life Orientation

Engineering Graphics and Design

Civil Technology

Support Role Methodologies

Addressing Neurodevelopmental Learning Needs (School guidance and support phasing out as from 2018)

Physical Education

School ICT Support

School Library and Information Centre Support

ED2.1.3.8.1 Module requirements and prerequisites: Academic Majors

Admission requirements for the academic majors linked to the following home faculties. Students must meet the requirements set by the home faculty and meet the progressions requirements to continue to the following year of study

Faculty of Art, Design and Architecture: No intake for these modules in 2018 only offered to pipeline students in 2018

Module Code Description Prerequisite

ADSB5A1 Art and Design 1A No matriculation prerequisite subjects required- no prior knowledge required

ADSB5B1 Art and Design 1B ADSB5A1 ADSB5A2 Art and Design 2A ADSB5A1 and ADSB5B1

ADSB5B2 Art and Design 2B ADSB5A2

ADSB5A3 Art and Design 3A ADSB5A2 and ADSB5B2

ADSB5B3 Art and Design 3B ADSB5A3

Faculty of Economic and Financial Science


ACC01A1 Accounting 1A Mathematics APS Rating 3

ACC02B1 Accounting 1B ACC01A1- 40%

ACC02A2 Accounting 2A ACC01A1, ACC01B1 ACC02B2 Accounting 2B ACC01A1, ACC01B1

ACC3AB0 Accounting 3AB

ECO01A1 Economics 1A Mathematics APS Rating 3

ECO01B1 Economics 1B

ECO2AA2 Economics 2A

ECO2BB2 Economics 2B ECO01A1

ECO3AA3 Economics 3A ECO01A1, ECO01B1

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ECO3BB3 Economics 3B ECO01A1, ECO01B1, ECO2AA2

Faculty of Education


No intake for CTE10A1 and CTE20B1; EGD10A1 and EGD20B2 in 2018 only pipeline management in 2018 CTE10A1 Civil Technology 1A NSC Engineering Graphics and Design level 4

CTE20B1 Civil Technology 1B CTE10A1

CTE10A2 Civil Technology 2A CTE10A1 and CTE20B1

CTE20B2 Civil Technology 2B CTE10A2

EGD10A1 Engineering Graphics and Technology Education 1A

NSC Engineering Graphics and Design level 4

EGD20B1 Engineering Graphics and Technology Education 1B

EGD10A1


EGD10A1 and EGD20B1


EGD10A2


EGD 10A2 and EGD20B2


EGD10A3

NDL10A1 Addressing Neurodevelopmental Learning Needs 1A

No matriculation prerequisite subjects required- no prior knowledge required

NDL20B1 Addressing Neurodevelopmental Learning Needs 1B

New code to be allocated

Addressing Neurodevelopmental Learning Needs 2A


Addressing Neurodevelopmental Learning Needs 2B

ITS10A1 School ICT Support 1A No matriculation prerequisite subjects required- no prior knowledge required

ITS20B1 School ICT Support 1B

ITS10A2 School ICT Support 2A

ITS20B2 School ICT Support 2B School Guidance and Support phasing out from 2018- no intake for these modules: pipeline management only

SGS10A1 School Guidance and Support 1A No matriculation prerequisite subjects required- no prior knowledge required

SGS20B1 School Guidance and Support 1B

SGS10A2 School Guidance and Support 2A

SGS20B2 School Guidance and Support 2B

Faculty of Health Science


HMSEA01 Physical Education 1A No matriculation prerequisite subjects required- no prior knowledge required

HMSEB01 Physical Education 1B

HMSEA02 Physical Education 2A

HMSEB02 Physical Education 2B

Faculty of Humanities


AFR1AA1 Afrikaans 1A NSC Afrikaans level 4

AFR1BB1 Afrikaans 1B AFR2AA2 Afrikaans 2A

AFR2BB2 Afrikaans 2B

AFR3AA3 Afrikaans 3A AFR1AA1 and AFR1BB1

AFR3BB3 Afrikaans 3B AFR1AA1 and AFR1BB1

ENG1AA1 English 1A NSC English First or Second Language level 5

ENG1BB1 English 1B

ENG2AA2 English 2A ENG1AA1 and ENG1BB1

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ENG2BB2 English 2B

ENG3AA3 English 3A ENG2AA2 and ENG2BB2

ENG3BB3 English 3B

HIS1AA1 Historical Studies 1A No matriculation prerequisite subjects required- no prior knowledge required

HIS1BB1 Historical Studies 1B

HIS2AA2 Historical Studies 2A

HIS2BB2 Historical Studies 2B

HIS3AA3 Historical Studies 3A HIS1AA1 and HIS1BB1

HIS3BB3 Historical Studies 3B HIS1AA1 and HIS1BB1

IZU1AA1 iZiZulu 1A Zulu Home Language

IZU1BB1 iZiZulu 1B Zulu Home Language IZU2AA2 iZiZulu 2A IZU1AA1

IZU2BB2 iZiZulu 2B IZU1BB1

IZU3AA3 iZiZulu 3A IZU2AA2

IZU3BB3 iZiZulu 3B IZU2BB2

NSP1AA1 Northern Sotho for the Senior and FET Phase 1A (Competency module)

NSS1AA1 Northern Sotho for the Senior and FET Phase 1A

NSS1BB1 Northern Sotho for the Senior and FET Phase 1B

NSS1AA1 and NSP1AA1

PSY1AA1 Psychology 1A No matriculation prerequisite subjects required- no prior knowledge required

PSY1BB1 Psychology 1B PSY1AA1

PSY2AA2 Psychology 2A PSY1AA1 and PSY1BB1

PSY2BB2 Psychology 2B

PSY3AA3 Psychology 3A PSY3BB3 Psychology 3B

SEP1AA1 Sepedi 1A Sepedi Home Language

SEP1BB1 Sepedi 1B Sepedi Home Language

SEP2AA2 Sepedi 2A SEP1AA1

SEP2BB2 Sepedi 2B SEP1BB1

SEP3AA3 Sepedi 3A SEP2AA2

SEP3BB3 Sepedi 3B SEP2BB2

Sociology phasing out from 2018- no intake for these modules: pipeline management only

SOS1AA1 Sociology 1A No matriculation prerequisite subjects required- no prior knowledge required

SOS1BB1 Sociology 1B

SOS2AA2 Sociology 2A

SOS2BB2 Sociology 2B

SOS3AA3 Sociology 3A SOS1AA1 and SOS1BB1

SOS3BB3 Sociology 3B SOS1AA1 and SOS1BB1

ZSP1AA1 Zulu for the Senior and FET Phase 1A (Competency module)

ZUS1AA1 Zulu for the Senior and FET Phase 1A No prior knowledge required

ZUS1BB1 Zulu for the Senior and FET Phase 1B ZUS1AA1orZFP1BB1

Faculty of Management


BMA11A1 Business Management 1A Mathematics APS Rating 4

BMA21B1 Business Management 1B

BMA12A2 Business Management 2A BMA11A1

BMA22B2 Business Management 2B BMA21B1

BMX2A01 Business Studies 2A Mathematical Literacy Rating 6

BMX22B2 Business Studies 2B BMX2A01

BMA13A3 Business Management 3A BMA12A2

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BMA23B3 Business Management 3B BMA22B2

Hospitality Studies phasing out from 2018- no intake for these modules: pipeline management only

HOS11A1 Hospitality Studies 1A No matriculation prerequisite subjects required- no prior knowledge required

HOS21B1 Hospitality Studies 1B

HOS12A2 Hospitality Studies 2A

HOS22B2 Hospitality Studies 2B

SLI11A1 School Library and Information Centre Support 1A


SLI21B1 School Library and Information Centre Support 1B

SLI12A2 School Library and Information Centre Support 2A

SLI22B2 School Library and Information Centre Support 2B

TOU11A1 Tourism 1A No matriculation prerequisite subjects required- no prior knowledge required

TOU21B1 Tourism 1B TOU12A2 Tourism 2A TOU11A1 and TOU21B1

TOU22B2 Tourism 2B TOU11A1 and TOU21B1

Faculty of Science


GR1AFET Geography for FET 1A Grade 12 Physical Science (APS 3) or Life Science (APS 3) or Mathematics (APS 4) or Mathematical Literacy (APS 6) and Geography (APS 3)

GR1BFET Geography for FET 1B Grade 12 Physical Science (APS 3) or Life Science (APS 3) or Mathematics (APS 4) or Mathematical Literacy (APS 6) and Geography (APS 3)

GR2AFET Geography for FET 2A GR1AFET and GR1BFET

GR2BFET Geography for FET 2B GR1AFET and GR1BFET GR3AFET Geography for FET 3A GR2AFET and GR2BFET

GR3BFET Geography for FET 3B GR2AFET and GR2BFET

LSFT0A1 Life Sciences for FET 1A Grade 12 Mathematics (APS 4) or Mathematical Literacy (min. APS 6) and Physical Science or Life Science (min. APS 4)

LSFT0B1 Life Sciences for FET 1B LSFT0A1

LSFT0A2 Life Sciences for FET 2A LSFT0A1 and LSFT0B1

LSFT0B2 Life Sciences for FET 2B LSFT0A2 LSFT0A3 Life Sciences for FET 3A LSFT0A2 and LSFT0B2

LSFT0B3 Life Sciences for FET 3B LSFT0A3

PSFT0A1 Physical Sciences for FET 1A (Physics) Grade 12 Physical Science and Mathematics APS 4

PSFT0B1 Physical Sciences for FET 1B (Chemistry) Grade 12 Physical Science and Mathematics APS 4

PSFT0A2 Physical Sciences for FET 2A (Physics) PSFT0A1

PSFT0B2 Physical Sciences for FET 2B (Chemistry) PSFT0B1

PSFT0A3 Physical Sciences for FET 3A (Physics) PSFT0A2

PSFT0B3 Physical Sciences for FET 3B (Chemistry) PSFT0B2

MAFT0A1 Mathematics for FET 1A Grade 12 Mathematics (min. APS 4) or Grade 12 Mathematical Literacy (min. APS 6)

MAFT0B1 Mathematics for FET 1B MAFT0A1

MAFT0A2 Mathematics for FET 2A MAFT0A1

MAFT0B2 Mathematics for FET 2B MAFT0B1

MAFT0A3 Mathematics for FET 3A MAFT0B1 and MAFT0B2

MAFT0B3 Mathematics for FET 3B MAFT0B1

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ED2.1.3.8.2 List of modules requirements and prerequisites in the BEd in Senior Phase and FET Teaching


ALE00Y1 Academic Literacy for Education No matriculation prerequisite subjects required- no prior knowledge required

EFT20B1 English as Language for Teaching and Learning


EST10A1 Education Studies 1A

EST20B1 Education Studies 1B

EST10A2 Education Studies 2A EST20B2 Education Studies 2B

EST10A3 Education Studies 3A EST10A1 and EST20B1

EST20B3 Education Studies 3B EST10A1 and EST20B1

FSM10A2 Teaching Methodology and Practicum 2A Both academic majors must have been passed in the first year to continue in the second year

FSM20B2 Teaching Methodology and Practicum 2B Both academic majors must have been passed in the first year to continue in the second year

MOSPAA3 Teaching Methodology and Practicum Senior Phase Arts and Culture 3A

ADSB5A2, ADSB5B2 FSM10A2, FSM20B2

MOSPAB3 Teaching Methodology and Practicum Senior Phase Arts and Culture 3B


MOSPEA3 Teaching Methodology and Practicum Senior Phase Economics and Management Sciences 3A

ACC02A2, ACC02B2 or ECO2AA2, ECO2BB2 or BMA12A2, BMA22B2 FSM10A2, FSM20B2

MOSPEB3 Teaching Methodology and Practicum Senior Phase Economics and Management Sciences 3B

ACC02A2, ACC02B2 or ECO2AA2, ECO2BB2 or BMA12A2, BMA22B2 FSM10A2, FSM20B2

MOSPNA3 Teaching Methodology and Practicum Senior Phase Natural Sciences 3A

GR2AFET, GR2BFET or LSFT0A2, LSFT0B2 or PSFT0A2, PSFT0B2 FSM10A2, FSM20B2

MOSPNB3 Teaching Methodology and Practicum Senior Phase Natural Sciences 3B

GR2AFET, GR2BFET or LSFT0A2, LSFT0B2 or PSFT0A2, PSFT0B2 FSM10A2, FSM20B2

MOSPSA3 Teaching Methodology and Practicum Senior Phase Social Sciences 3A

HIS2AA2, HIS2BB2 or GR2AFET, GR2BFET FSM10A2, FSM20B2

MOSPSB3 Teaching Methodology and Practicum Senior Phase Social Sciences 3B

HIS2AA2, HIS2BB2 or GR2AFET, GR2BFET FSM10A2, FSM20B2

MFSPAA3 Teaching Methodology and Practicum Senior Phase Afrikaans and FET Afrikaans 3A

AFR2AA2, AFR2BB2 FSM10A2, FSM20B2

MFSPAB3 Teaching Methodology and Practicum Senior Phase Afrikaans and FET Afrikaans 3B

AFR2AA2, AFR2BB2 FSM10A2, FSM20B2

MFSPEA3 Teaching Methodology and Practicum Senior Phase English and FET English 3A

ENG2AA2, ENG2BB2 FSM10A2, FSM20B2

MFSPEB3 Teaching Methodology and Practicum Senior Phase English and FET English 3B

ENG2AA2, ENG2BB2 FSM10A2, FSM20B2

MFSPZA3 Teaching Methodology and Practicum Senior Phase isiZulu and FET isiZulu 3A

IZU2AA2, IZU2BB2 FSM10A2, FSM20B2

MFSPZB3 Teaching Methodology and Practicum Senior Phase isiZulu and FET isiZulu 3B

IZU2AA2, IZU2BB2 FSM10A2, FSM20B2

MFSPLA3 Teaching Methodology and Practicum Senior Phase Life Orientation and FET Life Orientation 3A

PSY2AA2, PSY2BB2 FSM10A2, FSM20B2

85


MFSPLB3 Teaching Methodology and Practicum Senior Phase Life Orientation and FET Life Orientation 3B

PSY2AA2, PSY2BB2 FSM10A2, FSM20B2

MFSPMA3 Teaching Methodology and Practicum Senior Phase Mathematics and FET Mathematics 3A

MAFT0A2, MAFT0B2 FSM10A2, FSM20B2

MFSPMB3 Teaching Methodology and Practicum Senior Phase Mathematics and FET Mathematics 3B

MAFT0A2, MAFT0B2 FSM10A2, FSM20B2

MFSPSA3 Teaching Methodology and Practicum Senior Phase Sepedi and FET Sepedi 3A

SEP2AA2, SEP2BB2 FSM10A2, FSM20B2

MFSPSB3 Teaching Methodology and Practicum Senior Phase Sepedi and FET Sepedi 3B

SEP2AA2, SEP2BB2 FSM10A2, FSM20B2

MFSPTA3 Teaching Methodology and Practicum Senior Phase Technology and FET Engineering Graphics and Design 3A

EGD10A2, EGD20B2 FSM10A2, FSM20B2

MFSPTB3 Teaching Methodology and Practicum Senior Phase Technology and FET Engineering Graphics and Design 3B

EGD10A2, EGD20B2 FSM10A2, FSM20B2

MOFPAA3 Teaching Methodology and Practicum FET Accounting 3A

ACC02A2, ACC02B2 FSM10A2, FSM20B2

MOFPAB3 Teaching Methodology and Practicum FET Accounting 3B

ACC02A2, ACC02B2 FSM10A2, FSM20B2

New code to allocated

Teaching Methodology and Practicum Addressing Neurodevelopmental Learning Needs 3A

New code for year two in 2019 FSM10A2, FSM20B2

New code to allocated

Teaching Methodology and Practicum Addressing Neurodevelopmental Learning Needs 3B

New code for year two in 2019 FSM10A2, FSM20B2

MOFPBA3 Teaching Methodology and Practicum FET Business Studies 3A

BMA12A2, BMA22B2 FSM10A2, FSM20B2,

MOFPBB3 Teaching Methodology and Practicum FET Business Studies 3B

BMA12A2, BMA22B2 FSM10A2, FSM20B2,

MOFPCA3 Teaching Methodology and Practicum FET Civil Technology 3A

CTE10A2, CTE20B2 FSM10A2, FSM20B2

MOFPCB3 Teaching Methodology and Practicum FET Civil Technology 3B

CTE10A2, CTE20B2 FSM10A2, FSM20B2

MOFPEA3 Teaching Methodology and Practicum FET Economics 3A

ECO2AA2, ECO2BB2 FSM10A2, FSM20B2

MOFPEB3 Teaching Methodology and Practicum FET Economic 3B

ECO2AA2, ECO2BB2 FSM10A2, FSM20B2

MOFPGA3 Teaching Methodology and Practicum FET Geography 3A

GR2AFET, GR2BFET FSM10A2, FSM20B2

MOFPGB3 Teaching Methodology and Practicum FET Geography 3B

GR2AFET, GR2BFET FSM10A2, FSM20B2

MOFP0A3 Teaching Methodology and Practicum FET History 3A

HIS2AA2, HIS2BB2 FSM10A2, FSM20B2

MOFP0B3 Teaching Methodology and Practicum FET History 3B

HIS2AA2, HIS2BB2 FSM10A2, FSM20B2

MOFPHA3 Teaching Methodology and Practicum FET Hospitality Studies 3A

HOS12A2, HOS22B2 FSM10A2, FSM20B2

MOFPHB3 Teaching Methodology and Practicum FET Hospitality Studies 3B

HOS12A2, HOS22B2 FSM10A2, FSM20B2

MOFPIA3 Teaching Methodology and Practicum School ICT Support 3A

ITS10A2, ITS10B2 FSM10A2, FSM20B2

MOFPIB3 Teaching Methodology and Practicum School ICT Support 3B

ITS10A2, ITS10B2 FSM10A2, FSM20B2

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MOFPLA3 Teaching Methodology and Practicum FET Life Sciences 3A

LSFT0A2, LSF0B2 FSM10A2, FSM20B2

MOFPLB3 Teaching Methodology and Practicum FET Life Sciences 3B

LSFT0A2, LSF0B2 FSM10A2, FSM20B2

MOFPPA3 Teaching Methodology and Practicum FET Physical Science 3A

PSF0A2, PSF0B2 FSM10A2, FSM20B2

MOFPPB3 Teaching Methodology and Practicum FET Physical Science 3B

PSF0A2, PSF0B2 FSM10A2, FSM20B2

MOFPXA3 Teaching Methodology and Practicum Physical Education 3A

HMSEA02, HMSEB02 FSM10A2, FSM20B2

MOFPXB3 Teaching Methodology and Practicum Physical Education 3B

HMSEA02, HMSEB02 FSM10A2, FSM20B2

MOFPSA3 Teaching Methodology and Practicum School Guidance and Support 3A

SGS10A2, SGS20B2 FSM10A2, FSM20B2

MOFPSB3 Teaching Methodology and Practicum School Guidance and Support 3B

SGS10A2, SGS20B2 FSM10A2, FSM20B2


Teaching Methodology and Practicum School Library and Information Centre Support 3A

SLI12A2, SLI22B2 FSM10A2, FSM20B2


Teaching Methodology and Practicum School Library and Information Support 3B

SLI12A2, SLI22B2 FSM10A2, FSM20B2

MOFPTA3 Teaching Methodology and Practicum FET Tourism 3A

TOU12A2, TOU22B2 FSM10A2, FSM20B2

MOFPTB3 Teaching Methodology and Practicum FET Tourism 3B

TOU12A2, TOU22B2 FSM10A2, FSM20B2

MOFPVA3 Teaching Methodology and Practicum FET Visual Arts 3A


MOFPVB3 Teaching Methodology and Practicum FET Visual Arts 3B


MOFPAY4 Teaching Methodology and Practicum FET Accounting 4

ACC3AB0(First Major) or ACC02A2 ACC02B2(Second Major) MOFAA3, MOFAB3

MFSPAY4 Teaching Methodology and Practicum FET Afrikaans 4

AFR3AA3, AFR3BB3 MFSPAA3,MFSPAB3

MOFPBY4 Teaching Methodology and Practicum FET Business Studies 4

BMA13A3, BMA23B3 (First Major) or BMA12A2, BMA22B2 (Second Major) MOFBA3, MOFPBB3

MOFPCY4 Teaching Methodology and Practicum FET Civil Technology 4

CTE10A2, LYCTE2OB2 MOFPC A3, MOFOCB3

MOFPEY4 Teaching Methodology and Practicum FET Economics 4

ECO3AA3, ECO3BB3 (First Major) or ECO2AA2, ECO2BB2 (Second Major) MOFPEA3,MOFPEB3

MFSPTY4 Teaching Methodology and Practicum FET Engineering Graphics and Design 4

EGD10A3, EGD20B3 MFSPTA3,MFSPTB3

MFSPEY4 Teaching Methodology and Practicum FET English 4

ENG3AA3, ENG3BB3 MSPEA3, MFSPEB3

MOFPGY4 Teaching Methodology and Practicum FET Geography 4

GR3AFET, GR3B FET (First Major) or GR2AFET, GR2B FET (Second Major) MOFPGA3, MOFPGB3

MOFP0Y4 Teaching Methodology and Practicum FET History 4

HIS3AA3, HIS3BB3(First Major) or HIS2AA2, HIS2BB2(Second Major) MOFP0A3, MOFP0B3

MOFPHY4 Teaching Methodology and Practicum FET Hospitality Studies 4

HOS12A2 HOS22B2 MOFPHA3, MOFPHB3

MFSPZY4 Teaching Methodology and Practicum FET isiZulu 4

IZU3AA3, IZU3BB3 MFSPZA3, MFSPZB3

MOFPLY4 Teaching Methodology and Practicum FET Life Sciences 4

LST0A3, LFST0B3 (First Major) or LSF0A2, LSFT0B2 (Second Major) MOPLA3,MOFPLB3

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MOFPLY4 Teaching Methodology and Practicum FET Life Orientation 4

PSY3AA3, PSY3BB3 or SOS3AA3, SOS3BB3 MFSPLA3, MFSPLB3

MFSPMY4 Teaching Methodology and Practicum FET Mathematics 4

MA3AFET, MA3BFET/ MAFT0A3, MAFTOB3 MFSPMA3,MFSPMB3

MOFPPY4 Teaching Methodology and Practicum FET Physical Sciences 4

PSFT0A3S PSFTOB3 MOFPPA3, MOFPPB3

MFSPSY4 Teaching Methodology and Practicum FET Sepedi 4

SEP3AA3, SEP3BB3 MFSPSA3, MFSPSB3

MOFPIY4 Teaching Methodology and Practicum School ICT Support 4

ITS10A2, ITS10B2 MOFPIA3, MOFPIB3

MOFPXY4 Teaching Methodology and Practicum Physical Education 4

HSMEA02, HMSEB02 MOFPXA3, MOFPXB3

MOFPSY4 Teaching Methodology and Practicum School Guidance and Support 4

SGS10A2, SGS20B2 MOFPSA3, MOFPSB3


Teaching Methodology and Practicum School Library and Information Centre Support 4

SLI12A2,SLI22B2 Codes to be allocated

MOFPTY4 Teaching Methodology and Practicum FET Tourism 4

TOU12A2, TOU22B2 MOFPTA3, MOFPTB3

MOFPVY4 Teaching Methodology and Practicum FET Visual Arts 4

ADSB5A3, ADSB5B3 MOFPVA3 , MOFPVB3

TST10A1 Teaching Studies 1A TST20B1 Teaching Studies 1B

TST10A2 Teaching Studies 2A

TST20B2 Teaching Studies 2B

TST10A3 Teaching Studies 3A TST10A1 and TST20B1

TST20B3 Teaching Studies 3B TST10A1 and TST20B1

TST00Y4 Teaching Studies 4 TST10A1, TST20B1, TST10A2, TST20B2, TST10A3 and TST20B2

NSP1AA1 Northern Sotho for the Senior and FET Phase 1A

Competency test

NSS1AA1 Northern Sotho for the Senior and FET Phase 1A

No prior knowledge required

NSS1BB1 Northern Sotho for the Senior and FET Phase 1B

NSP1AA1 or NSS1AA1

ZP1AA1 Zulu for the Senior and FET Phase 1A Competency test

ZUS1AA1 Zulu for the Senior and FET Phase 1A No prior knowledge required ZUS1BB1 Zulu for the Senior and FET Phase 1B ZUS1AA1 or ZFP1AA1

ED 2.1.3.9 MODULES IN THE BACHELOR OF EDUCATION in SENIOR PHASE AND FET TEACHING

Module name

NO

F L

evel

Cre

dit

s p

er

mo

du

le

Purpose of module Content of module

Assessment

YEAR 1

English as language of teaching and learning 1B: EFT20B1

5 8 The purpose of the module is to improve students’ English language and communication skills to prepare them for clarity of communication in the school environment.

The reading of policy and curriculum documents Written communication in the school environment

The semester ark is compiled rough various methods, including individual assignments, group assignments.

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Writing of: departmental policies, report card comments, agendas and minutes of departmental meetings, speeches for assembly or other functions, letters and e-mails. The variation of tone and register when interacting with different participants in the school context - children, parents, heads of departments, and so on. Listening skills required for effective communication in the school context Emphasis will be placed on authentic documents as a point of critical engagement.

Final mark is calculated 50% semester mark and 50% exam mark

Academic Literacy for Education: ALE00Y1

5 8 The purpose of this module is to introduce students to academic reading and writing and exposes students to the various aspects of academic literacy at university in order to develop critical thinking, broader language awareness, as well as a heightened ability to communicate in various modes.

The role of language in teaching and learning Genres and text types in academic writing Searching for literature sources Textual cohesion Reading academic texts critically Analysis of academic texts Composing different academic texts Argumentation in academic writing Writing a literature review Interpreting visual texts Referencing and avoiding plagiarism


89


Education Studies 1A: EST10A1

5 16 To guide students to analyse experiences of school education from personal and historical perspectives in order to understand how education is shaped historically.

The journey of education: Personal educational history Comparing histories of education How education is shaped historically Linking personal history with the national history of education

The semester mark is compiled through various methods, including individual assignments, group assignments. Final mark is calculated 50% semester mark nd 50% exam mark

Education Studies 1B: EST20B1

6 16 To guide students in studying current educational challenges from perspectives of socio-cultural theories of education in order understand how education is shaped socially and politically

Current issues in education: Social context, culture, diversity, and multicultural education Language diversity How education systems evolve Race, class, gender Inclusive Education

The semester mark is compiled through various methods, including individual assignments, group assignments. Final mark is calculated 50% semester mark and 50% exam mark


5 8 The purpose of this module is to provide students with an overview of the teaching profession in order for them to develop a conceptually coherent view of the interplay of the various roles which underlie teaching as professional practice.

Teaching as profession A personal teaching philosophy Teacher as mediator of learning Teacher as reflective practitioner Curriculum design Classroom management




Introduction to community engagement and service learning Teaching as practice of citizenship Teaching for social justice Teaching for CARE (Community,

The semester mark is compiled through various methods, including individual assignments, group assignments. Final mark is calculated 50%

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agency, responsibility and education) Inclusivity

semester mark and 50% exam mark

Addressing Neurodevelopmental Learning Needs 1A NDL10A1

5 16 The purpose of this module is to assist the teacher in developing knowledge about neurodevelopment in adolescence

An introduction to neurodevelopment. Brain anatomy and function Adolescent development and the brain Cognitive development, learning, memory and attention Primary and Multiple Language acquisition Emotional development Social development Cyber world and adolescent neurodevelopment .Poverty, diversity and brain development

The semester mark is compiled through various assessment methods, including individual assignments, group assignments. Final mark is calculated 50% semester mark and 50% exam mark

Addressing Neurodevelopmental Learning Needs 1B NDL20B1

5 16 The purpose of this module is to develop the role of the teacher as a support specialist of Addressing neurodevelopmental learning needs

Bio-ecological theory of human development of Bronfenbrenner Philosophy of Inclusive Education Discourses in Inclusive Education Roles of the support specialist Basic counselling skills for teachers Functioning of school based support teams Supporting adolescents with neuro-developmental barriers to learning Developing family – school partnerships Collaboration with stakeholders


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School ICT support specialist 1A: ITS10A1

5 16 The purpose of this module is to assist students in developing sufficient knowledge and skills to enable them to fulfil the role of ICT Support Specialist in an FET school. For this module, the ICT Support Specialist role focuses on the development of an appropriate ICT implementation strategy for a school

ICT implementations Computer concepts and skills ICT in Education White paper on e-Education Developing an ICT vision and implementation plan Teacher development for ICT integration


School ICT support specialist 1B: ITS20B1

6 16 The purpose of this module is to assist students in developing sufficient knowledge and skills to enable them to fulfil the role of ICT support specialist in an FET school. For this module, the ICT support specialist role focuses on the development on Innovative attitudes and practices

ICT pedagogy ICT and learning Pedagogical approaches for ICT integration ICT and assessment Assessing ICT resources


School guidance and support 1A: SGS10A1 (Phasing out 2018-no intake)

5 16 The purpose of this module is to develop the role of teacher as a support specialist in secondary schools in order to manage the well-being of the secondary school learners

Philosophy of Inclusive Education Roles of the support specialist in secondary schools Communication skills for adolescents, families and teachers Functioning of school based support teams Supporting adolescents Developing parent – school partnerships Addressing social difficulties in adolescents


School guidance and support 1B: SGS20B1 (Phasing out 2018-no intake)

6 16 The purpose of this module is to develop the role of teacher as a support specialist in secondary schools in order to manage the well-being of the

Process of screening, identification, assessment and support of adolescents who experience

The semester mark is compiled through various methods, including individual assignments,

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secondary school learner

barriers to learning Addressing specific learning difficulties: language, reading, writing, spelling Curriculum differentiation and adaptation Alternative assessments and concessions

group assignments. Final mark is calculated 50% semester mark and 50% exam mark

Physical Education 1A: HMSEA01 Module offered by the Faculty of Health Sciences

5 16 The purpose of this module is to develop the role of the teacher as a support specialist in secondary schools in order to address movement programmes in the holistic development of the secondary school learner

Motor development Anatomy and applied physiology Outdoor education Adapted physical activity and recreation


Physical Education 1B: HMSEB01 Module offered by the Faculty of Health Sciences

6 16 The purpose of this module is to develop the role of the teacher as a support specialist in secondary schools in order to address movement programmes in the holistic development of the secondary school learner

Motor development Anatomy and applied physiology Outdoor education Adapted physical activity and recreation


School Library and Information Centre Support 1A: SLI11A1 Module offered by the Faculty of Management

5 16 The purpose of this module is to assist students in developing sufficient knowledge and skills to enable them to fulfil the role of Information Management (IM) Support Specialist in a secondary school. For this module, the IM Support Specialist role

History of recorded information. Different types of libraries. General orientation to library and information services. The bibliographic chain.

The semester mark is compiled through various methods, including individual assignments and semester tests. Final mark is calculated 50% semester mark and 50% exam mark.

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focuses on the development of an understanding of the role and function of the school library and information centre.

Clarification of key concepts.

School Library and Information Centre Support 1B: SLI21B1 Module offered by the Faculty of Management

6 16 The purpose of this module is to assist students in developing sufficient knowledge and skills to enable them to fulfil the role of Information Management (IM) Support Specialist in a secondary school. For this module, the IM Support Specialist role focuses on the development of an understanding of the administration and management of a school library and information centre.

Identify and compare the different technical services in a school library. Library and information technologies. Information sources and tools for reference work. Clarification of key concepts.


Engineering Graphics and Technology Education 1A: EGD10A1

5 16 The purpose of the module is to introduce students to the fundamentals of technology and graphic communication in order to develop an ability to apply technological knowledge and basic drawing techniques.

Introduction to technology education, Civil technology, Electrical technology and Mechanical technology. Fundamentals of drawing; Freehand drawing techniques; Instrument drawings: Geometrical constructions and scales. Practical application of the basic technological process.


Engineering Graphics and Technology Education 1B: EGD20B1

6 16 The purpose of the module is to guide students in developing an understanding of geometrical and orthographic concepts

Geometric elements; descriptive geometry; solid geometry and the principles of first and third angle

The semester mark is compiled through various methods, including individual

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in order to enable multi view drawing.

orthographic projection.

assignments, group assignments. Final mark is calculated 50% semester mark and 50% exam mark

Civil Technology 1A: CTE10A1

5 16 The purpose of the module is to introduce students to the fundamentals of the construction industry in order to develop skills and knowledge regarding simulation, experimentation and workshop practice skills.

Stakeholders in the South African construction industry and their functions. Construction legislation and regulations. Planning and organising construction activities. Safety. Materials. Tools and equipment. Site preparation.


Civil Technology 1B: CTE20B1

6 16 The purpose of the module is to guide students in developing an understanding of construction methods in the built environment in order to develop skills and knowledge regarding simulation, experimentation and workshop practice skills.

Substructure. Superstructure. Roof construction. Reinforced concrete construction.



YEAR 2


6 16 To study diverse abilities and needs of adolescents in order to engage in educational actions that are developmentally appropriate

Diverse abillities and needs of adolescents: Theories of diversity Developmental characterisitcs of adolescents Language development Development theory Psychological perspectives on discipline


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6 16 To study theories of adolescent learning in order to be able to promote meaningful and equitable learning.

Learning equity Purpose of education Learning in context – notions of cognitive justice and emancipatory learning Cognitive and affective/motivational theories of learning The role of language in learning Inquiry methods into issues of learning

Module Mark 50% Plus Exam Mark 50%


6 8 The purpose of the module is to equip beginner teachers with educational leadership, education policy and legislation and classroom competencies in order to become professional teachers

Education policy and legislation in SA Classroom management and administration Supportive classroom discipline Teaching for motivation and engagement Developing an orderly and purposeful learning environment Repairing and restoring behaviour



6 8 The purpose of the module is for beginner teachers to develop assessment skills in order to effectively and methodically assess learners for progression and promotion purposes

Curriculum development Programme development Text selection Learning materials Assessment as core component in pedagogy Principles of assessment – criteria and feedback Formative assessment Evaluation and summative assessment


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Teaching Methodology and Practicum 2A: FSM10A2

6 4 The purpose of this module is twofold, namely to guide students

in developing an understanding of the nature of the subject discipline; and

acquiring pedagogic content knowledge and skill in designing and presenting lessons and learning programmes.

An introduction to the school curriculum The nature of the subject PCK Lesson planning and lesson presentation An introduction to assessment Addressing barriers to learning


Teaching Methodology and Practicum 2B: FSM20B2

6 4 The purpose of this module is to guide students in developing an understanding of assessment and inclusive practices

The school curriculum Lesson planning and presentation with a focus on assessment Formative and summative assessment Developing assessment processes tasks and tools Analysing student performance. Addressing learning barriers


isiZulu/-Sepedi for Senior- and FET Phase 2A: ZUS2AA2 or NSS2AA2

5 4 The purpose of this module is to guide students in developing language competence in isiZulu/ Sepedi to enable basic communication.

Languages of South Africa and language study The use of first person singular as subject in simple sentences The use of first and second person singular as subject in simple positive and negative statements and questions .The use of the salutation and the use of the question words and supplying answers to these questions The use of the 1st and 2nd person plural and greeting a


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group.Using conjoined subjects and the use of the object morphemes for 1st and 2nd person singular and plural

isiZulu/-Sepedi for Senior- and FET Phase 2B: ZUS2BB2 or NSS2BB2

5 4 The purpose of this module is to guide students in developing language competence in isiZulu/Sepedi to enable basic communication

Yes/No answer questions, the reflexives morpheme and polite requests Formulating question words: when, with what/by means of what, how and supplying appropriate answers to these questions in isiZulu/Sotho Formulating questions using the forms where and where and using locative derived nouns and their pronouns to indicate place The speech

sounds of

Zulu/Sepedi


Engineering Graphics and Technology Education 2A: EGD10A2

6 16 The purpose of the module is to guide students in developing knowledge and skills enabling them to apply computer aided drawing software to present and communicate mechanical artefacts.

Mechanical systems and control; materials for mechanical systems, e.g. metals and plastics; mechanical drawings; isometric drawings


98


Engineering Graphics and Technology Education; 2B: EGD20B2

6 16 The purpose of the module is to guide students in developing knowledge and skills enabling them to apply computer aided drawing software to present and communicate civil artefacts.

Structures; materials for structures, e.g. steel, timber and concrete; construction methods; civil drawings; perspective drawings


Civil Technology 2A: CTE10A2

6 16 The purpose of the module is to guide students in developing an understanding of civil services and finishing concepts used in simple house construction enabling them to design and simulate the installation and maintenance of service systems and finishing concepts

Cold water supply, plumbing for a house, materials, hot water systems, solar systems Alternate fresh water supplies Sewerage layout for a building Sewage disposal systems and regulations Disposal of storm - water and regulations Electrical symbols and layout for a house Floor and wall finishes, windows, doors, ceilings, roof coverings, glass and paints


Civil Technology 2B: CTE20B2

6 16 The purpose of the module is to guide students in developing an understanding of quantity surveying and applied mechanics enabling them to conduct detailed measurements and descriptions of a simple house and solve problems in the mechanics and technology fields.

Introduction to measurements, principles of measurements, foundations, superstructure, finishes, doors, windows, roof and roof covering Graphic determination of the nature and magnitude for the different members in force diagrams of roof frames and structures Beams: Reactions and calculations at the supports.


99


Calculations and diagrams of shear force and bending moments Centroids

Addressing Neurodevelopmental Learning Needs 2A (Code to be allocated in 2019)

6 16 The purpose of this module is to assist the teacher in developing sufficient knowledge and skills to screen, identify, assess and support secondary school learners with neuro-developmental learning needs.

Screening and identification of specific learning difficulties in language, reading, writing and spelling; ADHD Intellectual disability and autism Assessment and support of specific learning disorders in language, reading, writing and spelling ADHD Intellectual disability and autism Supporting adolescents with neuro-developmental learning needs Curriculum differentiation and adaptation Alternative assessments and concessions


Addressing Neurodevelopmental Learning Needs 2B (Code to be allocated in 2019)

6 16 The purpose of this module is to develop the role of teacher as a support specialist in order to manage the social, career and life skills development of the learner with Addressing neurodevelopmental learning needs

Addressing social difficulties/challenges of adolescents with neurodevelopmental learning needs Addressing the career development of learners with neurodevelopmental learning needs Life skills in career development


School Guidance and Support 2A: SGS10A2

6 16 The purpose of this module is to develop the role of teacher as a support specialist in secondary schools in order to manage the

Career theories related to schooling Developing a career portfolio

The semester mark is compiled through various methods, including

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(Pipeline students only in 2018)

career development of the secondary school learner

Career-exploration for Grades 7 to 9 (Subject choice) Career exploration for Grades 10 to 12 (career planning)

individual assignments, group assignments. Final mark is calculated 50% semester mark and 50% exam mark

School Guidance and Support 2B: SGS20B2 (Pipeline students only in 2018)

6 16 The purpose of this module is to develop the role of teacher as a support specialist in secondary schools in order to manage the career development of the secondary school learner

Life skills in career development Life skills development: Decision making

Problem solving

Time

management

Study skills

Professional development: Writing a CV

Applications for

university and

bursaries

Applications for

work

Entrepreneurship


School ICT Support 2A: ITS10A2

6 16 The purpose of this module is to assist students in developing sufficient knowledge and skills to enable them to fulfil the role of ICT support specialist in an FET school. For this module, the ICT support specialist role focuses on the development on Innovative attitudes and practices

School innovation and ICT Innovation frameworks Innovative use of ICT Developing integrating learning systems using innovative tools


School ICT Support 2B: ITS20B2

6 16 The purpose of this module is to assist students in developing sufficient knowledge and skills to enable them to fulfil the role of ICT support specialist in an FET school. For this module, the ICT support specialist role focuses on the development of an appropriate ICT administrative strategy

ICT and school administration and management Classroom management Resource management Record keeping and report writing School-based ICT administrative systems

The semester mark is compiled through various methods, including individual assignments, group assignments. Final mark is calculated 50% semester mark

101


Using ICT as a management tool

and 50% exam mark

Physical Education 2A: HMSEA02 Module offered by the Faculty of Health Science

6 16 The purpose of this module is to assist students in developing the necessary pedagogic content knowledge to support physical education and sport.

Sports coaching for Volleyball and Cricket: Rules and umpiring Coaching principles Learn to swim: Water safety Swimming strokes and techniques Lifesaving, health and safety


Physical Education 2B: HMSEB02 Module offered by the Faculty of Health Science

6 15 The purpose of this module is to assist students in developing the necessary organisational and administrative skills to organise sports events

Organisation (Macro and micro level): 6 step module. Conducting formal meetings Tournaments: round robin and knockout


School Library and Information Centre Support 2A: SLI12A2 Module offered by the Faculty of Management

6 16 The purpose of this module is to assist students in developing sufficient knowledge and skills to enable them to fulfil the role of Information Management (IM) Support Specialist in a secondary school. For this module, the IM Support Specialist role focuses on the development of information collections.

Developing and managing information collections. Information organization and retrieval. Information classification theory. Clarification of key concepts.


School Library and Information Centre Support 2B: SLI22B2 Module offered by the

6 16 The purpose of this module is to assist students in developing sufficient knowledge and skills to enable them to fulfil the role of Information Management (IM) Support Specialist in a secondary school.

History of the Internet and Web. Using the Web and search engines. Information literacy. Information seeking behavior. Information ethics.


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Faculty of Management

For this module, the IM Support Specialist role focuses on online information searching and retrieval.

Clarification of key concepts.


YEAR 3


7 16 To study the nature of education and to understand the philosophical theories underlying educational practices in order to be able to make informed educational decisions/actions.

Being a thoughtful educator in diverse settings: Aims and purposes of education Development of a theory of education Linking theories and practices The nature of educational knowledge Ethics in education The nature of learning and teaching



7 16 To study perspectives defining educational knowledge and the content organisation of the curriculum in order to facilitate meaningful curriculum delivery practices

Understanding knowledge and the organisation of learning: Approaches to and principles of curriculum design and delivery Curriculum, society and power Language in the curriculum Subject epistemologies and their educational implications Diversity in the curriculum implementation



6 12 The purpose of this module is to guide future teachers in the processes of effective communication to enable them to mediate classroom learning; lead, manage and administer and communicate with education stakeholders

Teaching as communication Forms, styles and modes of classroom communication Collaborative group-learning processes Communication between school and home

The semester mark is compiled through various methods, including individual assignments, group assignments. Final mark is calculated 50%

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semester mark and 50% exam mark


7 12 The purpose of this module is to provide students with an overview of the innovative use of technologies within the broad educational context as well as the theoretical foundations of technologies for teaching and learning in order to prepare them for their role as an activist and agent of collaborative change in the classroom

Perspectives on integrating technologies into education Theoretical underpinnings of a pedagogy for ICT integration Innovative pedagogical practices incorporating new technologies Educational technologies in diverse contexts Authentic application of technologies for teaching and learning


Teaching Methodology and Practicum 3A: See combinations according to academic major


The school curriculum Questioning techniques to identify and map “big ideas” in the subject Identifying difficulties and limitations in connection with teaching the “big ideas”. Assessing understanding of “big ideas” Addressing ptions


Teaching Methodology and Practicum 3B: See combinations according to academic major


The school curriculum Questioning techniques to identify and map “big ideas” in the subject Identifying difficulties and limitations in connection with teaching the “big ideas”. Assessing understanding of “big ideas” Researching


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own pedagogical content

knowledge

Engineering Graphics and Technology Education 3A EGD10A3

6 16 The purpose of the module is to guide students in developing knowledge and skills enabling them to apply computer aided drawing software to present and communicate electrical artefacts.

Electrical systems: Electron theory, Ohm’s law, resistance (parallel and series), components, diodes, transistors as switches and amplifiers. Basic integrated circuits. Drawing and planning electric and electronic circuits. Interpenetrations. Developments. Loci.


Engineering Graphics and Technology Education 3B EGD20B3

7 16 The purpose of this module is to guide students in developing knowledge and skills enabling them to apply the principles taught to identify and solve complex and diverse design problems.

Application of the technological process: design principles, investigative techniques, data processing techniques, calculations and communication techniques within the contexts of civil and mechanical technologies.



YEAR 4

Teaching Studies: TST00Y4

7 40 The purpose of this module is to support students in honing their teaching and professional competence and to develop as critically-reflective practitioners

Themes to be addressed: Curriculum and assessment policy statements Pedagogical content knowledge (PCK) focussing on Content Representation (CoRes) and Pedagogical and Professional-experience Repertoires ( PaP-eRs) Design and delivery of

Series of lesson and Reflective essay or written report Test Research project Lesson evaluation (10%) Professional development portfolio (25%) Research project Test (10%) Examination (15%) (20%)plan

(outline) (5%)

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lessons and teaching plans Assessment for and of learning The teaching profession and the context of schools Developing a teaching philosophy- here students will be required to invoke disciplinary, practical, situational and pedagogical learning dealt with during their first three years of study.

Teaching Methodology and Practicum: FET: Accounting 4 MOFPAY4 Afrikaans MFSPAY4 Business Studies 4 MOFPBY4 Civil Technology 4 MOFPCY4 Economics 4 MOFPEY4 Engineering Graphics and Design 4 MFSPTY4 English 4 MFSPEY4 Geography 4 MOFPGY4 History 4 MOFPOY4 Hospitality Studies 4


Themes to be addressed: Curriculum and assessment policy statements Pedagogical content knowledge (PCK) focussing on Content Representation (CoRes) and Pedagogical and Professional-experience Repertoires ( PaP-eRs) Design and delivery of lessons and teaching plans Assessment for and of learning The teaching profession and the context of schools Developing a teaching philosophy- here students will be required to invoke disciplinary, practical, situational and pedagogical learning dealt with during their first

Series of lesson and Reflective essay or written report Test Research project Lesson evaluation (10%) Professional development portfolio (25%) Research project Test (10%) Examination (15%)

106


MOFPHY4 Izizulu 4 MFSPZY4 Life Orientation 4 MFSPLY4 Life Sciences 4 MOFPLY4 Mathematics 4 MFSPMY4 Physical Sciences 4 MOFPPY4 Sepedi 4 MFSPSY4 Tourism 4 MOFPTY4 Visual Arts 4 MOFPVY4

three years of study.

Teaching Methodology and Practicum: Support Role Addressing Neurodevelopmental Needs (Need code to be allocated) Physical Education MOFPXY4 School Guidance and Support MOFPSY4 School ICT Support MOFPIY4 School Library and Information Support


Themes to be addressed: Curriculum and assessment policy statements Pedagogical content knowledge (PCK) focussing on Content Representation (CoRes) and Pedagogical and Professional-experience Repertoires (PaP-eRs) Design and delivery of lessons and teaching plans Assessment for and of learning The teaching profession and the context of schools Developing a teaching philosophy- here

Series of lesson and Reflective essay or written report Test Research project Lesson evaluation (10%) Professional development portfolio (25%) Research project Test (10%) Examination (15%)

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(Code to be allocated)

students will be required to invoke disciplinary, practical, situational and pedagogical learning dealt with during their first three years of study.

Total Credits for full degree: 504

ED2.1.4 POSTGRADUATE CERTIFICATE in SENIOR PHASE AND FURTHER EDUCATION AND TRAINING TEACHING

PGCE (Senior Phase and Further Education and Training Teaching) PROGRAMME CODES: A5SFTQ HEQF LEVEL: 7 CREDITS: 120 DATE INSTITUTED: 1 JANUARY 2015 SAQA: 97202 ED2.1.4.1 Purpose of the programme The purpose of the Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching is to deliver professionally qualified beginner teachers for the Senior Phase and Further Education Training of schooling. This is done by providing student teachers with a well-rounded education that equips them with specialised teaching competence in at least one school subject in the Senior Phase and one school subject in the FET phase of schooling, a nuanced understanding of the integrated nature of theory and practice in education and the context of the teaching profession in South Africa. ED2.1.4.2 Outcomes of the programme Students who complete this programme will be able to: 1. Teach at least one school subject area (one SP subject and one FET subject) chosen from the following subject areas:

Arts and Culture

Languages

Mathematics

Natural Sciences

Life Orientation

Business and Management

Social Sciences

Technology

2. Support and nurture learning and development in diverse educational contexts. 3. Identify and address barriers to learning in the classroom. 4. Formulate a personal teaching philosophy and critically reflect on their teaching philosophy and how it relates to teaching

conduct ED2.1.4.3 Admission requirements

RULES OF ACCESS

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To be able to gain access to the Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching an applicant must have a first degree on level 7 with a minimum of 360 credits with two school related subjects, one on third year level and one on first year level. Or An approved National Diploma on level 6 with a minimum of 360 credits from an accredited higher institution with two school related subjects, one on second year level and one on third year level.

Assessment of prior learning could also lead to entry or an advanced credit standing. Students should have sufficient study of the disciplines underpinning the specific teaching specialisations (subjects) to teach that particular school subject in a specific phase. Note: The Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching consist of three year modules, namely Education and Teaching Studies (48 credits), Teaching Methodology and Practicum A in Senior Phase (36 credits) and Teaching Methodology and Practicum B in FET Phase Teaching (36 credits). The latter two modules focus on students Pedagogical Content Knowledge. Full-time vs. part-time registration • Students may register to complete the qualification either full-time (1 year) or part-time (2 years). • Students who are employed on a full-time basis may ONLY register for the part-time programme. If a student starts full-time work during the year, the university must be duly informed in writing in order to change the registration of the student to part-time. School based practicum/ work integrated learning (WIL) Prescribed periods of school based practicum/ WIL must be completed in approved schools during the time of study. Students complete their school based practicum/ WIL during the year in which they study their methodologies. These school based practicum/ WIL is planned as follows: • Three consecutive weeks the first semester. • Seven consecutive weeks in the second semester. • It could be expected of students to complete these periods of practical teaching during university holidays. • The university reserves the right to do placement of students in schools in alignment with the training needs. Although students employed as full time teachers are allowed to complete their WIL at the schools where they teach, they may be placed at another school for the nine weeks of WIL if they are not teaching in the phase they are registered for or not teaching the subject methodology registered for. Service Learning Students will be required to complete 46 hours of service learning throughout the year at selected schools and community sites which is a compulsory component of the Education and Teaching Studies module. Note:

All students registering for the qualification who have not completed a tertiary qualification in a Higher Education Institution where the LoLT was English medium must complete a process of screening and if required will complete an English Course for International students provided by the University of Johannesburg English Language Programme (UJELP) during the course of their qualification.

Certification will include the following endorsement:

a) Proficiency in the Language of Learning and Teaching assessment (LoLT) (English) All students registering for the qualification who did not complete either isiZulu or Sesotho sa Leboa as part of their subjects in the National Senior Certificate or at first year level at a Higher Education Institution must complete a process of screening in one of these languages and will be required to complete a module in either of these languages to gain partial/communicative competence. The module will be offered by the Department of African Languages at the University of Johannesburg. Certification will include the following endorsement:

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b) Partial proficiency in one of the following official languages (Conversational Competence required in LoCC)

All students registering for the qualification who did not have an official African Language, or Sign Language as their home language or as part of their subjects in the National Senior Certificate or at first year level at a Higher Education Institution must register for an African Language (isiZulu or Sesotho sa Leboa (Sepedi)) in order to complete a process of screening in one of these languages and will be required to complete a module in either of these languages to gain partial/communicative competence. The module will be offered by the Department of African Languages at the University of Johannesburg.

Certification will include the following endorsement: Partial proficiency in one of the following official languages (Conversational Competence required in LoCC).


Module name

Code

First year of study Education and Teaching Studies ETS00Y1

Teaching Methodology and Practicum: Senior Phase- Students register for one of the following:

Art and Culture MPSACY1

Business and Management Sciences (EMS) MPSBMY1

Languages MPSLAY1

Life Orientation MPSLOY1

Mathematics MPSMAY1

Natural Sciences MPSNAY1

Social Sciences MPSSSY1 Technology MPSTEY1

Teaching Methodology and Practicum: FET-Students register for one of the following:

Accounting MPFACY1

Afrikaans MPFAFY1

Arabic MPFARY1

Business Studies MPFBSY1

Civil Technology MPFCTY1

Design Arts MPFDAY1

Economics MPFECY1

Electrical Technology MPFETY1 Engineering Graphics and Design MPFEDY1

English MPFENY1

Geography MPFGEY1

History MPFHIY1

Life Orientation MFPLOY1

Life Sciences MPFLSY1

Mathematics MPFMAY1

Mechanical Technology MPFMTY1

Physical Sciences MPFPSY1

Religion Studies MPFRSY1

Sepedi MPFSEY1

Tourism MPFTOY1

Visual Arts MPFYVA1

Zulu MPFZUY1

ED2.1.4.5 Programme structure a) Minimum duration: One Year Full Time/ Two Years Part Time formal instruction. b) Number of modules per full time year of study:

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i) First year: 3 year modules c) Number of modules per part time study: i) First year: 1 year modules ii) Second year: 2-year module 10 weeks Work Integrated Learning/ Practicum

ED2.1.4.6 Promotion requirements a) Refer to the Academic Regulations for additional information regarding promotion and re-admission requirements. ED2.1.4.7 Award of the Postgraduate Certificate in Education The Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching will be awarded to students who have completed all the prescribed modules successfully. ED2.1.4.8 Rules of Combinations Exceptions may be granted by the programme coordinator and the module coordinators.

Module Name Rules and Combinations

Education and Teaching Studies

Compulsory

Teaching Methodology and Practicum

The following combinations are possible:

Two methodologies to support teaching one in the Senior Phase and one in FET phase of schooling.

Offering of these methodologies are dependent on a sufficient number of enrolments per methodology

Senior Phase Methodologies

Arts and Culture

Economics and Management Sciences

Languages

Life Orientation

Mathematics

Natural Sciences

Social Sciences

Technology

FET Methodologies:

Design

Visual Arts

Afrikaans

English

IsiZulu

Sepedi

Arabic

Accounting

Business Studies

Economics

Mathematics

Life Sciences

Physical Sciences

History

Geography

Life Orientation

Civil Technology

Electrical Technology


Mechanical Technology

The school based practicum is structured as follows: 5 weeks’ coursework 3 weeks’ school based WIL 7 weeks’ coursework 7 weeks’ school based WIL 4 weeks’ coursework

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If the entry degree does not contain sufficient prior study in the disciplines underpinning the specialisations, additional content modules may be required and can be taken concurrently with the Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching.

REQUIREMENTS FOR TEACHING METHODOLGY AND PRACTICUM: SENIOR PHASE and FET PHASE Prospective students qualify for at least two teaching methodology and practicum modules from the list underneath. The decision of which methodologies are presented is made by the Teaching and Learning committee taking into consideration the number of students who choose a specific teaching methodology. If an insufficient number of students want to follow a specific teaching methodology the University reserves the right to require students to follow the subject methodology at another University. Exceptions may be granted by the programme coordinator. The requirement for admission to a teaching methodology and practicum are university studies at Level 7 at least in appropriate disciplines. In all cases the basic qualification should include at least 24C at Level 6 for the SP subject specialisation and 48C (at least 24 at level 7) for the FET subject specialisation.

Module Description Code Related Academic Major

Teaching Methodology and Practicum: Senior Phase Arts and Culture

MPSACY1 Visual Arts 3

Teaching Methodology and Practicum: Senior Phase Economics and Management Sciences (Business Management)

MPSBMY1 Accounting 3/1 Business Studies 3/1 Economics 3/1

Teaching Methodology and Practicum: Senior Phase Languages

MPSLAY1 English 3/1 Zulu 3/1 Sepedi 3/1 Afrikaans 3/1

Teaching Methodology and Practicum: Senior Phase Life Orientation

MPSLOY1 Psychology must be one of the fields and one of the fields should be taken at NQF level 7 Psychology 3/1 Sociology 3/1 Philosophy 3/1 Political Science 3/1 Human Movement Sciences 3/1 Labour Studies 3/1 Industrial Studies 3/1

Teaching Methodology and Practicum: Senior Phase Natural Sciences

MPSNAY1 A combination of two of the following Physical Geography/ Physics 3/1 Chemistry 3/1 Biological Sciences 3/1

Teaching Methodology and Practicum: Senior Phase Social Sciences

MPSSSY1 A combination of Geography and History 3/1

Teaching Methodology and Practicum: Senior Phase Technology

MPSTEY1 One (1) related major at 3rd year level and one (1) related major at 1st year level for one of the following Diplomas and National Diplomas:

Diploma in Architecture

National Diploma in Building or related field

National Diploma in Civil Engineering

National Diploma in Electrical/Electronic Engineering

National Diploma in Mechanical Engineering

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One (1) related major at 3rd year level and one (1) related major at 2nd year level for one of the following degrees:

Bachelor’s in Industrial Design

Bachelor’s in Architecture

Bachelor’s in Civil Engineering

Bachelor’s in Electrical/ Electronic Engineering

Bachelor’s in Mechanical Engineering

Table1: Requirements for the Teaching Methodology and Practicum: FET Phase


Teaching Methodology and Practicum: FET Accounting MPFACY1 Accounting 2 or 3

Teaching Methodology and Practicum: FET Afrikaans MPFAFY1 Afrikaans 2 or 3

Teaching Methodology and Practicum: FET Arabic MPFARY1 Arabic 2 or 3

Teaching Methodology and Practicum: FET Business Studies MPFBSY1 Business Management 2 or 3

Teaching Methodology and Practicum: FET Civil Technology MPFCTY1 One (1) related major at 3rd year level and one (1) related major at 1st year level for one of the following Diplomas and National Diplomas: Diploma in Architecture National Diploma in Building or related field National Diploma in Civil Engineering One (1) related major at 3rd year level and one (1) related major at 2nd year level for one of the following degrees: Bachelor’s in Architecture Bachelor’s in Civil Engineering

Teaching Methodology and Practicum: FET Design Arts MPFDAY1 Ceramic design Digital design Fashion and costume design, Graphic design Industrial design Information design Interior design Jewellery design Textile design Theatre set design; 2 or 3

Teaching Methodology and Practicum: FET Economics MPFECY1 Economics 2 or 3

Teaching Methodology and Practicum: FET Electrical Technology

MPFETY1 One (1) related major at 3rd year level and one (1) related major at 1st year level for a National Diploma in Electrical/Electronic Engineering One (1) related major at 3rd year level and one (1) related major at 2nd year

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level for a Bachelor’s in Electrical/Electronic Engineering

Teaching Methodology and Practicum: FET Engineering Graphics and Design

MPFEDY1 One (1) related major at 3rd year level and one (1) related major at 1st year level for one of the following Diplomas and National Diplomas: Diploma in Architecture National Diploma in Civil Engineering National Diploma in Mechanical Engineering One (1) related major at 3rd year level and one (1) related major at 2nd year level for one of the following degrees: Bachelor’s in Industrial Design Bachelor’s in Architecture Bachelor’s in Civil Engineering Bachelor’s in Mechanical Engineering

Teaching Methodology and Practicum: FET English MPFENY1 English Language and Literature at NQF Level 7 Or English 1 Plus Applies English Language Studies 3/ African Literature 3/ Linguistics 3/ Literary Theory 3/ Communication and Media Studies 3.

Teaching Methodology and Practicum: FET Geography MPFGEY1 Geography 2 or 3

Teaching Methodology and Practicum: FET History MFPHIY1 Historical Studies 2 or 3

Teaching Methodology and Practicum: FET Life Orientation MPFLOY1 Students must have a combination of at least two of these fields in the undergraduate degree: Psychology must be one of the fields and one of the fields should be taken at NQF level 7 Psychology 2/3 Sociology 2/3 Philosophy 2/3 Political Science2/3 Human Movement Sciences 2/3 Labour Studies 2/3 Industrial Studies 2/3

Teaching Methodology and Practicum: FET Life Sciences MPFLSY1 Combination of two of the following: Biology Sciences 2/3 Biochemistry 2/3 Microbiology 2/3 Physiology 2/3 Biology and Zoology 2/3

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One taken to NQF level 7 – provided that Level 6 Biology or Botany and Zoology are also included

Teaching Methodology and Practicum: FET Mathematics MPFMAY1 Mathematics 2/3

Teaching Methodology and Practicum: FET Mechanical Technology

MPFMTY1 One (1) related major at 3rd year level and one (1) related major at 1st year level for a National Diploma in Mechanical Engineering One (1) related major at 3rd year level and one (1) related major at 2nd year level for a Bachelor’s in Mechanical Engineering

Teaching Methodology and Practicum: FET Physical Science MPFPSY1 Physical Sciences with competences in both Chemistry and Physics. One taken at NQF level 6 and one at NQF level 7. Physics 3 and Chemistry 1 or Chemistry 3 and Physics 1

Teaching Methodology and Practicum: FET Religions Studies MFPRSY1 Religion 2/3 Teaching Methodology and Practicum: FET Sepedi MPFSEY 1 Sepedi 2/3

Teaching Methodology and Practicum: FET Tourism MPFTOY1 Tourism 2/3

Teaching Methodology and Practicum: FET Visual Arts MPFVAY1 Fine Arts 2/3

ED 2.1.4.9 MODULES IN THE POSTGRADUATE CERTIFICATE in SENIOR PHASE AND FURTHER EDUCATION AND TRAINING TEACHING (GRADES 7-12)

Module names

NO

F L

evel

Cre

dit

s p

er

mo

du

le

Purpose of the module

Content of the module Assessment

Education and Teaching Studies: ETS00Y1


module is to assist

student in developing

a sound

understanding of

adolescent

development,

learning and teaching

, inclusive education

and the statutory

context of the

teaching profession in

South Africa to

enable them to

function as

competent beginning

teachers and to teach

in a critically-

reflective manner.

The adolescent learner: sociological, cognitive and psychological perspectives Teaching as a profession in the South African context Identifying and addressing barriers to learning Teaching for motivation and engagement Developing an orderly and purposeful learning environment Information and communication technology for learning Developing a teaching philosophy Service learning


Teaching Methodology and


module is to assist

Main focus of the teaching methodology module in each subject


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Practicum A: Senior Phase MPSACY1 MPSBMY1 MPSLAY1 MPSLOY1 MPSNAY1 MPSMAY1 MPSSSY1 MPSTEY1


pedagogic content

knowledge in their

field of specialisation

to enable them to

function as

competent beginning

learning programme

designers and

learning mediators

and to teach in a

critically-reflective

manner.

or subject area: the developing of pedagogic content knowledge. Themes that will be addressed in all teaching methodologies, but specified for the subject area: Pedagogical content knowledge (PCK) development, focusing on Content Representations (CoRes) and Pedagogical and Professional-experience Repertoires (PaP-eRs).3 Classroom communication Design and delivery of teaching plans and lessons Teaching methods The school curriculum Assessment for and of learning Classroom management

Teaching Methodology and Practicum B: FET MPFACY1 MPFAFY1 MPFARY1 MPFBSY1 MPFDAY1 MPFCTY1 MPFENY1 MPFGEY1 MPFHIY1 MFPLOY1 MPFLSY1 MPFMAY1 MPFPSY1 MPFRSY1 MPFSEY1 MPFTOY1 MPFYVA1


module is to assist


pedagogic content

knowledge in their


to enable them to

function as

competent beginning

learning programme

designers and

learning mediators

and to teach in a

critically-reflective

manner.

Main focus of the teaching methodology module in each subject or subject area: the developing of pedagogic content knowledge. Themes that will be addressed in all teaching methodologies, but specified for the subject area: Pedagogical content knowledge (PCK) development, focusing on Content Representations (CoRes) and Pedagogical and Professional-experience Repertoires (PaP-eRs).4


3 Loughran, J.; Mulhall, P. & Berry, A. (2004). In search of pedagogical content knowledge in science: developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), pp. 370-391. 4 Loughran, J.; Mulhall, P. & Berry, A. (2004). In search of pedagogical content knowledge in science: developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), pp. 370-391.

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MPFZUY1 Classroom communication Design and delivery of teaching plans and lessons Teaching methods The school curriculum Assessment for and of learning Classroom management

ED2.1.5 POSTGRADUATE CERTIFICATE IN EDUCATION IN FURTHER EDUCATION AND TRAINING TEACHING

PGCE (Further Education and Training Teaching) PROGRAMME CODE: A5FTTQ HEQF LEVEL: 7 CREDITS: 120 DATE INSTITUTED: 1 JANUARY 2016 SAQA: 97323 ED2.1.5.1 Purpose of the programme The purpose of the Postgraduate Certificate in Education in Further Education and Training Teaching (FET) is to deliver professionally qualified beginner teachers for the FET phase of schooling. This is done by providing student teachers with a well-rounded education that equips them with specialised teaching competence in at least one school subject in the FET phase of schooling, a nuanced understanding of the integrated nature of theory and practice in education and the context of the teaching profession in South Africa. ED2.1.5.2 Outcomes of the programme The Postgraduate Certificate in Education “caps” an undergraduate degree or an approved diploma. The purpose of the Postgraduate Certificate in Further Education and Training Teaching is to deliver professionally qualified beginner teachers for the FET phase of schooling. This is done by providing student teachers with a well-rounded education that equips them with specialised teaching competence in at least one school subject in the FET phase of schooling, a nuanced understanding of the integrated nature of theory and practice in education and the context of the teaching profession in South Africa. Students who complete this programme will be able to:

1. Teach at least one school subject in the FET phase of schooling. 2. Support and nurture learning and development in diverse educational contexts. 3. Identify and address barriers to learning in the classroom. 4. Formulate a personal teaching philosophy and critically reflect on their teaching philosophy and how it relates to

teaching conduct ED2.1.5.3 Admission requirements RULES OF ACCESS

Assessment of prior learning could also lead to entry or an advanced credit standing

To be able to gain access to the Postgraduate Certificate in Education in Further Education and Training Teaching an applicant must have a first degree on Level 7 with a minimum of 360 credits with two school related subjects, one on second year level (or minimum 24 credits at level 6) and one on third year level (or minimum 24 credit at level 7)

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Note: The Postgraduate Certificate in Further Education and Training Teaching consists of three year modules with the following options:

Education and Teaching Studies (48 credits) plus specialisation in two Teaching Methodology and Practicum modules in FET Teaching (2 x36 credits)

Education and Teaching Studies (48 credits) plus specialisation in one Teaching Methodology and Practicum module in FET Teaching (1 x36 credits) and one support specialisation (1x 36 credits)

Education and Teaching Studies (48 credits) plus specialisation in one Teaching Methodology and Practicum module in FET Teaching (1 x36 credits) and one research project (1x 36 credits)

Students should have sufficient study of the disciplines underpinning the specific teaching specialisations (subjects) to teach that particular school subject in a specific phase. Full-time vs. part-time registration • Students may register to complete the qualification either full-time (1 year) or part-time (2 years). • Students who are employed on a full-time basis may ONLY register for the part-time programme.

If a student starts full-time work during the year, the university must be duly informed in writing in order to change the registration of the student to part-time.

• Students who are employed as full-time teachers may apply to complete the qualification School based practicum/ work integrated learning (WIL) Prescribed periods of school based practicum/ WIL must be completed in approved schools during the time of study. Students complete their school based practicum/ WIL during the year in which they study their methodologies. These school based practicum/ WIL is planned as follows: • Three consecutive weeks the first semester. • Seven consecutive weeks in the second semester. • It could be expected of students to complete these periods of practical teaching during university holidays. •The university reserves the right to do placement of students in schools in alignment with the training needs. Although students employed as full time teachers are allowed to complete their WIL at the schools where they teach, they may be placed at another school for the nine weeks of WIL if they are not teaching in the phase they are registered for or not teaching the subject methodology registered for.

Service Learning Students will be required to complete 46 hours of service learning throughout the year at selected schools and community sites which is a compulsory component of the Education and Teaching Studies module. Note:

All students registering for the qualification who have not completed a tertiary qualification in a Higher Education Institution where the Language of Learning and Teaching (LoLT) was English medium must complete a process of screening and if required will complete an English Course for International students provided by the University of Johannesburg English Language Programme (UJELP) during the course of their qualification.

Certification will include the following endorsement:

a) Proficiency in the Language of Learning and Teaching assessment (LoLT) (English) All students registering for the qualification who did not complete either isiZulu or Sesotho sa Leboa as part of their subjects in the National Senior Certificate or at first year level at a Higher Education Institution must complete a process of screening in one of these languages and will be required to complete a module in either of these languages to gain partial/communicative competence. The module will be offered by the Department of African Languages at the University of Johannesburg. Certification will include the following endorsement: b) Partial proficiency in one of the following official languages (Conversational Competence required in LoCC)

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All students registering for the qualification who did not have an official African Language, or Sign Language as their home language or as part of their subjects in the National Senior Certificate or at first year level at a Higher Education Institution must register for an African Language (isiZulu or Sesotho sa Leboa (Sepedi)) in order to complete a process of screening in one of these languages and will be required to complete a module in either of these languages to gain partial/communicative competence. The module will be offered by the Department of African Languages at the University of Johannesburg.

Certification will include the following endorsement: Partial proficiency in one of the following official languages (Conversational Competence required in LoCC)


Module name Code First year of study Compulsory

Education and Teaching Studies ETS00Y1

Electives

Teaching Methodology and Practicum: FET

Accounting MPFACY1

Afrikaans MPFAFY1

Arabic MPFARY1

Business Studies MPFBSY1 Civil Technology MPFCTY1

Design Arts MPFDAY1

Economics MPFECY1

Electrical Technology MPFETY1

Engineering Graphics and Design MPFEDY1

English MPFENY1

Geography MPFGEY1

History MPFHIY1

Life Orientation MPFLOY1 Life Sciences MPFLSY1

Mathematics MPFMAY1

Mechanical Technology MPFMTY1

Physical Sciences MPFPSY1

Religion Studies MPFRSY1

Sepedi MPFSEY1

Tourism MPFTOY1

Visual Arts MPFYVA1

isiZulu MPFZUY1

Learning support specialisation:

Learning support specialisation: Information Communication and Technology Education

LSSICTY1

Learning support specialisation: Physical Education LSSPEY1

Learning support specialisation: School Guidance and Support LSSGCY1

Research Project: History RPFHIY1

ED2.1.5.5 Programme structure a) Minimum duration: One Year Full Time/ Two Years Part Time formal instruction. b) Number of modules per full time year of study:

i) First year: 3 year modules, c) Number of modules per part time study;

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i) First year: 1year modules, ii) Second year: 2-year module, 10 weeks Work Integrated Learning

ED2.1.5.6 Promotion requirements a) Refer to Academic Regulations for additional information regarding promotion and re-admission requirements. ED2.1.5.7 Award of the Postgraduate Certificate in Education in FET Training Teaching The Postgraduate Certificate in Education in Further Education and Training Teaching will be awarded to students who have completed all the prescribed modules successfully. ED2.1.5.8 Rules of Combinations

Module Name Rules and Combinations

Education and Teaching Studies

Compulsory

Teaching Methodology and Practicum

The following combinations are possible:

Two methodologies to support teaching in the FET phase of schooling.

One FET methodology plus a learning support specialization

One FET methodology plus a research project in the specialization Note: Admission to the programme could include one academic major in the first degree related to a school subject and one of the support roles provided the students have the required underpinning knowledge in their prior degree Offering of these methodologies are dependent on a sufficient number of enrolments per methodology

Option 1: Students are placed according to their academic majors in two methodologies to support teaching in the FET phase of schooling.

FET Methodologies:

Design

Visual Arts

Afrikaans

English

IsiZulu

Sepedi

Arabic

Accounting

Business Studies

Economics

Tourism

Mathematics

Life Sciences

Physical Sciences

History

Geography

Life Orientation

Civil Technology


Electrical Technology

Mechanical Technology

Option 2: Students are placed according to their academic majors in one FET Methodology plus one learning support specialisation

School guidance and support

School ICT Support

Physical Education

Option 3: Students are placed according to their academic majors in one methodology plus a research project linked to the FET specialization.

The school based practicum is structured as follows: 5 weeks’ coursework 3 weeks’ school based WIL 7 weeks’ coursework 7 weeks’ school based WIL

120


4 weeks’ coursework

If the entry degree does not contain sufficient prior study in the disciplines underpinning the specialisations, additional content modules may be required and can be taken concurrently with the Postgraduate Certificate in Education in Further Education and Training Teaching.

REQUIREMENTS FOR TEACHING METHODOLOGY AND PRACTICUM Prospective students qualify for at least two teaching methodology and practicum modules from the list underneath. The decision of which methodologies are presented is made by the Teaching and Learning committee taking into consideration the number of students who choose a specific teaching methodology. If an insufficient number of students want to follow a specific teaching methodology the University reserves the right to require students to follow the subject methodology at another University. Exceptions may be granted by the programme coordinator. The requirement for admission to a teaching methodology and practicum are university studies at Level 7 at least in appropriate disciplines. In all cases a basic qualification should include at least 24C at Level 6 for the SP subject specialisation and 48C (at least 24 at level 7) for the FET subject specialisation. Table1: Requirements for the Teaching Methodology and Practicum: FET Phase


Teaching Methodology and Practicum: FET Accounting MPFACY1 Accounting 2 or 3

Teaching Methodology and Practicum: FET Afrikaans MPFAFY1 Afrikaans 2 or 3

Teaching Methodology and Practicum: FET Arabic MPFARY1 Arabic 2 or 3

Teaching Methodology and Practicum: FET Business Studies MPFBSY1 Business Management 2 or 3

Teaching Methodology and Practicum: FET Civil Technology MPFCTY1 One (1) related major at 3rd year level and one (1) related major at 1st year level for one of the following Diplomas and National Diplomas: Diploma in Architecture National Diploma in Building or related field National Diploma in Civil Engineering One (1) related major at 3rd year level and one (1) related major at 2nd year level for one of the following degrees: Bachelor’s in Architecture Bachelor’s in Civil Engineering

Teaching Methodology and Practicum: FET Design Arts MPFDAY1 Ceramic design Digital design Fashion and costume design, Graphic design Industrial design Information design Interior design Jewellery design Textile design Theatre set design; 2 or 3

Teaching Methodology and Practicum: FET Economics MPFECY1 Economics 2 or 3

Teaching Methodology and Practicum: FET Electrical Technology

MPFETY1 One (1) related major at 3rd year level and one (1) related major at 1st year

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level for a National Diploma in Electrical/Electronic Engineering One (1) related major at 3rd year level and one (1) related major at 2nd year level for a Bachelor’s in Electrical/Electronic Engineering

Teaching Methodology and Practicum: FET Engineering Graphics and Design

MPFEDY1 One (1) related major at 3rd year level and one (1) related major at 1st year level for one of the following Diplomas and National Diplomas: Diploma in Architecture National Diploma in Civil Engineering National Diploma in Mechanical Engineering One (1) related major at 3rd year level and one (1) related major at 2nd year level for one of the following degrees: Bachelor’s in Industrial Design Bachelor’s in Architecture Bachelor’s in Civil Engineering Bachelor’s in Mechanical Engineering

Teaching Methodology and Practicum: FET English MPFENY1 English Language and Literature at NQF Level 7 Or English 1 Plus Applies English Language Studies 3/ African Literature 3/ Linguistics 3/ Literary Theory 3/ Communication and Media Studies 3.

Teaching Methodology and Practicum: FET Geography MPFGEY1 Geography 2 or 3 Teaching Methodology and Practicum: FET History MFPHIY1 Historical Studies 2 or 3

Teaching Methodology and Practicum: FET Life Orientation MPFLOY1 Students must have a combination of at least two of these fields in the undergraduate degree: Psychology must be one of the fields and one of the fields should be taken at NQF level 7 Psychology 2/3 Sociology 2/3 Philosophy 2/3 Political Science2/3 Human Movement Sciences 2/3 Labour Studies 2/3 Industrial Studies 2/3

Teaching Methodology and Practicum: FET Life Sciences MPFLSY1 Combination of two of the following: Biology Sciences 2/3 Biochemistry 2/3

122


Microbiology 2/3 Physiology 2/3 Biology and Zoology 2/3 One taken to NQF level 7 – provided that Level 6 Biology or Botany and Zoology are also included

Teaching Methodology and Practicum: FET Mathematics MPFMAY1 Mathematics 2/3

Teaching Methodology and Practicum: FET Mechanical Technology

MPFMTY1 One (1) related major at 3rd year level and one (1) related major at 1st year level for a National Diploma in Mechanical Engineering One (1) related major at 3rd year level and one (1) related major at 2nd year level for a Bachelor’s in Mechanical Engineering

Teaching Methodology and Practicum: FET Physical Science MPFPSY1 Physical Sciences with competences in both Chemistry and Physics. One taken at NQF level 6 and one at NQF level 7. Physics 3 and Chemistry 1 or Chemistry 3 and Physics 1

Teaching Methodology and Practicum: FET Religions Studies MFPRSY1 Religion 2/3

Teaching Methodology and Practicum: FET Sepedi MPFSEY 1 Sepedi 2/3

Teaching Methodology and Practicum: FET Tourism MPFTOY1 Tourism 2/3

Teaching Methodology and Practicum: FET Visual Arts MPFVAY1 Fine Arts 2/3

Learning support specialisation: Information Communication and Technology Education (ICT)

LSSICTY1 Computer Sciences 2 Informatics 2 Or any equivalent module at the second year level that have an ICT focus

Learning support specialisation: Physical Education LSSPEY1 BSc Sport Sciences/ BCom Sport Sciences/ BA Sport Sciences with the competence in Human Movement Sciences 2

Learning support specialisation: School Guidance and Support LSSGCY1 Psychology 3 or Sociology 2 or Philosophy 2 or Political Science2 or Religion 2

ED 2.1.5.9 MODULES IN THE POSTGRADUATE CERTIFICATE in FURTHER EDUCATION AND TRAINING TEACHING

Module names

NO

F L

evel

Cre

dit

s p

er

mo

du

le



Education and Teaching Studies: ETS00Y1

7 48 The purpose of the module is to assist student in developing a sound understanding of adolescent

The adolescent learner: sociological, cognitive and psychological perspectives


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development, learning and teaching , inclusive education and the statutory context of the teaching profession in South Africa to enable them to function as competent beginning teachers and to teach in a critically-reflective manner.

Teaching as a profession in the South African context Identifying and addressing barriers to learning Teaching for motivation and engagement Developing an orderly and purposeful learning environment Information and communication technology for learning Developing a teaching philosophy Service learning

Teaching Methodology and Practicum A FET MPFACY1 MPFBSY1 MPFECY1 MPFEDY1 MPFENY1 MPFETY1 MPFGEY1 MPFHIY1 MPFLOY1 MPFLSY1 MPFMAY1 MPFMTY1 MPFPSY1

7 36 The purpose of this module is to assist student in developing pedagogic content knowledge in their field of specialisation to enable them to function as competent beginning learning programme designers and learning mediators and to teach in a critically-reflective manner.

Main focus of the teaching methodology module in each subject or subject area: the developing of pedagogic content knowledge. Themes that will be addressed in all teaching methodologies, but specified for the subject area: Pedagogical content knowledge (PCK) development, focusing on Content Representations (CoRes) and Pedagogical and Professional-experience Repertoires (PaP-eRs).5 Classroom communication Design and delivery of teaching plans and lessons Teaching methods The school curriculum Assessment for and of learning Classroom management


Teaching Methodology and Practicum B: FET


module is to assist


Main focus of the teaching methodology module in each subject or subject area: the


5 Loughran, J.; Mulhall, P. & Berry, A. (2004). In search of pedagogical content knowledge in science: developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), pp. 370-391.

124


MPFACY1 MPFBSY1 MPFECY1 MPFEDY1 MPFENY1 MPFETY1 MPFGEY1 MPFHIY1 MPFLOY1 MPFLSY1 MPFMAY1 MPFMTY1 MPFPSY1

pedagogic content

knowledge in their


to enable them to

function as competent

beginning learning

programme designers

and learning

mediators and to

teach in a critically-

reflective manner.

developing of pedagogic content knowledge. Themes that will be addressed in all teaching methodologies, but specified for the subject area: Pedagogical content knowledge (PCK) development, focusing on Content Representations (CoRes) and Pedagogical and Professional-experience Repertoires (PaP-eRs).6 Classroom communication Design and delivery of teaching plans and lessons Teaching methods The school curriculum Assessment for and of learning Classroom management

Learning Support Specialisation School Guidance and Support LSSGCY1

7 36 The purpose of this module is to develop the role of teacher as a support specialist in secondary schools in order to manage the well-being of the secondary school learners

The role and task of the support specialist in a school setting Setting up and maintaining a school-based support team Working with adolescents and their families Specialised support: HIV and AIDS, bullying, trauma and abuse Specialised support: Career development Specialised support: Study skills


Learning Support Specialisation: Information Communication and Technology Education LSSICTY1

7 36 The purpose of this module is to assist students in developing sufficient knowledge and skills to enable them to fulfil the role of ICT Support Specialist in a secondary school. In this role, the ICT Support Specialist

An ICT vision for schools Legislation and policy frameworks Communication strategies when teaching in computer rooms The designing and delivering of ICT-


125


role in a school includes managing computer networks, implementing ICT policies, and pedagogic support to teachers.

integrated teaching plans and lessons Pedagogical strategies when teaching with ICT ICT integration plans for all school subjects Assessment with ICT Classroom management when teaching in computer laboratories Managing school computer laboratories Perspectives on teacher development Development for ICT Integration

Learning Support Specialisation: Physical Education LSSPEY1

7 36 The purpose of this module is to assist students in developing the necessary pedagogic content knowledge to support physical education and sport.

Classroom communication Design and delivery of teaching plans, lessons and coaching sessions in Physical Education Teaching methods in Physical Education Assessment of and for learning in Physical Education Classroom management


Research Project: History RPFHIY

7 36 The purpose of this module is to develop a research report in the area of specialisation through conducting a limited research project related to teaching and learning in the subject specialisation.

Students will be supervised, focusing on the following: Developing a research proposal Conducting a literature review Research design Research methodology (instruments and protocols) Analysing data Findings, conclusion and recommendations Writing a cohesive research report


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QUALIFICATIONS AND PROGRAMMES FOR CONTINUING PROFESSIONAL DEVELOPMENT

ED2.2 ADVANCED DIPLOMAS

ED2.2.1 ADVANCED DIPLOMA IN EDUCATION IN REMEDIAL EDUCATION

AdvDip (Remedial Education) PROGRAMME CODE: A5REMQ HEQF LEVEL: 7 CREDITS: 120 DATE INSTITUTED: 1 January 2014 SAQA: 93730 ED2.2.1.1 Purpose of the programme The purpose of this Advanced Diploma in Education in Remedial Education is to prepare teachers with theoretical knowledge and practical skills in order to develop as remedial teachers and learning support specialists. Students will develop specialised competence and evidence-based practices around the pedagogy and didactics of remedial education. ED2.2.1.2 Outcomes of the programme Exit level outcomes: Students must demonstrate:

Sound theoretical knowledge of the pedagogy of remedial education: basic linguistics, language acquisition, emergent literacy, orthography, learning disability, diagnostic assessment principles, learning support and parental involvement.

Practical competence in diagnosing scholastic learning difficulties; designing and implementing remedial intervention support plans; reporting on assessments and interventions; collaborating with parents, teachers and multi-disciplinary teams.

Appropriate and adaptable professional skills and judgement in evaluating appropriate and effective curriculum differentiation and adapted classroom practices which allow for remedial education to be promoted in classrooms.

A capacity to critically analyse relevant remedial and support materials, resources and practices, in the light of a conceptual understanding of the specialist area of remedial education.

A commitment to high ethical standards in the practice of remedial education, collaboration with stakeholders and on-going professional improvement.

ED2.2.1.3 Admission requirements To gain admission into the Advanced Diploma in Education in Remedial Education a potential student should possess a four-year Bachelor of Education degree Or A former four-year Higher Diploma in Education Or A general Bachelor’s degree or a 360 credit National Diploma plus a Postgraduate Certificate in Education/ former Higher Diploma in Education (Postgraduate) Or A former Advanced Certificate in Education (120C level 6) Or A former three-year teaching qualification plus an Advanced Certificate in Teaching Or A former three- year teaching qualification plus an Advanced Certificate in Education/ Further Diploma in Education

127



Module name Compulsory modules

Code

Learning Support LSP00Y1

Parental Involvement PIN00Y1

Remedial Foundations REM00Y1

Scholastic Involvement SAS00Y1

Note: All students entering this qualification are expected to be Information and Communication Technology in Education (ICT) competent. The curriculum does not include the development of basic ICT. Students who do not pass a basic ICT will be required to attend ICT skills and second language development training. ED2.2.1.5 Programme structure a) The programme is offered full-time or part time. b) Formal instruction: One-year full time, two years’ part time c) All modules are compulsory. d) Number of modules per year of study: i) First year full time: 4 year-modules ii) First year part time: 2 year-modules iii) Second year part time: 2 year modules ED2.2.1.6 Promotion requirements a) General University Academic Regulations for additional information regarding promotion and re-admission

requirements. ED2.2.1.7 Award of diploma The Advanced Diploma in Education in Remedial Education will be awarded to students who have completed all the prescribed modules successfully.

ED 2.2.1.8 MODULES IN THE ADVANCED DIPLOMA IN EDUCATION IN REMEDIAL EDUCATION

Module names

NO

F L

evel

Cre

dit

s p

er

mo

du

le



Learning Support: LSP00Y1


module is for

students to

integrate theoretical

knowledge and

practical

competence in

designing didactic

remedial

environments,

curriculum

differentiation and

implementing

remedial

intervention support

Didactic environment Remedial intervention plans and curriculum differentiation Remediation of oral receptive and expressive language. Emergent literacy Reading support Spelling support Writing and handwriting support Numeracy support


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plans for Specific

Learning Disorders.

Parental Involvement: PIN00Y1

7 20 The purpose of this module is for students to integrate principles of parent-school partnerships with practical competence in collaborating with parents, teachers and multi-disciplinary teams in order to optimally support learners with Specific Learning Disorders in all aspects of their social contexts.

Parent/ Community – School partnerships. Principles of engagement in remedial education. Parent consultations and counselling. Home remedial plans. Collaborating with parents, teachers and multi-disciplinary teams.


Remedial Foundations: REM00Y1

7 30 The purpose of this module is for students to gain an understanding of basic linguistics, language acquisition, orthography, and learning disability.

Basic Linguistics: phonology, semantics, morphology, syntax, pragmatics Language acquisition: primary and secondary Orthography Specific Learning disability: dyslexia, dysgraphia, dyscalculia, aphasia.


Scholastic Assessment: SAS00Y1

7 30 The purpose of this module is for students to integrate theoretical knowledge of assessment procedures and practical competence in assessing and reporting on Specific Learning Disorders

Assessment Theory Diagnostic Processes Assessment of oral receptive and expressive language Reading assessment Spelling assessment Writing assessment Numeracy assessment Assessment reporting Concessions


ED2.2.2 ADVANCED DIPLOMA IN COMPUTER APPLICATIONS TECHNOLOGY EDUCATION

AdvDip (CAT Education) PROGRAMME CODE: New codes linked to the following to be allocated: Advanced Diploma in Computer Applications Technology Education HEQF LEVEL: 7

129


CREDITS: 120 DATE INSTITUTED: 1 January 2018 (No intake for 2019) SAQA: 98867 ED2.2.2.1 Purpose of the programme

The purpose of the Advanced Diploma in CAT is to upgrade and/or enrich or supplement the knowledge, understanding and skills in CAT of teachers who wish to upgrade their existing educator status. The qualification offers intellectual enrichment and intensive, focused and applied specialization in CAT. This qualification will provide a deep and systemic understanding of current thinking, practice, theory and methodology in CAT. The purpose of this qualification is to guide teachers in developing an understanding of the nature of the subject discipline and to acquire pedagogic content knowledge. The teacher will be able to teach CAT in the FET phase. The proposed curriculum covers theoretical components required in the teaching of CAT. This qualification comprises of a knowledge mix consisting of four knowledge strands according to the CAPS, accompanied by four Pedagogical Content Knowledge (PCK) components, to break the predominant transmission mode that characterise many classrooms.

ED2.2.2.2 Outcomes of the programme Exit level outcomes: Students must demonstrate:

Interrogate practice by using theories and research findings in CAT in Education.

Articulate and apply the different components of the Faculty’s conceptual framework for teaching and learning, namely care, accountability, critical reflection and facilitating learning in diverse contexts.

Critically analyse relevant ICT support materials, resources and practices, in the light of a conceptual understanding of the specialist area of CAT.

Commit to high ethical standards in the practice of CAT, in collaboration with stakeholders and in on-going professional improvement.

Use inquiry-based learning opportunities, in order to better address the dynamic nature of the organising fields of learning.

Assist learners in their conceptual change and to address learner misconceptions in the organising fields of learning.

Function within a small online community of practice, and to this effect on-line technology, e.g. Blackboard (Ulink) will be used.


To gain admission into the Advanced Diploma in Computer Applications Technology (CAT) Education a potential student should possess a four- year Bachelor of Education degree

Or A general NQF level 6 first degree or diploma, plus a 120C level 7 Advanced Diploma in Teaching Or A former 120C level 6 Postgraduate Certificate in Education Or A former Higher Diploma in Education (Undergraduate) Or A former Further Diploma in Education Or A former Advanced Certificate in Education (120C level 6) Or An Advanced Certificate in Teaching Or A former three-year College of Education Diploma or a National Professional Diploma in Education (NPDE) (360C at level 5) followed by an Advanced Certificate in Teaching Note:

A student who majored in the specialization Computer Applications Technology (CAT) Education in their preceding degree may not be admitted to the AdvDip (Computer Applications Technology (CAT) Education).

130


A student with a specialization in the field Computer Applications Technology (CAT) Education completed for a four-year HDE, or ACE or FDE (all on level 6) would gain admission into the AdvDip (Computer Applications Technology (CAT) Education) at level 7.



Code

Conceptual change CCSTE0Y

Inquiry Methodology IMSTE0Y

FET Computer Applications Technology (CAT) Education

Advanced FET Computer Applications Technology for Education A Codes to be allocated

Advanced FET Computer Applications Technology for Education B Codes to be allocated

Advanced FET Computer Applications Technology for Education C Codes to be allocated

Advanced FET Computer Applications Technology for Education D Codes to be allocated

Pedagogical Content Knowledge A in FET Computer Applications Technology

Codes to be allocated

Pedagogical Content Knowledge B in FET Computer Applications Technology


Pedagogical Content Knowledge C in FET Computer Applications Technology


Pedagogical Content Knowledge D in FET Computer Applications Technology


ED2.2.2.5 Programme structure a) The programme is offered full-time or part time. b) Formal instruction: One-year full time, two years’ part time All modules are completed in the same year for full-time studies. However, students have the option of completing this qualification over two years in a part-time capacity. All modules are at NQF level 7. All modules are focused on the development of the specialisation. Fundamental learning credits are not applicable

All students entering this qualification are expected to be Information and Communication Technology in Education (ICT) competent. Teachers who enter the programme without ICT competence are required to take an additional 12 credits at Level 5 to develop this competence. SciTechEd will be offering this as an extra-curricular module.

ED2.2.2.6 Promotion requirements a) General University Academic Regulations for additional information regarding promotion and re-admission

requirements. ED2.2.2.7 Award of diploma The Advanced Diploma in Computer Applications Technology Education will be awarded to students who have completed all the prescribed modules successfully.

ED 2.2.2.8 MODULES IN THE ADVANCED DIPLOMA IN COMPUTER APPLICATIONS TECHOLOGY EDUCATION

Module names

NO

F L

evel

Cre

dit

s p

er

mo

du

le


Content of the module

Assessment



module is to enhance

Conceptual change theory


131


flexibility in changing

circumstances and to

prepare for a change in

career paths when

dealing with conceptual

change and addressing

misconceptions in the

organising fields of

learning

Curriculum differentiation Misconceptions Learning theories



module is to offer a

well-rounded, broad

education, which

provides a knowledge-

base, theory and

methodology of this field

of specialization, to

demonstrate initiative

and responsibility in an

academic and

professional context

and to provide for

continuing professional

development by using

inquiry-based learning

opportunities in the

classroom, in order to

better address the

syntactical nature of

these organising fields

of learning.

Furthermore, this

module envisage to

emhasise principles and

theories as a basis for

entry into the labour

market, professional

training, postgraduate

studies or professional

practice in a wide range

of careers.

The nature of the organising fields of learning Current thinking, practice, theory and methodology Implementing and reporting on lesson plans Problem-solving Creativity Teaching strategies


FET Computer Applications Technology Education

Advanced FET CAT for Education A

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market to situate ICTs systems in everyday life

Techniques for the efficient use of computer systems to solve everyday problems Concepts of computing Computer management


132


Advanced FET CAT for Education B

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market regarding the essentials of Computer Applications Technology

Solution Development Systems Technologies Network Technologies


Advanced FET CAT for Education C

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market regarding Computer Applications Technology

Internet and World Wide Web E-communications Find and Access Data and Information Process Data and Information Presenting information Solutions


Advanced FET CAT for Education D

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market to when using ICTs

Impact on Society Legal and Ethical and Security Issues Health and Ergonomic Issues Environmental Issues


Pedagogical Content Knowledge A in FET CAT

7 10 The purpose of the module is to provide for a deep and systematic understanding of current thinking, practice, theory and methodology in this area of specialization in students critical reflection on own practice and identification of areas of growth in subject and pedagogical knowledge, and mapping of own professional development

Pedagogical content knowledge (PCK) in each topic as indicated in Advanced SP Mathematics/FET Mathematics/Mathematical Literacy for Education A CoReS and PaP-eRs


Pedagogical Content Knowledge B in FET CAT

7 10 The purpose of the module is to provide for a deep and systematic understanding of current thinking, practice, theory and methodology in this area of specialization in students critical reflection on own

Pedagogical content knowledge (PCK) in each topic as indicated in Advanced SP Mathematics/FET Mathematics/Mathematical Literacy for Education B CoReS and PaP-eRs


133


practice and identification of areas of growth in subject and pedagogical knowledge, and mapping of own professional development

Pedagogical Content Knowledge C in FET CAT


Pedagogical content knowledge (PCK) in each topic as indicated in Advanced SP Mathematics/FET Mathematics/Mathematical Literacy for Education C CoReS and PaP-eRs


Pedagogical Content Knowledge D in FETCAT




ED2.2.3 ADVANCED DIPLOMA IN MATHEMATICS EDUCATION

AdvDip (Mathematics Education) PROGRAMME CODE: New codes linked to the following to be allocated: Advanced Diploma in Mathematics Education: FET Mathematics Advanced Diploma in Mathematics Education: SP Mathematics Advanced Diploma in Mathematical Literacy HEQF LEVEL: 7 CREDITS: 120 DATE INSTITUTED: 1 January 2018 (No intake for 2019) SAQA: 101749

134


ED2.2.3.1 Purpose of the programme

The purpose of this Advanced Diploma in Mathematics Education is to strengthen, supplement, upgrade and/or enrich Senior Phase Mathematics/FET Mathematics/Mathematical Literacy teachers’ knowledge, understanding and skills in their existing specialisation.


Interrogate practice by using theories and research findings in Mathematics Education.

Analyse and use relevant Mathematics/Mathematical Literacy support materials and demonstrate a good understanding of Mathematics/Mathematical Literacy in this specialist area.


Commit to high ethical standards in the practice of Mathematics/Mathematical Literacy Education.

Use inquiry-based learning opportunities in the classroom, in order to better address the syntactical nature of organising fields of learning.

Assist learners in their conceptual change and to address learner misconceptions effectively in the organising fields of learning.

Interrogate practice by using theories and research findings in Mathematics Education.

Analyse and use relevant Mathematics/Mathematical Literacy support materials and demonstrate a good understanding of Mathematics/Mathematical Literacy in this specialist area.


Commit to high ethical standards in the practice of Mathematics/Mathematical Literacy Education.



ED2.2.3.3 Admission requirements To gain admission into the Advanced Diploma in Mathematics Education a potential student should possess a four- year Bachelor of Education degree Or A general NQF level 6 first degree or diploma, plus a 120C level 7 Advanced Diploma in Teaching Or A former 120C level 6 Postgraduate Certificate in Education Or A former Higher Diploma in Education (Undergraduate) Or A former Further Diploma in Education Or A former Advanced Certificate in Education (120C level 6) Or An Advanced Certificate in Teaching Or A former three-year College of Education Diploma or a National Professional Diploma in Education (NPDE) (360C at level 5) followed by an Advanced Certificate in Teaching

Note: A student who majored in the specialization Mathematics/Mathematical Literacy in their preceding degree may not be admitted to the Advanced Diploma in Mathematics Education AdvDip (Mathematics Education).

135


A student with a specialization in the field Mathematics/Mathematical Literacy completed for a four-year HDE, or ACE or FDE (all on level 6) would gain admission into the Advanced Diploma in Mathematics Education AdvDip (Mathematics Education) at level 7. ED2.2.3.4 Curriculum


Code

Conceptual change CCSTE0Y Inquiry Methodology IMSTE0Y

Electives: In the endorsement : FET Mathematics Codes to be allocated

Advanced FET Mathematics for Education A Codes to be allocated

Advanced FET Mathematics for Education B Codes to be allocated

Advanced FET Mathematics for Education C Codes to be allocated

Advanced FET Mathematics for Education D Codes to be allocated

Pedagogical Content Knowledge A in FET Mathematics Codes to be allocated

Pedagogical Content Knowledge B in FET Mathematics Codes to be allocated

Pedagogical Content Knowledge C in FET Mathematics Codes to be allocated

Pedagogical Content Knowledge D in FET Mathematics Codes to be allocated

Electives: In the endorsement : Mathematical Literacy Codes to be allocated

Advanced Mathematical Literacy for Education A Codes to be allocated

Advanced Mathematical Literacy for Education B Codes to be allocated

Advanced Mathematical Literacy for Education C Codes to be allocated

Advanced Mathematical Literacy for Education D Codes to be allocated

Pedagogical Content Knowledge A in Mathematical Literacy Codes to be allocated

Pedagogical Content Knowledge B in Mathematical Literacy Codes to be allocated

Pedagogical Content Knowledge C in Mathematical Literacy Codes to be allocated

Pedagogical Content Knowledge D in Mathematical Literacy Codes to be allocated Electives: In the endorsement : Senior Phase Mathematics Codes to be allocated

Advanced Senior Phase Mathematics for Education A Codes to be allocated

Advanced Senior Phase Mathematics for Education B Codes to be allocated

Advanced Senior Phase Mathematics for Education C Codes to be allocated

Advanced Senior Phase Mathematics for Education D Codes to be allocated

Pedagogical Content Knowledge A in Senior Phase Mathematics Codes to be allocated

Pedagogical Content Knowledge B in Senior Phase Mathematics Codes to be allocated

Pedagogical Content Knowledge C in Senior Phase Mathematics Codes to be allocated

Pedagogical Content Knowledge D in Senior Phase Mathematics Codes to be allocated

Note: All students entering this qualification are expected to be Information and Communication Technology in Education (ICT) competent. The curriculum does not include the development of basic ICT. Students who do not pass a basic ICT will be required to attend ICT skills and second language development training. ED2.2.3.5 Programme structure a) The programme is offered full-time or part time. b) Formal instruction: One-year full time, two years’ part time This learning programme is designed with three endorsements, namely Senior Phase Mathematics, FET Mathematics and Mathematical Literacy to cater for the professional development needs of individual teachers. Each endorsement has four specific content area modules and four pedagogical content knowledge modules. Furthermore, the programme includes two generic modules, Conceptual Change and Inquiry Methodology, which are common to all Advanced Diplomas in Education that will be offered by SciTechEd. ED2.2.3.6 Promotion requirements a) General University Academic Regulations for additional information regarding promotion and re-admission

requirements.

136


ED2.2.3.7 Award of diploma The Advanced Diploma in Mathematics Education will be awarded to students who have completed all the prescribed modules successfully.

ED 2.2.3.8 MODULES IN THE ADVANCED DIPLOMA IN MATHEMATICS EDUCATION

Module names

NO

F L

evel

Cre

dit

s p

er

mo

du

le





module is to

enhance flexibility in

changing

circumstances and

to prepare for a

change in career

paths when dealing

with conceptual

change and

addressing

misconceptions in

the organising fields

of learning

Conceptual change theory Curriculum differentiation Misconceptions Learning theories





well-rounded, broad

education, which

provides a

knowledge-base,

theory and

methodology of this

field of

specialization, to

demonstrate

initiative and

responsibility in an

academic and


and to provide for

continuing

professional

development by

using inquiry-based

learning


classroom, in order

to better address

the syntactical

nature of these



137



learning.

Furthermore, this

module envisage to

emhasise principles

and theories as a

basis for entry into

the labour market,

professional

training,

postgraduate

studies or

professional

practice in a wide

range of careers.

Endorsement in FET Mathematics

Advanced FET Mathematics for Education A

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when interrogating with number patterns and to solve financial problems

Identify and solve problems involving number patterns and sequences use simple and compound decay formulae apply knowledge of geometric series to solve annuity and bond repayment problems


Advanced FET Mathematics for Education B

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when solving problems in scenarios involving graphs and other representations of the physical world

Graphs, patterns and relationships representations of relationships in tables, equations and graphs working with two or more relationships and/or representations


Advanced FET Mathematics for Education C

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when working with trigonometry,

Proof and use of trigonometry use a two-dimensional Cartesian co-ordinate system to derive and apply Prove theorems of geometry Solve geometry problems Prove riders


138


analytical geometry and Euclidean geometry

Advanced FET Mathematics for Education D

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when solving problems in scenarios involving measurement, maps, plans and other representations of the physical world and to do work with data and probability.

Conversions measuring length, weight, volume and temperature Perimeter Area Volume Time Scale Maps, plans and models Data handling Probability


Pedagogical Content Knowledge A in FET Mathematics


Pedagogical content knowledge (PCK) in each topic as indicated in Advanced SP Mathematics/FET Mathematics/Mathematical Literacy for Education A CoReS and PaP-eRs


Pedagogical Content Knowledge B in FET Mathematics

7 10 The purpose of the module is to provide for a deep and systematic understanding of current thinking, practice, theory and methodology in this area of specialization in students critical reflection on own practice and identification of areas of growth in subject and



139


pedagogical knowledge, and mapping of own professional development

Pedagogical Content Knowledge C in FET Mathematics




Pedagogical Content Knowledge D in FET Mathematics




Endorsement in Mathematical Literacy

Advanced Mathematical Literacy for Education A

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when

Number formats and conventions Operations using numbers and calculator skills Rounding Ratios Proportion Rates Percentages


140


solving problems in scenarios involving numbers

Advanced Mathematical Literacy for Education B

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when solving problems in scenarios involving graphs and other representations of the physical world

Graphs, patterns and relationships representations of relationships in tables, equations and graphs working with two or more relationships and/or representations


Advanced Mathematical Literacy for Education C

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when solving problems in scenarios involving finances

Tariff systems Profit/loss Income-and-expenditure statements and budgets Cost price and selling price Break-even analysis Interest Banking, loans and investments Inflation, taxation, exchange rates Data handling Probability


Advanced Mathematical Literacy for Education D

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when solving problems in scenarios involving measurement, maps, plans and other representations of the physical world and to do work with data and probability.

Conversions Measuring length, weight, volume and Temperature Perimeter Area Volume Time Scale aps, plans and models Data handling Probability


Pedagogical Content Knowledge A in Mathematical Literacy

7 10 The purpose of the module is to provide for a deep and systematic understanding of current thinking,

Pedagogical content knowledge (PCK) in each topic as indicated in Advanced SP Mathematics/FET Mathematics/Mathemati


141


practice, theory and methodology in this area of specialization in students critical reflection on own practice and identification of areas of growth in subject and pedagogical knowledge, and mapping of own professional development

cal Literacy for Education B CoReS and PaP-eRs

Pedagogical Content Knowledge B in Mathematical Literacy




Pedagogical Content Knowledge C in Mathematical Literacy




Pedagogical Content

7 10 The purpose of the module is to provide

Pedagogical content knowledge (PCK) in


142


Knowledge D in Mathematical Literacy

for a deep and systematic understanding of current thinking, practice, theory and methodology in this area of specialization in students critical reflection on own practice and identification of areas of growth in subject and pedagogical knowledge, and mapping of own professional development

each topic as indicated in Advanced SP Mathematics/FET Mathematics/Mathematical Literacy for Education B CoReS and PaP-eRs

Endorsement in Senior Phase Mathematics

Advanced Senior Phase Mathematics for Education A

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market in the development of a sense for numbers

Numbers, operations and relationships including the meaning of different kinds of numbers relationship between different kinds of numbers the relative size of different numbers representation of numbers in various ways the effect of operating with numbers the ability to estimate and check solutions


Advanced Senior Phase Mathematics for Education B

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market regarding manipulative skills in the use of patterns, functions and algebra

Description of patterns and relationships through the use of symbolic expressions, graphs and tables Identification and analysis of regularities and change in patterns, and relationships that enable learners to make predictions and solve problems.


Advanced Senior Phase Mathematics for Education C

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization

Patterns Precision Natural and cultural forms properties relationships orientations


143


required for this specific niche in the labour market regarding measurement, space and shape (geometry)

positions transformations of two-dimensional shapes and three-dimensional objects selection and use of appropriate units, instruments and formulae to quantify characteristics of events, shapes, objects and the environment.

Advanced Senior Phase Mathematics for Education D

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when working with data

Collect, organise, represent, analyse, interpret and report data Develop skills and techniques for making informed predictions Describe randomness and uncertainty.


Pedagogical Content Knowledge A in Senior Phase Mathematics




Pedagogical Content Knowledge B in Senior Phase Mathematics

7 10 The purpose of the module is to provide for a deep and systematic understanding of current thinking, practice, theory and methodology in this area of specialization in students critical reflection on own practice and identification of areas of growth in



144


subject and pedagogical knowledge, and mapping of own professional development

Pedagogical Content Knowledge C in Senior Phase Mathematics




Pedagogical Content Knowledge D in Senior Phase Mathematics




ED2.2.4 ADVANCED DIPLOMA IN SCIENCE EDUCATION

AdvDip (Science Education) PROGRAMME CODE: A5FLSQ: Advanced Diploma in Science Education: FET Life Science A5FLPQ: Advanced Diploma in Science Education: FET Physical Sciences A5FPSQ: Advanced Diploma in Science Education: SP Natural Sciences

145


HEQF LEVEL: 7 CREDITS: 120 DATE INSTITUTED: 1 January 2018 (No intake for 2019) SAQA: 97778 ED2.2.4.1 Purpose of the programme

The purpose of the Advanced Diploma in Science Education is to strengthen, supplement, upgrade and/or enrich Senior Phase Natural Sciences/FET Physical and Life Sciences teachers’ knowledge, understanding and skills in their existing specialisation. The qualification offers intellectual enrichment and intensive, focused and applied specialisation in Natural, Physical and Life Sciences. This qualification will provide a deep and systemic understanding of current thinking, practice, theory and methodology in Natural, Physical and Life Sciences.


Interrogate practice by using theories and research findings in Science Education.

Analyse and use relevant Natural-, Physical- and Life Sciences support materials and demonstrate a good understanding of Natural-, Physical- and Life Sciences at this specialist area.


Commit to high ethical standards in the practice of Natural, Physical and Life Sciences Education.



Function within a small online community of practice, and to this effect use on-line technology, e.g. Blackboard (Ulink).

ED2.2.4.3 Admission requirements To gain admission into the Advanced Diploma in Science Education a potential student should possess a four- year Bachelor of Education degree Or A general NQF level 6 first degree or diploma, plus a 120C level 7 Advanced Diploma in Teaching Or A former 120C level 6 Postgraduate Certificate in Education Or A former Higher Diploma in Education (Undergraduate) Or A former Further Diploma in Education Or A former Advanced Certificate in Education (120C level 6) Or An Advanced Certificate in Teaching Or A former three-year College of Education Diploma or a National Professional Diploma in Education (NPDE) (360C at level 5) followed by an Advanced Certificate in Teaching ED2.2.4.4 Curriculum


Code


Inquiry Methodology IMSTE0Y Electives: In the endorsement : FET Life Sciences

146


Advanced FET Life Sciences for Education A AFLSA0Y

Advanced FET Life Sciences for Education B AFLSB0Y

Advanced FET Life Sciences for Education C AFLSC0Y

Advanced FET Life Sciences for Education D AFLSD0Y Pedagogical Content Knowledge A in FET Life Science PKAML0Y

Pedagogical Content Knowledge B in FET Life Science PKBPA0Y

Pedagogical Content Knowledge C in FET Life Science PKCES0Y

Pedagogical Content Knowledge D in FET Life Science PKDDC0Y

Electives: In the endorsement : FET Physical Sciences

Advanced FET Physical Sciences for Education A APPSA0Y

Advanced FET Physical Sciences for Education B AFPSB0Y

Advanced FET Physical Sciences for Education C AFPSC0Y

Advanced FET Physical Sciences for Education D AFPSD0Y Pedagogical Content Knowledge A in FET Physical Sciences PKAMC0Y

Pedagogical Content Knowledge B in FET Physical Sciences PKBWE0Y

Pedagogical Content Knowledge C in FET Physical Sciences PCKMM0Y

Pedagogical Content Knowledge D in FET Physical Sciences PKDCC0Y

Electives: In the endorsement : Senior Phase Natural Science

Advanced Senior Phase Natural Sciences for Education A ASNSA0Y

Advanced Senior Phase Natural Sciences for Education B ASNSB0Y

Advanced Senior Phase Natural Sciences for Education C ASNSC0Y

Advanced Senior Phase Natural Sciences for Education D ASNSD0Y

Pedagogical Content Knowledge A in Senior Phase Natural Sciences PKALL0Y Pedagogical Content Knowledge B in Senior Phase Natural Sciences PKBMM0Y

Pedagogical Content Knowledge C in Senior Phase Natural Sciences PKCEC0Y

Pedagogical Content Knowledge D in Senior Phase Natural Sciences PKDPE0Y

Note: All students entering this qualification are expected to be Information and Communication Technology in Education (ICT) competent. The curriculum does not include the development of basic ICT. Students who do not pass a basic ICT will be required to attend ICT skills and second language development training. ED2.2.4.5 Programme structure a) The programme is offered full-time or part time. b) Formal instruction: One-year full time, two years’ part time This learning programme is designed with three endorsements, namely Senior Phase Natural Sciences, FET Physical Sciences and Life Sciences to cater for the professional development needs of individual teachers. Each endorsement has four specific content area modules and four pedagogical content knowledge modules. Furthermore, the programme includes two generic modules, Conceptual Change and Inquiry Methodology, which are common to all Advanced Diplomas in Education that will be offered by SciTechEd. ED2.2.4.6 Promotion requirements a) General University Academic Regulations for additional information regarding promotion and re-admission

requirements. ED2.2.4.7 Award of diploma The Advanced Diploma in Science Education will be awarded to students who have completed all the prescribed modules successfully.

147


ED 2.2.4.8 MODULES IN THE ADVANCED DIPLOMA IN SCIENCE EDUCATION

Module names

NO

F L

evel

Cre

dit

s p

er

mo

du

le





module is to


changing

circumstances and

to prepare for a

change in career

paths when dealing

with conceptual

change and

addressing

misconceptions in


of learning






well-rounded, broad

education, which

provides a

knowledge-base,

theory and

methodology of this

field of

specialization, to

demonstrate

initiative and


academic and


and to provide for

continuing

professional

development by

using inquiry-based

learning


classroom, in order

to better address

the syntactical

nature of these


learning.

Furthermore, this

module envisage to



148


emhasise principles

and theories as a


the labour market,

professional

training,

postgraduate

studies or

professional

practice in a wide

range of careers.

Endorsement in FET Life Sciences

Advanced FET Life Sciences for Education A AFLSA0Y

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when dealing with life at the molecular, cellular and tissue level. .

The cell as unit of life Tissues Cellular processes and metabolism The cell as centre of heredity Genetics


Advanced FET Life Sciences for Education B AFLSB0Y

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when focusing on the implications of life processes in plants and animals.

Metabolism life processes in plants Life processes in animals Homeostasis


Advanced FET Life Sciences for Education C AFLSC0Y

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when solving issues related with environmental studies

Ecosystems Energy flow in ecosystems Protection and loss of biodiversity Pollution South African biomes and ecotourism


149


Advanced FET Life Sciences for Education D AFLSD0Y

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when solving problems in issues related to diversity, change and continuity.

DNA and biotechnology Biodiversity and Indigenous Knowledge Systems Genetics Origin of life; change over time Evolution


Pedagogical Content Knowledge A in FET Life Science PKAML0Y


module is to provide

for a deep and

systematic

understanding of

current thinking,

practice, theory and

methodology in this

area of

specialization in

students critical

reflection on own

practice and

identification of

areas of growth in

subject and

pedagogical

knowledge, and

mapping of own

professional

development

Pedagogical content knowledge (PCK) in each topic as indicated in Advanced SP Natural Sciences/FET Physical Sciences/ Life Sciences for Education A CoReS and PaP-eRs


Pedagogical Content Knowledge B in FET Life Science PKBPA0Y

7 10 The purpose of the module is to provide for a deep and systematic understanding of current thinking, practice, theory and methodology in this area of specialization in students critical reflection on own practice and identification of areas of growth in subject and pedagogical knowledge, and mapping of own

Pedagogical content knowledge (PCK) in each topic as indicated in Advanced SP Natural Sciences /FET Physical Sciences/ Life Sciences for Education C CoReS and PaP-eRs


150


professional development

Pedagogical Content Knowledge C in FET Life Science PKCES0Y




Pedagogical Content Knowledge D in FET Life Science PKDDC0Y


Pedagogical content knowledge (PCK) in each topic as indicated in Advanced SP Natural Sciences FET Physical Sciences/ Life Sciences for Education B CoReS and PaP-eRs


Electives: endorsement : FET Physical Sciences

Advanced FET Physical Sciences for Education A APPSA0Y

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when dealing with mechanics

Motion Speed, velocity Description of motion in words, diagrams, graphs and equations Gravitational potential energy Conservation of mechanical energy


Advanced FET Physical

7 10 The purpose of the module is to provide

Wavelength, frequency longitudinal waves


151


Sciences for Education B AFPSB0Y

intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when working with applications of waves, sound, light, electricity and magnetism.

Sound Magnetic field Electrostatics Current electricity

Advanced FET Physical Sciences for Education C AFPSC0Y

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when working with aspects related to matter and materials.

Matter and classification Molecular structure Optical phenomena


Advanced FET Physical Sciences for Education D AFPSD0Y

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when interpreting and working with chemical systems and chemical change.

Physical and chemical change Stoichiometry Chemical reactions Reaction rate


Pedagogical Content Knowledge A in FET Physical Sciences PKAM0Y

7 10 The purpose of the module is to provide for a deep and systematic understanding of current thinking, practice, theory and methodology in this area of specialization in students critical reflection on own practice and identification of areas of growth in subject and pedagogical

Pedagogical content knowledge (PCK) in each topic as indicated in Advanced SP Natural Sciences/FET Physical Sciences/ Life Sciences for Education A CoReS and PaP-eRs


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knowledge, and mapping of own professional development

Pedagogical Content Knowledge B in FET Physical Sciences PKBWE0Y


Pedagogical content knowledge (PCK) in each topic as indicated in Advanced SP Natural Sciences/FET Physical Sciences/ Life Sciences for Education B CoReS and PaP-eRs


Pedagogical Content Knowledge C in FET Physical Sciences PCKMM0Y




Pedagogical Content Knowledge D in FET Physical Sciences PKDCC0Y

7 10 The purpose of the module is to provide for a deep and systematic understanding of current thinking, practice, theory and methodology in this area of specialization in students critical reflection on own practice and



153


identification of areas of growth in subject and pedagogical knowledge, and mapping of own professional development

Endorsement in Senior Phase Natural Science

Advanced Senior Phase Natural Sciences for Education A ASNSA0Y

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market in the development of a sound knowledge of the unifying themes in biology (Life and Living strand).

Life and living Ecological principles Biodiversity and conservation Processes in plants and animals Cellular studies Genetics


Advanced Senior Phase Natural Sciences for Education B ASNSB0Y

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market regarding applications of the curriculum content matter and materials.

Atoms Elements and compounds Mixtures Change of state Reactants and products


Advanced Senior Phase Natural Sciences for Education C ASNSC0Y

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market regarding aspects of energy and change.

Renewable and non-renewable energy Potential and kinetic energy Heat and transfer of energy Using insulating materials National electricity supply system.


Advanced Senior Phase Natural Sciences for Education D ASNSD0Y

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization

Relationship of Sun to the Earth Relationship of Moon to the Earth Historical development of astronomy


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required for this specific niche in the labour market when working with issues related to planet Earth and beyond

Indigenous Knowledge in astronomy The Universe.

Pedagogical Content Knowledge A in Senior Phase Natural Sciences PKALLY0




Pedagogical Content Knowledge B in Senior Phase Natural Sciences PKBMM0Y




Pedagogical Content Knowledge C in Senior Phase Natural Sciences PKCEC0Y

7 10 The purpose of the module is to provide for a deep and systematic understanding of current thinking, practice, theory and methodology in this area of specialization in students critical



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reflection on own practice and identification of areas of growth in subject and pedagogical knowledge, and mapping of own professional development

Pedagogical Content Knowledge D in Senior Phase Natural Sciences PKDPE0Y




ED2.2.5 ADVANCED DIPLOMA IN TECHNOLOGY EDUCATION

AdvDip (Technology Education) No intake 2019 PROGRAMME CODE: A5EGDQ: Advanced Diploma in Technology Education: FET Engineering Graphics and Design New Code: Advanced Diploma in Technology Education: FET Civil Technology New Code: Advanced Diploma in Technology Education: FET Electrical Technology New Code: Advanced Diploma in Technology Education: FET Mechanical Technology New Code: Advanced Diploma in Technology Education: Senior Phase Technology HEQF LEVEL: 7 CREDITS: 120 DATE INSTITUTED: 1 January 2018 (No intake for 2019) SAQA: 98983 ED2.2.5.1 Purpose of the programme

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The purpose of this Advanced Diploma in Technology Education is to strengthen, supplement, upgrade and/or enrich Senior Phase Technology/ FET Engineering Graphics and Design, Civil Technology, Electrical Technology and Mechanical Technology teachers’ knowledge, understanding and skills in their existing specialisation. ED2.2.5.2 Outcomes of the programme Exit level outcomes: Students must demonstrate:

Interrogate practice by using theories and research findings in Technology Education.

Analyse and use relevant Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology support materials and demonstrate a sound grasp of the fundamental conceptual technological knowledge required for teaching Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology.


Commit to high ethical standards in the practice of Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology Education.

Use a variety of teaching and learning approaches, such as inquiry-based learning in the classroom, in order to better address problem solving in Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology.


Function within a small online community of practice and to this effect use on-line technology, e.g. Blackboard (Ulink).

ED2.2.5.3 Admission requirements To gain admission into the Advanced Diploma in Education in Technology Education a potential student should possess a four- year Bachelor of Education degree Or A general NQF level 6 first degree or diploma, plus a 120 credits level 7 Advanced Diploma in Teaching Or A former 120 credits level 6 Postgraduate Certificate in Education Or A former Higher Diploma in Education (Undergraduate) Or A former Further Diploma in Education Or A former Advanced Certificate in Education (120 credits level 6) Or An Advanced Certificate in Teaching Or A former three-year College of Education Diploma or a National Professional Diploma in Education (NPDE) (360 credits at level 5) followed by an Advanced Certificate in Teaching

Note:

A student who majored in the specialization Technology/ Engineering Graphics and Design, Civil Technology, Electrical Technology and Mechanical Technology in their preceding degree may not be admitted to the AdvDip (Technology Education).

A student with a specialization in the field Technology/ Engineering Graphics and Design, Civil Technology, Electrical Technology and Mechanical Technology completed for a four-year HDE, or ACE or FDE (all on level 6) would gain admission into the AdvDip (Technology Education) at level 7.

The selection criteria for this programme. In addition to the minimum admission requirements as outlined above, prospective students may undergo a selection process, including personal interviews and ICT testing. All students entering this qualification are expected to be competent in Information and Communication Technology in Education (ICT). Teachers who enter the programme without ICT competence are required to take an additional 12 credits at level 5 to develop this competence. SciTechEd will be offering this as an extra-curricular module.

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Code

Conceptual Change CCSTE0Y


Electives: Endorsements in:

FET Engineering Graphics and Design Advanced FET Engineering Graphics and Design Education A DCDSG0Y

Advanced FET Engineering Graphics and Design Education B MDAID0Y

Advanced FET Engineering Graphics and Design Education C CDAPD0Y

Advanced FET Engineering Graphics and Design Education D EDIDL0Y

Pedagogical Content Knowledge A PKADG0Y

Pedagogical Content Knowledge B PKBBMI0Y

Pedagogical Content Knowledge C PKCCP0Y

Pedagogical Content Knowledge D PKDED0Y

FET Civil Technology

Advanced FET Civil Technology Education A New Code Advanced FET Civil Technology Education B New Code

Advanced FET Civil Technology Education C New Code

Advanced FET Civil Technology Education D New Code

Pedagogical Content Knowledge A New Code

Pedagogical Content Knowledge B New Code

Pedagogical Content Knowledge C New Code

Pedagogical Content Knowledge D New Code

FET Electrical Technology

Advanced FET Electrical Technology Education A New Code Advanced FET Electrical Technology Education B New Code

Advanced FET Electrical Technology Education C New Code

Advanced FET Electrical Technology Education D New Code





FET Mechanical Technology

Advanced FET Mechanical Technology Education A New Code

Advanced FET Mechanical Technology Education B New Code Advanced FET Mechanical Technology Education C New Code

Advanced FET Mechanical Technology Education D New Code





Senior Phase Technology

Advanced Senior Phase Technology Education A New Code

Advanced Senior Phase Technology Education B New Code Advanced Senior Phase Technology Education C New Code

Advanced Senior Phase Technology Education D New Code





This learning programme is designed with five endorsements, namely Senior Phase Technology, FET Engineering Graphics and Design, Civil Technology, Electrical Technology and Mechanical Technology to cater for the professional development

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needs of individual teachers. Each endorsement has four specific content area modules and four pedagogical content knowledge modules. Furthermore, the programme includes two generic modules, Conceptual Change and Inquiry Methodology, which are common to all Advanced Diplomas in Education that will be offered by SciTechEd. ED2.2.5.5 Programme structure a) The programme is offered full-time or part time. b) Formal instruction: One-year full time, two years’ part time c) All modules are compulsory per area of endorsement. ED2.2.5.6 Promotion requirements a) General University Academic Regulations for additional information regarding promotion and re-admission

requirements. ED2.2.5.7 Award of diploma The Advanced Diploma in Technology Education will be awarded to students who have completed all the prescribed modules successfully.

ED 2.2.5.8 MODULES IN THE ADVANCED DIPLOMA IN TECHNOLOGY EDUCATION

Module names

NO

F L

evel

Cre

dit

s p

er

mo

du

le



Conceptual Change CCSTE0Y


module is to


changing

circumstances and

to prepare for a

change in career

paths when dealing

with conceptual

change and

addressing

misconceptions in


of learning






well-rounded, broad

education, which

provides a

knowledge-base,

theory and

methodology of this

field of

specialization, to

demonstrate

initiative and


academic and



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and to provide for

continuing

professional

development by

using inquiry-based

learning


classroom, in order

to better address

the syntactical

nature of these


learning.

Furthermore, this

module envisage to

emhasise principles

and theories as a


the labour market,

professional

training,

postgraduate

studies or

professional

practice in a wide

range of careers.

Endorsement in FET Engineering Graphics and Design

Advanced FET Engineering Graphics and Design Education A DCDSG0Y


module is to provide

intellectual

enrichment and

intensive, focused

and applied

specialization

required for this

specific niche in the

labour market when

developing

geometrical and

orthographic

concepts

Freehand drawing Geometrical construction Descriptive geometry Solid geometry


Advanced FET Engineering Graphics and Design Education B MDAID0Y

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when developing

Castings Fasteners Sectioning Assembly drawing Isometric drawing


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mechanical concepts that are essential for mechanical drawing

Advanced FET Engineering Graphics and Design Education C CDAPD0Y

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when developing civil engineering and building construction concepts that are essential for civil drawing

Classification of civil drawings Building drawing practice Building specifications Sectioning Civil services Lay out drawings Perspective drawing


Advanced FET Engineering Graphics and Design Education D EDIDLY0

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when developing mechanical concepts that are essential for mechanical drawing

Electrical symbols Domestic electrical layout Interpenetration of prisms, pyramids, cylinders and cones Development of prisms, pyramids, cylinders and cones


Endorsement in FET Civil Technology

Advanced FET Civil Technology Education A New Code

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when developing workshop practice skills

Safety Materials Tools and equipment


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Advanced FET Civil Technology Education B New Code

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when developing knowledge regarding construction methods in the built environment.

Substructure Superstructure Roof construction Reinforced concrete construction


Advanced FET Civil Technology Education C New Code

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when developing knowledge regarding civil services.

Cold water supply Hot water systems Sewerage systems Storm water Electrical system


Advanced FET Civil Technology Education D New Code

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market regarding quantity surveying and applied mechanics

Quantities: SI units Sub-structure Superstructure Finishing Applied mechanics: Forces Moments Stress and strain Centre of gravity


Endorsement in FET Electrical Technology

Advanced FET Electrical Technology Education A New Code

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when developing workshop practice skills

Safety Tools and equipment


162


Advanced FET Electrical Technology Education B New Code

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when developing knowledge regarding electrical systems

Basic principles of electricity Power sources Electronic components Domestic installations Principles of magnetism DC machines Single phase and three phase AC generation Single phase and three phase transformers The effect of AC on Series and parallel RLC Circuits Three phase motors and starters Programmable logic controllers


Advanced FET Electrical Technology Education C New Code

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when developing knowledge regarding electronics.

Basic principles of electricity Power sources Electronic components Logics Communications Principles of magnetism Waveforms The effect of AC on Series and parallel RLC Circuits Semi-conductor devices Power supplies Amplifiers Sensors and transducers Switching circuits


Advanced FET Electrical Technology Education D New Code

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when developing knowledge regarding digital systems.

Basic principles of electricity Power sources Electronic components Logics Communications Principles of magnetism DC machines Waveforms Power supplies Semi-conductor devices Sensors and transducers Switching circuits Digital and sequential devices Microcontrollers


Endorsement in FET Mechanical Technology

Advanced FET Mechanical Technology Education A New Code

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied

Safety Materials Tools and equipment


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specialization required for this specific niche in the labour market when developing workshop practice skills

Advanced FET Mechanical Technology Education B New Code

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when developing knowledge regarding joining methods, forces and maintenance

Semi-permanent joining applications Permanent joining applications System of forces, moments and stresses found in engineering components The effect of lack of maintenance on operating systems Friction and types of maintenance


Advanced FET Mechanical Technology Education C New Code

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when developing knowledge regarding systems and control

Mechanical power transmission systems Hydraulics and Pneumatics Electronic control systems


Advanced FET Mechanical Technology Education D New Code

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when developing knowledge regarding engines, pumps and turbines

Four stroke and two stroke petrol engines Diesel engines Operating principles of pumps Operating principles of gas and steam turbines Operating principles of turbo and super chargers


Endorsement in Senior Phase Technology

Advanced Senior Phase Technology Education A New Code

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this

The technological/ design process: Problem statement Design brief Investigation Proposal Initial ideas Research


164


specific niche in the labour market when solving problems by using the technological/ design process

Developing the chosen idea Planning Make/manufacturing Test, evaluate and improve

Advanced Senior Phase Technology Education B New Code

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market regarding the knowledge of structures

Types of structures Forces in structures Selection of construction materials Rigid structures Structural failure


Advanced Senior Phase Technology Education C New Code

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market regarding the knowledge of different materials used for technological purposes

Classification of materials Properties of materials Processing of materials


Advanced Senior Phase Technology Education D New Code

7 10 The purpose of the module is to provide intellectual enrichment and intensive, focused and applied specialization required for this specific niche in the labour market when developing knowledge regarding systems and control

Mechanical systems and control Electrical systems and control Electronic systems and control


Related to all the endorsements offered :

Pedagogical Content Knowledge A PKADG0Y New codes to be allocated

7 10 The purpose of the module is to provide for a deep and systematic understanding of current thinking, practice, theory and methodology in this

Pedagogical content knowledge (PCK) in each topic as indicated in Advanced SP Technology/ FET Engineering Graphics and Design, Civil Technology, Electrical


165


area of specialization in students critical reflection on own practice and identification of areas of growth in subject and pedagogical knowledge, and mapping of own professional development

Technology and Mechanical Technology for Education A CoReS and PaP-eRs

Pedagogical Content Knowledge B PKBBMI0Y New codes to be allocated


Pedagogical content knowledge (PCK) in each topic as indicated in Advanced SP Technology/ FET Engineering Graphics and Design, Civil Technology, Electrical Technology and Mechanical Technology for Education B CoReS and PaP-eRs


Pedagogical Content Knowledge C PKCCP0Y New codes to be allocated


Pedagogical content knowledge (PCK) in each topic as indicated in Advanced SP Technology/ FET Engineering Graphics and Design, Civil Technology, Electrical Technology and Mechanical Technology for Education C CoReS and PaP-eRs


Pedagogical Content Knowledge D PKDED0Y

7 10 The purpose of the module is to provide for a deep and systematic

Pedagogical content knowledge (PCK) in each topic as indicated in Advanced SP


166


New codes to be allocated

understanding of current thinking, practice, theory and methodology in this area of specialization in students critical reflection on own practice and identification of areas of growth in subject and pedagogical knowledge, and mapping of own professional development

Technology/ FET Engineering Graphics and Design, Civil Technology, Electrical Technology and Mechanical Technology for Education B CoReS and PaP-eRs

ED 2.3 BACHELOR OF EDUCATION HONOURS

ED 2.3.1 BACHELOR OF EDUCATION HONOURS

BEd Hons: BACCALAUREUS EDUCATIONIS CUM HONORIBUS (Phased out: BED044; BED046; BED047; BED048) PROGRAMME CODE: BED036: BED037:BED038: BED039: BED040:BED041: BED042: BED041:BED043: BED044: BED048:BED047: BED046 HEQF LEVEL: 7 (CATEGORY C PROGRAMME) CREDITS: 120 DATE INSTITUTED: 1 JANUARY 2007 PHASING-OUT DATE: DECEMBER 2018 BACCALAUREUS EDUCATIONIS CUM HONORIBUS With specialization in one of the following fields:

1. Curriculum (BED036) 2. Democracy and Policy in Education (BED038) 3. Education Management and Leadership (BED039) 4. Inclusive Education (BED040) 5. Educational Linguistic (BED041) 6. Environmental Education (BED042) 7. Foundation Phase Education (BED049) 8. Higher and Adult Education (BED043) 9. Information and Communication Technology in Education (BED044) 10. Life Orientation (BED045) 11. Mathematics Education (BED048) 12. Science Education (BED047) 13. Technology Education (BED046)

ED2.3.1.1 Purpose of the programme The BEd Honours strives to consolidate and deepen the student’s expertise in Education as well as their academic and practical competence in the specialization within Education. \it also strives to develop research capacity in the methodology of Education as field of study. ED2.3.1.2 Outcomes of the programme

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Exit level outcomes:

a) See Form 1:2007 ED2.3.1.3 Admission requirements A bachelor’s degree plus a teacher’s diploma (at least 480 credits at level 6) including Education 3. OR A four-year bachelor’s degree, including teacher training (e.g. BA(Ed) or BEd) (at least 480credits at level 6). OR

A recognised teacher’s diploma or diplomas equivalent to a four year teacher’s diploma (at least 480 credits at level 6).

OR A recognised teacher’s diploma and a three-year National Technical Certificate (T3) (at least 480 credits at level 6) or an equivalent thereof. ED2.3.1.4 Selection criteria Additional selection criteria a) Students should provide proof relevant academic competence, namely 65%average in the majors of a prior

degree or in the case of a diploma a 65% average for all the subjects/ modules. b) Educational Linguistics: At least one modern language on second year level. c) Technology Education: Technical qualifications, 120 credits at level 6. ED2.3.1.5 Curriculum

Module name Year module Code

Compulsory Modules

Educational Theory A EDT0017

Educational Theory B EDT0027

Research Theories and Methods RTM0017

Elective Modules Two modules from one of the following areas of specialisation plus a research project

Modules Code

Curriculum (BED036) Understanding Curriculum: Policies and perspectives UCP0017

Assessment and Learning AAL0027

Research Project: Curriculum RPN0027

Democracy and Policy in Education (BED038)

Democracy in Education DCE0017

Policy in Education DEC0027

Research Project: Democracy and Policy in Education

RPD0027

Education Management and Leadership (BED039)

Organisational Behaviour and School Management OBS0017

Educational Law and Financial Management ELF0027

Research Project: Education Management and Leadership

RPM0027

Inclusive Education (BED040) Supporting Inclusive School Development SID0017

Supporting Learners in Inclusive School-Learning Support

SLI0027

Research Project: Inclusive Education RPI0027

Educational Linguistic (BED041) Educational Linguistics A ELA0017

Educational Linguistics B ELB0027

Research Project: Educational Linguistic RPE0027

Environmental Education (BED042) Environmental Education A ENB0017

Environmental Education B ENB0027

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Research Project: Environmental Education RPO0027

Foundation Phase Education (BED049) (No new intake in 2016)

Literacy and Numeracy in the Foundation Phase LEN0017

Supporting Childhood Development in the Foundation Phase

SCD0027

Research Project: Foundation Phase Education RPF0027

Higher and Adult Education (BED043) Higher and Adult Education Theories HET0017

Teaching Learning and Assessment in Higher and Adult Education

TLA0027

Research Project: Higher and Adult Education RPH0027

Information and Communication Technology in Education (BED044)

ICT Mediated Learning Design Foundations ICT0017

The Design of ICT-Mediated Learning Environments ICT0027

Research Project: Information and Communication Technology in Education

RPC0027

Life Orientation (BED045) Theoretical Foundations of Life Orientation Learning Area

TLO0017

Facilitating and Counselling Skills for Life Orientation Teachers

FLO0027

Research Project: Life Orientation RPL0027

Mathematics Education (BED048) Mathematics Education MED0017 Current Issues in Mathematics Education CIM0027

Research Project : Mathematics Education RPM0027

Science Education (BED047) Science Education SED0017

Current Issues in Science Education CIS0027

Research Project: Science Education RPS0027

Technology Education (BED046) The Knowledge of Technology TKT0017

Instruction Methodology of Technology Education IMT0027

Research Project: Technology Education RPT0027

ED2.3.1.6 Programme structure a) Minimum duration: One-year full time, two years’ part time. b) Number of modules per year of study:

i) First year full time: 6 year-modules ii) First year part time: 3 year-modules iii) Second year part time: 3 year-modules

ED2.3.1.7 Promotion requirements a) Refer to ED1: General Faculty Regulations, for additional information regarding promotion and re-admission

requirements. ED2.3.1.8 Award of honours degree The Baccalaureus Educationis Cum Honoribus will be awarded to students who have completed all the prescribed modules.

ED 2.3.1.9 MODULES IN THE BACCALAUREUS EDUCATIONIS CUM HONORIBUS

Module names Code Assessment

Cre

dit

s p

er

mo

du

le

NQ

F L

evel


Educational Theory A

EDT0017 The final mark is cumulatively compiled

20 7 Appropriate insights from philosophy and sociology are used to gain an in depth understanding of different aspects of educational practice. Analytical and normative perspectives from philosophy addresses ontological, epistemological, anthropological and moral aspects of education, and

169


analytical/descriptive perspectives from sociology are used to understand the specific nature of educational practices in social contexts. Themes such as the aims of education, educational knowledge, education and society, and social processes and contexts in education are investigated. Theories in sociology such as Functionalism, Interactions, Critical Theory and Postmodernism are utilised.

Educational Theory B

EDT0027 The final mark is cumulatively compiled

20 7 Theoretical perspectives on learning and cognition in educational settings Notions of learning equity in the South African context Demystifying theories of child development Exploring developmentally appropriate practices of learning support drawing on theories of learning and child development

Research Theory and Methods

RTM0017 The final mark is cumulatively compiled

20 7 Theoretical perspectives in education research Qualitative design types, data collection, data analysis, sampling and methodological norms Quantitative design types, data collection, data analysis, sampling and methodological norms Ethical research practice Academic writing skills for research; referencing in text; and reference list Research procedures Selecting on a research topic; writing a problem statement; crafting a clear research question Developing a theoretical/conceptual framework: Doing a literature review: Understanding the role of theory Writing research aims and objectives Interpret empirical data – link to theory Self-development as a researcher

Research Project

All specialisations

The final mark is cumulatively compiled

20 7 Supervised research report in the form of a BEd (Hons) dissertation of limited scope

Curriculum Assessment and Learning

AAL0027 The final mark is cumulatively compiled

20 7 Assessment theory Designing and implementing assessment activities Grading, reporting and recording assessment Electronic assessment

Curriculum Understanding Curriculum Policy and Perspectives

UCP0017 The final mark is cumulatively compiled

20 7 Understanding Policy as text/practice. Models of Educational policy analysis. Curriculum Design Approaches.

Democracy and Policy in Education Democracy and Culture in Educational Practice

DCE0017 The final mark is cumulatively compiled

20 7 Forms of Democracy Conception of diversity as hybridist A critical comparison of different conceptions of diversity inherent in notions of multiculturalism and intercultural.

Democracy and Policy in Education

DEC0027 The final mark is cumulatively compiled

20 7 Conception of diversity as hybridist A critical comparison of different conceptions of diversity inherent in notions of multiculturalism and intercultural.

170


Diversity in Educational Contexts

Educational Management and Leadership Organisational Behaviour and School Management

OBS0017 The final mark is cumulatively compiled

20 7 Management and Leadership in Education School as Learning Organization and change management in Education Human Resource Issues in Education

Educational Management and Leadership Education Law and Financial Management

ELF0027 The final mark is cumulatively compiled

20 7 Education Policy and School Policy development Project management and Educational planning Financial management and physical resources

Inclusive Education Supporting Inclusive School Development – Inclusive Education

SID0017 The final mark is cumulatively compiled

20 7 Inclusive Education theory Collaborations: School, Family and Community Development of schools as Inclusive Learning environments Approaches [Whole school development and Invitation education]

Inclusive Education Supporting Inclusive School Development – Learning Support

SLI0027 The final mark is cumulatively compiled

20 7 Theoretical framework for learning support The nature, range and extent of barriers to learning Classroom practices, curricular adaptations, assessment strategies Developing learning support programmes

Educational Linguistics Educational Linguistics A

ELA0017 The final mark is cumulatively compiled

20 7 Introduction to the field of educational linguistics The social context of language learning, including sociolinguistic theory and language teaching; national language policies pertaining to education; and an introduction to Critical Discourse Analysis The individual language learner including language acquisition theories; challenged language learners; second language processing; and the school context and the language learner

Educational Linguistics Educational Linguistics B

ELB0027 The final mark is cumulatively compiled

20 7 Teaching language: current theories about grammar teaching, the teaching of reading, and the teaching of writing; the national curriculum pertaining to language teaching; additional language pedagogy; multilingualism Language testing: fundamentals, alternatives; and impact Researching language teaching: critiquing various approaches

Environmental Education Environmental Education A

ENB0017 The final mark is cumulatively compiled

20 7 The field of Environmental Studies: Historical perspectives; modern developments in this field of knowledge; relevance of this field of knowledge. Sustainable environments and principles for sustainability.

171


Central concepts, processes and principles underlying the field of Environmental Studies. The relationship humankind: environment – a critical, in-depth perspective on controversial issues in this field. In-depth study of capita Selecta of environmental issues and a critical analysis of the role of humankind in contributing towards solutions or depravation of these issues from a perspective of sustainability.

Environmental Education Environmental Education B

ENB0027 The final mark is cumulatively compiled

20 7 The field of Environmental Education: Perspectives on historical developments in this field; modern philosophical and practical developments in this field of knowledge; critical perspectives on the relevance of this field of knowledge. Central concepts, processes and principles underlying the field of Environmental Studies. International curriculum perspectives and trends relating to Environmental Education. Teaching strategies and –methods in Environmental Education. Environmental Education and the NCS in South Africa. Values education and indoctrination in Environmental Education.

Foundation Phase Education Literacy and Numeracy in The Foundation Phase

LEN0017 The final mark is cumulatively compiled

20 7 Language and literacy theories in diverse classrooms. Language learning and cognition The role of language in literacy education Implications of literacy development in foundation phase classrooms Higher numeric skills Understanding numeracy in the early years The National Curriculum Statement in numeracy Developing the content of numeracy Problem solving in numeracy Developing critical thinking skills in numeracy

Foundation Phase Education Supporting Childhood in the Foundation Phase

SCD0027 The final mark is cumulatively compiled

20 7 Theories of childhood development: An overview of barriers to learning in the foundation phase. Classroom practice in the foundation phase

Higher and Adult Education Higher and Adult Education Theories

HET0017 The final mark is cumulatively compiled

20 7 Different Higher and Adult Education teaching and learning theories. These could include: Socio-cultural theory of learning Psychology of adult learning Transformational learning theory Models and principles of Higher and Adult Education (Theories discussed may change based on new and current work in Higher and Adult Education)

Higher and Adult Education Teaching, Learning and Assessment in

TLA0027 The final mark is cumulatively compiled

20 7 Programme planning models (i.e. Sork, Vella, Caffarella, etc) Principles of effective facilitation of learning Teaching of adult students Principles, methods and techniques of assessment of and for learning

172


Higher and Adult Education

ICT in Education ICT Mediated Learning Design Foundations

ICT0017 The final mark is cumulatively compiled

20 7 A rationale for the use of computers in education How computers are used in Education: Case studies Computers in the South African schooling landscape Information literacy and search strategies The construction of learning materials Free and Open-source software Web 2.0 technologies Computers for assessment Computers for classroom and school management Implementation strategies Social and Ethical issues, Online Safety

ICT in Education The design of ICT – Mediated learning Environments

ICT0027 The final mark is cumulatively compiled

20 7 ICT’s in education and theories of learning Online communication and collaboration Scaffolding learning with ICT’s Critical and higher-order thinking and ICT’s Interaction and ICT-mediated learning Visualisation and ICT-mediated learning Authentic learning and ICT-mediated simulations Games theories and ICT-mediated learning The construction of interactive, authentic learning environments

Life Orientation Theoretical Foundations

TLO0017 The final mark is cumulatively compiled

20 7 Philosophy of inclusive education Barriers to learning The philosophy and theories of wellness LO curriculum (epistemology, learning-teaching material) Domains of Life Orientation

Life Orientation Facilitation and Counselling Skills for Teachers

FLO0027 The final mark is cumulatively compiled

20 7 Facilitation of Life Orientation Learning Area collaborative, cooperative and group work theories and experiential learning theory Facilitation skills Facilitating career guidance within a career development theoretical framework Counselling skills for LO teachers basic counselling skills within the theoretical framework of educational and psychological counselling for areas of concern, for example HIV/AIDS and physical abuse within the relevant policy frameworks crisis counselling for individuals and whole schools.

Mathematics Education Mathematics Education

MED0017 The final mark is cumulatively compiled

20 7 Perspectives on Mathematics Education The make-up of NCS in Mathematics The purpose of Mathematics Core Learning Outcomes in Mathematics – Number operations and relations – Patterns, functions and algebra – Shape and space (Geometry) – Measurement – Data handling Effective teaching methods in Mathematics Error analysis in Mathematics Problem-solving and Critical thinking in Mathematics Doing research in a Mathematics classroom – Action Research Issues in Mathematics – Language, Mathematics anxiety. Dealing with mixed ability.

173


Mathematics Education Current Issues in Mathematics Education

CIM0027 The final mark is cumulatively compiled

20 7 Current development in teaching Mathematics Challenges of implementing the National Curriculum Statement in Mathematics Assessing Mathematics – Test Item analysis Educational Theory and Mathematics learning Doing Quantitative and Qualitative research in a Mathematics classroom

Science Education Science Education

SED0017 The final mark is cumulatively compiled

20 7 Perspectives on Science Education Science Education reform – an international perspective Contributions from cognitive psychology towards Science Education reform (amongst others) a look at Vygotsky’s work on zones of proximal development and Rogan’s zones of feasible innovation Constructivism in the Science classroom Ethical issues in contemporary science education Enriching Science Education through the inclusion of indigenous knowledge Innovation in activity-based science education: Science-on-a-shoestring (project) Research in Science Education (to support the science-on-a-shoestring project)

Science Education Current issues in Science Education

CIS0027 The final mark is cumulatively compiled

20 7 Current ideas shaping the field in pedagogical content knowledge Using research tools for capturing and portraying PCK in Natural-, Life- and Physical Sciences Student understanding in various content areas of Life- and Physical Sciences

Technology Education The Knowledge of Technology

TKT0017 The final mark is calculated as follows: Module mark 50% Final assessment 50%

20 7 Defining technology and technology education Education policy for the learning area Technology Technological conceptual knowledge (epistemology): Material and energy as inputs to the technological process Identification and classification of material and energy types Selection of material and energy sources in the solving of problems Solving typical technological problems with available material and energy sources (Practical’s) Technological procedural knowledge (methodology): Thinking processes in technology and technology education The procedural stages of the technological process

Technology Education Instructional Methodology of Technology Education

IMT0027 The final mark is calculated as follows: Module mark 50% Final assessment 50%

20 7 Basic theory of the following aspects necessary for lesson planning and design: Implications of education policy and pedagogy for lesson design Instructional approaches, strategies and skills associated with behaviourism and constructivism General assessment foundations of OBE Basic research methodology A process-based assessment framework in technology Assessment instruments, standards and guidelines Lesson design: Lesson planning and procedural moments, presentation and evaluation Lesson presentation

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ED 2.3.2 BACHELOR OF EDUCATION HONOURS in EDUCATIONAL PSYCHOLOGY

BEd Hons (Educational Psychology)

PROGRAMME CODE: H5EDPQ: Intake as of 2018 HEQF LEVEL: 8 CREDITS: 120 DATE INSTITUTED: 1 JANUARY 2016 SAQQ: 20475 ED2.3.2.1 Purpose of the programme The purpose of this programme is to deliver professionally qualified registered counsellors for the school community. This is done by providing students with comprehensive education and training that equips them to design and implement preventative and developmental programmes and monitor their effectiveness; refer learners, teachers or parents appropriately to health practitioners; act as resource in a school community and promote wellbeing in a social-cultural appropriate manner. The programme focuses on basic counselling skills; educational and psychological assessment and: providing learning and career support. In the six months/one-year internship the focus is on developing the understanding of the integrated nature of theory and practice within the schooling context. ED2.3.2.2 Outcomes of the programme Students must demonstrate the following competences:

Consolidation and deepening of expertise in the field of counselling in schools

Integration of theoretical knowledge and practical competence of basic individual an and group counselling: educational and psychological assessment; collaborating with parents, teachers and other stakeholders; providing learning support; writing reports and development of an individual intervention plan.

Advanced reflection on professional and personal development

The capacity to analyse the research methodology and techniques of counselling in schools and to conduct and report on research under supervision in order to prepare for research-based post-graduate studies

A commitment to high ethical standards in the practice if counselling in schools

ED2.3.2.3 Admission requirements To gain access into the BEd Honours in Educational Psychology a student should possess a four year Bachelor of Education degree with Education and Psychology as majors OR A general NQF level 7 degree with Psychology as major plus a 120C NOF level 7 Postgraduate Certificate in Education (Advanced Diploma in Teaching) ED2.3.2.4 Additional selection criteria An average of 65% for the previous degree is required to be allowed into the programme. In addition to the minimum admission requirements as outlined above, prospective students who apply for this degree will undergo a selection process. The selection process is based on previous academic achievement, personal skills, the ability to work in a team and the potential to learn the necessary skills to become an effective counsellor. Prospective students could undergo a selection process, including personal interviews and written submissions. ED2.3.2.5 Curriculum

Module name

Year module Code

Compulsory Modules

Educational psychological practice (Includes a 6 months full-time or 1 year part- time internship)

HEPP00Y

Counselling and learning support HCLS00Y

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Educational and psychological career assessment HPCA00Y

Educational psychological research methodology and project HPRM00Y

ED2.3.2.6 Programme structure a) Minimum duration: One-year formal instruction. b) The programme is offered full-time or part time c) All modules are compulsory. All modules may be completed in the same year or the theory and practise of educational psychology in schools and the research module may be completed in the second year. All students entering this qualification are expected to be Information and Communication Technology in Education competent. ED2.3.2.7 Promotion requirements a) Refer to ED1: General Faculty Regulations, for additional information regarding promotion and re-admission

requirements. ED2.3.2.8 Award of honours degree The Bachelor of Education Honours in Educational Psychology will be awarded to students who have completed all the prescribed modules. ED2.3.2.9 Research time: 25%

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Content of module Assessment

Educational psychological practice (Includes a 6 months full-time or 1 year part-time inter: HEPP00Y

30 8 To consolidate, deepen and integrate the student’s knowledge and understanding of the relevant theory in the field of educational psychology practice

Whole school development; professional practice; prevention (primary and secondary) and intervention programming; consulting; referring and coordinating; legal and ethical responsibilities in school counselling; advocacy and policy development and implementation; transition assistance; practicum supervision and coordination

Case study presentations Evaluation of video recordings of cases/group interventions. Assessment of a preventative programme suitable to the school context Logbook Policy analysis, development and implementation

Counselling and learning support: HCLS00Y

30 8 To facilitate comprehensive and systematic integrated knowledge about the principles, theories and practices

Basic counselling skills; skills and qualities of the effective counsellor; group counselling; working

Assessment of a case study focused on counselling and learning support; group counselling project; oral examination and individualised education support plan

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underlying basic counselling and learning support.

collaboratively within an institutional support team; counselling with teachers and parents; counselling trauma and child abuse; providing learning support, developing individualised education plans.

Educational and psychological and career assessment: HPCA00Y

30 8 To develop the ability to ethically administer relevant educational and psychological assessments in order to support learners, teachers and parents and foster academic, personal, social and career development.

Process of psychological and educational assessment; interviewing parents, children and teachers; basic mental health screening; competencies for basic school counselling assessment; assessing and testing in a diverse school community; identification of barriers to learning; providing feedback to children and parents; writing culturally sensitive assessment reports; concessions; career development

Psychological, educational and career assessment; assessment of the student’s marking of test material; clinical report writing.

Educational psychological research methodology and project: HCLS00Y

30 8 To consolidate and deepen the students’ understanding and knowledge of relevant qualitative and quantitative research methodology in the field of educational psychology. To develop students’ competence to formulate a research problem, develop a relevant research design and conduct a research project. To develop the student’s research

Process of research; research paradigms; research designs; research methodology; Doing a literature review; understanding the role of theory; finding the gap in the literature; ethics; problem statement, research questions, research design. Specified research design and written supervised research project in the field of counselling in a school community.

Tests Assignments Written research project

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writing competencies.

ED 2.3.3 BACHELOR OF EDUCATION HONOURS in CHILDHOOD EDUCATION

BEd Hons (CHILDHOOD EDUCATION)

PROGRAMME CODE: H5CHEQ HEQF LEVEL: 8 CREDITS: 120 DATE INSTITUTED: 1 JANUARY 2016 SAQA: 98846 ED2.3.3.1 Purpose of the programme The purpose of the Honours in Childhood Education is to develop researchers of childhood education who have applied knowledge of assessment and evaluation for the purpose of conducting research on learners in the various content domains of the primary school. ED2.3.3.2 Outcomes of the programme The student who graduates with a BEd Honours in Childhood Education will be able to:

Assess or evaluate learning and development in childhood education as a social science practitioner.

Construct an assessment of childhood learning or development that is based on international standards of assessment that is to be incorporated into their research project.

Design and conduct evaluations of learning and development in the various content domains.

Produce a research project on learning and development in childhood education that is relevant and informed by current theory.

Apply the theories of learning in the various content domains with the view to assessing and evaluating childhood learning and development.

ED2.3.3.3 Admission requirements To gain admission into the BEd Honours Childhood Education a potential student should possess a four-year Bachelor of Education degree with Education as a major Or a general NQF level 7 first degree with as major plus a 120C NQF level 7 Advanced Diploma in Teaching/Postgraduate Certificate in Education Or A four-year professional teaching qualification (s) as well as and Advanced Diploma in a cognate sub-field of Education . ED2.3.3.4 Additional selection criteria An average of 65% for the previous degree is required to be allowed into the programme. In addition to the minimum admission requirements as outlined above, prospective students who apply for this degree will undergo a selection process. The selection process may include personal interviews, panel interviews and written submissions and will take the following into account: previous academic achievement, personal skills, interpersonal skills, and the potential to develop the necessary academic reading and writing skills to become a good researcher of childhood education. ED2.3.3.5 Curriculum


Compulsory Modules

Learning and development in childhood HLDC00Y

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Assessment and evaluation in childhood education HAEC00Y

Research methodology in childhood education HRMC00Y

Research report HCRP00Y

Electives ( Students choose 2) Learning in the primary school: mathematical and science HLMS00Y

Learning in the primary school: language and literacy HLLL00Y

Learning in the primary school: the social sciences and culture HLSS00Y

Learning in the primary school: human movement and physical education HLHMP00Y

ED2.3.3.6 Programme structure a) Minimum duration: One-year formal instruction. b) The programme is offered full-time or part time c) All modules are compulsory which include a number of electives Rules of combinations: All modules may be completed in the same year if student are full-time students. Part-time students will be allowed to register for THREE modules in their first year study, which are 1) Learning and development in childhood 2) Assessment and Evaluation in Childhood Education 3) Research methodology In Childhood Education. In their second year of study, students will be required to register for ANY TWO of the following electives while completing their research project.

Learning in the primary school: Mathematics and science (10 credits)

Learning in the primary school: Language and literacy (10 credits)

Learning in the primary school: The social sciences and culture (10 credits)

Learning in the primary school: Human movement and physical education (10 credits)

All modules are at level 8. All students entering this qualification are expected to be Information and Communication Technology in Education (ICT) competent. ED2.3.3.7 Promotion requirements a) Refer to ED1: General Faculty Regulations, for additional information regarding promotion and re-admission

requirements. ED2.3.3.8 Award of honours degree The Bachelor of Education Honours in Childhood Education will be awarded to students who have completed all the prescribed modules. ED2.3.3.9 Research time: 25%

ED.2.3.3.10 MODULES IN THE BACHELOR OF EDUCATION HONOURS in CHILDHOOD EDUCATION

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Learning and development in childhood: HLDC00Y

8 20 The purpose of this module is to ensure that student have a solid foundation in current theories of learning and development in childhood in order to conduct research from a firm epistemological foundation.

Literacy cognition in childhood. Mathematical cognition in childhood. Language development in childhood. Mind, brain and education

One class test One written assignment One presentation One examination Continuous Assessment

Assessment and evaluation in childhood education: HAEC00Y

8 20 The purpose of this module is to introduce students to assessment and evaluation of learning and development in childhood education, research and assessment, and theories of assessment and evaluation in order to develop researchers who can study the way in assessment and evaluation are utilised in childhood education.

Introduction to assessment, Large and small scale assessment, principles of assessment, formative assessment/assessment for learning, diagnostic assessment, peer assessment, self-assessment, evaluation, Assessment and evaluation in the classroom, research and assessment, theory of assessment and evaluation.

One class test One written assignment One examination Continuous Assessment

Research methodology in childhood education: HRMC00Y

8 30 The purpose of this course is to introduce students to research methodology in childhood education with particular emphasis on assessment and evaluation.

Introduction to research in childhood education. Providing analytical lenses and theoretical underpinnings for a qualitative, quantitative and mixed-methods design. Assessment and evaluation in childhood education research methodology Process of constructing an assessment, the process will include analysis, questions of reliability and validity. Practical experience in CEPR

One class test One written assignment; One presentation, One examination Continuous assessment

Research report: HCRP00Y

8 30 The 30 credits allocated to the research project, which will be supervised by the suitable member of the department. The research project will be developed and assessed in stages. After a research proposal has been approved by the Department, the student will be expected to submit drafts of the study to his/her supervisor before final submission.

Learning in the primary school: mathematical and science

8 10 The purpose of this module is to present four electives to students, which are

The South African national curriculum for maths and science: critical issues.

One class test One written assignment One examination

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HLMS00Y maths and science, language and literacy, the social sciences and culture, and human movement and physical education. Each elective is designed to present students with domain specific knowledge that students can use to research assessment and evaluation in the various areas of childhood education.

Mathematical and science test item construction and analysis in childhood education. Approached to assessment and evaluation in the various domains.


Learning in the primary school: language and literacy HLLL00Y

8 10 The purpose of this module is to present four electives to students, which are maths and science, language and literacy, the social sciences and culture, and human movement and physical education. Each elective is designed to present students with domain specific knowledge that students can use to research assessment and evaluation in the various areas of childhood education.

The South African national curriculum for literacy education: critical issues. The South African national curriculum for home language education: critical issues. Language as medium of instruction. Approached to assessment and evaluation in the various domains. Reading and writing to learn. Learning to read and write Approached to assessment and evaluation in the various domains.


Learning in the primary school: the social sciences and culture HLSS00Y

8 10 The purpose of this module is to present four electives to students, which are maths and science, language and literacy, the social sciences and culture, and human movement and physical education. Each elective is designed to present students with domain specific knowledge that students can use

Approached to assessment and evaluation in the various domains. School events in children’s socialisation. Citizenship development in children’s socialisation.


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to research assessment and evaluation in the various areas of childhood education.

Learning in the primary school: human movement and physical education HLHMP00Y

8 10 The purpose of this module is to present four electives to students, which are maths and science, language and literacy, the social sciences and culture, and human movement and physical education. Each elective is designed to present students with domain specific knowledge that students can use to research assessment and evaluation in the various areas of childhood education.

Approached to assessment and evaluation in the various domains. Indigenous music and human movement in children’s socialisation.

One class test One written assignment One presentation One examination Continuous Assessment

ED 2.3.4 BACHELOR OF EDUCATION HONOURS in CURRICULUM STUDIES

BEd Hons (CURRICULUM STUDIES)

PROGRAMME CODE: H5CSTQ HEQF LEVEL: 8 CREDITS: 120 DATE INSTITUTED: 1 JANUARY 2017 SAQA: 97934 ED2.3.4.1 Purpose of the programme The purpose of this programme is to provide each student with the developmental learning pathway that positions the foundations related to conventions and practices of academic work. To this end, the programme provides students with the necessary conceptual and research skills to explore issues within any one of the fields of Curriculum, Policy in Education and Values Education. ED2.3.4.2 Outcomes of the programme Exit-level outcomes in the BEd Honours (Curriculum Studies) require that students demonstrate the following competences:

Consolidation and deepening of expertise in the field of curriculum, educational policy and values education. This expertise should focus on the theoretical knowledge and its implications for practice, for example, the identification of central issues or principles implied in a curriculum theory, educational policy model and values education model.

Advanced reflection on professional and personal development.

The capacity to analyse the research methodology and techniques used in curriculum, policy analysis and values education and conduct and report on research under supervision in order to prepare for research-based postgraduate studies.

The capacity to understand the complexity in the fields from a national perspective as well as an international perspective.

A commitment to high social responsibility standards as teachers and practitioners in education.

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ED2.3.4.3 Admission requirements To gain admission into the BEd Honours in Curriculum Studies a potential student should possess a four-year Bachelor of

Education degree

Or

a general NQF level 7 first degree plus a 120C NQF level 7 Advanced Diploma in Teaching/ Postgraduate Certificate in

Education (PGCE)

Or A four-year professional teaching qualification (s) as well as and Advanced Diploma in a cognate sub-field of Education

ED2.3.4.4 Additional selection criteria An average of 65% for the previous degree is required to be allowed into the programme. In addition to the minimum admission requirements as outlined above, prospective students who apply for this degree will undergo a selection process. The selection process may include personal interviews, panel interviews and written submissions and will take the following into account: previous academic achievement, personal skills, interpersonal skills, the ability to work in a team and the potential to develop critical and independent thinking on educational issues and problems. ED2.3.4.5 Curriculum


Compulsory Modules

Core concepts in the curriculum HCCC00Y

Research methodology and design HRCS00Y

Research report: Curriculum Studies HRPC00Y

Electives ( Students choose1)

Curriculum perspectives and approaches HCPA00Y

Issues in curriculum policy HICP00Y

Values in the curriculum HVIC00Y ED2.3.4.6 Programme structure a) Minimum duration: One-year formal instruction. b) The programme is offered full-time or part time c) All modules are compulsory which include a number of electives All modules may be completed in the same year or the research module may be completed in the second year. All modules are focused on the development of the specialisation. All modules are at NQF level 8. All students entering this qualification are expected to be Information and Communication Technology in Education (ICT) competent. . ED2.3.4.7 Promotion requirements a) Refer to ED1: General Faculty Regulations, for additional information regarding promotion and re-admission

requirements. ED2.3.3.8 Award of honours degree The Bachelor of Education Honours in Curriculum Studies will be awarded to students who have completed all the prescribed modules. ED2.3.4.9 Research time: 33.3%

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ED.2.3.4.10 MODULES IN THE BACHELOR OF EDUCATION HONOURS in CURRICULUM STUDIES

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Core concepts in curriculum: HCCC00Y

8 30 This module will explore the centrality of values and social responsibility in, curriculum, in order to clarify what is essential to a concept that promotes a democratic and socially responsible system of education.

Historical, sociological and philosophical theories s that have shaped curriculum thinking Agency in the context of curriculum formulation, transformation and morally sound educational development Teachers and curriculum design development


Curriculum Perspectives and Approaches: HCPA00Y

8 30 The purpose of this module is to deepen students’ understanding of the historical and conceptual roots of the different curriculum perspectives and design approaches to enhance an understanding of how theorizing in the field of curriculum reflects intellectual, political and moral struggles for worthwhile education.

Curriculum theories/models and the assumptions underpinning them. Curriculum studies in South Africa Curriculum design approaches Pedagogic models


Issues in Curriculum policy: HICP00Y

8 30 The module focusses on policy processes and analysis in order to develop students’

Ideology and the curriculum Curriculum as culture Policy-making - the processes whereby curriculum policies are developed in particular contexts The drivers, authority and key actors in these processes.


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professional expertise as active partners in education curriculum policy making.

Curriculum development and innovation challenges

Values in the Curriculum: HVIC00Y

8 30 This module will examine how curriculum policy/thinking promotes values education.

An examination of international and national models and trends in studying values in the curriculum. How are values conceptualised and promoted through a curriculum?


Research methodology and design: HRCS00Y

8 20 This module introduces students to the language of educational research - various research designs and methodologies to develop an understanding of different research processes and the writing up of findings

What is educational research? Research problems, questions, hypotheses Literature review Operationalization of key concepts Research design and methods Data collection Data analysis Data presentation Interpretation/discussion/explanation Validity, reflexivity and reliability Conclusion/implications of findings Guidelines for writing a research proposal Guidelines for writing a research report

Research proposal under the guidance of the supervisor

Research project: HRPC00Y

8 40 This part provides students with opportunities to conduct and report on a research project in the field of curriculum.

Students should also be able to design, carry out research and report on research in current educational issues Show commitment to high social responsibility as teachers and educational professionals in the way they carry out research and make interpretations on research.

Conducting research in a chosen field and writing up of the full research project

ED 2.3.5 BACHELOR OF EDUCATION HONOURS in EDUCATION LEADERSHIP AND MANAGEMENT

BEd Hons (Education Leadership and Management)

PROGRAMME CODE: H5ELMQ HEQF LEVEL: 8 CREDITS: 120 DATE INSTITUTED: 1 JANUARY 2017 SAQA: 98811 ED2.3.5.1 Purpose of the programme

The BEd Honours in Education Leadership and Management is intended to prepare students for research-based studies in the field of education leadership and management. Students should develop the capacity to analyse research methodology and techniques of education research in schools and communities and to conduct and report, under supervision, on their research in order to prepare them for research-based postgraduate studies. Furthermore, the aim is to advance enquiry into

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and reflect on findings from research on leadership and management practice. It serves to consolidate and deepen the student’s knowledge of leadership and management theories and perspectives, and to develop research capacity in the methodology and techniques in this field. It will enable students to develop intellectual, theoretical and disciplinary knowledge of and insight into theories, concepts and practices in education leadership and management. The purpose is to ensure that students will broaden their knowledge, which will enable them to reflect critically on and evaluate their experiences, performance and progress, and to be able to transfer and apply skills and knowledge to different contexts.

ED2.3.5.2 Outcomes of the programme The student who graduates with a BEd Honours in Education Leadership and Management will be able to:

Produce a research project on education leadership and management that is relevant and informed by current theory.

Apply theories in the various content domains with a view to evaluating the different leadership and management practices.

Assess and apply problem-solving strategies to everyday leadership and management challenges;

Provide the necessary knowledge, skills, values and attitudes to all school leaders that will encourage an advanced reflection on their professional and personal development; and

Commit to high ethical standards in the practice of education leadership and management. ED2.3.5.3 Admission requirements To gain admission into the BEd Honours in Education Leadership and Management a potential student should possess: A four- year professional teaching degree Or An appropriate Bachelor’s degree and a recognised professional teaching qualification Or A four-year professional teaching qualification (s) as well as and Advanced Diploma in a cognate sub-field of Education ED2.3.5.4 Additional selection criteria An average of 65% for the previous degree is required to be allowed into the programme. Students who apply for this degree may undergo a selection process which includes personal interviews, panel interviews and written submissions. The following will be taken into account: previous academic achievement, and the potential to develop the necessary academic reading and writing skills to become a good researcher of education leadership and management.


Module name

Year module Code

Compulsory Modules

Education Theory : Perspectives of Leadership and Management HLPM00Y

Organisational Behaviour in Education and Leadership HOBE00Y Education Resource Management HERM00Y

Research Methodology: Education Leadership and Management HRMD00Y

Research Project: Education Leadership and Management HRPM00Y

ED2.3.5.6 Programme structure a) Minimum duration: One-year formal instruction. b) The programme is offered full-time or part time c) All modules are compulsory All modules may be completed in the same year by full-time students.

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Part-time students will be allowed to register for three modules in their first year study which includes: Education Theory: Perspectives of Leadership and Management; Research Methodology and Organisational Behaviour in Education Leadership. In the second year, it is proposed that the student register for the two remaining modules: Education Resource Management and the Research Project. Part-time students will be required to complete the Research Methodology module before undertaking the module on Research Project. ED2.3.5.7 Promotion requirements a) Refer to ED1: General Faculty Regulations, for additional information regarding promotion and re-admission

requirements. ED2.3.5.8 Award of honours degree The Bachelor of Education Honours in Education Leadership and Management will be awarded to students who have completed all the prescribed modules. ED2.3.5.9 Research time: 25%

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Education Theory: Perspectives of Leadership and Management HPLM00Y

8 30 The purpose of this module is to ensure that students have a solid foundation in current theories of education leadership and management in order to conduct research from a firm epistemological foundation.

Various theories such as: Gidden’s structuration theory CHAT – Culturally Historical Activity Theory Critical Race Theory Maslow’s Hierarchy Theory


Organisational Behaviour in Education and Leadership HOBE00Y

8 15 The purpose of this module is to introduce key concepts and theories relevant to the study of organisational behaviour in education

Organisational behaviour, culture and school leadership Individual diversity and motivation The dynamics of groups and teams Communication; wellness and stress; power; empowerment and influence Managing conflict Organisation development and change. Leadership: The school as a learning organisation


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Education Resource Management HERM00Y

8 30 The purpose of this module is to: understand the relationship between societal developments and education policies; reveal ways in which policies are described and to critically interpret policy developments; understand the importance of effective and efficient financial management in schools; critically analyse various financial management functions; be ICT (information computer technology) competent

Education policy Policy development Legislation and Constitution School Financial Management: Organisation, Planning, Leading and Control as main management functions ICT Management in Education Human Resource Management in education


Research Methodology Education Leadership and Management HRMD00Y

8 15 The purpose of this module is to strengthen and deepen the student’s fundamental knowledge of research methodologies and design in education leadership and management

Develop an understanding of the different research paradigms. Develop knowledge in selecting research design for the research study. Gain insight into data collection methods and analysing data. Develop skills and knowledge in drawing up a research proposal Develop skills and knowledge in writing up a research report


Research project Education Leadership and Management HRPM00Y1

8 30 The purpose of this module is to engage student in the research and writing up thereof in an area of specialisation which will be supervised by

Developing a research proposal. Conducting and writing up the literature review Conducting and writing up the methodology section Conducting and writing the empirical investigation Conducting and writing up data analysis and findings

Two written assessments composing drafts of literature review and methodology section; final research report

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a suitable member of the department

ED 2.3.6 BACHELOR OF EDUCATION HONOURS in LANGUAGE LITERACIES AND LITERATURE

BEd Hons (Language Literacies and Literature)

PROGRAMME CODE: H5LLLQ HEQF LEVEL: 8 CREDITS: 120 DATE INSTITUTED: 1 JANUARY 2017 SAQA: 97906 ED2.3.6.1 Purpose of the programme

The overarching purpose of the programme is to provide students with the knowledge, skills and development required to initiate their journey into academia, and in particular, research. The purpose is also to produce students who can demonstrate a critical understanding and skills in the fields of language, literacies and literature in education, as well as research in the field of educational linguistics. This is done by preparing them to engage positively with the multi-variate language diversity issues encountered in South African classrooms.

ED2.3.6.2 Outcomes of the programme Exit level outcomes in the BEd Honours in Language Literacies and Literature require that students demonstrate the following competencies:

The ability to become an integral component of a community of experts in the fields of language, literacies and literature by engaging with theoretical and conceptual knowledge and debates in the fields;

To engage with different models of language acquisition, literacies and literature, as well as debate and critique around different models and theories;

To reflect on different models and apply what is most suited to particular contexts;

To engage critically in debate around relevant local, national and international debates in the fields, and to be able to apply appropriately to the South African linguistic and literacy contexts;

To be selective around appropriate research approaches and methodologies

To be able to conduct research in appropriate contexts of language, literacies and literature;

To report on research within the contexts of language, literacies and literature.

To read and write critically and academically in the field.

ED2.3.6.3 Admission requirements To gain admission into the BEd Honours Education (Language, Literacies and Literature) a potential student should possess: a four-year Bachelor of Education degree with Education and English/ Linguistics (or related modules) as majors Or a general NQF level 7 first degree with English as major plus a 120C NQF level 7 Advanced Diploma in Education/Postgraduate Certificate in Education (PGCE) Or A four-year professional teaching qualification (s) as well as and Advanced Diploma in a cognate sub-field of Education ED2.3.6.4 Additional selection criteria An average of 65% for the previous degree is required to be allowed into the programme. In addition to the minimum admission requirements as outlined above. Prospective students who apply for this degree will undergo a selection process. The selection process may include personal interviews, panel interviews and written submissions and will take the following into account: previous academic achievement, personal skills, interpersonal skills, the ability to work in a team and the potential to develop the necessary skills to become an effective researcher.

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Module name

Year module Code

Compulsory Modules

Theories in Language, Literacies and Literature HLPL00Y

Current Issues in Language, Literacies and Literature HCIL00Y

Research methodology and design in Language, Literacies and Literature HRML00Y

Research project in Language, Literacies and Literature HRPL00Y

ED2.3.6.6 Programme structure a) Minimum duration: One-year formal instruction. b) The programme is offered full-time or part time c) All modules are compulsory All modules must be completed over one year full-time, or two years part-time. The student must pass all first-year modules to progress to the second year if studying over two years. All modules are at NQF level 8. All students entering this qualification are expected to be Information and Communication Technology in Education (ICT) competent.


requirements. ED2.3.6.8 Award of honours degree The Bachelor of Education Honours in Language, Literacies and Literature will be awarded to students who have completed all the prescribed modules. ED2.3.6.9 Research time: 33.3%

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Theories in Language, Literacies and Literature HLPL00Y

8 30 The purpose of the module is to examine key theories in language, literacies and literature, from behaviourist acquisition theories to more recent socio-cultural and critical theories. Various models are presented,

Language acquisition: First language acquisition Second language acquisition Foreign/ additional language acquisition Bi/multilingualism Language theories: Social turn Critical Turn Literacies: Reading models Writing models New Literacy Studies Literature: Focus on the global: theoretical underpinnings


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discussed and critiqued in relation to the local, national and international contexts.

Current Issues in Language, Literacies and Literature HCIL00Y

8 30 The purpose of the module is to examine current issues in language, literacies and literature, such as the power of English, the impact and practice of planning and policy.

English as a global language Growth and spread of English Literacies: multimodalities; Multiliteracies (including digital literacies); Early literacies, Family/ home; community; school literacies Language policy and planning Literature: focus on the local: theoretical underpinnings


Research methodology and design in Language, Literacies and Literature HRML00Y

8 20 The purpose of the module, research design and , methodology is to introduce students to educational linguistics research design, methodologies and analytical tools

What is research? Research in educational Linguistics Proposal writing Identifying/ conceptualising problems Designing research questions Designing aims Writing a literature review Research design and methodology Validity, reliability, trustworthiness Ethical issues Data collection, analysis, presentation Discussing findings, making links with literature and theory


Research project in Language, Literacies and Literature HRP00Y

8 40 The purpose is to prepare students with the knowledge and skills to conduct and report on a research project in educational linguistics. The module providing the overarching context for the other 3 modules by drawing on the key concepts and issues of all three modules, culminating in a research project.

Report writing Conducting research in a chosen field and writing up of the full research project


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ED 2.3.7 BACHELOR OF EDUCATION HONOURS in STEM EDUCATION

BEd Hons with endorsements in Science Education/in Technology Education/in ICT Innovation in Education/in Mathematics Education (STEM Education)

PROGRAMME CODE: Code to be allocated HEQF LEVEL: 8 CREDITS: 120 DATE INSTITUTED: 1 JANUARY 2018 SAQA: 101494 ED2.3.7.1 Purpose of the programme The purpose of the BEd Hons (STEM) is to prepare students for research-based postgraduate studies in STEM education in order to consolidate and deepen their expertise in Science and Technology Education, as well as their academic and practical competence in these specialisations within Education. It also strives to develop education research capacity. This is done by developing in students the competence of a deep and systemic understanding of the current thinking, practice, theory and methodology related to a specialisation in Science and Technology Education. Students will develop the skills to design and implement research that is appropriate for the educational community. ED2.3.7.2 Outcomes of the programme Exit level outcomes in the BEd Honours in STEM Education require that students demonstrate the following competencies:

Engage with a broad spectrum of educational theories in the field of STEM

Identify and explore contentious issues in their selected specialisations.

Conceptualise and articulate a theoretical lens to guide their research.

Plan their research design

Align their research and practices with the ethical ethos of the Faculty.

Select appropriate methodologies being cognisant of the tenets in both quantitative and qualitative research.

Design and/or select research instruments taking cognisance of elements of validity and trustworthiness.

Collect and manage a data set using appropriate technologies, e.g. file management, document version control and cloud storage, use appropriate techniques to analyse data and in support use software packages, e.g. ATLAS.ti, TRANSANA and SPSS and use reference managers to manage and share their sources, e.g. RefWorks, EndNote and Zotero.

Communicate their research findings in a research report taking cognisance of technical aspects.

Join existing online research communities, share their research and broaden their horizons as part of their own professional learning network.

ED2.3.7.3 Admission requirements To gain admission into the BEd Hons (STEM) a potential student should possess: A four-year Bachelor of Education degree with Education and Mathematics/Science/Technology as majors Or A general NQF level 7 first degree with Mathematics/Science/Technology as major plus a 120 credits NQF level 7 Advanced Diploma in Education Or In the case of ICT Innovation in Education a student should possess a general NQF level 7 first degree as major plus a 120 credits NQF level 7 Advanced Diploma in Education in any subject offered in the Or A four-year professional teaching qualification (s) as well as and Advanced Diploma in a cognate sub-field of Education

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ED2.3.7.4 Additional selection criteria An average of 65% for the previous degree is required to be allowed into the programme. Additionally, students should provide proof relevant academic competence in the following subject/modules: For Mathematics Education

A minimum of 60% in Mathematics/ Applied Mathematics/ Mathematical Literacy (or equivalent) at a second year level to qualify for the Mathematics Education endorsement

For Science Education

A minimum of 60% in Chemistry / Physics/Applied Mathematics (or equivalent) at a second year level to qualify for the Science Education endorsement (Physical Sciences)

A minimum of 60% in two of the following subjects Zoology, Botany, Human Anatomy, Human Physiology, Molecular Biology (e.g. Biochemistry and Microbiology), and Biotechnology ( or equivalent ) to qualify for the Science endorsement (Life Sciences).

For Technology Education

A minimum of 60% in a Technology related major at a second year level to qualify for the Technology Education endorsement

For ICT Innovation in Education

None

In addition to the minimum admission requirements as outlined above. Prospective students who apply for this degree will undergo a selection process. The selection process may include personal interviews, panel interviews and written submissions and will take the following into account: previous academic achievement, personal skills, interpersonal skills, the ability to work in a team and the potential to develop the necessary skills to become an effective researcher. ED2.3.7.5 Curriculum

Module name

Year module Code

Compulsory Modules

Education Theory To be allocated

Research methodology To be allocated

Electives

Current Issues: in Science Education/ in Technology Education/in ICT Innovation in Education/in Mathematics Education

To be allocated

Research project: in Science Education/ in Technology Education/in ICT Innovation in Education/in Mathematics Education

To be allocated

ED2.3.7.6 Programme structure a) Minimum duration: One-year formal instruction. b) The programme is offered full-time or part time The following rules of combination apply for the four endorsements for the programme:

If a student opts for an endorsement in Science Education, he/she will select the two generic/shared/integrative modules, namely Education Theory and Research Methodology, and the two specific elective modules Current Issues in Science Education and Research Report in Science Education.

If a student opts for an endorsement in Technology Education, he/she will select the two generic/shared/integrative modules, namely Education Theory and Research Methodology, and the two specific elective modules Current Issues in Technology Education and Research Report in Technology Education.

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If a student opts for an endorsement in ICT Innovation in Education, he/she will select the two generic/shared/integrative modules, namely Education Theory and Research Methodology, and the two specific elective modules Current Issues in ICT Innovation in Education and Research Report in ICT Innovation in Education.

If a student opts for an endorsement in Mathematics Education, he/she will select the two generic/shared/integrative modules, namely Education Theory and Research Methodology, and the two specific elective modules Current Issues in Mathematics Education and Research Report in Mathematics Education.

Although all four modules, namely Education Theory, Current Issues in a specific STEM subject, Research Methodology and Research Project in a specific STEM subject can be done full-time within a one-year period, it is recommended that students rather complete the qualification part-time within two years to lay a good foundation in educational theories and contentious issues, current trends and debates in STEM education. Thus, a student at the first year level enrols for the generic/shared/integrative module Education Theory and the first elective module Current Issues in a specific STEM subject (according to Table 3). Similarly, at the second year level a student enrols for the generic/shared/integrative module Research Methodology and the second elective module Research Project in a specific STEM subject


requirements. ED2.3.7.8 Award of honours degree The Bachelor of Education Honours in STEM Education have completed all the prescribed modules. ED2.3.7.9 Research time: 25%

ED.2.3.7.10 MODULES IN THE BACHELOR OF EDUCATION HONOURS in STEM EDUCATION

Module names

NQ

F L

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Cre

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Mo

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Purpose of the module Content of module Assessment

Education Theory (Code to be allocated)

8 30 The purpose of the generic/shared/integrative module is to engage students in a comprehensive spectrum of underlying educational theories (learning and epistemological theories) of the broader integrated or integrative STEM education (i.e. Science Education, Technology/Engineering Education, ICT Innovation in Education and Mathematics Education) in order to situate research and to develop a theoretical understanding of curriculum, pedagogy (instructional) and

Learning theories, e.g.

John Dewey’s learning through

experience (including case-based and

problem-based learning)

Richard Lesh’s realistic,

interdisciplinary problems outside of

school, which are usually tackled by

via collaboration (teams), orl realistic

learning via problem solving and

modelling

Zoltan Dienes’theory of multiple

representations/embodiments (the

principle of perceptual variability =

every concept should be presented in

as many different ways as possible)

Cognitive constructivism

Social constructivism in STEM

education


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assessment issues in STEM education.

Appropriate insights from philosophy

and sociology applicable to

educational practice.

Theoretical perspectives on learning

and cognition in educational settings.

project-based learning, engineering design-based studies, or problem-based learning strategies inquiry-based learning Embodied, Situated, and Distributed Cognition (ESDC) Epistemological theories, e.g. Pedagogical Content Knowledge (PCK): A focus on Shulman’s concept of PCK Recent advances in the field of PCK (Loughran et al, CoRes and PaP-eRs) and TPCK (Mishra & Koehler). Critical reflection in STEM education.

Current Issues in Science Education (Code to be allocated)


elective module is to

develop knowledge and

understanding in students

of various contentious

issues and current trends

and debates pertaining to

a particular STEM subject

in order to prepare them

for research

developments in the this

subject.

Nature of Science and inquiry-based

science education

Socio-scientific issues and indigenous

knowledge in science education

Perspectives on science curriculum

development and curriculum reform

Science concept formation and conceptual change CK and TPACK in science teaching Language in science teaching and learning


Current Issues: in Technology Education (Code to be allocated)










for research


subject.

The knowledge types in technology

and technology education (Conceptual

and procedural knowledge)

Embodied, Situated, and Distributed

Cognition (ESDC) in technology and

technology education

Complex thinking (creative, analytical,

decision making, problem solving and

design) processes in technology and

technology education

Current development and international

and national perspectives on

Technology Education and reform

Current contentious issues in

technology and Technology Education:

- The impact of technology on the

environment

- STS Studies

- Ethical and aesthetical issues of

technology

- Gender issues in technology


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- Values in technology (aesthetical,

economical, social, moral,

political, and spiritual values)

- Learners’ perceptions of and

attitudes towards technology

Indigenous technology (IK)

The complementarity between

Indigenous technology knowledge

systems (ITKS) and Western

technology systems (WTKS)

Current Issues in ICT Innovation in Education (Code to be allocated)

30 The purpose of the









for research


subject.

A sound knowledge base and critical

understanding of the nature of ICT

Innovation in Education domain

Current perspectives of international

and national perspectives on ICT

Innovation in Education and reform

Principles of Learning design

Interactive learning including

gamification of learning

Current trends and practices in terms

of OERs and Open Learning

Authentic learning

Innovation theories

Learning in hypermedia environments,

such as MOOCs

Online assessment


Current Issues in Mathematics Education (Code to be allocated)










for research


subject

The nature of Mathematics Education

domain

Problem solving-based learning in

Mathematics

Ethno Mathematics as a field of

specialisation

Current development and international

and national perspectives on

Mathematics Education and reform

International, national and provincial

policy documents on Mathematics

Education

OBE as policy and design approach in

the Mathematics, by referring to the

Mathematics in the CAPS

Concept formation and conceptual

change

Diversity, multilingualism, gender and

affective issues in Mathematics

learning and teaching, including

beliefs, attitudes and emotions

PCK in Mathematics

Technological Pedagogical Content

Knowledge (TPACK)) in Mathematics


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Mathematics Discourse in Instruction

(MDI)

Assessment and test item analysis

Research methodology (Code to be allocated)

8 30 The purpose of the generic/shared/integrative module is to cultivate research knowledge and skills in students in order to execute a small-scale research project/essay in STEM education from a theoretical perspective including:

the nature; function, role and relationship between underlying conceptual frameworks and research in the broader field of STEM education;

various research designs and their associated research approaches (i.e. quantitative, qualitative and mixed-methods approaches); data-collection methods; methods for data analyses;

the relationship between research designs and the nature/ types of problem statements and research questions;

the cultivation of research knowledge and skills in order to execute a small-scale research project/essay in STEM education.

Research theme/topic

Introduction

Rationale for the research

Problem statement

purpose or aims of the research

Research question(s)

Theoretical/conceptual frameworks

Literature review

Analytical lenses and theoretical

underpinnings for qualitative,

quantitative and mixed-methods

designs, e.g. Cultural-Historical

Activity Theory (CHAT), Critical theory,

etc.

Research design:

- Research approaches/paradigms

(quantitative, qualitative and

mixed-methods research)

- Data-collection instruments

- Sampling

- Reliability and

validity/trustworthiness

- Ethical considerations

Data collection

methods/procedures/processes and

instrument design and development

File management, document version

control and cloud storage.

Data analysis

- Software programmes to analyse

qualitative and quantitative data, e.g.

ATLAS.ti, TRANSANA and SPSS.

Writing up findings

Discussion of the findings

Conclusion/aligning with research

problem

Reference techniques

- In-text referencing

- Reference list


Research project: in Science Education/ in Technology Education/in ICT Innovation in Education/in

8 30 With the fore-mentioned three modules as point of departure, the purpose of the elective module is to supervise students how to plan, execute and record/document research of limited extent in a specific field of specialisation or STEM

Planning of research

Written supervised research report in

the STEM subject of Science

Education/Technology Education/ICT

Innovation in Education/Mathematics

Education consisting of the following:

Title page Abstract


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Mathematics Education (Code to be allocated)

subject within STEM education in a small-scale research project/essay on a chosen topic in the endorsement in order to lay a conceptual understanding and foundation for masters and doctoral studies.

Introduction, problem statement,

purpose of research and research

questions

Theoretical/conceptual

framework/literature review

The research design

- Research

approaches/paradigms

- Data-collection

methods/instruments

- Data analyses

- Reliability and

validity/trustworthiness

Findings

Discussion of the findings

Conclusions

Reference list

Table of content, list of abbreviations,

acknowledgements and appendices

ED2.4 POSTGRADUATE DIPLOMA

ED 2.4.1 POSTGRADUATE DIPLOMA IN EDUCATION

PGDip (Education)

PROGRAMME CODE: E5EGDQ: Postgraduate Diploma in Engineering Graphics and Design Education E5ICTQ: Postgraduate Diploma in Information Communication Technology (ICT) Innovation Education E5MATQ: Postgraduate Diploma in Mathematics Education HEQF LEVEL: 8 CREDITS: 120 DATE INSTITUTED: 1 JANUARY 2017 (To be offered as of 2020) SAQA: 99282 ED2.4.1.1 Purpose of the programme The purpose of this PGDip (Education) is to strengthen and deepen teachers’ specialist theoretical knowledge and practical skills in Mathematics Education/Science Education/Technology Education/ICT Innovation in Education in order to prepare them for advanced leadership positions such as teacher specialists, subject heads or subject advisors in their areas of specialisation (sub-endorsements).

This qualification will develop in teachers’ specialised competence and evidence-based practices around advanced reflection, current thinking and practice PCK in their areas of specialisation (sub-endorsements) in the organising learning field of Science and Technology. The proposed curriculum covers both the theoretical engagement and intellectual independence required in the professional development of teachers in these fields of specialisation. Teachers will develop sufficient academic understanding of current developments in the teaching of Mathematics/ Mathematical Literacy/Life Sciences/Physical Science/Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology/ ICT Innovation in Education/School ICT support.

ED2.4.1.2 Outcomes of the programme

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The outcomes of the Postgraduate Diploma in Education: Students will be able to:

- Critically reflect on specialised theoretical knowledge around PCK of Mathematics Education/Science Education/Technology Education/ICT Innovation in Education/ School ICT support.

- Set goals for their own professional development in terms of PCK.

- Provide evidence of deep expertise in the areas of specialisation (sub-endorsements) of Mathematics/Mathematical Literacy/Life Sciences/Physical Science/Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology/ ICT Innovation in Education/School ICT support in schools, through improved lesson planning and assessment.

- Articulate and use a sound knowledge base and critical understanding of the nature and issues in the specific organising field of Science and Technology Education, and apply these in the classroom.

- Reflect on professional and personal development.

- Critically analyse relevant learning support materials, resources and practices, in the light of a conceptual understanding of Mathematics Education/Science Education/Technology Education/ICT Innovation in Education.

- Apply research methodology in the organising field of learning in Science and Technology Education by conducting a research project of limited scope under supervision.

- Act as key-stone master teachers, in assisting other teachers in their professional development. ED2.4.1.3 Admission requirements To gain admission into the Postgraduate Diploma in Education (Mathematics Education/ Science Education/Technology Education/ Computer Applications Technology Education) a potential student should provide proof relevant academic competence, namely an average of 65% for all the subjects/modules overall in the following qualifications, to be allowed into the program:

A four- year Bachelor of Education degree or equivalent professional teaching degree Or

A general first degree (BA, BSc, BCom, BSocSci, etc.), plus a Postgraduate Certificate in Education (or a former equivalent)

Or

A four-year professional teaching qualification(s) as well as a 120 credit Level 7 Advanced Diploma in a cognate specialisation.,

Additionally, students should provide proof relevant academic competence, namely 60% average in the majors of a prior degree. Furthermore, the minimum requirement(s) to be admitted to a particular specialisation are as follows: Mathematics Education

(a) Mathematics: (Not offered in 2018) A subject at second year level (or the equivalent thereof), e.g. Mathematics 2 (or equivalent e.g. Applied

Mathematics 2)

(b) Mathematical Literacy: (Not offered in 2018) A subject at second year level (or the equivalent thereof), e.g. Mathematical Literacy 2 (or equivalent, e.g. Mathematics 2 or Applied Mathematics 2)

Science Education)

(a) Physical Sciences: (Not offered in 2018) A subject at second year level (or the equivalent thereof), e.g. Chemistry 2 or Physics/Applied Mathematics 2

(b) Life Sciences: (Not offered in 2018) Two subjects from the following at least on second year level: Zoology, Botany, Human Anatomy, Human Physiology, Molecular Biology (e.g. Biochemistry and Microbiology) and Biotechnology

Technology Education

(a) Technology (Not offered in 2018)

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Technology at second year level (or the equivalent thereof), e.g. Technology 2 (or equivalent e.g. Civil Technology

2)

(b) Engineering graphics and design: (Not offered in 2018) One of the following requirements apply:

Engineering graphics and design 2 and Civil Technology 2/Electrical Technology 2/Mechanical Technology 2

Engineering graphics and design 3 and Civil Technology 1/Electrical Technology 1/ Mechanical Technology 1

(c) Civil technology: (Not offered in 2018)

Civil Technology 2 and Engineering graphics and design 2/Electrical Technology 2/ Mechanical Technology 2

Civil Technology 3 and Engineering graphics and design 1/Electrical Technology 1/ Mechanical Technology 1

(d) Electrical technology: (Not offered in 2018)

Electrical Technology 2 and Engineering graphics and design 2/Civil Technology 2/ Mechanical Technology 2

Electrical Technology 3 and Engineering graphics and design 1/Civil Technology 1/ Mechanical Technology 1

(e) Mechanical technology: (Not offered in 2018)

Mechanical Technology 2 and Engineering graphics and design 2/Civil Technology 2/ Electrical Technology 2

Mechanical Technology 3 and Engineering graphics and design 1/Civil Technology 1/ Electrical Technology 1

ICT Innovation in Education: (Not offered in 2018)

(a) ICT Innovation in Education: No additional subject knowledge required.

ED2.4.1.4 Additional selection criteria An average of 65% for the previous degree is required to be allowed into the programme.In addition to the minimum admission requirements as outlined above, prospective students may be required to undergo a selection process, including personal interviews and written submissions. ED2.4.1.5 Curriculum

Module name

Year module Code

Compulsory Modules

Current Issues in Education: Science and Technology Education ECISS0Y

Critical reflection on Education: Science and Technology Education ECRSS0Y

Compulsory for the following specialisations:

Engineering Graphics and Design Education

Pedagogical Content Knowledge 1 in Engineering Graphics and Design EPCK1DY Pedagogical Content Knowledge 2 in Engineering Graphics and Design EPCK2DY

Information Communication and Technology (ICT) Innovation Education

Pedagogical Content Knowledge 1 in Information and Communication Technology Innovation in Education

EPCK1CY

Pedagogical Content Knowledge 2 in Information and Communication Technology Innovation in Education

EPCK2CY

Mathematics Education

Pedagogical Content Knowledge 1 in Mathematics Education EPCK1MY Pedagogical Content Knowledge 2 in Mathematics Education EPCK2MY

Specialisation in Mathematics/Sciences/Technology and Education 3 demonstrated that Information and Communication Technology (ICT) competencies and a recognised teaching qualification are pre-requisites for this qualification. All modules are completed in the same year for full-time studies. However, students have the option of completing this qualification over two years on a part-time basis. All modules are at level 8. All modules are focused on the development of the specialisation.

200


All students entering this qualification are expected to be competent in Information and Communication Technology (ICT) in Education. Teachers who enter the programme without ICT competence are required to take an additional 12 credits at level 5 to develop this competence. SciTechEd will be offering this as an extra-curricular module.

ED2.4.1.6 Programme structure a) Minimum duration: One-year formal instruction. b) The programme is offered full-time or part time ED2.4.1.7 Promotion requirements a) Refer to ED1: General Faculty Regulations, for additional information regarding promotion and re-admission

requirements. ED2.4.1.8 Award of postgraduate diploma The Postgraduate Diploma in Education with endorsement in the field of specialisation will be awarded to students who have completed all the prescribed modules.

ED.2.4.1.9 MODULES IN THE POSTGRADUATE DIPLOMA in EDUCATION

Module names

NQ

F L

evel

Cre

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Mo

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Purpose of the module Content of module Assessment

Current Issues in Science and Technology Education ECISS0Y

8 30 The purpose of this module is to demand a high level of theoretical engagement and intellectual independence in the organizing learning fields of Science and Technology Education. The module aims to develop students by means of a systematic survey of current thinking and practice in order to articulate and use a sound knowledge base and critical understanding of the nature and issues in the specific organising field and apply these in the classroom

Nature of organising learning fields of Science and Technology Education Current development and international and national perspectives and education reform in the organising fields of Science and Technology Education Conceptual change theory Constructivism Multilingualism and diversity


201


Critical reflection Science and Technology Education ECRSS0Y

8 30 The purpose of this module is to prepare students for research-based postgraduate studies, to develop research capacity in the methodology and techniques, to expose students to advanced reflection and development by means of a systematic survey of research methods in theory and methodology of Science and Technology Education and to conduct and report on research under supervision in order to critically reflect on specialised theoretical knowledge around PCK of Science and Technology Education and to reflect

The DATA process Guided reflection protocol PCK CoRes and PaP-eRs Conduct a small scale research project of limited scope within the organising fields of Science and Technology Education under supervision


Engineering

Graphics and

Design

Education

Pedagogical

Content

Knowledge 1 in

Engineering

Graphics and

Design

EPCK1DY

8 30 To develop skills to critically reflect on own practice and to identify areas of growth in subject and pedagogical knowledge, and to map own professional development

Descriptive and solid

geometry, mechanical

drawings


Engineering

Graphics and

Design

Education

Pedagogical Content Knowledge 2 in Engineering Graphics and Design EPCK2DY

8 30 To develop skills to critically reflect on own practice and to identify areas of growth in subject and pedagogical knowledge, and to map own professional development

Civil drawings, electrical diagrams


ICT Innovation in Education Pedagogical Content Knowledge 1 in Information and Communication Technology

8 30 The purpose of this module is to consolidate and deepen expertise in the various ICT Innovation solutions in education, to demand a high level of theoretical engagement and intellectual independence in the

Authentic learning Interactive learning Learning with hypermedia Innovative ICT tools Collaboration tools Authentic learning environments ICT tools for knowledge creation


202


Innovation in Education EPCK1CY

specific content area, to expose students to substantive theories that may inform the appropriate use of Information and Communication Technology Innovation in the school context and to introduce students to a variety of Information and Communication Technology tools that may be used for innovative teaching and learning and to support them in developing innovative integrated learning systems

Integrated learning environments ICT tools for inclusion Mobile learning tool Assistive technologies

ICT Innovation

in Education

Pedagogical

Content

Knowledge 2 in

ICT Innovation

in Education

ECPCKY2

8 30 The purpose of this module is to consolidate and deepen expertise in ICT Innovation solutions in Education and to demand a high level of theoretical engagement and intellectual independence in the specific content area in order to develop a student’s ability to plan, lead, and manage the processes by which schools can become innovative e-enabled schools

Planning for an ICT Innovative School ICT policy development Designing and managing computer rooms Making data-driven decisions as educational intervention Network management and security Online safety Managing learner data


Mathematics Education Pedagogical Content Knowledge 1 in Mathematics Education EPCK1MY

8 30 The purpose of this module is to consolidate and deepen expertise in Mathematics/Mathematical Literacy and to demand a high level of theoretical engagement and intellectual independence in the specific content area in order to identify areas of growth in subject and pedagogical knowledge, and to map own professional development.

Functions, graphs and differential calculus


Mathematics Education Pedagogical Content Knowledge 2 in Mathematics Education EPCK2MY

8 30 The purpose of this module is to consolidate and deepen expertise in Mathematics/Mathematical Literacy and to demand a high level of theoretical engagement and intellectual independence in the specific content area in the specific

Trigonometry, coordinate geometry and Euclidean geometry


203


content area in order to identify areas of growth in subject and pedagogical knowledge, and to map own professional development.

ED 2.4.2 POSTGRADUATE DIPLOMA IN EDUCATION LEADERSHIP AND MANAGEMENT

PGDip (Education Leadership and Management)

PROGRAMME CODE: E5ELMQ HEQF LEVEL: 8 CREDITS: 120 DATE INSTITUTED: 1 JANUARY 2017 (not offered in 2019) SAQA: 98033 ED2.4.2.1 Purpose of the programme The Postgraduate Diploma in Education Leadership and Management serves to strengthen and deepen an educator’s knowledge in education leadership and management. The primary purpose of this qualification is to enable working professional educators to involve themselves in advanced reflection and development by means of a systematic survey of current thinking, practice and research methods in the field of education leadership and management ED2.4.2.2 Outcomes of the programme The student who graduates with a Postgraduate Diploma in Education Leadership and Management will be able to:

Produce a research project on education leadership and management that is relevant and informed by current theory.

Apply theories in the various content domains with a view to evaluating the different leadership and management practices.

Assess and apply problem-solving strategies to everyday leadership and management challenges;

Provide the necessary knowledge, skills, values and attitudes to all school leaders that will encourage an advanced reflection on their professional and personal development; and

Commit to high ethical standards in the practice of education leadership and management. ED2.4.2.3 Admission requirements To gain entry into the PGDip in Education Leadership and Management the student should possess an approved and

recognised four-year BEd Degree

Or

A three-year general Bachelor’s Degree and a Postgraduate Certificate in Education (or a former equivalent)

Or

A four-year professional teaching qualification (s) as well as a 120 credit Level 7, Advanced Diploma in a cognate specialisation. ED2.4.2.4 Additional selection criteria An average of 65% for the previous degree is required to be allowed into the programme. Students who apply for this degree may undergo a selection process which includes personal interviews, panel interviews and written submissions. The following

204


will be taken into account: previous academic achievement and the potential to develop the necessary academic reading and writing skills to become a good researcher of education leadership and management.


Module name

Year module Code

Compulsory Modules

Curriculum Leadership and Management ECLM00Y

Education Resource Management EERM00Y Educational Theory: Perspectives of Leadership and Management EPLM00Y

Research Project: Education Leadership and Management ERP00Y

All modules may be completed in the same year by full-time students. Part-time students will be allowed to register for two modules in their first year study which includes: Education Theory: Perspectives of Leadership and Management and Curriculum Leadership and Management. In the second year, it is proposed that the student register for the two remaining modules: Education Resource Management and the Research Project. Students entering this qualification are expected to be computer literate. ED2.4.2.6 Programme structure a) Minimum duration: One-year formal instruction. b) The programme is offered full-time or part time c) All modules are compulsory ED2.4.2.7 Promotion requirements a) Refer to ED1: General Faculty Regulations, for additional information regarding promotion and re-admission

requirements. ED2.4.2.8 Award of postgraduate diploma The Postgraduate Diploma in Education Leadership and Management will be awarded to students who have completed all the prescribed modules. ED2.4.2.9 Research time: 25%

ED.2.4.2.10 MODULES IN THE POSTGRADUATE DIPLOMA in EDUCATION LEADERSHIP AND MANAGEMENT

Module names

NQ

F L

evel

Cre

dit

s p

er

Mo

du

le



Curriculum Leadership and Management ECLM00Y

8 30 The purpose of this module is to develop a critical conception of theories, debates and perspectives related to curriculum leadership and management.

Critical theories, debates and perspectives in curriculum leadership and management. Deconstructing South African policies and legislation pertaining to curriculum leadership and management International case studies on critical curriculum management and leadership to promote social justice Operationalising and reflecting on curriculum leadership and


205


management in one’s own community of practice

Education Resource Management EERM00Y

8 30 The purpose of this module is to: understand the relationship between societal developments and education policies; reveal ways in which policies are described and to critically interpret policy developments; understand the importance of effective and efficient financial management in schools; critically analyse various financial management functions; be ICT (information computer technology) competent

Policy development Legislation and Constitution School Financial Management: Organisation, Planning, Leading and Control as main management functions ICT Management in Education Human Resource Management in education


Educational Theory: Perspectives of Leadership and Management EPLM00Y

8 30 The purpose of this module is to ensure that students have a solid foundation in current theories of education leadership and management in order to conduct research from a firm epistemological foundation.

Various theories such as: Gidden’s structuration theory CHAT – Culturally Historical Activity Theory Critical Race Theory Maslow’s Hierarchy Theory


Research Project: Education

8 30 The purpose of this module is to engage

Developing a research proposal. Conducting and writing up the literature review


206


Leadership and Management ERPM00Y

student in the research and writing up thereof in an area of specialisation which will be supervised by a suitable member of the department

Conducting and writing up the methodology section Conducting and writing the empirical investigation Conducting and writing up data analysis and findings

ED 2.4.3 POSTGRADUATE DIPLOMA IN HIGHER EDUCATION

PGDip (Higher Education)

PROGRAMME CODE E5PHEQ HEQF LEVEL: 8 CREDITS: 120 DATE INSTITUTED: 1 JANUARY 2017 SAQA: 97684 ED2.4.3.1 Purpose of the programme and outcomes of the programme The purpose of the programme is to develop academic staff as reflective practitioners by

a) focusing on the relationship between theory and practice and the ways in which each informs and enriches the other

b) expanding, strengthening and consolidating their knowledge of teaching, learning and assessment in higher education in the South African context

c) facilitating their ability to develop, implement and assess informed and responsive curricula and related pedagogy, including learning with technology

d) developing their capacity as educational researchers.

The programme has been conceptualised and developed as a holistic and integrated programme and therefore outcomes a) to c) are all supported by the modules in “Teaching and Learning in Higher Education”, “Curriculum Development” and “Assessment for Teaching and Learning”. Insights from these modules also inform the module in Research Methodology, which relates directly to outcome d).

ED2.4.3.2 Admission requirements To gain admission into the Postgraduate Diploma in Higher Education a potential student should possess

At least a Bachelor’s degree or equivalent and currently be engaged in teaching and learning in a higher education/FET institution or have had a minimum of one year’s experience in such an institution at the time of registration.

OR

A general NQF level 6 first degree or diploma, plus a 120C NQF level 7 Advanced Diploma in Teaching/ Postgraduate Certificate in Education (PGCE) and currently be engaged in teaching and learning in a higher education/FET institution or have had a minimum of one year’s experience in such an institution at the time of registration.

ED2.4.3.3 Additional selection criteria

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An average of 65% for the previous degree is required to be allowed into the programme.In addition to the minimum admission requirements as outlined above, prospective students may undergo a selection process, including personal interviews and testing. ED2.4.3.4 Curriculum

Module name

Year module Code Compulsory Modules

Assessment for Learning in Higher Education P8ALHEY

Curriculum Development in Higher Education P8CDHEY

Research Methodology in Higher Education P8RMHEY

Teaching and Learning in Higher Education P8TLHEY

Electives:

Leadership in Higher Education P8LIHEY

Learning with Technology in Higher Education P8THEY

Postgraduate Supervision in Higher Education P8PSHEY Understanding Social Inclusion in Higher Education P8USIHY

Note:

All students are required to complete the four compulsory core modules and to choose two from a suite of four electives. The first three modules, which provide the framework for the rest of the course, “Teaching and Learning in Higher Education”, “Curriculum Development” as well as “Assessment for Teaching and Learning” must be completed first. The others may be completed in any order, which will be dependent on both student preference and availability.

ED2.4.3.5 Programme structure a) Minimum duration: One-year formal instruction. b) The programme is offered full-time or part time ED2.4.3.6 Promotion requirements a) Refer to ED1: General Faculty Regulations, for additional information regarding promotion and re-admission

requirements. ED2.4.3.7 Award of postgraduate diploma The Postgraduate Diploma in Higher Education will be awarded to students who have completed all the prescribed modules.

ED.2.4.3.8 MODULES IN THE POSTGRADUATE DIPLOMA in HIGHER EDUCATION

Module names

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Assessment for Learning in Higher Education P8ALHEY

8 20 The purpose of this module is to train Higher Education and Training practitioners to design, develop and implement assessment for any instructional offering which is part of an

Determining the purpose of assessment Articulating competencies which are to be assessed Determining an assessment strategy Planning assessment activities Implementing assessment Evaluating assessment evidence


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accredited Higher Education programme.

Recording and reporting assessment Providing feedback to candidates Reflecting on the assessment process Evaluating the competencies against which the assessment was carried out.

Curriculum Development in Higher Education P8CDHEY


module is to develop

critical insight and

understanding of

various approaches,

theories relating to

curriculum

development in

higher education.

Exploring the concept of curriculum in the HE context Theories/approaches of Curriculum Development Constructive alignment Internal and external forces influencing curriculum change in higher education Principles of course design Methods for implementing curriculum change Disciplinary knowledge structures and implication for curriculum development


Research Methodology in Higher Education P8RMHEY

8 20 The purpose of this module is to develop research capacities of higher education practitioners in qualitative and quantitative methodologies, designs and techniques, in order to enable them to conduct research in their own field and practices.

Qualitative research Qualitative research design Qualitative research methods Analysis of qualitative data Action Research as a Qualitative research design Quantitative research Ensuring sound quantitative research methodology Background to quantitative analyses Basic quantitative analysis techniques Practical quantitative analysis Writing up quantitative results


Teaching and Learning in Higher Education P8TLHEY

8 20 The purpose of the module is to develop the students’ understanding and skills of teaching and learning of adult learners in order to effectively plan and facilitate learning of adults in various higher education contexts.

“Learning to be” teaching and learning philosophy The adult learner Learning Theories Teaching methods, styles and techniques Plan and design adult learning opportunities


Leadership in Higher Education P8LIHEY

8 20 Academic managers are expected to provide intellectual leadership and

Nature, role, national and international trends in Higher Education Policy and Legislation


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capable of (demonstrate)dealing with issues relating to human resource management, financial management, administrative systems and academic management systems in the changing and developing nature of higher education.

Governance and Strategic business Leadership in Organisational development and Change Systems and Human Resource management

Learning with Technology in Higher Education P8THEY

8 20 The purpose of this module is to prepare higher education practitioners to use learning technologies effectively in their Higher Education landscape.

Learning Technology in the Higher Education Landscape Pedagogical Innovation and Learning Technology Implementing Learning Technologies in Higher Education Researching Learning Technologies in Higher Education


Postgraduate Supervision in Higher Education P8PSHEY

8 20 To introduce participants to all aspects of post graduate supervision in order to build capacity and enable them to supervise from a theoretically and practically informed position

Understanding supervision in the South African context The impact of socio-political factors on the supervisory relationship The concept of “doctoralness”: becoming a member of a scholarly community of practice Research ethics The design of scholarly work (explicit links to be made to the research methodology module) Models and styles of supervision Developing and responding to student writing: the importance of feedback Institutional policies and practices Coaching and mentoring


Understanding Social Inclusion in Higher Education P8USIHEY

8 20 The purpose of this module is to equip higher education practitioners with the knowledge and pedagogical strategies to create socially inclusive classrooms that preface social justice and equity

Philosophical underpinnings of social inclusion in Higher Education Pedagogical implications for a socially inclusive Higher Education classroom Access, success and participation in higher education


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ED 2.4.4 POSTGRADUATE DIPLOMA IN INCLUSIVE EDUCATION

PGDip (Inclusive Education)

PROGRAMME CODE: E5PIEQ HEQF LEVEL: 8 CREDITS: 120 DATE INSTITUTED: 1 JANUARY 2017 SAQA: 98034 ED2.4.4.1 Purpose of the programme The purpose of the PGDip (Inclusive Education) is to develop in professional teachers’ specialist theoretical knowledge and practical skills so that they may serve as specialised teachers in mainstream schools, as specialist teachers in special needs schools, as learning support specialists and/or as co-ordinators of learners with diverse abilities.

ED2.4.4.2 Outcomes of the programme Students who have completed the programme will be able to:

Critically discuss specialised theoretical knowledge regarding the pedagogy of inclusive education.

Describe the nature, range and extent of physical, health, sensory and neurological disabilities; intellectual differences; cognitive impairments; learning and emotional problems in children.

Integrate knowledge in the practice of identifying, teaching and supporting the above-mentioned disabilities and conditions within inclusive and special needs schools.

Assess learners who have diverse abilities and educational needs; design and implement individualised intervention support plans; report on assessments and interventions; collaborate with parents, teachers, multi-disciplinary teams and support groups.

Show adaptable professional skills and judgement in evaluating appropriate and effective curriculum differentiations and adapted classroom practices which may accommodate diverse learning abilities and educational needs in schools.

Critically analyse relevant learning support materials, resources and practices, in the light of a conceptual understanding of inclusive education.

Demonstrate high ethical standards in the practice of inclusive education, collaboration with stakeholders and their on-going professional development.

Explain appropriate research methodology, such as case studies, in the field of inclusive education and conduct a case study research assignment of limited scope under supervision.

ED2.4.4.3 Admission requirements Entry into the PG Dip (inclusive Education) is with an approved and recognised four-year BEd Degree, or a three-year general Bachelor’s Degree, capped by an Advanced Diploma in Teaching/ Postgraduate Certificate in Education (or equivalent), or a 120 credit, level 7 Advanced Diploma in Education in a cognate specialisation.

OR

A former four-year professional B Prim Ed, BSec Ed, BA Ed teaching degree.

OR

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A former postgraduate professional teaching qualification such as the HDE (PG) or University Education Diploma (UED).

ED2.4.4.4 Additional selection criteria An average of 65% for the previous degree is required to be allowed into the programme. In addition to the minimum admission requirements as outlined above, prospective students may undergo a selection process, including personal interviews and written submissions regarding work experience and motivation for entry into the programme. Students will need to provide evidence that they have previously conducted study in the field of Inclusive Education or relevant, cognate field at level 7 (This could be for example, submission of a previous curriculum outline or a portfolio). ED2.4.4.5 Curriculum

Module name

Year module Code

Compulsory Modules

Inclusive Education Foundations EAIS00Y

Assessment in Inclusive Schools EAIS00Y

Learning Support ELSP00Y

Community Involvement in inclusive schools ECIS00Y

All modules are completed in the same year. There are no pre-requisites. All modules are at level 8. All modules are focused on the development of the specialisation. Fundamental learning credits are not applicable.

ED2.4.4.6 Programme structure a) Minimum duration: One-year formal instruction. b) The programme is offered full-time or part time c) All modules are compulsory ED2.4.4.7 Promotion requirements a) Refer to ED1: General Faculty Regulations, for additional information regarding promotion and re-admission

requirements. ED2.4.4.8 Award of postgraduate diploma The Postgraduate Diploma Inclusive Education will be awarded to students who have completed all the prescribed modules.

ED.2.4.4.9 MODULES IN THE POSTGRADUATE DIPLOMA in INCLUSIVE EDUCATION

Module names

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Community Involvement in inclusive schools ECIS00Y

8 20 To understand parent – school partnerships in developing supportive plans for learners with barriers to learning in an inclusive

Parent/ community – school partnerships Ethical principles of engagement with learners and their families where barriers to learning are present. Parent consultations and basic counselling skills Home intervention plans and assistive technology Collaborating with parents, teachers, multi-disciplinary teams, disabled people’s organisations.


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education system.

Assessment in Inclusive Schools EAIS00Y

8 30 To integrate theory and practices of assessment processes in the identification of learners with barriers to learning and special educational needs and develop support profiles and assessment adaptations in an inclusive education system.

Assessment theory and processes for inclusive educational settings. Developing support needs profiles Ethical assessment practices and reporting Assessment adaptations and concessions


Learning Support ELSP00Y

8 30 To develop professional skills in designing differentiated and adapted curricula in supporting learners with barriers to learning in an inclusive education system. To critically analyse learning support material, resources and practices within an inclusive education framework.

Pedagogies for supporting inclusive teaching Individualised educational support programmes Curriculum adaptations, differentiation and multi-level teaching Assistive devices innovative technology and alternative augmentative communication systems for communication barriers


Inclusive Education Foundations EIEF00Y

8 40 To develop specialised knowledge of theories, principles, discourses and policies around

Theories, principles, discourses and policies underpinning Inclusive Education. International and national educational legislation and policies Inclusive concepts in an African context (Ubuntu, communalism)


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inclusive education. To understand the nature, range, extent and complexity of intrinsic and extrinsic barriers to learning.

Physical, sensory, health, attention and neurological disabilities and impairments. Intellectual differences, giftedness, cognitive impairments, learning disorders. Emotional problems and disorders in children. Childhood social difficulties and contextual disadvantages.

ED2.5 MASTER OF EDUCATION DEGREE

ED2.5.1 MASTER OF EDUCATION DEGREE FULL DISSERTATION: MEd

PROGRAMME CODE: Refer to ED2.5.1.5: Students register per department HEQF LEVEL: 9 CREDITS: 180 DATE INSTITUTED: 1 JANUARY 2007- HEQSF Aligned PHASING-OUT DATE: NONE ED2.5.1.1 Purpose of the programme The purpose of the Master in Education is to enable qualifying students to develop knowledge and skills to function as critically-reflective, competent and accountable education researchers who can contribute to the development of education knowledge at an advanced level. ED2.5.1.2 Outcomes of the programme Exit level outcomes:

a) See Form 1 2007


a) Prospective candidates will have obtained a BEd (Hons). OR

b) Prospective candidates will have obtained a suitable four-year professional bachelor’s degree plus a teachers’ diploma/ teaching qualification and work experience in the proposed field of specialisation. The Education knowledge of such candidates will be assessed by the Head of Department and the subject expert in the proposed field specialisation and a reading programme may be prescribed prior to following registration.

OR c) Prospective candidates will have obtained a teacher’s diploma /teaching qualification, plus an appropriate honours

degree and work experience in the proposed field of specialisation. The Education knowledge of such candidates will be assessed by the Head of Department and the subject expert in the proposed field of specialisation and reading programme may be prescribed prior to registration.

OR d) For admission to the field of Philosophy of Education, prospective candidates will have obtained bachelor’s honours

degree and work experience relevant to the proposed field of specialisation. The Education knowledge of such candidates will be assessed by the Head of Department and the subject expert in the proposed field of specialisation and reading programme may be prescribed prior to registration.


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Academic performance: students need to have attained a minimum of 65% in their previous degree. If 65% was not attained prior learning and experience in the field may be taken into consideration and students could be allowed to register base on a pre-registration research proposal which is accepted by the Department in which the student will be registering. ED2.5.1.5 Curriculum A dissertation on an approved topic in the field of Education All students must attend a short learning programme in research methodology.

Topics related to the following broad areas may be investigated:

Broad areas Programme Code

Department of Childhood Education

1. Childhood Education M5CHEQ

Department of Education and Curriculum

2. Adult Education

M5ECSQ

3. Curriculum Studies 4. Educational Linguistics

5. Higher Education

6. Learning Area Methodology

7. Philosophy of Education

8. Sociology of Education

9. Teacher Education

10. Environmental Education

11. Values and Human Rights Education

Department of Education Management 12. Educational Management M5DLMQ

Department of Educational Psychology

13. Inclusive Education M5EPSQ 14. Life and Career Orientation

15. Psychology of Education

Department of Science and Technology

16. Information and Communication Technology in Education (ICT) M5STEQ 17. Mathematics Education

18. Science Education 19. Technology Education

Note: Registration takes place per department ED2.5.1.6 Programme structure a) Minimum duration: One year. b) Two-year part time ED2.5.1.7 Promotion requirements a) General Faculty Regulations regarding promotion and re-admission requirements apply. ED2.5.1.8 Award of master’s degree The Master of Education (Full Dissertation) will be awarded to students who have completed all the requirements for the qualification successfully. ED2.5.1.9 Research time 100%

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ED2.5.2 MASTER OF EDUCATION COURSE WORK DEGREE

ED2.5.2.1 MASTER OF EDUCATION: COURSE WORK AND MINOR DISSERTATION

PROGRAMME CODE: See list below HEQF LEVEL: 9 CREDITS: 180 DATE INSTITUTED: 1 JANUARY 2007-Aligned HEQSF PHASING-OUT DATE: NONE

Students choose one of the following as an area of specialisation

Broad areas Programme Code 1. Curriculum Policy Evaluation M5CPEQ

2. Comparative and International Education M5CUEQ

3. Inclusive Education M5INEQ

4. Life and Career Orientation M5LCOQ

5. Teacher Education M5TRDQ

6. Educational Linguistics M5EDLQ

7. Values and Human Rights in Education M5VHRQ

8. Adult Education M5AEDQ

9. Higher Education M5HEDQ 10. Environmental Education M5ENEQ

11. Mathematics and Science Education-Pipeline Management for this code M5MSEQ

12. Mathematics Education M5MAEQ

13. Science Education M5SCEQ

14. Philosophy of Education M5PHEQ

15. Psychology of Education M5POLQ

16. Information and Communication Technology in Education M5ICTQ

17. Language and Literacy in the Foundation Phase M5LLFQ

18. Methodology in the Foundation Phase M5MIFQ

19. Childhood Education in the Foundation Phase M5CEFQ 20. Numeracy in the Foundation Phase M5NIFQ

ED2.5.2.1 Purpose of the programme The primary purpose of this qualification is to enable qualifying students to develop knowledge and skills at an advanced level to function as critically-reflective, competent and accountable curriculum specialists and researchers in their fields of specialisation. ED2.5.2.2 Outcomes of the programme Exit level outcomes:

b) See Form 1: 2007 ED2.5.2.3 Admission requirements

a) Prospective candidates will have obtained a BEd Hons. OR

b) Prospective candidates will have obtained a suitable four-year professional bachelor’s degree plus a teacher’s diploma/teaching qualification and work experience in the proposed field of specialisation. The Education knowledge of such candidates will be assessed by the Head of Department and the subject expert in the proposed field of specialisation and a reading programme may be prescribed prior to allowing registration.

OR c) Prospective candidates will have obtained an appropriate honours degree and a teacher’s diploma/teaching

qualification, plus work experience in the proposed field of specialisation. The Education knowledge of such candidates will be assessed by the Head of Department and the subject expert in the proposed field of specialisation and a reading programme may be prescribed prior to allowing registration.

216


OR d) For admission to the field of Philosophy of Education, prospective candidates will have obtained bachelor’s honours

degree and work experience relevant to the proposed field of specialisation. The Education knowledge of such candidates will be assessed by the Head of Department and the subject expert in the proposed field of specialisation and reading programme may be prescribed prior to registration

.


a) Academic performance: students need to have attained a minimum of 65% in their previous degree. If 65% was not attained prior learning and experience in the field may be taken into consideration. The Education knowledge of such candidates will be assessed by the Head of Department and the subject expert in the proposed field of specialisation and a reading programme may be prescribed prior to allowing registration.

b) Applicants’ proficiency to speak, read and write competently in the language of instruction will be assessed. ED2.5.2.5 Curriculum

Module name

Year module Code Core Modules Select either option 1 or 2

Option 1 Curriculum (Compulsory for those students who wish to do their minor dissertation in Curriculum Policy Evaluation)

Module 1: Advanced Theory: Curriculum Perspectives ATX9X10

Module 2: Curriculum and Educational Change CEC9X10 OR

Option 2 Learning in Context (Compulsory for those students who wish to do their minor dissertation in Psychology of Learning, Childhood Development in the Foundation Phase, Language and Literacy in the Foundation Phase, Methodology in the Foundation Phase OR Numeracy in the Foundation Phase)

Module 1: Cognition and Learning CAL9X10

Module 2: Teaching and Learning in Diverse Contexts TDL9X10 Note: Option 1 and 2 is not available for students who wish to do their minor dissertation in Information and Communication Technology in Education (ICT) or Science Education. Students do all the listed modules under the ICT Specialization or Science Education related to the specialisation chosen.

Electives (Specialisation) Students choose one of the following as an area of specialisation:

Specialisation Modules Code

Curriculum Policy Evaluation Curriculum and Transformation 1 CAT9X10 Curriculum and Transformation 2 CAT9X20

Minor Dissertation MDE9X10

Life and Career Orientation Facilitating and Counselling for Life and Career Orientation

FCL9X20

Theoretical Foundations and domains of Life Orientation Learning Area

TDO9X20

Minor Dissertation MDE9X10 MDE9X20

Teacher Education Theoretical Perspectives TPT9X20

Current Research Paradigms TPT9X21


Educational Linguistics Theoretical Issues TEL9X20

Current Research paradigms CRL9X20


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Values and Human Rights in Education International and National Perspectives in Values and Human Rights in Education

IVE9X20

Theories and Practices TAP9X20 Minor Dissertation MDE9X10

MDE9X20

Adult Education Introduction to Adult Education Practices ADE9X20

Critical Trends and Issues in Work Place Learning CTW9X10


Higher Education Critical Issues in Higher Education CEC9X20

Introduction to higher Education Practice IHE9X10 Minor Dissertation MDE9X10

MDE9X20

Environmental Education Environmental Education Not active since 2015

Foundations of Environmental and Sustainable Studies Not active since 2015

Minor Dissertation Not active since 2015

Mathematics and Science Education (Pipeline only in 2018- no new intake)

Issues in Mathematics and Sciences Education INS9X20

Mathematics and Sciences Learning and Teaching MSL9X20 Minor Dissertation MDE9X10

MDE9X20

Mathematics Education Issues in Mathematics Education IME9X10

Mathematics Learning and Teaching MLT9X10


Science Education Diversity and Equity in Science Learning EDS9X10

Issues in Science Education ISE9X10 Science Learning and Teaching: Advanced in the field SLT9X10

E- Learning in Science Education ELS9X10


Inclusive Education Learning Support LSU9X20

Perspectives on Inclusive Education PIO9X10


Philosophy of Education Philosophy in Education 1 PIE9X20

Philosophy in Education 2 PIE9X21


Information and Communication Technology in Education

Information and Communication Technology in Education for Assessment

EFA9X20

Information and Communication Technology: Learning Design

LDE9X20

Education Reform: Information and Communication Technology Practices and Policy Development

IPP9X10

Learning Ecosystems: Current Information and Communication issues and future trends

CII9X10


Psychology of Learning Psychology of Learning A POL9X20

Psychology of Learning B POL9X21

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Childhood Development in the Foundation Phase

Childhood Development 1 CDF9X20 Childhood Development 2 CDF9X21


Language and Literacy in the Foundation Phase

Language Education LEF9X10

Literacy Education LEF9X10

Minor Dissertation MDE9X10

Methodology in the Foundation Phase Methodology 1 MET9X20

Methodology 2 MET9X21


Numeracy in the Foundation Phase Numeracy 1 NUM9X20

Numeracy 2 NUM9X21


International and Comparative Education Concepts, Theories, Methods and Histories CTM9X10

Topics in Comparative and International Education Context

CIE9X10


ED2.5.2.6 Programme structure a) Minimum duration: One-year formal instruction. b) The programme is offered full-time or part time ED2.5.2.7 Promotion requirements a) Refer to ED 1.3.5 General Faculty Regulations regarding further promotion and re-admission requirements

information. ED2.5.2.8 Award of master’s degree The Masters of Education (Course work and Minor Dissertation) will be awarded to students who have completed all the prescribed requirements successfully. ED2.5.2.9 Research time: 50%

ED 2.5.2.10 MODULES IN THE MASTERS OF EDUCATION (COURSE WORK AND MINOR DISSERTATION)

Module names Module Code

Assessment

Cre

dit

s p

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od

ule

NO

F L

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Advanced Theory: Curriculum Perspectives

ATC9X10 50% minimum requirement for this module

23 9 Traditions in Curriculum Studies The modern Era: Its Dominant Philosophical approach to curriculum Understanding and development

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Post- modernism: Its key principles and influence on curriculum Understanding and development curriculum enquiring: Principles for the selection and organisation of curricular content

Curriculum and Educational Change

CEC9X10 50% minimum requirement for this module

22 9 Refer to the specific Department

Cognition and Learning

CAL9X10 Formative assessment build towards 50% module mark. A summative assessment weighting 50% of the module mark. Students must pass the module with a minimum of 50% for the module

23 9 Learning theories Epistemological belief and learning Learning and development Learning and motivation

Teaching and Learning in Diverse Contexts

TLD9X10 Please contact the HoD.

22 9 Educational aims Ethics and education Educational knowledge Education and society

Childhood Development in the Foundation Phase Childhood Development 1

CDF9X20 Continuous assessment will contribute towards 50% of the final mark. The final summative assessment in the form of a written examination will contribute to 50% of the final mark.

23 9 Implications of childhood development in the foundation phase

Childhood Development in the Foundation Phase Childhood Development 2

CDF9X21 Continuous assessment will contribute towards 50% of the final mark. The final summative assessment in the form of a written examination will contribute to 50% of the final mark.

22 9 Specific barriers to learning development in the foundation phase

International and Comparative Education

CTM9X10 Formative assessments constitute 50% of the mark and summative

22 9 Globalisation, world systems theory and transnationalism; cross-national attraction and cross-national comparison; neo-institutionalism and culture-specific diversification; post-colonialism and decoloniality; history of South African education in

220


Concepts, Theories, Methods and Histories

assessments 50%. Students must pass the module with 50%

comparative and international context; the politics and economics of international cooperation and aid in education

International and Comparative Education Topics in Comparative and International Education Context

CIE9X10 Formative assessments constitute 50% of the mark and summative assessments 50%. Students must pass the module with 50%

23 9 Curriculum; Pedagogy; Assessment; Teachers and teaching; Leadership and Management; Vocational Education; Teacher Education; Higher Education; Schooling education

Curriculum Curriculum and Transformation 1

CAT9X10 Continuous assessments make up a module mark which counts 50%. The final summative assessment weighs 50% of the final mark. Students must pass the module with a minimum of 50% for the final mark.

23 9 Globalization and change Comparative and international education Case studies of educational subsectors (higher, schooling, adult) Globalization and curriculum reform

Curriculum Curriculum and Transformation 2

CAT9X20 Continuous assessments make up a module mark which counts 50%. The final summative assessment weighs 50% of the final mark. Students must pass the module with a minimum of 50% for the final mark.

22 9 Research, Power and Resistance Alternative research methods Case studies of power and resistance for curriculum transformation

Inclusive Education Learning Support

LSU9X20 The final mark is cumulatively compiled

23 9 Teaching, Learning and Educational Support: theories and models Inclusive educational practices: Identification, Assessment and Interventions/Support

Inclusive Education Perspectives on Inclusive Education

PIO9X10 The final mark is cumulatively compiled

22 9 Inclusive Education: theories, concepts, models and policies. Education for All [Disability, Gender, Racial, Religious Issues].

Life and Career Orientation

FCL9X20 Students pass with a final mark

23 9 Skills to facilitate Life and Career Orientation for diverse groups

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Facilitation and Counselling for Life and Career Orientation

of a minimum of 50%. The final mark consists of a module mark, weighing 50%, and a formal summative examination mark, weighing 50%. The module mark will consist of a selection of assessment opportunities with a formal summative assessment as examination mark.

Counselling skills for Life Orientation practitioners

Life and Career Orientation Theoretical Foundation and Domains of Life Orientation Learning Area

TDO9X20 Students pass with a final mark of a minimum of 50%. The final mark consists of a module mark, weighing 50%, and a final formal summative examination mark, weighing 50%.

22 9 The theoretical foundation of Life Orientation based on applicable theories and models underpinning wellness and well-being within an educational perspective. Theoretical foundation of the domains of Life Orientation as learning area from a developmental and eco-systemic perspective within a global and South African educational context.

Teacher Education Theoretical Perspectives Module 1

TPT9X20 50% pass requirement; weighting: 50% continuous assessment; 50% summative assessment

23 9 Changing Teacher Education models and policies Teacher Education and professional identity Service Learning and Teacher Education Current Teacher Education research models Pertinent issues in Teacher Education research

Teacher Education Current Research Paradigms Module 2

TPT9X21 50% pass requirement; weighting: 50% continuous assessment; 50% summative assessment

22 9 Current Teacher Education research models Pertinent issues in Teacher Education research

Educational Linguistics Current Research Paradigms

CRL9X10 50% pass requirement; Weighting: 50% continuous assessment; 50% examination

23 9 Critiquing current research models about language teaching and learning Research on language learners, environments for language teaching: focusing on the language classroom, and on teaching specific aspects of the Languages curriculum

222


Educational Linguistics Theoretical Issues

TEL9X10 Pass requirements: 50% Weighting: 50% continuous assessment; 50% examination

22 9 Theorizing the learners’ language learning and literacy development, including issues of bilingualism, and English as a Second Language Theoretical perspectives of language and literacy teaching: critiquing the current Critical Literacy and the multi-literacy movements in language teaching and the implications for language teaching

Values and Human Rights in Education International and National Perspectives in Values and Human Rights Education

IVE9X20 50% continuous assessment opportunity and 50% summative assessment opportunity.

23 9 Contextualizing Values and Human Rights Education nationally and internationally. Topics included under this theme will deal with amongst others, education policy and Values and Human Rights education and managing Values and Human Rights education in schools

Values and Human Rights in Education Theories and Practices

TAP9X20 50% continuous assessment opportunity and 50% summative assessment opportunity.

22 9 A conceptual framework of Values and Human Rights Education Theories and practices of Values and Human Rights Education

Adult Education Introduction to Adult Education Practices

ADE9X20 Pass requirement 50% Weighting: 50% continuous assessment; 50% examination

23 9 Core concepts in adult education Theories of adult learning Principles of adult education Programme planning models for adult education

Adult Education Critical Trends and Issues in Workplace Learning

CTW9X10 Pass requirement 50% Weighting: 50% continuous assessment; 50% examination

22 9 Organisational learning and development theories Organisational change and culture Principles and practices of organisational development Workplace learning in context Situated cognition Transformational learning Situated learning - Legitimate peripheral participation\ Learning and socio-cultural contexts

Higher Education Critical Issues in Higher Education

CIH9X20 Continuous assessment will contribute toward 50% of the final mark. Final summative assessment in the form of a written examination will contribute toward 50% of the final mark.

23 9 Leadership and governance within the higher education context: Leadership and governance principles and practices in higher education: Transformational leadership and organisational learning Strategic leadership Change management Quality management in higher education Organisational culture National and international higher education policies National and international leadership and governance strategies

Higher Education Introduction to Higher Education Practice

IHE9X20 Continuous assessment will contribute toward 50% of the final mark.

22 9 Philosophies and theoretical viewpoints on teaching, learning and assessment in Higher Education. Practical and pedagogical implications of theories on teaching, learning and assessment in HE.

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Final summative assessment in the form of a written examination will contribute toward 50% of the final mark.

Environmental Education Foundations of Environmental and Sustainable Studies

EVEC108 (Pipeline Module)

Pass requirements are in accordance with the General Regulations. Students must pass the module with a minimum of 50%. The different summative assessment opportunities during the progression of the module build towards 50% of the mark. The final summative assessment weighs 50% of the promotion mark.

23 9 A critical and comparative analysis and in-depth investigation of historical perspective on the dimensions of ‘the environment’ and their interrelationships; different models of the concept ‘environment’; and a systemic thinking approach to conceptualisations of ‘the environment’ critical analysis of the complexities of and the implications of different schools of thought related to the concepts ‘sustainability’ and ‘sustainable development’ in international, national & local contexts principles of sustainability, concepts inherent to and included in the international debate on concepts like, inter alia ‘ecological footprint’, ‘tragedy of the commons’, the ‘three-factor model’ of environmental impact, and the dualistic role of technological development in sustainability issues. Investigation of the place and influence of culture and indigenous knowledge in environmental perceptions from a global and local perspective.

Environmental Education Environmental Education

EVEC208 (Pipeline Module)

Pass requirements are in accordance with the General Regulations. Students must pass the module with a minimum of 50%. The different summative assessment opportunities during the progression of the module build towards 50% of the mark. The final summative

22 A critical and comparative analysis and in-depth investigation of: the historical development, internationally and locally, of Environmental Education / Education for Sustainable Environments (EE/EfSE) in terms of aims and objectives, and principles of this subject field, as well as different curriculum models for the implementation of EE/EfSE critical analysis of the relationships between, and the implications of, on the one hand the holistic, multi-dimensional nature of the concept ‘environment’ and, on the other hand the curriculum philosophy and -models underlying effective EE/EfSE curriculum philosophy and -models EE/EfSE and systemic learning theory EE/EfSE in the school context from a global and local perspective: curricular and whole-school approaches.

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assessment weighs 50% of the promotion mark.

Language and Literacy in the Foundation Phase Language Education

LEF9X10 Continuous assessment will contribute towards 50% of the final mark. The final summative assessment in the form of a written examination will contribute to 50% of the final mark.

23 9 Language acquisition theories Theoretical, empirical and methodological issues in Language education in the foundation phase

Language and Literacy in the Foundation Phase Literacy Education

LEF9X20 Continuous assessment will contribute towards 50% of the final mark. The final summative assessment in the form of a written examination will contribute to 50% of the final mark.

22 9 Historical and current issues in literacy development Challenges in literacy education Practical and pedagogical implications in literacy education

Mathematical and Science Education Issues in Mathematics and Science Education Module 1 Phasing out in 2018

INS9X20 Pass requirements 50%. Selection of continuous assessment tasks:50% Final summative assessment 50%

23 9 Mathematics and science education reform – an international perspective Educational reform in South Africa Mathematics and natural sciences curricula Technology as a catalyst for teaching and learning in the classroom Education for the future- maths and science in the information age.

Mathematical and Science Education Mathematics and Science Learning and Teaching: Advances in the field Phasing out in 2018

MSL9X20 Pass requirements 50%. Selection of continuous assessment tasks:50% Final summative assessment 50%

22 9 From abstract conceptualization to eco-social perspectives Perspectives on and teaching for conceptual change Creativity and the scientific method Higher-order thinking in the maths and science classroom Multiple dimensions of assessment in science and mathematics

Mathematics Education

IME9X10 Pass requirements

22 9 Current developments, perspectives and recent reforms in Mathematics education, Number sense

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Issues in Mathematics Education

50%. Selection of continuous assessment tasks:50% Final summative assessment 50%

and numeracy development and promotion initiatives and inquiries, multilingualism, affective constructs in mathematics teaching and learning, factors influencing achievement in mathematics, including the influence of international mathematics achievement studies (e.g. TIMSS, PISA, SACMEQ, etc.).

Mathematics Education Mathematics Learning and Teaching

MLT9X10 Pass requirements 50%. Selection of continuous assessment tasks:50% Final summative assessment 50%

23 9 Philosophies and theories underlying Mathematics teaching and learning, the teaching of mathematics, including Pedagogical Content Knowledge (PCK) and Technological Pedagogical Content Knowledge (TPACK) in Mathematics,, the learning of mathematics, including mathematical understanding, mathematical sense-making, procedural and conceptual knowledge, learner/student engagement, learner/student anxiety, etc., Conceptual change, modules of teaching and problem solving, problem-based learning, Mathematics Discourse in Instruction (MDI), mathematical modelling

Methodology in the Foundation Phase Methodology 1

MET9X20 Continuous assessment will contribute towards 50% of the final mark. The final summative assessment in the form of a written examination will contribute to 50% of the final mark.

23 9 Educational theories relevant for foundation phase teaching Philosophical considerations pertaining to foundation phase education

Methodology in the Foundation Phase Methodology 2

MET9X21 Continuous assessment will contribute towards 50% of the final mark. The final summative assessment in the form of a written examination will contribute to 50% of the final mark.

22 9 Curriculum aspects in the foundation phase Classroom application of Educational theories in the foundation phase

Numeracy in the Foundation Phase Numeracy 1

NUM9X20 Continuous assessment will contribute towards 50% of the final mark. The final summative assessment in the form of a written examination will contribute to

23 9 Theory of numeracy Challenges in teaching numeracy in foundation phase Knowledge bases for foundation phase-content knowledge Pedagogic content knowledge and knowledge of the numeracy curricula

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50% of the final mark.

Numeracy in the Foundation Phase Numeracy 2

NUM9X21 Continuous assessment will contribute towards 50% of the final mark. The final summative assessment in the form of a written examination will contribute to 50% of the final mark.

22 9 Current issues in numeracy Assessment in numeracy Errors and misconceptions in numeracy

Philosophy of Education Philosophy in Education 1

PIE9X20 In order to pass a final mark of 50% must be obtained. The mark consists of: Module Mark: 50% Examination: 50%

23 9 Modes of thinking, theories, and concepts developed in philosophical traditions such as the Analytical, Hermeneutic, Critical, Pragmatic and Postmodern traditions. An investigation of selected problems in the philosophy of education from different theoretical perspectives

Philosophy of Education Philosophy in Education 2

PIEX21 In order to pass a final mark of 50% must be obtained. The mark consists of: Module Mark: 50% Examination: 50%

22 9 An in depth investigation of a philosophical issue in education within an area such as: educational knowledge education and the political, economic or social terrain the nature and aims of education The selection and use of appropriate modes of thinking, theories and concepts The analysis, reconstruction and development of a philosophical argument

Psychology of Learning Psychology of Learning A

POL9X20 Formative Assessment builds towards 50% of the module mark. A summative assessment weighting 50% of the module mark. Students must pass the module with a minimum of 50% for the module mark

23 9 Learning and social interaction Interactional/Conventional learning in education Learning as self-regulation Language and learning Research methodologies relevant to the study of learning

Psychology of Learning Psychology of Learning B

POL9X21 Formative Assessment builds towards 50% of the module mark. A summative assessment weighting 50%

22 9 Learning and motivation Achievement motivation Learning and self-determination theory Emancipatory learning; transformative learning

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of the module mark. Students must pass the module with a minimum of 50% for the module mark

Master of Education in Information Communication Technology in Education Coursework and Minor Dissertation: M5 ICTQ

Information and Communication Technology: Learning Design

LDE9X20 A final mark of 50% must be accumulated. A variety of assessment tasks is compiled into a portfolio

23 9 ICT’s in education ICT’s and theories of learning The Pedagogy of using ICT’s to support learning and teaching The design and development of ICT-mediated learning events

Information and Communication Technology in Education for Assessment

EFA9X20 A final mark of 50% must be accumulated. A variety of continuous assessment tasks is compiled into a portfolio. One summative assignment.

22 9 ICT’s that are appropriate for assessment Planning and designing ICT-based assessments The design and development of ICT-based assessments

Education Reform: Information and Communication Technology Practices and Policy Development

IPP9X10 Continuous assessment tasks are compiled into a portfolio. A final mark of 50% must be accumulated to pass the module

23 9 Agile approaches to changing educational landscape Theoretical positioning of ICT in Education Prevalent pedagogical practices: Development and Developing contexts Supportive policy environments and frameworks

Learning Ecosystems: Current Information and Communication issues and future trends

CII9X10 Continuous assessment tasks are compiled into a portfolio. A final mark of 50% must be accumulated to pass the module

22 9 Learning ecosystems Emerging technologies Open education systems Digital fluency Scaling teaching innovations Learning analytics and personal learning frameworks

Minor dissertation:

100% weighting 90 9 Minor Dissertation in an area of specialisation

Master of Education in Science Education Coursework and Minor Dissertation: M5SCEQ

Diversity and Equity in Science Learning

EDS9X10 A final mark of 50% must be accumulated. A variety of assessment tasks is

23 9 Socio-cultural perspectives in science learning and teaching; Gender matters in science learning; Language and science learning

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compiled into a portfolio

Issues in Science Education

ISE9X10 A final mark of 50% must be accumulated. A variety of continuous assessment tasks is compiled into a portfolio. One summative assignment.

23 9 The content will address current trends and developments in the field of science education. Topics which are addressed include science teacher education, science teacher knowledge, science teacher professional development models, science teacher attitudes and beliefs, and other emerging focus areas in science education.

Science Learning and Teaching: Advances in the field

SLT9X10 Continuous assessment tasks are compiled into a portfolio. A final mark of 50% must be accumulated to pass the module

22 9 The content will address conceptual and theoretical frameworks for examining science learning. Topics will include inquiry-based learning, understanding of nature of science, science concept formation, conceptual change, and classroom discourse and argumentation.

E-Learning in Science Education

ELS9X10 Continuous assessment tasks are compiled into a portfolio. A final mark of 50% must be accumulated to pass the module

22 9 Theories of e-learning; Interactive digital tools and resources; Adaptive assessment and e-learning

Minor dissertation:

100% weighting 90 9 Minor Dissertation in an area of specialisation

ED2.5.3 MASTER OF EDUCATION IN EDUCATIONAL MANAGEMENT

PROGRAMME CODE: M5EMUQ HEQF LEVEL: 9 CREDITS: 240 DATE INSTITUTED: 1 JANUARY 2016 PHASING-OUT DATE: None ED2.5.3.1 Purpose of the programme The primary purpose of this qualification is to enable qualifying students to develop knowledge and skills at an advanced level in order to function as critically-reflective, competent and accountable educational managers, leaders and researchers. ED2.5.3.2 Outcomes of the programme See Form 1:2007 ED2.5.3.3 Admission requirements A prospective student must hold the BEd Hons (Educational Management) degree (144 credits at level 7) or an appropriate equivalent degree. A minimum of 65% in the approved BEd (Hons) or the equivalent is also required. ED2.5.3.4 Additional selection criteria

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None ED2.5.3.5 Curriculum

Module name

Year module Code

Organisational Behaviour ORB9X10

Educational Leadership EDL9X20

Resource Management in Education Leadership and Management RML9X20

Education Policy and Practice MPP9X20

Quantitative Research in Education Leadership and Management NRL9X20

Qualitative Research in Education Leadership and Management QRL9X10 Minor-dissertation MDU9X10

ED2.5.3.6 Programme structure a) Minimum duration: One year b) The programme is offered full-time or part time c) All modules are compulsory. ED2.5.3.7 Promotion requirements a) Refer to ED 1.3.5 General Faculty Regulations regarding further promotion and re-admission requirements

information. ED2.5.3.8 Award of master’s degree The Masters of Education in Educational Management will be awarded to students who have completed all the prescribed prerequisites successfully. ED2.5.3.9 Research time: 50%

ED 2.5.3.10 MODULES IN THE MASTERS OF EDUCATION in EDUCATIONAL MANAGEMENT


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Organizational Behaviour

ORB9X10 The final mark is cumulatively complied

20 9 Organisational development Strategic planning and decision-making Select, including theoretical aspects of behavior in organization at an individual level

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Educational Leadership

EDL9X20 The final mark is cumulatively complied

20 9 Critical theories and education leadership Education leadership and management theories/styles/perspectives Leadership, diversity and social justice Leadership for organizational effectiveness Case studies in education leadership

Resource Management in Education Leadership and Management

RML9X20 The final mark is cumulatively complied

20 9 Human Resource management in Education Individual-Organisational Interaction: the principal of dynamic equilibrium Human relations and conflict resolution strategies Professional development Teacher supply and demand Financial Management Functional of financial management: Planning, organizing, leading, monitoring and control. The economics of education: Rates of return, the production functions, teacher incentives, social justice and equity in funding

Education Policy and Practice

MPP9X20 The final mark is cumulatively complied

20 9 Foundations of education law and policy Human rights in education Educator duties and obligations Managing labour relations in education Policies and perspectives Case law

Qualitative Research in Education Leadership and Management

QRL9X10 The final mark is cumulatively complied

20 9 Introduction to qualitative research comprises of: Characteristics of qualitative research Theoretical foundations Implications of using a qualitative approach Historical background of qualitative research Objectivity Participant observation Characteristics Participant observation in action Research design Field notes Interviewing Access Ethics Trustworthiness Data analysis

Quantitative Research in Education Leadership and Management

NRL9X20 The final mark is cumulatively complied

20 9 Introduction to Quantitative research includes: Levels of measurement Organising quantitative data Using table to organize data Using graphs to display data The normal distribution Quantitative data collection Design a questionnaire Criteria to evaluate the quality of wording in questions

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Key elements of a questionnaire Quantitative data analysis Measures of central tendency Introduction to correlation analysis The route research takes

Research Project (Minor Dissertation)

MDU9X10 Project: 100% 120 9 The student can competently undertake a research project using research processes studied in the first year of study.

ED2.5.4 MASTER OF EDUCATION IN EDUCATIONAL PSYCHOLOGY

PROGRAMME CODE: M5EPYQ HEQF LEVEL: 9 CREDITS: 240 DATE INSTITUTED: 1 JANUARY 2007-Aligned HEQSF PHASING-OUT DATE: None ED2.5.4.1 Purpose of the programme The primary purpose of this qualification is to provide qualifying students with academic and professional practical skills in order to identify assess and diagnose needs and relevant issues in the domain of Educational Psychology. The student will be able to design, execute and manage appropriate and ethical educational psychological interventions for individuals, parents, families, groups, educators, schools and communities, including specialised and advanced therapeutic and counselling approaches. The student will also be equipped with specific skills to address career-related issues and develop life skills programmes for implementation in the school, community and other diverse settings, working in an integrative life planning approach. Students will also be able to counsel, consult, collaborate and build capacity in communities and educational settings, including working preventively. In addition, the student is equipped, in his/her capacity as a reflective practitioner and action researcher to analyse, evaluate and develop his/her own professional practice throughout his/her own life. ED2.5.4.2 Outcomes of the programme See Form 1:2007 ED2.5.4.3 Admission requirements A prospective student must hold the BEd (Hons) Educational Psychology degree with an average of at least 65% plus either a BEd teaching degree or a PGCE. Honours in Psychology will be considered, provided the student completes at least three outstanding modules relevant to the Master’s degree on a BEd honours level. . ED2.5.4.4 Additional selection criteria In addition, all prospective candidates will be subject to selection in which field-related experience in psychology, education, training and development are considered.

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The application form for the selection procedure needs to be submitted at the end of July of the year prior to the year of planned registration ED2.5.3.5 Curriculum

Module name Year modules

Code

Educational Psychological Assessment and Psychopathology EPA9X00 EPA9X20

Educational Psychological Interventions EPS9X00 EPS9X20

Educational Psychological Specialist Areas ESA9X00

Educational Psychological Professional Practice EPP9X00 EPP9X20

Minor-dissertation EPM9X10 EPM9X20 EPM9X01 EPM9X02

ED2.5.4.6 Programme structure a) Minimum duration: Two years b) The programme is offered full-time or part time c) All modules are compulsory. ED2.5.4.7 Promotion requirements

a) Refer to ED 1.3.5 General Faculty Regulations regarding further promotion and re-admission requirements information. ED2.5.4.8 Award of master’s degree The Masters of Education in Educational Psychology will be awarded to students who have completed all the prescribed prerequisites successfully. ED2.5.4.9 Research time: 50%

ED 2.5.4.10 MODULES IN THE MASTERS OF EDUCATION in EDUCATIONAL PSYCHOLOGY


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Educational Psychological Assessment

EPA9X00 EPA9X20

Pass requirements are in accordance with the General

32 9 Theoretical framework for educational and psychological assessment with due consideration of developmental stages and cultural contexts

INTERNSHIP

PREREQUISITES: Students are required to complete the minor-dissertation in the academic programme before commencing with internship. In order to register as an educational psychologist with the Health Professions Council, the candidate must, apart from having obtained the MEd (Educational Psychology) degree, also complete an internship at an institution approved by the said Council. This internship does not, however, form part of the requirements for obtaining the degree.

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and Psychopathology

Regulations. The final mark is calculated as follows: Module mark 50%. Final assessment 50%

Theoretical framework for psychopathology with due consideration of developmental stages and cultural contexts Professional practice of assessment

Minor-Dissertation EPM9X10 EPM9X20 EPM9X01 EPM9X02

Students must pass the minor-dissertation with a minimum of 50%.

120 9 Research proposal – Articulate research problem, research question(s), purpose of the research and research methods Literature review - Explore literature. Construct a theoretical framework. Draft the research report (includes regular editing and revision) Collect and analyze data – Draft the research report (includes regular editing and revision) Write and discuss the findings - Draft the research report (includes regular editing and revision) Finalize the research report - Final revision and editing Submit an article based on the research

Educational Psychology Professional Practice

E EPP9X00 E EPP9X20

Formative assessments build towards 50% of the module mark. A summative assessment weighting 50% of the module mark. Students need to complete their 200 hours practical requirements as well as pass the module with a minimum of 50% for the module mark.

20 9 The role of community educational psychology within a social critical and constructivist psychology framework The role and professional practice of the educational psychologist in a diverse social environment The personal and professional development of the educational psychologist The code of professional ethics in the field of psychology Relevant legislative frameworks which impact on psychological practice and research

Educational Psychological Interventions

E EPS9X00 EPS9X20

Formative assessments build towards 50% of the module mark. A summative assessment weighting 50% of the module mark. Students must pass the module with a minimum of 50% for the module mark.

36

9

Theoretical framework for culturally sensitive therapeutic interventions Therapeutic relationship and –skills considering the therapeutic process with diverse clients Social-constructionist paradigm acknowledging a variety of therapeutic interventions, considering a trans theoretical model for client’s readiness of change as well as trauma and crisis: Client ranging from the individual, parents, groups, families and school communities. Therapeutic interventions with the focus on children and adolescents considering their developmental stages Nurturing the professional and personal self

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Educational Psychological Specialist Area

E ESA9X00

Formative assessments build towards 50% of the module mark. A summative assessment weighting 50% of the module mark. Students must pass the module with a minimum of 50% for the module mark.

32 9 Inclusive Education Learning Support Career Development Community Development

ED2.5.5 MASTER OF EDUCATION IN INFORMATION AND COMMUNICATION TECHNOLOGY EDUCATION

MEd (ICT): E Learning PROGRAMME CODE: M5ICTP HEQF LEVEL: 9 CREDITS: 180 DATE INSTITUTED: 1 JANUARY 2018 PHASING-OUT DATE: None OFFERING TYPE: E-Learning SAQA: 101773 ED2.5.5.1 Purpose of the programme

The purpose of the MEd (Information and Communication Technology) is to strengthen and deepen the specialist advanced theoretical knowledge and practical skills in ICT use in Education that experienced practitioners have, or practitioners with an NQF-8 level educational or human resources development qualification in order to prepare them to take leadership positions as teacher specialists, subject heads or at the micro (e.g. school), meso (e,g. provincial) or macro (national) levels. This qualification will develop specialised competence and evidence-based practices, subsequent to advanced reflection, in the context of current trends, TPACK, as they present in the dynamic and ever changing discipline of ICT in Education. The proposed curriculum spans both theoretical engagement and intellectual independence, with hands-on skills development. Both these dimensions are essential in the professional development of students in ICT in Education. Students will develop sufficient academic understanding on current developments in the teaching of ICT Innovation in Education. They will further gain eco-systemic insight into the developments in the discipline. Finally, the purpose of the qualification is to capacitate students to conduct ethical independent research in ICT in Education under the supervision of qualified staff members. ED2.5.5.2 Outcomes of the programme

The envisaged outcomes of the programme are that students will be able to:

Critically engage educational theories and position the use of ICT in Education among appropriate theories of learning

that will inform its use in education.

Demonstrate understanding of the changing educational landscape and learning ecosystems and the role of ICT in that

landscape to enable students to make informed decisions about ICT use in Education at the policy level within the

contexts in which they work.

Implement innovative ICT teaching interventions within the contexts in which they work

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Develop appropriate pedagogies for using ICT tools for teaching, learning and assessment.

Develop pedagogically sound online learning environments, tools and learning tasks that are premised on authentic

learning principles, and lead to meaningful learning.

Develop online assessment tasks that are meaningful and authentic.

Apply an appropriate and ethical research methodology in ICT in Education by conducting a research project of limited

scope under supervision.

ED2.5.5.3 Admission requirements For the admission options as stated below, a 65% average in the preceding NQF-level 8 qualification (or equivalent) is required for admission to the programme.

a) Prospective students will need to have obtained a previous qualification at the “Honours” level of Education, or related discipline (e.g. Human Resource Development). Non-South African students need to apply to SAQA for verification of the equivalence of the entry qualification prior to applying for this programme.

OR

b) Applying candidates must be in possession of a Level 8 qualification, i.e. a Bachelor of Education Honours degree or a level 8 professional Bachelor’s degree or a relevant Honours degree. A Postgraduate Diploma in Education may be recognized in meeting the Level 9 cognate Master of Education degree qualification programme, as long as it meets the HEQSF research requirement of at least 30 credits. The disciplinary knowledge of such candidates will be assessed by the programme coordinator and another disciplinary expert in the field of specialisation, ICT in Education. A reading programme may be prescribed prior to allowing registration.

OR

c) Prospective candidates will have obtained an appropriate honours degree and a teacher’s diploma/teaching qualification, plus work experience in the field of specialisation, ICT in Education. The disciplinary knowledge of such candidates will be assessed by the programme coordinator and another disciplinary expert in the field of specialisation. A reading programme may be prescribed prior to allowing registration.

OR

d) Prospective qualifying candidates may, based on extensive and verifiable experience in the discipline ICT in Education, such which may be commensurate with the level and scope of exit-level outcomes at the NQF-level 8 within the discipline, inclusive of appropriate research methodological knowledge and skills, may apply for recognition of prior learning, within institutional policy guidelines. Students, who are admitted through alternative pathways outlined in this paragraph (d) without underpinning teaching qualifications, must note that the Master of Education will not be recognised for employment in education.

ED2.5.5.4 Additional selection criteria None ED2.5.5.5 Curriculum

Module name Year modules

Code

Educational Reform: ICT practices and policy development IPPACP1 IPPBCP1

Learning ecosystems: Current ICT issues and future trends CIIACP1 CIIBCP1

Information and Communication Technology in Education: Learning design LDEACP1 LDEBCP1

Information and Communication Technology and Assessment EFAACP1 EFABCP1

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Minor-dissertation MDEAYP1 MDEBYP1 MDECYP1 MDEDYP1 MDEEYP1 MDEFYP1 MDEGYP1 MDEHYP1 MDEIYP1

ED2.5.5.6 Programme structure The programme comprises four compulsory coursework modules that are completed in the first year of study. No one

module is a pre-requisite module for another module. This means that students may enrol for modules in any sequence. It is

foreseen that first entry enrolment for modules may occur at two points in the academic year, being February and July.

Following the “carousel model” that has been successfully implemented by AP in other contexts, the University has decided

that a maximum of two cohorts will be enrolled at either the February to June intake, or the July to November intake. The

minor dissertation may be attempted after the successful completion of the four course work modules. A maximum of one

module may be repeated in the programme. Such a module may be completed concurrently with the completion of the minor

dissertation.

ED2.5.5.7 Promotion requirements a) Refer to ED 1.3.5 General Faculty Regulations regarding further promotion and re-admission requirements information. ED2.5.5.8 Award of master’s degree The Masters of Education in Information and Communication Technology Education will be awarded to students who have completed all the prescribed prerequisites successfully. ED2.5.5.9 Research time: 50%

ED 2.5.5.10 MODULES IN THE MASTERS OF EDUCATION in INFORMATION AND COMMUNICATION TECHNOLOGY EDUCATION


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Educational Reform: ICT Practices and Policy Development

IPPACP1 IPPBCP1


22 9 Agile approaches to the changing educational

landscape

Theoretical positioning of ICT in Education

Prevalent pedagogical practices: Developed and

Developing contexts

Supportive policy environments and frameworks

Learning ecosystems: Current ICT Issues and Future Trends

CIIACP1 CIIBCP1


23 9 Implement innovative ICT teaching interventions

within the contexts in which they work

Learning ecosystems

Emerging Technologies

Open education systems

Digital fluency

Scaling teaching innovations

Learning analytics and personal learning pathways

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Information and Communication Technology in Education: Learning Design

LDEACP1 LDEBCP1


22 9 Critically engage educational theories and position

the use of ICT in Education among appropriate

theories of learning that will inform its use in

education.

Develop pedagogically sound online learning

environments, tools and learning tasks that are

premise on authentic learning principles, and lead

to meaningful learning.

ICT affordances and learning: Transforming

teaching and learning

From theories of learning to pedagogy: using ICT

to support teaching and learning

The design and development of ICT-mediated

teaching and learning

ICT tools for teaching and learning

Information and Communication Technology and Assessment

EFAACP1 EFABCP1


23 9 Critically engage educational theories and

position the use of ICT in Education among

appropriate theories of learning that will inform

its use in education.

Develop online assessment tasks that are

meaningful and authentic

Transformational assessment

Frameworks for the assessment of learning with

ICT

ICT tools for assessment

Minor-dissertation MDEAYP1 MDEBYP1 MDECYP1 MDEDYP1 MDEEYP1 MDEFYP1 MDEGYP1 MDEHYP1 MDEIYP1

90 9 Students conduct a research project, under the guidance of the supervisor, within the scope of Faculty requirements for minor-dissertations. Students may pursue a research topic of their own choice, or may be requested to participate in a larger project. In all cases, students must:

Develop, in collaboration with the

supervisor, a sound research design

appropriate for the research problem

Acknowledge indicate the limitations of the

research methods used, as well as of the

findings of the study

Guard against misrepresentations in the

dissemination of research information and

findings

Guarding against plagiarism

Ethical principles Ethical conduct involves conducting research that shows a fundamental respect for human dignity. This implies that the freedom of choice, voluntary participation, and self-determination of participants must be respected. Students have an obligation to obtain informed consent and assent

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from participants and to ensure that confidentiality and anonymity will be maintained. Thus, participants must be given sufficient information (in a form that they will understand) to enable them to understand the field of the research and what their participation would involve. They must also be assured that they are free to discontinue their participation at any stage of the research process, without harm, and that all information obtained from participants will be treated confidentially.

ED 2.6 DOCTORAL DEGREE: DEd and PhD

ED 2.6.1 DOCTOR of EDUCATION

DEd (EDUCATIONAL PSYCHOLOGY) PROGRAMME CODE: P5PSYQ DATE INSTITUTED: 1 JANUARY 2017- New NOF and HEQSF alignment HEQF LEVEL: 10 CREDITS: 360 PHASING-OUT DATE: NONE ED2.6.1.1 Purpose of this programme The DEd (Educational Psychology) requires a candidate to undertake research at an advanced academic level culminating in the production, defence and acceptance of a thesis. The defining characteristic of the qualification is that the candidate is required to demonstrate high-level research capability and make a significant and original academic contribution to the field of Educational Psychology. ED2.6.1.2 Outcomes of the programme See Form 1:2007 ED2.6.1.3 Admission requirements a) Prospective candidates will have obtained a MEd (Educational Psychology). b) Academic performance: students need to have attained a minimum of 65% in their previous degree. If 65% was not

attained, prior learning and experience in the field may be taken into consideration and students could be allowed to register based on a pre-registration research proposal which is accepted by the Department of Educational Psychology.

. ED2.6.1.4 Additional selection criteria Applicants’ ability to communicate both in oral and written format may be assessed in a screening procedure. Proficiency in a word processing package and internet use is strongly recommended. . ED2.6.1.5 Curriculum A thesis on an approved topic in the field of Educational Psychology. Students must attend a short learning programme in research methodology and academic writing workshops ED2.6.1.6 Programme structure

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a) Minimum duration: Two years’ formal time. ED2.6.1.7 Promotion requirements a) Refer to ED: General Faculty Regulations regarding promotion and re-admission requirements. ED2.6.1.8 Award of doctoral degree To obtain the Doctor of Education in Educational Psychology the thesis must be accepted.

ED2.6.1.9 Research time: 100%

ED2.6.2 DOCTOR OF PHILOSOPHY (EDUCATION): PhD

PROGRAMME CODE: P5CHEQ; P5ELMQ; P5ECSQ; P5EPSQ; P5STEQ DATE INSTITUTED: 1 JANUARY 2017- New NQF and HEQSF alignment HEQF LEVEL: 10 CREDITS: 360 PHASING-OUT DATE: NONE ED2.6.2.1 Purpose of this programme

ED2.6.2.2 Outcomes of the programme Exit level outcomes: See Form 1 ED2.6.2.3 Admission requirements

a) Prospective candidates will have obtained a MEd. OR

b) Prospective candidates will have obtained a teacher’s diploma/teaching qualification, plus an appropriate master’s degree as well as work experience in the field of study. The Education knowledge of such candidates will be assessed by the Head of Department and prospective supervisor and a reading programme may be prescribed prior to allowing registration.

. ED2.6.2.4 Additional selection criteria Academic performance: students need to have attained a minimum of 65% in their previous degree. If 65% was not attained, prior learning and experience in the field may be taken into consideration and students could be allowed to register based on a pre-registration research proposal which is accepted by the Department in which the student will be registering. ED2.6.2.5 Curriculum A thesis on an approved topic in the field of Education. Students must attend a short learning programme in research methodology.

Topics related to the following broad areas may be investigated: Department of Childhood Education:P5CHEQ Module

Code

1.Foundation Phase Education THE10XA

Department of Education and Curriculum Studies:P5ECSQ

1.Adult Education THE10XA

2.Curriculum Studies THE10XA

The PhD (Education) requires a candidate to undertake research at an advanced academic level culminating in the production, defence and acceptance of a thesis. The candidate is required to demonstrate high-level research capability and make a significant and original academic contribution to the field of Education.

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3.Educational Linguistics THE10XA

4.Environmental Education ( Not offered in 2017) THE10XA

5.Higher Education THE10XA

6.Learning Area Methodology THE10XA 7.Philosophy of Education THE10XA

8.Sociology of Education THE10XA

9.Teacher Education THE10XA

10.Values and Human Rights in Education THE10XA

Department of Leadership and Management: P5ELMQ

1.Educational Management THE10XA

Department of Educational Psychology: P5EPSQ

1.Educational and Learning Support THE10XA

2.Inclusive Education THE10XA 3.Life and Career Orientation THE10XA

4.Psychology of Education THE10XA

Department of Science and Technology Education: P5STEQ

1.Information and Communication Technology in Education (ICT) THE10XA

2.Mathematics Education THE10XA

3.Science Education THE10XA

4.Technology Education THE10XA

ED2.6.2.6 Programme structure a) Minimum duration: Two years’ formal time. ED2.6.2.7 Promotion requirements a) Refer to ED: General Faculty Regulations regarding promotion and re-admission requirements. ED2.6.2.8 Award doctoral degree To obtain the Doctor of Philosophy (Education), the thesis must be accepted. ED2.6.2.9 Research time: 100%

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