2012 Faculty of Education - University of the Western Cape

NOTICE 

2012 

Faculty of Education 

All particulars in this calendar are applicable as from January 1, 2012. The University reserves the right to 

amend any regulation or provision at any time without prior notice. 

Although every attempt has been made to ensure that the information is accurate, the University does not accept 

any liability concerning inaccuracies of any of the contents in the Calendar.

CONTENTS 

GENERAL INFORMATION .............................................................................................................. 3 

DEGREES AND DIPLOMAS CONFERRED IN THE FACULTY ................................................. 5 

FACULTY BOARD AND FACULTY OFFICE PERSONNEL ....................................................... 6 

LECTURING AND TECHNICAL STAFF ........................................................................................ 7 

RULES FOR PROGRAMMES ......................................................................................................... 10 

Baccalaureus Educationis (Languages and Social Sciences) – 4512 .................................................... 10 

Baccalaureus Educationis (Languages and Life Orientation) – 4513 ................................................... 15 

Baccalaureus Educationis (Social Sciences and EMS) – 4514 .............................................................. 20 

Baccalaureus Educationis (Languages and Mathematics) – 4515 ........................................................ 24 

Baccalaureus Educationis (Mathematics and Natural Sciences) – 4516 .............................................. 28 

Baccalaureus Educationis (Foundation - Languages and Life Orientation) – 4091 .............................. 32 

Baccalaureus Educationis (Foundation - Mathematics and Natural Sciences) – 4092 ......................... 38 

Baccalaureus Educationis – 4501 (Curriculum Prior to 2012) ............................................................ 42 

Baccalaureus Educationis – 4501 (Curriculum Prior to 2010) ............................................................ 46 

Postgraduate Certificate in Education (PGCE) (4653) .......................................................................... 49 

National Professional Diploma in Education (NPDE) (4611) ............................................................... 51 

Advanced Certificate in Education (Special Educational Needs) (Ace:SEN) (4312) ............................ 53 

Advanced Certificate in Education (Hiv/Aids Education And Counselling) (Ace:H/A) (4231) ........... 54 

*Advanced Certificate in Education (Lifeskills And Health Promotion) (Ace:LSHP) (4232) .............. 55 

Advanced Certificate in Education (Mathematics) (Ace:Maths) (4314) ............................................... 56 

Advanced Certificate in Education (Science Education) (Ace:Science) (GET 4221) & (FET 4225) .... 58 

Advanced Certificate in Education (Technology Education) (4333)..................................................... 60 

Advanced Certificate in Education (Science & Technology)(4220) ..................................................... 61 

Advanced Certificate in Education (School Leadership)(Ace:SL) (4700) ........................................... 63 

Advanced Certificate in Education (Language Education) (Ace: LE) (4600) ....................................... 64 

*Advanced Certificate in Education (Accounting) (4234) ................................................................... 65 

*Advanced Certificate in Education (Integrating Values and Human 

Rights in the Curriculum) (4721) .......................................................................................................... 66 

Advanced Certificate in Education (School Librarianship) (4330) ....................................................... 67 

Higher Certificate in Education Training and Development 

(Adult Learning) (4701) ....................................................................................................................... 68 

Higher Diploma in Education Training and Development 

(Adult Learning) (4702) ....................................................................................................................... 70 

Higher Professional Diploma in ABET Practice (Etd: Adult Learning: 

Abet Specialisaton) (4401) ................................................................................................................... 71 

Diploma in Education, Training and Development 

(Workplace Learning) (4705) ............................................................................................................... 72 

Advanced Diploma for Educators of Adults (4151).............................................................................. 73 

Baccalaureus Educationis (Hons) Degree (4115-F/T)(4116-P/T) ......................................................... 74 

Baccalaureus Educationis (Hons) (Psych) Degree (4117-F/T)(4118-P/T) ............................................ 77 

Post-Graduate Diploma in Education (PGDE) (4652) ......................................................................... 78 

Magister Educationis (MEd) Degree (Structured) (4817) ..................................................................... 80 

Magister Educationis (MEd) Degree (Thesis) (4801) ........................................................................... 82 

Magister Educationis (Adult Learning and Global Change) Degree (4830) ......................................... 83 

Magister Of Philosophiae (Adult Learning and Global Change) Degree .............................................. 84 

Philosophiae Doctor (PhD) Degree (4909) ........................................................................................... 85 

1

MODULE DESCRIPTORS ................................................................................................................ 87 

Bachelor of Education (BEd) Degree .................................................................................................... 87 

First Year .................................................................................................................................... 87 

Second Year ................................................................................................................................ 97 

Third Year ................................................................................................................................. 103 

Fourth Year ............................................................................................................................... 109 

Learning Area Specialisations ............................................................................................................. 116 

EMS .......................................................................................................................................... 116 

Languages ................................................................................................................................. 123 

Life Orientation (LO) ............................................................................................................... 141 

Mathematics .............................................................................................................................. 147 

Natural Sciences ....................................................................................................................... 153 

Social Sciences ......................................................................................................................... 158 

Module from other Faculties ............................................................................................................... 163 

Postgraduate Certificate in Education .................................................................................................. 165 

National Professional Cerificate in Education ..................................................................................... 172 

Advanced Certificate in Education (Special Educational Needs) ....................................................... 180 

Advanced Certificate in Education (HIV/AIDS Education and Counselling) ..................................... 181 

Advanced Certificate in Education (Lifeskills and Health Promotion) ................................................ 184 

Advanced Certificate in Education (Mathematics) .............................................................................. 188 

Advanced Certificate in Education (Science Education) .................................................................... 189 

Advanced Certificate in Education (School Leadership) .................................................................... 201 

Advanced Certificate in Education (Language Education) ................................................................. 215 

Advanced Certificate in Education (Accounting Education) .............................................................. 220 

Advanced Certificate in Education (Integrating Values and Human 

Rights in the Curriculum) ................................................................................................................... 221 

Higher Certificate in Education, Training and Development (Adult Learning) .................................. 226 

Higher Diploma in Education, Training and Development (Adult Learning) ..................................... 231 

Diploma in Education, Training and Development (Workplace Learning) ......................................... 239 

Education Development Programmes .................................................................................................. 243 

BEd (Hons) & BEd (Hons) (Education Psychology) ........................................................................... 243 

Postgraduate Diploma in Education..................................................................................................... 273 

MEd ..................................................................................................................................................... 273 

PhD ..................................................................................................................................................... 298 

2

CORRESPONDENCE WITH THE UNIVERSITY 

GENERAL INFORMATION 

All postal correspondence should be addressed to the relevant person or department at: 

The University of the Western Cape 

Private Bag X17 

Bellville 

7535 

Should you not know the person or department, please direct all correspondence to: 

The Registrar 

University of the Western Cape 


Bellville 

7535 

Faculty related enquiries can be directly forwarded to: 

Faculty of Education 

The University of the Western Cape 


Bellville 

7535 

Tel: +27 (0)21 959 2276 

Fax: +27 (0)21 959 2647 

Email: vndabeni@uwc.ac.za 

CONTACT NUMBERS 

UWC Switchboard +27 (0)21 959-2911 

UWC Call Centre +27 (0)21 959 3900/1/2/3 

General Fax +27 (0)21 959-3126 

THE UNIVERSITY’S WEBSITE: www.uwc.ac.za 

GENERAL BURSARIES AND LOANS 

Full particulars of bursaries and loans are set out in a separate brochure that is obtainable from: 

Financial Aid Office 

University of the Western Cape 


Bellville 

7535 

Tel: +27 (0)21 959 3114 

3

CALENDAR 

The calendar is obtainable in the following separate parts: 

Part 1 General Information 

Part 2 Faculty of Science 

(a) Undergraduate 

(b) Postgraduate 

Part 3 Faculty of Arts 



Part 4 Faculty of Economics and Management Sciences 



Part 5 Faculty of Education 

Part 6 Faculty of Dentistry 



Part 7 Faculty of Law 

Part 8 Faculty of Community and Health Sciences 

Part 9 Schedule of Fees 

A separate publication containing the Faculty‟s teaching and examination time-tables is obtainable from the 

Faculty Office. 

4

DEGREES 

DEGREES AND DIPLOMAS CONFERRED IN THE FACULTY 

Baccalaureus Educationis BEd 

Baccalaureus Educationis (Honours) BEd (Hons) 

Baccalaureus Educationis (Honours) (Psychology) BEd (Hons) (Psych) 

Magister Educationis (Adult Learning and Global Change) MEd (AL & CG) 

Magister Educationis MEd 

Philosophiae Doctor PhD 

DIPLOMAS & CERTIFICATES 

Diploma in Education (Workplace Learning) DE (WL) 

National Professional Diploma in Education NPDE 

Advanced Diploma for Educators of Adults ADEA 

Higher Diploma in Education, Training and Development 

(Adult Learning) HDETD (AL) 

Postgraduate Diploma in Education PGDE 

Higher Professional Diploma in ABET Practice (ETD: 

Adult Learning: ABET Specialization) HPDABET (AL) 

Postgraduate Certificate in Education PGCE 

Postgraduate Certificate in Education (Health Education) PGCE (HE) 

Advanced Certificate in Education (Special Education Needs) ACE (SEN) 

Advanced Certificate in Education (Mathematics) ACE (Maths) 

Advanced Certificate in Education (School Leadership) ACE (SL) 

Advanced Certificate in Education (Language) ACE (Lang) 

Advanced Certificate in Education (Consumer Studies) ACE (CS) 

Advanced Certificate in Education (Physical Education) ACE (PE) 

Advanced Certificate in Education (Accounting) ACE (Acc) 

Advanced Certificate in Education (Life Skills and Health 

Promotion) ACE (LSHP) 

Advanced Certificate in Education (HIV/AIDS Education and 

Counselling) ACE (H/A) 

Advanced Certificate in Education (Science Education) ACE (Sc Ed) 

Advanced Certificate in Education (Technology Education) ACE (TechEd) 

Advanced Certificate in Education (Integrating Values and 

Human 

Rights in the Curriculum) ACE (IVHRC) 

Higher Certificate in Education, Training & Development 

(Adult Learning) HCETD (AL) 

Education Development Programmes EDP 

5

FACULTY BOARD 

FACULTY BOARD AND FACULTY OFFICE STAFF 

The Rector (ex officio), Vice Rectors (ex officio) 

Professors: O Bojuwoye, N Cloete, L Green, C Julie, A Lind, O Mikalsen, M Ogunniyi, A Rip, A Wieder; 

Associate Professors: Z Desai, Z Groener, S Hartley, J Smith; B Thaver; CG Williams, N Carrim, 

S Sivasubramaniam; 

Senior Lecturers: RFA Maarman, M Mbekwa, TM Ngcobo, VS Nomlomo, R Omar, G Ouma, S Stofile; 

Lecturers: R Govender, M Hendricks, K. Langenhoven, N Moolla, R Small, 

Senior Officers Academic Support Services: G Gamiet, M van Heerden. 

FACULTY OFFICE PERSONNEL 

Dean: Prof Z Desai, BA (London), HDE (South Africa), MA (London) 

Deputy Dean(Teaching & Learning): Prof JM Smith, BComm, HDE (cum laude), BEd (Western Cape), 

MA in Education (Lancaster), PhD (Western Cape) 

Deputy Dean(Research & P/G Studies): Prof B Thaver, BA (Cape Town), MA (York), DPhil (Western 

Cape) 

Senior Faculty Officer : Ms S Towfie 

Faculty Officers: Ms V Koopman 

Ms N Martins, BAdmin (Western Cape), Certificate in Distance 

Education (South Afrcia), BAdmin (Hons) (Western Cape) 

Financial Administrators: Mr S Kemp, National Dipl in Cost & Management Accounting, 

MDP (Western Cape), BCom (Hons) (Mngt) (Western Cape) 

Secretary to the Dean: Ms R Wales, Secretarial Certificate (Sight & Sound, Cape Town), 

BAdmin (Western Cape) 

Administrative Assistants: Ms F Amoo 

Mr T Plaatjies, N6 Commerce Secretarial (OTC) 

General Assistant: V Ndabeni 

Secretaries: Ms ED Maart, STD (Commerce) (Cape Peninsula UT) 

Ms Z February (Contract) 

Senior Officers-Academic 

Support Services: Mr G Gamiet, HDE (Non-graduate) (Arts), BA (Hons) 

(Geography), MEd (Western Cape), MEd (Ohio University, USA) 

Ms M Van Heerden, HDE (Non-graduate), BEd (Hons), MEd 

(Western Cape) 

Ms Someka Ngece (Contract) 

6

LECTURING STAFF 

LECTURING AND TECHNICAL STAFF 

Extraordinary Professors: N Cloete, BA, HDE (Stellenbosch), MA (Clinical Psychology), 

PhD (Port Elizabeth) 

L Green, PhD (Exeter), MSoc Sc (Cape Town), HED (SA), DTSC 

(Cape Town) 

A Lind, BA, PhD (Stockholm); 

O Mikalsen, Cand Mag, Cand Real, Dr Scient (Bergen); 

M Ogawa, BAgri, MAgri, DAgri (Kyoto) 

A Rip, BSc (cum laude), BA (cum laude), MSc, PhD (Leiden) 

A Wieder, BA (Ohio State), MEd (Cincinnati), PhD (Ohio State) 

Professors: O Bojuwoye, BSc (Ed), MEd (ABU), PhD (Pitt) 

C Julie, MSc (Western Cape), PhD (Illinois), HDE (South Afrcia) 

MB Ogunniyi, BSc (Ed) (Ahmadu Bello University, Zaria, 

Nigeria), MSc, PhD (Science Education) (Wisconsin), 

Associate Professors: N Carrim, BA, DipEd, BEd (Hons), MEd, PhD (Witwatersrand) 

Z Desai, BA (London), HDE (South Afrcia), MA (London); 

Z Groener, MSc (Comm Ed) (Edin), PhD (UCLA), Higher Dipl 

SocWork (Western Cape) 

S Hartley, BSc (Western Cape), BSc (Hons) (Cape Town), Higher 

Dipl in Education (South Afrcia), BEd (South Afrcia), MEd 

(Western Cape), DSc (Curtin UT, Australia) 

M Moletsane, BA-Admin (UNIN), BEd (Hons) (Witwatersrand), 

MEd (Witwatersrand), PhD (Pretoria) 

J M Smith, BComm, HDE (cum laude), BEd (Western Cape), MA 

in Education (Lancaster), PhD (Western Cape) 

B Thaver, BA (Cape Town), MA (York), DPhil (Western Cape); 

Dr CG Williams, BA (Hons) (South Afrcia), MA (Western Cape), 

BEd (Cape Town), MEd (Stellenbosch), DEd (Western Cape), 

PHTC (Hewat). 

S Sivasubramaniam, MA English (Madras/India), MA TESOL 

(Surrey, UK), PhD (Nottingham, UK). 

Senior Lecturers: Dr TM Ngcobo, BA, STD (UZ), BEd (Hons) (Natal), M Ed (RU), 

PhD (Kwazulu Natal), Dipl Gen Nursing (Edendale), Dipl 

Midwifery (McCords) 

Dr RFA Maarman, BA (Western Cape), HDE (Western Cape), 

BEd (South Africa), MEd (RAU), PhD (North West) 

Dr M Mbekwa, BA (South Afrcia), BA (Hons), MPhil, PhD, 

Dip Ed Ad (Western Cape), JSTC (Lovedale), SED (Vista); 

Dr VS Nomlomo, BA, BEd (Unitra), MEd (Cape Town), MPhil 

(Stellenbosch), PhD (Western Cape); 

Ms R Omar, BA (Hull), PGDE (London), BA (Hons), MA (with 

distinction) (Witwatersrand); 

Dr GW Ouma, BEd (Arts) (Kenyatta, Kenya), MEd (Kenyatta, 

Kenya), PhD (Cape Town) 

Dr S Stofile, BA, Diploma in Applied Linguistics, BEd (UFH), 

MEd (Special Education) (University of Southern Queensland, 

Australia), PhD (Western Cape) 

7

Lecturers: Mr R Govender, MEd (Durban Westville), BSc (Hons) (Durban 

Westville); BSc (South Afrcia); UDE (Durban Westville) 

Mr MN Hendricks, B.Sc (Ed) (Western Cape), Advanced Dipl for 

Educators of Adults (Cape Town), MEd (Western Cape) 

Mr K Langenhoven, BSc (Western Cape), BA (South Afrcia), 

HDE P/G) Sec, BEd (Cape Town), MPhil (Western Cape); 

Dr N Moolla, BA (Hons), HDE (Witwatersrand), MEd (Cape 

Town), PhD (Western Cape), Reg Psychologist; 

Ms R Small, BA (Hons) (cum laude), HDE (South Afrcia), MPhil 

(cum laude), HDE (Western Cape); 

Senior Officers: Academic Support 

Services Computer Laboratory: Mr G Gamiet, HDE (Non-graduate) (Arts), BA (Hons) 

(Geography), MEd (Western Cape), MEd (Ohio, USA) 

Resource Laboratory: Ms M Van Heerden, HDE (Non-graduate), BEd (Hons), MEd 

(Western Cape) 

Ms S Ngece (contract) 

Teaching Practice: Ms R Small, BA (Hons) (cum laude), HDE (South Afrcia), MPhil 

(cum laude), (Western Cape); 

DEPARTMENT OF EDUCATIONAL STUDIES 

Head of Department : Professor N Carrim, BA(Wits), DipEd(Wits), 

BEd(Hons)(Wits), BEd(Wits), PhD(Wits) 

Administrator: Ms E Maart 

DEPARTMENT OF EDUCATIONAL PSYCHOLOGY 

Head of Department: Professor O Bojuwoye, BSc (Ed), MEd (ABU), PhD (Pitt) 

Administrator: Ms E Maart 

DEPARTMENT OF LANGUAGE EDUCATION 

Head of Department: Professor S Sivasubramaniam, MA English (Madras/India), MA 

TESOL (Surrey, UK), PhD (Nottingham, UK) 

Administrator: Ms Z February (Contract) 

CENTRE FOR ADULT AND CONTINUING EDUCATION 

Director: Professor Z Groener, MSc (Comm Ed) (Edin), PhD 

(California), Higher Dipl Soc Work (Western Cape) 

Administrator: Ms D Links 

CENTRE FOR THE STUDY OF HIGHER EDUCATION RESOURCE CENTRE (CSHE) 

Administrator: Mr I Harun, BSc, BSc (Hons) (Western Cape) 

SCHOOL OF SCIENCE AND MATHEMATICS EDUCATION 

Director & UNESCO Chairholder: MB Ogunniyi, BSc (Ed) (Ahmadu Bello, Zaria, Nigeria), MSc, 

PhD (Science Education) (Wisconsin); 

Administrator: Ms Z February (Contract) 

8

SCIENCE LEARNING CENTRE FOR AFRICA 

Director: Prof S Hartley, BSc (Western Cape), BSc (Hons) (Cape Town), 

Higher Dipl In Education (South Afrcia), BEd (South Afrcia), 

MEd (Western Cape), DSc (Curtin UT, Australia) 

Administrator: Melissa Petersen 

TRANSFORMING INSTITUTIONAL PRACTICES (TIP) 

Project Manager: Ms K Collett, BPrim Ed (Cape Town), BA (Cape Town), BEd 

(Hons) (cum laude) (Western Cape), MEd (Western Cape) 

Administrator: Ms K Green 

FURTHER EDUCATION AND TRAINING INSTITUTE (FETI) 

Director: Dr J Papier, BA (Hons) (South Afrcia), MPhil (Western Cape), 

MEd (Harvard), PhD (Pretoria) 

Administrator: Ms L Boonzaaier, Secretarial Cert 

9

RULES FOR PROGRAMMES 

BACCALAUREUS EDUCATIONIS (Languages and Social Sciences) – 4512 

E.1 ADMISSION 

Unless Senate decides otherwise, candidates will be required to meet the following criteria to be enrolled for the 

degree: Baccalaureus Educationis (BEd) 

E.1.1 Admission requirements for applicants who matriculated from 2008 

(a) The National Senior Certificate for Bachelor‟s Degree study plus a score of no less than 27 points 

calculated according to the University‟s approved points system, as well as the following minimum 

specific subject requirements area: 

� Level 4 (50-59%) in English (home or first additional language) and 

� Level 3 (40-49%) in Another Language (home or first additional language) and 

� Level 3 (40-49%) in Mathematics or Mathematical Literacy 

(b) Students will be required to write The National Benchmark Test (NBT) 

OR 

(c) A qualification or level of competence which the Senate of the University has deemed to be 

equivalent to the requirements stipulated in (a) and (b) above. 

In addition to the above, candidates are required to meet the minimum specific subject requirements for the 

Learning Area Specialisation combination: Languages and Social Sciences 

English and Social Sciences 

� Level 4 (50-59%) in English (home language) or 

� Level 5 (60-69%) in English (first additional language) and 

� Level 3(40-49%) in Another Language (home or first additional language) and 

� Level 4 (50-59%) in History and 

� Level 4 (50-59%) in Geography and 


Afrikaans and Social Sciences 

OR 

� Level 4 (50-59%) in Afrikaans (home language) or 

� Level 5 (60-69%) in Afrikaans (first additional language) and 





Xhosa and Social Sciences 

OR 

� Level 4 (50-59%) in Xhosa (home language) or 

� Level 5 (60-69%) in Xhosa (first additional language) and 





10

E.1.2 Admission requirements for applicants who matriculated before 2008 

(a) A Matriculation Certificate or Exemption Certificate thereof or conditional exemption from the 

Matriculation Board. 

Learning Area Specialisations 

To qualify for admission to ALL Learning Areas, students should obtain at least a Level 4 (50-59%) or a D 

(HG) or C (SG) in Grade 12 in the subject or area of specialisation. 

(b) Students will be required to write the National Benchmark Test (NBT) 

OR 


equivalent to the requirements stipulated in (a) and (b) above 

If the Senior Certificate was obtained before 1977, the candidate must have obtained in the Senior 

Certificate Examination: 

(a) at least 40% in one of the official languages in the Higher Grade; 

(b) at least 33% in the remaining official language on the Lower Grade; 

(c) at least 40% in two additional subjects. 

E.2 SELECTION 

As only a limited number of students can be admitted to the programme, applicants will be subject to a selection 

procedure. 

E.3 DURATION 

Unless Senate decides otherwise the duration of the programme shall extend over four years full time study. 

E.4 CURRICULUM 

E.4.1 Level 1 

Module Name Alpha Code Cred 

Group 1 - Compulsory (select all) 

Literacy & Numeracy EDC111 15 

Life Skills EDC121 15 

Second Additional Language EDC122 15 

Education Practice 101 EDC101 15 

Sub-total 60 

Group 2 - Languages (select all) 

Language and Communication Studies 111 LCS111 15 


Sub-total 30 

Group 3 - Social Sciences (select all) 

Humanities 111 HUM111 15 


Geography 111 GES111 15 


Sub-total 60 

11 

Total 150

E.4.2 Level 2 




Sub-total 15 

Group 2 - Languages (select all) 



Sub-total 20 

Group 3 – Languages (select 1 sub-group) 

Group 3.1 (select all) 

English 111 ENG111 15 



Xhosa 111 XHO111 15 



Afrikaans / Nederlands Studies 111 (N) AFN111 15 


Sub-total 30 


History 211 HIS211 10 


Sub-total 20 

Group 5 – Social Sciences (select 2 sub-groups) � 










Sub-total 40 

Total 125 

E.4.3 Level 3 




Education 313 EDC313 15 


Sub-total 60 

Group 2 – Languages (select 1 sub-group) 

Group 2.1 

Method of English 301 TME301 15 


Group 2.2 

Method of Afrikaans 301 TMA301 15 


Group 2.3 

Method of Xhosa 301 TMX301 15 


Sub-total 30 

12


Method of Social Sciences 301 SSM301 30 

Sub-total 30 

E.4.4 Level 4 

13 

Total 120 






Sub-total 90 

Group 2 - Languages (select 1 module) 




Sub-total 15 



Sub-total 15 

Total 120 

FINAL TOTAL 515 

E.5 ASSESSMENT 

Assessment is governed by Rule A.5 as stipulated in the University Calendar: General Information Part 1. 

E.6 PROMOTION RULES 

Unless Senate decides otherwise and subject to rule A.3.2.3: 

E.6.1 Level 1 

A student shall be promoted to the 2nd year level of study on obtaining at least 120 credits and on passing 

Education Practice 101. 

E.6.2 Level 2 

A student shall be promoted to the 3rd year level of study on obtaining at least 245 credits and on passing 


E.6.3 Level 3 

A student shall be promoted to the 4th year level of study on obtaining at least 365 credits and on passing 

education Practice 301 and all 1 st year level modules. 

E.6.4 Level 4 

Students will complete the 4 th year level of study only when all required modules have been passed and 515 

credit points have been obtained. 

E.7 ADVANCE REGISTRATION 

E.7.1 Level 1 

E.7.1.1 Students may only register for modules in advance at the next level if they do not have more than 45 

credits to make up at the current level.

E.7.1.2 Repeating students (who have not been promoted ) should not take more than 90 credits in total, 

consisting of repeating credits plus anticipated credits, provided that the pre-requisites are met and 

there are no timetable clashes. 

E.7.2 Level 2 


credits to make up at the current level (or lower). 




E.7.3 Level 3 






E.8 RENEWAL OF REGISTRATION 

The renewal of registration will be governed by the Rule A.3.2.3, as stipulated in the University Calendar: 

General Information Part 1. 

E.9 SPECIAL REQUIREMENTS FOR THE PROGRAMME 

E.9.1 Students will be trained to teach primarily at the Senior Phase of the GET band. 

E.9.2 The Faculty of Education reserves the right not to offer particular learning area specialisations in a 

particular year. 

E.9.3 The two electives chosen will be taken in all four years which will qualify the student to teach in 

those two learning areas. 

E.9.4 Learning Area Specialisations 

E.9.4.1 To qualify for admission to ALL Learning Areas, students should obtain at least a Level 4 (50-59%) 

or a D (HG) or C (SG) in Grade 12 in the subject or area of specialisation. 

E.9.4.2 Students will select any two electives from those listed below based on their Grade 12 results: 

� Economic and Management Sciences (EMS): Economics, Business Economics and Accounting. 

� Languages: Students will follow a general language programme in their first year and then 

specialize in Afrikaans, English or Xhosa in the second, third and fourth years. 

� Life Orientation 

� Social Sciences 

� Mathematics 

� Natural Sciences (Students who choose Natural Sciences as an elective will choose Mathematics 

as the other elective) 

14

BACCALAUREUS EDUCATIONIS (Languages and Life Orientation) – 4513 

E.10 ADMISSION 











OR 




Learning Area Specialisation combination: Languages and Life Orientation 

English and Life Orientation 




� Level 4 (50-59%) in Life Orientation and 


Afrikaans and Life Orientation 

OR 






Xhosa and Life Orientation 

OR 






15








OR 








E.11 SELECTION 


procedure. 

E.12 DURATION 

Unless Senate decides otherwise the duration of the programme shall extend over four year‟s full time. 


E.13.1 Level 1 


Group 1 – Compulsory (select all) 





Sub-total 60 

Group 2 – Languages (select all) 



Sub-total 30 

Group 3 - Life Orientation (select all) 

Introduction to Psychology 111 PSY111 7.5 

Brain & Behaviour 112 PSY112 7.5 

Introduction to Health Psychology 124 PSY124 7.5 

Social Psychology for Educators EDC131 10 

Sub-total 32.5 

16 

Total 122.5





Sub-total 15 




Sub-total 20 

Group 3 (select 1 sub-group) 

Group 3.1 



Group 3.2 



Group 3.3 



Sub-total 30 


Community Psychology 223 PSY223 5 

Intro to Psychological Intervention 214 PSY214 10 

Health Psychology 224 PSY224 5 

HIV Counselling 200 HIV200 12 

Health Promoting Schools HPS212 10 

Sub-total 42 


17 

Total 107 






Sub-total 60 

Group 2 - Languages (select 1 sub-group) 

Group 2.1 



Group 2.2 



Group 2.3 



Sub-total 30 


Method of Life Orientation 301 TML301 15 


Sub-total 30 

Total 120







Sub-total 90 

Languages - Select 1 module 




Sub-total 15 

Life Orientation 


Sub-total 15 

Total 120 

FINAL TOTAL 469.5 













Education Practice 301 and all 1 st year level modules. 


Students will complete the 4 th year level of study only when all required modules have been passed and 469.5 





credits to make up at the current level. 




18


































19

BACCALAUREUS EDUCATIONIS (Social Sciences and EMS) – 4514 












OR 




Learning Area Specialisation combination: Social Sciences and EMS 





� Level 3 (40-49%) in Mathematics and 

� Level 4 (50-59%) in Accounting or 

� Level 4 (50-59%) in Business Studies or 

� Level 4 (50-59%) in Economics 








OR 








20



procedure. 

E.21 DURATION 




Module Name 


Alpha Code Cred 





Group 2 - Economic & Management Sciences (select all) 

Sub-total 60 

Quantitative Skills for Comm 131 

QSC131 15 

Management 132 MAN132 QSC132 15 

Economics 134 ECO134 15 

Sub-total 45 






Sub-total 60 


21 

Total 165 




Sub-total 15 


Accounting 211 ACC211 15 


Management 201 MAN201 10 

Sub-total 35 




Group 4 – Social Sciences (select 2 sub-groups) 

Group 4.1 



Group 4.2 



Group 4.3 



Sub-total 60 

Total 110







Sub-total 60 


Method of EMS 302 EMM301 15 


Sub-total 30 



Sub-total 30 

Total 120 







Sub-total 90 



Sub-total 15 



Sub-total 15 

Total 120 















22




































23









BACCALAUREUS EDUCATIONIS (Languages and Mathematics) – 4515 












OR 




Learning Area Specialisation combination: Languages and Mathematics 

English and Mathematics 




� Level 4 (50-59%) in Mathematics or 

� Level 6 (70-79%) in Mathematical Literacy 

Afrikaans and Mathematics 

OR 






OR 

24

Xhosa and Mathematics 













OR 










procedure. 

E.30 DURATION 




Module Name 








Sub-total 60 


Language and Communication Studies 121 LCS121 

Group 3 – Mathematics (select all) 

Mathematics (BEd) 111 MAE111 15 


Sub-total 30 

Total 120 

25 

15





Sub-total 15 




Group 3 - (select 1 sub- group) 

Group 3.1 



Group 3.2 



Group 3.3 



Sub-total 50 

Group 4 - Mathematics (select all) 



Sub-total 30 

Total 95 







Sub-total 60 

Group 2 - Languages (select 1 sub –group) 

Group 2.1 



Group 2.2 



Group 2.3 



Sub-total 30 




Method of Mathematics 301 TMM301 15 


Sub-total 60 


26 

Total 150 






Sub-total 90

Group 2 – Languages (select 1 module) 




Sub-total 15 



Sub-total 15 

Total 120 




























E.34.2.2 Repeating students (who have not been promoted) should not take more than 90 credits in total, 



27



















E.36.2 Students will select any two electives from those listed below based on their Grade 12 results: 









BACCALAUREUS EDUCATIONIS (Mathematics and Natural Sciences) – 4516 











28


OR 




Learning Area Specialisation combination: Mathematics and Natural Sciences 




� Level 6 (70-79%) in Mathematical Literacy and 

� Level 4 (50-59%) in Life Sciences or 

� Level 4 (50-59%) in Physical Sciences 








OR 










procedure. 

E.39 DURATION 










Sub-total 60 

29




Sub-total 30 

Group 3 - Natural Sciences (select all) 

Life Sciences 141 LSC141 15 


Sub-total 30 

Total 120 





Sub-total 15 




Sub-total 30 


Biodiversity and Conservation 211 BDC211 15 


Physics 116 PHY116 15 

Chemistry 114 CHE114 15 

Sub-total 60 

Total 105 







Sub-total 60 






Sub-total 60 

Group 3 - Natural Science (select all) 

Method of General Science 301 GSM301 15 


Sub-total 30 

Total 150 







Sub-total 90 



Sub-total 15 

30



Sub-total 15 

Total 120 




E.42. PROMOTION RULES 



























31




















� Economic and Management Sciences (EMS): Economics, Business Economics and 

Accounting. 






� Natural Sciences (Students who choose Natural Sciences as an elective will choose 

Mathematics as the other elective) 

BACCALAUREUS EDUCATIONIS (Foundation - Languages and Life Orientation) – 4091 





(a) The National Senior Certificate for Diploma study plus a score of no less than 23 points calculated 

according to the University‟s approved points system, as well as the following minimum specific 

subject requirements : 




32


OR 



In addition to the above, candidates are required to meet the minimum specific subject requirements for the two 

Learning Area Specialisation combination: Languages and Life Orientation 

English and Life Orientation 






Afrikaans and Life Orientation 

OR 


� Level 5 (60-69%) in Afrikaans (first additional language and 




Xhosa and Life Orientation 

OR 













OR 



33

E.46.3 Alternate Admission 

Alternate admission requirements for applicants according to Recognition of Prior Learning (RPL) 

Students who completed the NSC in 2008 or thereafter, but have not obtained endorsements, will be considered 

for alternative admission after the age of 23. Such candidates will be required to complete a RPL portfolio 

development course and submit to a process where relevant learning and/or experience will be assessed. 

Candidates who are 23 or older and do not have a matriculation certificate or NSC, but who might have 

obtained other qualifications or experience that may be deemed to be equivalent to admission criteria for 

particular study programmes, will also be required to complete a RPL portfolio development course or an RPL 

portfolio process as agreed and to submit to a process where such learning, qualification and/or experience will 

be assessed. 








procedure. 

E.48 DURATION 

Unless Senate decides otherwise the duration of the programme shall extend over four years full time. 



Module Name 




Language Study 


LAN151 15 


Language and Communication Studies 121 LCS121 


34 

15 

Sub-total 30 

Total 60 






Sub-total 45 


Introduction to Psychology 111 PSY111 7.5 

Brain & Behaviour 112 PSY112 7.5 

Introduction to Health Psychology 124 PSY124 7.5 

Social Psychology for Educators EDC131 10 

Sub-total 32.5 

Total 77.5





Sub-total 15 





Group 3.1 



Group 3.2 



Group 3.3 



Sub-total 50 





HIV Counselling 200 HIV200 12 

Health Promoting Schools HPS212 10 

Sub-total 42 

Total 107 







Sub-total 60 

Group 2 - Languages (select 1 sub-group) 

Group 2.1 


Method of English 302 

Group 2.2 

TME302 15 


Method of Afrikaans 302 

Group 2.3 

TMA302 15 

Method of Xhosa 301 

35 

TMX301 15 


Sub-total 30 




Sub-total 30 

Total 120 







Sub-total 90

Group 2 – Languages (select 1 module) 




Sub-total 15 



Sub-total 15 

TOTAL 120 

FINAL TOTAL 484.5 






Notwithstanding rule A.3.2.3 (a), a student who does not pass all the required modules at Level 1(60 credits) 

will not be permitted to renew his/her registration in the following year. No appeals will be considered. 


A student shall be promoted to the 3rd year level of study on obtaining at least 110 credits and passing 






A student shall be promoted to the 5th year level of study on obtaining at least 335 credits and on passing and 

on passing Education Practice 301. 


Students will complete the 5 th year level of study only when all required modules have been passed and 484.5 




Advance registration does not apply to Level 1. 







36


































37

BACCALAUREUS EDUCATIONIS (Foundation - Mathematics and Natural Sciences) – 4092 





(a) The National Senior Certificate for Diploma study plus a score of no less than 23 points calculated 

according to the University‟s approved points system, as well as the following minimum specific 

subject requirements : 





OR 



In addition to the above, candidates are required to meet the minimum specific subject requirements for the two 

Learning Area Specialisation combination: Mathematics and Natural Sciences 




� Level 6 (70-79%) in Mathematical Literacy and 

� Level 4 (50-59%) in Life Sciences or 

� Level 4 (50-59%) in Physical Sciences 








OR 




Alternate admission requirements for applicants according to Recognition of Prior Learning (RPL) 

Students who completed the NSC in 2008 or thereafter, but have not obtained endorsements, will be considered 

for alternative admission after the age of 23. Such candidates will be required to complete a RPL portfolio 

development course and submit to a process where relevant learning and/or experience will be assessed. 

38

Candidates who are 23 or older and do not have a matriculation certificate or NSC, but who might have 

obtained other qualifications or experience that may be deemed to be equivalent to admission criteria for 

particular study programmes, will also be required to complete a RPL portfolio development course or an RPL 

portfolio process as agreed and to submit to a process where such learning, qualification and/or experience will 

be assessed. 








procedure. 

E.57 DURATION 

Unless Senate decides otherwise the duration of the programme shall extend over four years full time. 






Language Study LAN151 15 

Sub-total 30 




Sub-total 30 

Total 60 







Sub-total 45 




Sub-total 30 

Total 75 





Sub-total 15 




Sub-total 30 

39






Sub-total 60 

Total 105 







Sub-total 60 






Sub-total 60 




Sub-total 30 

Total 150 







Sub-total 90 



Sub-total 15 



Sub-total 15 

Total 120 





Notwithstanding rule A.3.2.3 (a), a student who does not pass all the required modules at Level 1(60 credits) 

will not be permitted to renew his/her registration in the following year. No appeals will be considered. 


A student shall be promoted to the 3rd year level of study on obtaining at least 105 credits and passing 


40





A student shall be promoted to the 5th year level of study on obtaining at least 360 credits and on passing and 

on passing Education Practice 301. 






Advance registration does not apply to Level 1. 


























41















BACCALAUREUS EDUCATIONIS – 4501 (curriculum prior to 2012) 

Please note: This curriculum is being phased out and it is only applicable to students who were registered in 

this programme prior to 2012. Kindly refer to the 2011 Faculty of Education Calendar for the rules and the 

curriculum pertaining to the first year level of study. 




Compulsory 


Learning Area Specialisations (select 2 learning areas) 

Economic & Management Sciences 

Group 1 (compulsory) 




Group 2 (select 1 module) 



Social Sciences 

Group 1 (select all) 



Group 2 (select 2 sub-groups) 

Sub-group 1 (select all) 









Languages 

42





Sub-group 1 



Sub-group 2 



Sub-group 3 







HIV/AIDS Counselling 005 HIV005 10 

Health Promoting Schools HIV006 10 

Mathematics 



Natural Sciences (students must do mathematics as a 2 nd learning area specialisation) 





Total 90-125 



Compulsory 




Learning Area Specialisations (select 2 areas) 






Languages (select 1 group) 

Group 1 



Group 2 



Group 3 











43

Natural Sciences (students must do mathematics as a 2 nd learning area specialisation) 




44 

Total 120-160 


Compulsory 









Languages (select 1 group) 

Group 1 


Group 2 


Group 3 




Mathematics (with natural sciences as a 2nd learning area specialisations) 


Natural Sciences 


Total 120 

FINAL TOTAL 390-595 












A student shall be promoted to the 4th year level of study on obtaining at least 330 credits and on passing all 1 st 

year level modules.


Students will complete the 4 th year level of study only when all required modules have been passed and at least 

480 credit points have been obtained. 



A student who has not promoted but has obtained at least 75 credits at the 1st year level will be allowed to 

register for modules at the 2nd year level, provided that the prerequisites and co-requisites for the level 2 

modules are met. Students in this category may not register for more than 90 credits in total for the year. 


A student who has not promoted but has obtained at least 190 credits at the 2nd year level shall be allowed to 

register for modules at the 3rd year level, provided that the prerequisites and co-requisites for the level 3 



A student who has not promoted but has obtained at least 310 credits at the 3rd year level shall be allowed to 

register for modules at the 4th year level, provided that the prerequisites and co-requisites for the level 4 






















as the other elective). 

45

BACCALAUREUS EDUCATIONIS (curriculum prior to 2010) - 4501 

Please note: This curriculum is being phased out and it is only applicable to students who were registered in 

this programme prior to 2010. Kindly refer to the 2009 Faculty of Education Calendar for the rules and the 

curriculum pertaining to the first and second year levels of study. 



Module Name Num Code Alpha Code Cred 

Compulsory 

Education 313 402313 EDU313 10 


Practicals in Schools 301 493301 PRS301 10 

Additional Language 311 402311 EDU311 10 




Method of EMS 301 435301 MEM301 5 


Financial Accounting 212 140224 FIA212 10 

Management 231 111013 MAN231 10 

Economics 231 131231 ECO231 10 




Economics 232 131232 ECO232 10 



Economics 233 131233 ECO233 10 


Method of Social Sciences 301 439301 MSS301 5 

Geography 111 241111 GES111 15 

History 212 246212 HIS212 10 

History 211 246211 HIS211 10 

Languages 


Language and Communication Studies 323 266146 LCS323 10 


Scaffolding text 311 462311 SCT311 10 


Method of Afrikaans 301 438301 MTA301 5 

Method of English 301 436301 MTE301 5 

Method of Xhosa 301 437301 MTX301 5 


Method of Life Orientation 301 432301 MTL301 5 

Psych Soc Iden & Soc Oppression 861322 PSY322 10 

Sport Recr Exercise (SRE 311 Pract) 881324 SRE311 10 

Sport Recr Exercise (SRE 328 Pract) 881317 SRE328 10 


Method of Mathematics 301 491301 MTM301 5 

Mathematics Education 117 412111 AMT117 12 

Mathematics 151 390151 MAM151 15 

Natural Sciences (must be selected with mathematics) 

Method of General Sciences 301 462301 MTS301 5 

Chemistry 128 311128 CHM128 15 

46

Science for Teaching 111 462111 SCI111 12 


Total 110-131 



Compulsory 



Practicals in Schools 401 493401 PRS401 10 

Additional Language 411 402411 EDU411 10 




Method of EMS 401 435401 MEM301 5 




Economics 336 131336 ECO336 15 




Economics 332 131332 ECO332 15 


Method of Social Sciences 401 439401 MSS401 5 

Geography 121 241121 GES121 15 

History 221 246221 HIS221 10 

History 222 246222 HIS222 10 

Languages 




Scaffolding text 411 462411 SCT411 10 


Method of Afrikaans 401 438401 MTA401 5 

Method of English 401 436401 MTE401 5 

Method of Xhosa 401 437401 MTX401 5 


Method of Life Orientation 401 432401 MTL401 5 

Counselling Skills 400 402400 COU400 10 

HIV/AIDS Counselling 400 402402 HIV400 12 

Health Promotion Schools 401 402401 HLP400 12 


Method of Mathematics 401 491401 MTM401 5 


Mathematics 152 390152 MAM152 15 

Statistics 111 381111 STA111 15 

Natural Sciences (must be selected with mathematics) 

Method of General Sciences 401 462401 MTS401 5 



Total 110-132 

FINAL TOTAL 464-543 

47







Education 213, Education 223 and Practicals in Schools 201. 


A student shall be promoted to the 4th year level of study on obtaining at least 330 credits and on passing all 1 st 

year level modules. 


Students will complete the 4 th year level of study only when all required modules have been passed and at least 

480 credit points have been obtained. 



A student who has not promoted but has obtained at least 190 credits at the 2nd year level shall be allowed to 

register for modules at the 3rd year level, provided that the prerequisites and co-requisites for the level 3 



A student who has not promoted but has obtained at least 310 credits at the 3rd year level shall be allowed to 

register for modules at the 4th year level, provided that the prerequisites and co-requisites for the level 3 

















specialize in Afrikaans, English or Xhosa in the second, third and fourth years 

48





as the other elective). 

POSTGRADUATE CERTIFICATE IN EDUCATION (PGCE) - 4653 



programme: Postgraduate Certificate in Education (PGCE) 

E.75.1 To be admitted to the PGCE programme students must be in possession of an approved three-year 

(360 credit level 6 – in the former 8-level NQF) university degree or national diploma structured for 

teaching purposes in one of the following ways: 

E.75.2 The degree should include subjects/courses in at least two appropriate fields of study which will 

allow the student to offer teaching methods in school subjects and/or learning areas. A teaching 

method in an FET school subject should follow an appropriate academic field of study at second year 

degree level at least. 

E.75.3 The degree must include at least one approved SUBJECT/COURSE at third year level and one 

approved SUBJECT/COURSE at second year level; or 

E.75.4 The degree must include at least two approved SUBJECT/COURSE at second year level and one 

approved SUBJECT/COURSE at first year level; or 

E.75.5 The degree must include at least one approved SUBJECT/COURSE at third year level and at least 

two other approved SUBJECT/COURSE at first year level in the Sciences. (Only courses that give 

admission to the next year of study are recognised for this combination of courses.) 

E.75.6 Students should have selected their subjects in such a way that they would be able to take courses in 

the method of teaching in two school subjects. 

E.75.7 In order to qualify for admission to a subject method in the FET Phase, the subject has to be taken to 

at least a second year level of study in an approved subject. Students should consult with the Faculty 

of Education to determine in which subject method courses are offered. 



procedure. 

E.77 DURATION 

Unless Senate decides otherwise the duration of the programme shall extend over one year‟s full time. 



Compulsory 

Education Practice 401 411413 HDE401 15 

Education Theory 402 411401 HDE402 15 



49

Electives 

Group 1 (select 2 modules) 

Afrikaans Communication 400401 HDE431 5 

English Communication 400451 HDE432 5 

African Language Communication 


400392 HDE430 5 

Method of Accounting 400831 MTH408 25 

Method of Afrikaans 400531 MTH411 25 

Method of African Language 400912 MTH410 25 

Method of Arabic 400541 MAR413 25 

Method of Biology 400551 MTH402 25 

Method of Business Economics 400771 MTH401 25 

Method of Economics 400691 MTH403 25 

Method of English 400651 MTH412 25 

Method of French 400721 MFR460 25 

Method General Sciences 400521 MTH404 25 

Method of Physical Science 400841 MTH406 25 

Method of German 400621 MGR415 25 

Method of History 400741 MTH405 25 

Method of Latin 400781 MTH415 25 

Method of Mathematics 400921 MTH416 25 

Method of School Guidance 400861 MTH417 25 

Method of Geography 411/ Method of Geography 421 400511/ 

400512 

MGE411/ 

MGE421 

25 

TOTAL 120 


E.79.1 Assessment is governed by Rule A.5 as stipulated in the University Calendar: General Information 

Part 1. 

E.79.2 The following assessment rules will also apply to this programme: 

E.79.2.1 Written examinations are conducted during the year. The result of these examinations may exempt a 

student from further class attendance. 

E.79.2.2 A supplementary examination may be written in a maximum of three of the 

compulsory subjects. 

E.79.2.3 If a final mark of below 50% but not less than 45% is obtained in Teaching Practice an additional 

period of supervised practice teaching must be arranged in consultation with the Faculty. 

E.79.2.4 Students who pass both languages on the lower grade may write supplementary 

Examinations in either or both. 

E.79.2.5 Students who pass one of the languages on the lower grade and fail the other language, may 

write a supplementary examination in the lower grade. 

E.79.2.6 Students who pass one of the languages on the higher grade and the other language on the lower 

grade, may write a supplementary examination in the one they have passed on the lower grade. 

E.80 PROGRESS RULES 

Unless Senate decides otherwise, a full-time student shall complete the programme in one year. A student who 

passed at least 60 credits may proceed with his/her studies to complete the programme the following year. 




50


E.82.1 80% attendance is compulsory for all practicals in the Faculty. 

E.82.2 Courses in secondary school teaching method cannot be taken in a subject in which only practical or 

special courses (e.g. English 105) have been taken, that is a course which will not admit candidates 

to a second-year course in the subject concerned. These courses are introductory or bridging type 

courses and does not have the rigour of a content corse as stipulated that would lead to competent 

and confident teaching. 

E.82.3 Prospective teachers seeking employment within a particular educational authority need to acquaint 

themselves with the teacher selection procedures, if any, required by such an authority. 

E.82.4 German Special 305 and French 305 are recognized for method purposes as school subjects on a 

second year basis. 

E.82.5 Students wishing to do the Method of Consumer Studies are advised to register for the integrated BA 

(Human Ecology) Education Degree. This degree entails four years of study with Human Ecology 

subjects. The PGCE subjects are presented in the third and fourth years of study. 

E.82.6 To offer a teaching method in Mathematics/Mathematical literacy, the degree should include either 

Mathematics II or Mathematics I and Statistics / Mathematical Statistics / Applied Mathematics / 

Financial Mathematics II at least. 

E.82.7 To offer a teaching methods in Physical Sciences for the FET phase the syllabus requires 

competence in both Physics and Chemistry, for example, Physics II and Chemistry I would be an 

acceptable combination 

E.82.8 To offer a teaching method in Life Sciences for the FET phase a combination of any two of : 

Biological Sciences, Biochemistry, Microbiology, Physiology, Botany and Zoology, one at least at 

second year university degree level, is required (provided a first year course in Biology or Botany 

and Zoology is also included). 

E.82.9 To offer a teaching method in the learning area Natural Sciences for the Senior Phase requires 

competence in aspects of Physical Geogarphy / Environmental Sciences, Physics, Chemistry and 

Biological Sciences. It is, however, unlikely to find graduates who have covered all of these in one 

and the same undergraduate programme. A combination of at least two of these at first year level 

would be regarded as sufficient. 

E.82.10 To offer a teaching method in Life Orientation for the FET phase the following should be 

considered. Life Orientation is an inter-disciplinary subject that draws on and integrates knowledge, 

values, skills and processes embedded in various disciplines such as Socilogy, Psychology, Political 

Science, human movement Science, labour Studies and Industrial Studies, human Rights and Ethics. 

It is recommended that the prospective student should offer a combination of at least two of the 

fields in the undergraduate degree, for example Human Movement Sciences and Psychology. 

E.82.11 To offer teaching a method in English for the FET phase the degree should include English 

(language and Literature) at second year level at least. The following are also acceptable provided 

English I is included in the degree: Applied English language Studies / African Literature / 

linguistics / literary theory / Communication and media Studies. 

E.82.12 In a case where an undergraduate qualification does not fully meet the requirements to offer a 

specific teaching method an institution may require of a student to concurrently study a module or 

course to strengthen their disciplinary knowledge while completing the PGCE in order to ensure 

thorough teaching competence in that area. This is not applicable/cannot be applied to instances 

where the student does not fully meet the admission requirements for the PGCE. 

E.82.13 Students should have selected their subjects in such a way that they would be able to take courses in 

the method of teaching in two school subjects. 

51

E.82.14 Students should consult with the Faculty of Education to determine in which subject method courses 

are offered. 

E.82.15 Optional subjects: (at most one per semester) 

Module Code Module Name Credits 

HDE428 Teaching and Learning Resource 

Development 

15 

HDE427 Computers in Education 5 

SRE328 Physical and Health Education 10 

E.82.15.1 The Faculty reserves the right not to offer any of the optional subjects during a particular year. These 

are not compulsory, can be done as extra-mural additional offerings. 

E.82.15.2 Students are strongly advised to make use of the facilities for sport and cultural activities in view of the 

demand for teachers with experience in these aspects of the school programme. Candidates will 

receive certificates of attendance. 

NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION (NPDE) - 4611 



programme: National Professional Diploma in Education 

E.83.1 Prospective students admitted to this programme are mature education practitioners with a two-year 

(240 credit point) post-matric qualification or its equivalent on NQF level 5, in other words students 

with education qualifications classified as REQV 12, i.e. a Std 10 + 2 year qualification [which can 

be either a Junior Secondary Teacher Certificate (JSTC), a Primary Teacher Certificate (PTC) + 

Senior Education Certificate (SEC), a PTC + Post-professional Certificate, or a PTC + a partially 

completed Diploma in Education (DE) (upgrading)]; 

E.83.2 In cases where a student has been admitted with less than the matric plus 2-year (240 credit) 

qualification normally required, the student will be required to do the RPL (Recognition of Prior 

Learning) Portfolio Development Course. 



procedure. 

E.85 DURATION 

Unless Senate decides otherwise the duration of the programme shall extend over two years part-time study. 



Compulsory 

Communication in Language of Instruction 461111 NPD111 12 

Classroom Management 461114 NPD114 12 

Teaching & Learning Strategies 461115 NPD115 12 

Education Systems Development 461116 NPD116 12 

School and the Profession 461117 NPD117 12 

Assessment of Learning 461121 NPD121 12 

Electives (select 4 modules) 

Life Orientation B 461112 NPD112 12 

Numeracy 461113 NPD113 12 

52

History of Education Development 461118 NPD118 12 

Mediated Learning 461119 NPD119 12 

Reflective Practice 461120 NPD120 12 

Language Literacy and Communication 461122 NPD122 12 

Human & Social Science 461123 NPD123 12 

Technology Education 461124 NPD124 12 

Math Literacy, Math & Math Science 461125 NPD125 12 

Natural Science 461126 NPD126 12 

Economics & Management Science 461127 NPD127 12 

Life Orientation A 461128 NPD128 12 


53 

TOTAL 120 



Unless Senate decides otherwise, a part time student shall complete the programme in two consecutive years 

and accumulate at least 60 credits per annum to proceed with his or her studies. A student who accumulated 90 

credits within two years may be allowed to proceed to the following year to complete the programme. 





Not all courses listed will be offered in a given year. 

ADVANCED CERTIFICATE IN EDUCATION (SPECIAL EDUCATIONAL NEEDS) (ACE:SEN) - 4312 


Unless otherwise determined by Senate, a student may be admitted to study for the ACE or register for an ACE 

module for non-certificate purposes with: 

E.91.1 A four-year (480 credits) teacher‟s qualification, valued at REQV 14 or NQF level 6. Teaching 

experience and/or other appropriate work experience is strongly recommended. 



procedure. 

E.93 DURATION 




Compulsory 

Assessment and Programme Planning 492511 SEN111 12 

Child Development 492512 SEN113 12 

Counselling 492518 SEN112 12

Language and Mathematics Teaching I 492515 SEN114 24 

Language and Mathematics Teaching II 492525 SEN115 24 

Specialised Education 492513 SEN117 12 

Teaching Practice 492521 SEN116 24 


54 

TOTAL 120 










Students may appeal to Senate to have modules that were completed for non-diploma purposes recognised for 

the purposes of the ACE programme. 

ADVANCED CERTIFICATE IN EDUCATION (HIV/AIDS EDUCATION AND COUNSELLING) 

(ACE:H/A) - 4231 




E.99.1 At least a three year teachers' qualification obtained subsequent to the Senior 

Certificate or a qualification regarded as the equivalent of it. 

E.99.2 Teaching experience and/or other appropriate work experience is strongly 

recommended. 

E.99.3 A recommendation by the relevant education authority. 



procedure. 

E.101 DURATION 

Unless Senate decides otherwise the duration of the programme shall extend over two years' part-time study. 



Compulsory 

HIV/AIDS Capacity Development 001 410001 HIV001 12 

HIV/AIDS and Education 002 410002 HIV002 12

Lifeskills and HIV/AIDS Education 003 410003 HIV003 12 

Counselling Skills 121 410004 HIV004 12 


Health Promoting Schools 006 410006 HIV006 12 

Youth in Urban Society 007 410007 HIV007 12 

Practicum A 008 410008 HIV008 12 

Practicum B 009 410009 HIV009 12 

Research Project 010 410010 HIV010 12 


55 

TOTAL 120 





credits within two consecutive years may be allowed to proceed to the following year to complete the 

programme. 





Students may appeal to Senate to have modules that were completed for non-diploma purposes recognised for 

the purposes of the ACE. 

*ADVANCED CERTIFICATE IN EDUCATION (LIFESKILLS AND HEALTH PROMOTION) 

(ACE:LSHP) - 4232 




E.107.1 The minimum of a three year (360 credit, REQV 13) professional educator qualification or its 

equivalent. 

E.107.2 The requirements are a three-year teaching diploma or a three-year degree and a one year 

postgraduate or non-graduate diploma or PGCE Postgraduate Certificate in Education (360 credits) 

valued at REQV 13 or an equivalent qualification. 

E.107.3 Teaching or other work experience, minimum of one year is strongly recommended. 



procedure. 


Unless Senate decides otherwise the duration of the programme shall extend over two years' part-time study.


Module Name 

Compulsory 

Num Code Alpha Code Cred 

Health Promoting Schools 006 410006 HIV006 12 

HIV/AIDS Capacity Development 001 410001 HIV001 12 

Education and Support Services 001 420001 LFS001 12 

Counselling Skills 121 410004 HIV004 12 

Special Educational Needs 003 420003 LFE003 12 

Action Research Practicum a 004 420004 LFS004 12 

Action Research Practicum b 005 


420005 LFS005 12 

Youth in Urban Society 007 410007 HIV007 12 

Disability Policies/Strategies 131 420002 LFS002 12 

Nutrition and Dietetics 006 420006 LFS006 12 

Women's Health and Gender Issues 007 420007 LFS007 12 


Primary Health Care 008 420008 LFS008 12 

Any two modules of equal value from another Advanced 

Certificate in Education. 

24 

TOTAL 120 







programme. 





E.114.1 Students may appeal to Senate to have modules that were completed for non-diploma purposes 

recognised for the purposes of the ACE. 

E.114.2 Not all modules may be offered or available in any specific year 

ADVANCED CERTIFICATE IN EDUCATION (MATHEMATICS) - 4314 




E.115.1 The minimum admission requirements for the ACE is M+3 (Category C of professionally trained 

teachers), there is also a further range of students who may be interested. 

E.115.2 Students with a college teacher's diploma who are currently mathematics and science teachers, but 

who see themselves as benefitting from processes of MS&T teacher upgrading. 

56

E.115.3 Students with a college teachers's diploma who currently teach subjects other than Mathematics and 

Science (e.g. Home Economics, Needlework, Woodwork) but in the future wish to re-route to 

Mathematics, Science and Technology teaching. 

E.115.4 PGCE students trained in subjects other than Mathematics and Science who wish to re-route to the 

Natural Sciences. They may perceive the Advanced Certificate as the appropriate vehicle for this rerouting. 



procedure. 





Compulsory 

Mathematics for Teaching 113 411111 AMT113 12 




Computer Science 111 412110 CSE111 12 

Computer Science 112 412120 CSE112 12 



Technology Education 127 413111 SCI127 12 

Technology Education 128 413121 SCI128 12 

TOTAL 120 







programme. 





E.122.1 Students may appeal to Senate to have modules that were completed for non-diploma purposes 

recognised for the purposes of the ACE. 


57

ADVANCED CERTIFICATE IN EDUCATION (SCIENCE EDUCATION):( GET - 4221) & (FET – 4225) 




E.123.1 The minimum of a three-year (360 credit, REQV 13) professional educator qualification or its 

equivalent. 

E.123.2 In considering applications by students with qualifications lower than an REQV 13, Senate may 

require them to obtain an additional number of credits to a maximum of 120 at NQF level 5 or 

above, either by undertaking the study of courses offered by the university that are related to their 

specialist role as science educators, or by obtaining possible exemption from such additional 

study by meeting requirements related to the roles and competences for educators, as defined by 

government regulation from time to time, and that might include, though may not be exhausted by, 

one or more of the following norms or outcomes:(see E80 below) 



procedure. 




E.126.1 GET CURRICULUM 

Module Name 

Compulsory 






Science Education 123 462115 SCI123 12 

Science Education 124 

Electives (select any 2 groups) 

Group 1 

462116 SCI124 12 

Science Education Practical: Internship 462117 SCI125 12 

Science Education Practical: Inset 

Group 2 

462118 SCI126 12 

Technology Education 005 430005 ACT005 12 

Technology Education 121 

Group 3 

430006 ACT006 12 

Computer Studies 129 462119 SCI129 12 

Computer Studies 130 

Group 4 

462120 SCI130 12 



24 

Total 120 

E.126.2 FET CURRICULUM 


Compulsory 

Science for Teaching 131 FSC131 12 



58




Science Education 137 FSC138 12 

Science Education 138 FSC138 12 

Practical Project 139 FSC139 12 

Computer Studies 140 FSC140 12 

Total 120 







programme. 






E.130.2 Roles of mediator of learning and subject specialist: 

E.130.2.1 Evaluation of student's work as educator by other professionals, such as school principals, subject advisors 

or supervisors at work, over the previous 3 years. 

E.130.2.2 External evaluation of the student's work as an educator by the university. 

E.130.3 Role of interpreter and designer of learning materials: 

E.130.3.1 A portfolio setting out their planning for teaching a component or components of the 

syllabus. 

E.130.3.2 A portfolio of their best lesson material used in the presentation of a part of the syllabus. 

E.130.4 Role of scholar, researcher and lifelong learner: 

E.130.4.1 A minimum of two examples of at least 500 words each of published popular or academic texts, or 

of a conference presentation, of which they should have been the sole or joint author. 

E.130.4.2 A reflection, recorded in a minimum of 2000 words, on how their practice as educators has changed 

since the start of their career. 

59

ADVANCED CERTIFICATE IN EDUCATION (TECHNOLOGY EDUCATION) - 4333 


E.131.1 Unless otherwise determined by Senate a student may be admitted to study for the ACE or register 

for an ACE module for non-certificate purposes with the minimum of a three-year (360 credit, 

REQV 13) professional educator qualification or its equivalent. 




specialist role as science educators, or by obtaining possible exemption from such additional study 

by meeting requirements related to the roles and competences for educators, as defined by 


one or more of the following norms or outcomes:(See E88 below) 



procedure. 




Module Name 

Compulsory 


Technology for Teaching 001 430001 ACT001 12 






Electives (select 2 groups) 

Group 1 

430006 ACT006 12 



Group 2 

462120 SCI130 12 

Technology Education Internship 007 430007 ACT007 12 

Technology Education Inset 008 

Group 3 

430008 ACT008 12 



Group 4 

462116 SCI124 12 



24 


60 

TOTAL 120 

Assessment is governed by Rule A.5 as stipulated in the University Calendar: General Information Part 1.





programme. 












syllabus. 

E.138.3.2 A portfolio of their best lesson material used in the presentation of a part of the syllabus. 






ADVANCED CERTIFICATE IN EDUCATION (SCIENCE & TECHNOLOGY) 


E.139.1 Unless otherwise determined by Senate a student may be admitted to study for the ACE or register 

for an ACE module for non-certificate purposes with the minimum of a three-year (360 credit, 

REQV 13) professional educator qualification or its equivalent. 




specialist role as science educators, or by obtaining possible exemption from such additional study 

by meeting requirements related to the roles and competences for educators, as defined by 


one or more of the following norms or outcomes:(See E96 below) 



procedure. 

61





Compulsory 









HIV/AIDS and Education 002 410002 HIV002 12 



62 

TOTAL 120 






programme. 












syllabus. 

E.146.3.2 A portfolio of their best lesson material used in the presentation of a part of the syllabus.






ADVANCED CERTIFICATE IN EDUCATION (SCHOOL LEADERSHIP) (ACE:SL) - 4700 


A three-year (360 credits) teacher‟s qualification, valued at REQV 13 or NQF level 6, and at least three years of 

teaching experience. 



procedure. 





Compulsory 

Understanding School Leadership & Management 120 MAP120 10 

Manage Teaching & Learning 121 MAP121 20 

Lead and Manage People 122 MAP122 20 

Manage Organisational Systems123 MAP123 20 

Manage Policy, Planning, School Development 124 MAP124 20 

Portfolio Manage & Leadership 125 MAP125 10 

Language Skills & School Management 130 MAP130 6 

Electives (select 1 group) 

Group 1 

Assessment 128 MAP128 15 


Lead & Manage Subject 126 MAP126 12 

Mentor School Managers 127 MAP127 12 

Moderation of assessment 129 MAP129 15 


63 

TOTAL 121-133 






programme.





Not all modules may be offered or available in any specific year 

ADVANCED CERTIFICATE IN EDUCATION (LANGUAGE EDUCATION) (ACE: LE) - 4600 


Unless otherwise determined by Senate a student may be admitted to study for the ACE or register for an ACE 

module for non-certificate purposes with the minimum of a three-year (360 credit, REQV 13) professional 

educator qualification or its equivalent. 



procedure. 


Unless Senate decides otherwise the duration of the programme shall extend over one years full-time or two 

years' part-time study. 



Compulsory 

Language Learning in Classrooms 462121 LAN111 15 

Assessing Language Competence 462122 LAN121 15 

Developing Advanced Literacy Skills 462128 LAN118 15 

Language Education Practical: Internship 462130 LAN115 15 

Language Across the Curriculum 462126 LAN116 15 

Language in Education Policy in Schools 462127 LAN117 15 

Designing Language Teaching Materials 462129 LAN119 15 

Language Education Practical: INSET course 462125 LAN120 15 

TOTAL 120 




E.160.1 Full-time 



E.160.2 Part-time 




64





E.162.1 Students may appeal to Senate to have the modules that were taken for non-diploma purposes 

recognized for the purposes of the ACE. 

E.162.2 Where course components are taken as self-contained, alone-standing courses, students may submit a 

request to Senate for them to be credited towards the completion of the qualification, should they 

have successfully completed such components while not formally enrolled for the certificate, e.g. 

during an in-service training course. 

E.162.3 80% attendance is compulsory for all modules in the Faculty. 

*ADVANCED CERTIFICATE IN EDUCATION (ACCOUNTING) - 4234 


Unless otherwise determined by Senate a student may be admitted to study for the ACE or 

register for an ACE module for non-certificate purposes with the minimum of a three year (360 credit, REQV 

13) professional educator qualification or its equivalent 

E.163.1 The requirements are a three year teaching diploma or a three year degree and a one year 

postgraduate or non-graduate diploma or PGCE Postgraduate Certificate in Education (360 credits) 





procedure. 





Compulsory 

Accounting Concepts 440001 ACA001 12 

Recording Business Transactions 440002 ACA002 12 

Preparing Financial Statements 440003 ACA003 12 

Teaching Methodologies 440004 ACA004 12 

Accounting Education Internship 440005 ACA005 12 

Accounting in the EMS 440006 ACA006 12 

Analysing Financial Statements 440007 ACA007 12 

Controlling Mechanisms 440008 ACA008 12 

Desigining Accounting Materials 440009 ACA009 12 

Accounting Practical: Inset 440010 ACA010 12 


65 

TOTAL 120 













E.170.3 Instead of doing both the practical modules (internship and accredited INSET course in Accounting 

Education offered by a provider recognised by the University) students may elect to submit a 

portfolio of work or present proof of experience. 

E.170.4 Not all modules may be offered or available in any specific year. 

*ADVANCED CERTIFICATE IN EDUCATION (INTEGRATING VALUES AND HUMAN RIGHTS 

IN THE CURRICULUM) - 4721 



module for non-certificate purposes with the minimum of a three- year (360 credit, REQV 13) professional 

educator qualification or its equivalent 

E.171.1 The requirements are a three-year teaching diploma or a three-year degree and a one-year 

postgraduate or non-graduate diploma or PGCE postgraduate Certificate in Education (360 credits) 





procedure. 





Compulsory 

Theories on Values & Human Rights 111 450111 HRT111 12 

Policy & Legislative Frameworks 112 450112 HRP112 12 

Curriculum Development 113 450113 HRC113 12 

Human Rights: School Environment 121 450121 HRS121 12 

Human Rights: Classroom Environment 122 450122 HRS122 12 

Teaching Strategies: Values & Human Rights 111 451111 HRV111 12 

Research Approach & Design 112 451112 HRR112 12 

66

Research Project A 113 451113 HRR113 12 

Research Project B 121 451114 HRR121 12 

Human Rights School, District & Community 122 451115 HRD122 12 


67 

TOTAL 120 













ADVANCED CERTIFICATE IN EDUCATION (SCHOOL LIBRARIANSHIP) - 4330 



module for non-certificate purposes if one of the following criteria are met: 

E.179.1 A three-year teaching diploma or a three-year degree and a one-year postgraduate or non-graduate 

teacher‟s diploma or Postgraduate Certificate in Education (PGCE) (360 credits) valued at REQV 13 

or an equivalent qualification. 


E.179.3 Applicants with a teaching background will be automatically admitted on the basis of their teaching 

qualifications and experience. Applicants with no teaching background will be interviewed for prior 

work experience. 

E.179.4 Recognition of Prior Learning: For mature and experienced practitioners, in particular from the subfield 

of schooling, recognition may be given for knowledge, skills and values gained in participating 

stand-alone courses and INSET programmes. 

E.179.5 Interested non-teachers may complete certain modules and get recognition of completion for it. This 

will enable individuals to complete some modules to assist to run school libraries when needed. 



procedure. 





Compulsory 

Intro to School Lib & Info Tech 131 216131 DSL131 12 

Document Description (DSL141) 216141 DSL141 12 

Information Sources 143 216143 DSL143 12 

Catalog & Database 144 216144 DSL144 12 

Applied Management (DSL152) 216152 DSL152 12 

Information Literacy (DSL162) 216162 DSL162 12 

Children's & Youth Books & Media 171 216171 DSL171 12 

School Librarianship (ICT)174 216174 DSL174 12 

TOTAL 96 














E.186.3 Practical work 

Practical work is done during the first two weeks of the second semester at approved school libraries. Students 

are also expected to spend one week working in a public library to gain practical experience. 

HIGHER CERTIFICATE IN EDUCATION TRAINING AND DEVELOPMENT (ADULT LEARNING) - 4701 


Unless Senate decides otherwise, candidates will be required to meet the following criteria in order to be 

enrolled for the Higher Certificate in Education, Training and Development (Adult Learning) 


(a) A National Senior Certificate as certified by Umalusi; or 

(b) A qualification or level of competence which the Senate has deemed to be equivalent to the 

requirements stipulated in (a) above; and 

(c) At least two years‟ experience in adult education, or in a related field. 

E.187.2 Admission rules for applicants who matriculated prior to 2008 

(a) Either grade 12, Matric, NQF level 4, or equivalent; and 

(b) At least two years‟ experience in adult education, or in a related field. 

68


Candidates lacking formal entry qualifications may have their prior learning assessed through approved 

procedures. These will include an oral interview, a written assessment and the presentation of documentary 

evidence to establish: 

(a) The nature and scope of candidate's past community involvement which demonstrates adult 

education related competencies; and 

(b) The ability of a candidate to handle the oral and written demands of the programme. 



procedure. 





Compulsory 

Course Design and Facilitation 111 401111 HTD111 12 

Course Design and Facilitation 112 401112 HTD112 24 

The Context of Adult Learning 111 401113 CAL111 12 

The Context of Adult Learning 112 401114 CAL112 24 

Organising Skills & Democracy 121 401121 HTD121 12 

Organising Skills & Democracy 122 401122 HTD122 12 


Group 1 

Training Small Business Developers A 401133 HCA133 12 

Training Small Business Developers B 401134 HCA134 12 

Group 2 

Teaching Literacy A 401135 HCA135 12 

Teaching Literacy B 401136 HCA136 12 

Group 3 

Capita Selecta 1A 401123 ETD122 12 

Capita Selecta 1B 401124 ETD123 12 

TOTAL 120 











The university reserves the right to change, withdraw, or offer additional modules according to teaching and 

learning circumstances. 

69

HIGHER DIPLOMA IN EDUCATION TRAINING AND DEVELOPMENT (ADULT LEARNING) - 4702 



enrolled for the Higher Certificate in Education, Training and Development (Adult Learning) 


E.195.1.1 A 120-credit Higher Certificate in Education Training and Development (Adult Learning); or 

E.195.1.2 A National Senior Certificate as certified by Umalusi with an achievement rating 3 

(moderate achievement 40-49%) or better in four recognised NSC 20-credit subjects; or 

E.195.1.3 A qualification or level of competence which the Senate of the University has deemed to be 

equivalent to the requirements stipulated in (a or b) above; and 

E.195.1.4 At least two years‟ experience in adult education, or related field. 


E.195.2.1 Either grade 12, Matric, NQF level 4 or equivalent; and 

E.195.2.2 At least two years‟ experience in adult education, or related field; and 

E.195.2.3 The CACE Certificate for Educators of Adults; or the Certificate in Education, Training and 

Development Adult Learning; or recognized equivalent course. 



procedure. 





Compulsory 

Diversity & Conflict Management A 401127 ETD126 12 

Diversity & Conflict Management B 401128 ETD127 12 

Research Method for Adult Educators A 401129 ETD128 12 

Research Method for Adult Educators B 401130 ETD129 12 

Assessment Practices A 401131 ETD111 12 

Assessment Practices B 401132 ETD121 24 


Group 1 



Group 2 



Group 3 

Community and Adult Education A 460109 ADA109 12 

Community and Adult Education B 460110 ADA110 24 

Group 4 



70

Group 5 




71 

TOTAL 120 










The University reserves the right to change, withdraw, or offer additional modules according to teaching and 


HIGHER PROFESSIONAL DIPLOMA IN ABET PRACTICE (ETD: Adult Learning: ABET 

Specialisaton) - 4401 


Unless otherwise determined by Senate, a student may be admitted to study for the Higher Dipoma in ABET 

Practice with: 

E.203.1 a 240 credit Higher Education qualification, or 

E.203.2 any other qualification of a standard accepted by the Senate as the equivalent of the above 



procedure. 


Unless Senate decides otherwise the duration of the programme shall extend over one years' full-time study. 


Module Name Fundamental Core Elective 

Tutoring and Assessment Practices A & B (Compulsory) 2 16 16 

Literacy, Language and Basic Education (Compulsory) 2 16 16 

Research Methods for Adult Educators A & B (Compulsory) 6 14 16 

Teaching Numeracy A & B (Elective) 16 20 

Total 10 62 48 










The university reserves the right to change, withdraw, or offer additional modules according to teaching and 


DIPLOMA IN EDUCATION, TRAINING AND DEVELOPMENT (WORKPLACE LEARNING) - 4705 

Please Note: This programme will not be offered in 2012 


E.211.1 Admission rules for applicants who will matriculate/ matriculated in 2008: 


enrolled for the Diploma in Education, Training and Development (Workplace Learning). 

(a) A 120-credit Higher Certificate in Education Training and Development (Adult Learning) or 

(b) A National Senior Certificate as certified by Umalusi with an achievement rating 3 (moderate 

Achievement 40-49%) or better in four recognised NSC 20-credit subjects; or 

(c) A qualification or level of competence which the Senate has deemed to be equivalent to the 

requirements stipulated in (a or b) above ; and 

(d) At least two years‟ experience in adult education, or related field. 


Unless otherwise determined by Senate, candidates must have: 

(a) Either grade 12, Matric, NQF level 4, or equivalent; and 

(b) At least two years‟ experience in adult education, or related field; and 

(c) The CACE Certificate for Educators of Adults; or the Certificate in Education, Training and 

Development Adult Learning; or recognised equivalent course. 



procedure. 



72


Module Name 

Compulsory 


Professional Practices : Workplace Learning 450101 DWL101 15 

Workplace Learning and Organisational Development 450102 DWL102 15 

Skills Development Workplace Learning A 450103 ADA111 15 

Skills Development Workplace Learning B 450104 ADA112 15 

Social Transformation Adult Learning A 450105 DWL105 15 

Social Transformation Adult Learning B 450106 DWL106 15 

Design, Facilitate and Assess Adult Learning A 

450107 DWL108 15 

Design, Facilitate and Assess Adult Learning B 450108 DWL109 15 


73 

TOTAL 120 










The University reserves the right to change, withdraw, or offer additional modules according to teaching and 


ADVANCED DIPLOMA FOR EDUCATORS OF ADULTS - 4151 

Please Note: This programme will not be offered in 2012 


Unless otherwise determined by the Senate, a student may be admitted to study for the Advanced Diploma for 

Educators of Adults or register for modules in the Advanced Diploma for Educators of Adults for non-diploma 

purposes with: 

E.219.1 a university degree, or 

E.219.2 a full-time, two-year post-matriculation certificate, or 

E.219.3 any other qualification of a standard accepted by the Senate as the equivalent of either of the above. 



procedure. 





Compulsory 

Social Transformation Adult Education A 460101 ADA101 12 

Social Transformation Adult Education B 460102 ADA102 12 

Theories and Practice A/L A 460103 ADA103 12 

Theories and Practice A/L B 460104 ADA104 24 

Organisation Management & Development A 460105 ADA105 12 

Organisation Management & Development B 460106 ADA106 12 

Electives (select 2 groups) 

Adult Basic Education & Training A 460107 ADA107 12 

Adult Basic Education & Training B 460108 ADA108 24 

Group 1 

Skills Development Facilitation W/L A 460111 ADA111 12 

Skills Development Facilitation W/L B 460112 ADA112 24 

Group 2 

Evaluation Research A 460113 ADA113 12 

Evaluation Research B 460114 ADA114 24 

Group 3 



Group 4 



TOTAL 120 











Students may appeal to Senate to have the modules that were taken for non-diploma purposes recognised for the 

purpose of the Advanced Diploma for Educators of Adults. 

BACCALAUREUS EDUCATIONIS (HONS) DEGREE - (4115-F/T) / (4116-P/T) 


Unless otherwise determined by the Senate, students may be admitted to study for the BEd (Hons) degree or 

register for a single BEd (Hons) module for extra-curricular enhancement purposes only after obtaining: 

E.227.1 A university degree and an approved teacher's diploma, or qualifications agreed by the Senate to be 

equivalent, or 

E.227.2 A Higher Diploma in Education (Non-graduate) awarded by the University of the Western Cape, or 

E.227.3 Teaching qualification(s) recognised by the University as equivalent to M+4. 

74

E.227.5 An Advanced Certificate in Education at NQF Level 6 



procedure. 


Unless Senate decides otherwise the duration of the programme shall extend over one year‟s full-time or two 

years part-time study. 



Compulsory 

Metatheory A 700 430561 BED700 15 

South African Education 722 430563 BED740 15 

Curriculum & Pedagogy A 492705 BED711 15 


Educational Change management 491748 BED748 15 

Psycho-Educational Assessment 491749 BED749 15 

Psychopathology 491750 BED750 15 

Intro to Aids and Education 491744 BED744 15 

School Teachers: Teaching and AIDS 491745 BED745 15 

Developing AIDS Curricula 491746 BED746 15 

Curriculum, Teaching & Learning 460572 BED572 15 

Intro to Educational Research 491747 BED747 15 

Adult Basic Education: Policy And Practice 491907 ABE800 15 

Cognitive Development 491605 BED704 15 

Comparative Education A 492701 BED705 15 

Comparative Education B 492702 BED706 15 

Computers in Education A 492611 BED707 15 

Computers in Education B 492612 BED708 15 

Counselling Practice 492617 BED709 15 

Counselling Theory 492618 BED710 15 

Current Issues in Education A 410251 BED800 15 

Curriculum & Pedagogy A 492705 BED711 15 

Curriculum & Innovation 492706 BED800 15 

Development & Learning 491606 BED712 15 

Development & Learning (2nd) 491616 BED732 15 

Education & Politics 491714 BED713 15 

Education & Schooling 491706 EDS800 15 

Education & Development A 492301 BED714 15 

Educational Psychology Research Project 492616 BED715 15 

Educational Management & Leadership 492405 BED716 15 

Lifeskills & Health Education 491609 BED717 15 

Lifeskills & Health Education (2nd) 491619 BED727 15 

Mathematics Education A 390431 BED718 15 

Mathematics Education B 390432 BED719 15 

Orientation in the Teaching & Learning of Languages 460584 BED720 15 

Psychometry 492620 BED721 15 

Psychological Assessment 492619 BED722 15 

Research Approaches in Language of Education 460585 RES800 15 

Research Project B (Didactics) 410262 BED723 15 

Science Education A 492901 BED724 15 

Science Education B 492902 BED725 15 

Sociolinguistics in Education 460601 BED726 15 

Special Needs & Support Services 491608 BED727 15 

75

Special Needs & Support Services (2nd) 491618 BED737 15 

Mathematics for Teaching A 411728 BED728 15 

Mathematics for Teaching B 411729 BED729 15 

Mathematics Education C 411730 BED730 15 

Science Education C 492903 BED731 15 

Science Education D 492904 BED732 15 

Science Education E 492905 BED726 15 

Professional Counselling Practicum 420728 BED738 15 

Research Project A (Comparative Education) 490531 BED741 15 

Research Project B (Comparative Education) 490532 BED742 15 


76 

TOTAL 120 














E.234.1 Students may appeal to Senate to have their modules taken for extra-curricular enhancement 

purposes recognised for the purposes of a BEd (Hons) degree. 

E.234.2 80% attendance is compulsory for all modules in the BEd (Hons) programme. 

E.234.3 The elective modules will be selected from the list of semester modules available, subject to 

prerequisites and limitations. Students are strongly advised to take one of the research modules on 

offer. 

E.234.4 The Senate reserves the right to require BEd (Hons) students to satisfy coursework requirements, in 

addition to passing the appropriate examinations, before the degree shall be awarded. Prerequisites 

and limitations for the various modules and areas of focus, will be found in the Student Guide. 

E.234.5 The Senate reserves the right not to offer a given area of focus or module every year and to offer 

additional areas of focus or modules. The Student Guide may be consulted in this regard. 

E.234.6 The offering of areas of focus for which fewer than ten students register, is at the discretion of the 

Senate. 

E.234.7 The maximum number of semester modules which can be taken per semester is five in the case of a 

full-time student and two in the case of a part-time student.

E.234.8 Students may, as part of their area of focus and up to a maximum of the equivalent of two semester 

modules, select an available module from the Advanced Diploma for Educators of Adults or enrol 

for a module at Honours or equivalent level in another Faculty in the University. Information on the 

conditions under which this option may be exercised, will be found in the Student Guide. 

E.234.9 Intro to Educational Research (BED747) needs to have a pass mark of 60% in order for the student 

to proceed to do Research Project B (BED742) 

BACCALAUREUS EDUCATIONIS (HONS) (PSYCH) DEGREE (4117-F/T) / (4118-P/T) 


Unless otherwise determined by the Senate, students may be admitted to study for the BEd (Hons) (Psych) 

degree or register for a single BEd (Hons) (Psych) module for extra-curricular enhancement purposes only after 

obtaining: 

E.235.1 Candidates must have obtained at least a C symbol in Psychology III or its equivalent plus 

E.235.2 A University degree and an approved teacher's diploma, or qualifications agreed by the Senate to be 

equivalent, or 

E.235.3 A Higher Diploma in Education (Non-graduate) awarded by the University of the Western Cape, or 

E.235.4 Teaching qualification(s) recognised by the University as equivalent to M+4 . 

E.235.5 An Advanced Certificate in Education at NQF Level 6. 



procedure. The BEd (Hons) with Educational Psychology endorsement is offered to a maximum of 20 students 

per year. 






Compulsory 

Counselling Practice 492617 BED709 15 

Counselling Theory 492618 BED710 15 

Development & Learning 491606 BED712 15 

Intro to Educational Research 491747 BED747 15 

Child, Adolescent and Adult Psychopathology - - 15 

Special Needs & Support Services 491608 BED727 15 

Psycho - Educational Assessment BED749 15 

Educational Psychology Research Project 492616 BED715 15 


77 

TOTAL 120 











The renewal of registration will be governed by the Rule A. 4.1.2, as stipulated in the University Calendar: 



E.242.1 Students may appeal to Senate to have their modules taken for extra-curricular enhancement 

purposes recognised for the purposes of a BEd (Hons) (Psych) degree. 

E.242.2 80% attendance is compulsory for all modules in the BEd (Hons) (Psych) programme. 

E.242.3 The Senate reserves the right to require BEd (Hons) (Psych) students to satisfy coursework 

requirements, in addition to passing the appropriate examinations, before the degree shall be 

awarded. Prerequisites and limitations for the various modules and areas of focus, will be found in 

the Student Guide. 

E.242.4 The Senate reserves the right not to offer a given area of focus or module every year and to offer 

additional areas of focus or modules. The Student Guide may be consulted in this regard. 

E.242.5 The offering of areas of focus for which fewer than ten students register, is at the discretion of the 

Senate. 

E.242.6 The maximum number of semester modules which can be taken per semester is five in the case of a 

full-time student and two in the case of a part-time student. 

E.242.7 Successful candidates may, subject to the approval of the Professional Board for Psychology, qualify 

for registration with the Professional Board for Psychology as registered counsellors if they have 

also completed an approved six months internship, or successful completion of Professional 

Counselling Practicum module (BED 738). At present this degree satisfies the minimum requirement 

for admission to the M.Ed (Ed. Psych) degree offered in the Department of Educational Psychology. 

POST-GRADUATE DIPLOMA IN EDUCATION - 4652 

The Postgraduate diploma is open to candidates who wish to pursue research in Education but who do 

not satisfy the entrance requirements for the Magister Educationis. The area of research should be one 

in which the candidate is deemed to be qualified, and must be relevant to education. 


Unless senate decides otherwise, candidates will be required to meet the following criteria to be enrolled for 

the programme: Post-Graduate Diploma in Education (PGCE) 

Candidates must be in possession of a BEd (Hons) degree or a qualification deemed by the Senate to be the 

equivalent. 



procedure. 

78







Research Proposal Development 490868 MED805 15 

Action Research A 410818 MED808 15 

Action Research B 410828 MED809 15 

Curriculum & Pedagogy Theory And Practice A 410838 MED810 15 

Curriculum & Pedagogy Theory And Practice B 410848 MED811 15 

Theory & Practice Of Educational Change B 410878 MED814 15 

Language Teaching & Learning (Part 1) 492968 MED806 15 


Research In Language Education 492988 MED819 15 

Language In Education Planning 492828 MED820 15 

Liberty And Learning 430868 MED830 15 

Social Theory 430878 MED839 15 

Comparative & International Perspectives On Education 490818 MED836 15 

Leadership In Education 490838 MED833 15 

Policy Development And Policy Analysis 490858 MED832 15 

Inclusive Education 420818 PLM818 15 

Lifeskills Education 420828 MED831 15 

Support Services 2 (Intersectoral Development) 420848 MED824 15 

Mathematics Education A 492778 SME809 15 

Mathematics Education B 492788 SME810 15 

Science Education B 492698 SME818 15 


Higher Education Governance 491816 PLM816 15 

Higher Education International Perspectives 491817 PLM817 15 

Higher Education Practical Issues 491819 PLM819 15 

Higher Education Changing Workplace 491821 PLM821 15 

Higher Education Student Affairs & Administration 491822 PLM822 15 

Higher Education Process, Policy, Planning & Implementation 491815 PLM815 15 

Higher Education Social Change 491811 PLM811 15 

Higher Education Social Research Methods 491813 PLM813 15 

Higher Education Research Proposal Design 491814 PLM814 15 

Higher Education Institutional Research & MIS 491824 PLM824 15 

Locating Oneself In Global Learning 481111 ACG811 15 

Adult Learning: Context & Perspectives 481112 ACG812 15 

Work & Learning 481113 ACG821 15 

Understanding Research 481114 ACG822 15 

Fostering Learning In Professional Practices 481115 ACG813 15 

Global & Local Learning 481117 ACG815 15 

Local Options - Capita Selecta (Al) 814 481116 ACG814 15 



79 

Total 120 











The renewal of registration will be governed by the Rule A. 4.1.2, as stipulated in the University Calendar: 



E.250.1 A candidate who has obtained a Postgraduate Diploma in Education from the University of the 

Western Cape may subsequently apply to register for an MEd or MPhil degree. 

E.250.2 Faculty Board may decide to require that candidates register for an additional module (or modules) 

if, in its view, certain new developments in the field of study have made it necessary. 

MAGISTER EDUCATIONIS (MEd) DEGREE (Structured) - 4817 


Unless Senate decides otherwise, candidates will be required to meet the following criteria to be 

enrolled for the programme: Magister Educationis 

E.251.1 Candidates may be admitted to the programme only after obtaining the BEd (Hons) or an equivalent 

degree, or a Postgraduate Diploma in Education, or 

E.251.2 may register for a single MEd course as an occasional student for non-degree purposes under the 

provision of Rule A.3.1.12(b). 



procedure. 





Candidates registered for the Magister Educationis (structured) degree may follow any of the following Modes: 

E.254.1 Mode I: 8 Modules and a Mini-thesis 


Group 1 (select 1) 

Academic Development Mini-Thesis (1st) 490559 ACD803 120 

Adult Education Mag Mini-Thesis (1st) 494549 AET803 120 

Didac Mag Mini Thesis (2nd) 804 410128 DID804 120 

Didactics Mag Mini-Thesis (1st) 803 410117 DID803 120 

Edu Psych Mag Mini-Thesis (1st) 803 420539 EDP803 120 

80

Higher Education Mini-Thesis 491823 PLM803 120 

Phil Educ Mag Mini-Thesis (1st) 803 430539 PHE803 120 

Science & Maths Educ (Mini-Thesis ) 492948 SME803 120 

Science Education Mini-Thesis 492908 SME804 120 



Action Research A 410818 MED808 15 

Action Research B 410828 MED809 15 

Curriculum & Pedagogy Theory And Practice A 410838 MED810 15 

Curriculum & Pedagogy Theory And Practice B 410848 MED811 15 

Theory & Practice Of Educational Change B 410878 MED814 15 



Research In Language Education 492988 MED819 15 

Language In Education Planning 492828 MED820 15 

Liberty And Learning 430868 MED830 15 

Social Theory 430878 MED839 15 

Comparative & International Perspectives On Education 490818 MED836 15 

Leadership In Education 490838 MED833 15 

Policy Development And Policy Analysis 490858 MED832 15 

Inclusive Education 420818 PLM818 15 

Lifeskills Education 420828 MED831 15 

Support Services 2 (Intersectoral Development) 420848 MED824 15 

Mathematics Education A 492778 SME809 15 

Mathematics Education B 492788 SME810 15 

Science Education B 492698 SME818 15 


Higher Education Governance 491816 PLM816 15 

Higher Education International Perspectives 491817 PLM817 15 

Higher Education Practical Issues 491819 PLM819 15 

Higher Education Changing Workplace 491821 PLM821 15 

Higher Education Student Affairs & Administration 491822 PLM822 15 

Higher Education Process, Policy, Planning & Implementation 491815 PLM815 15 

Higher Education Social Change 491811 PLM811 15 

Higher Education Social Research Methods 491813 PLM813 15 

Higher Education Research Proposal Design 491814 PLM814 15 

Higher Education Institutional Research & MIS 491824 PLM824 15 

Locating Oneself In Global Learning 481111 ACG811 15 

Adult Learning: Context & Perspectives 481112 ACG812 15 

Work & Learning 481113 ACG821 15 

Understanding Research 481114 ACG822 15 

Fostering Learning In Professional Practices 481115 ACG813 15 

Global & Local Learning 481117 ACG815 15 



TOTAL 240 

E.254.2 Mode II: 12 Modules and Research Report 


Compulsory 

Research Report - - 60 


Select from the elective modules from Group 2 in Mode 1 180 

TOTAL 240 

81




Registration for the following year of study will be recommended by the supervisor if in his/her opinion 

adequate progress has been made during the current year. 





E.258.1 Students may appeal to Senate to have their modules for non-degree purposes recognised for the 

purpose of a MEd degree. 

E.258.2 Students who wish to register with the Professional Board for Psychology as Educational 

Psychologists must be selected into the MPsych or PhD curriculum offered in the Department of 

Psychology. 

E.258.3 The Senate reserves the right not to offer a given structured Master's programme each year. The 

Faculty Office may be consulted in this regard. 

E.258.4 Faculty Board may decide to require that candidates register for an additional module (or modules) 

if, in its view, certain new developments in the field of study have made it necessary. 

E.258.5 Awarding the Postgraduate Diploma in Education to candidates who have completed certain 

requirements for the MEd degree. 

E.258.5.1 Registered students who have successfully completed the coursework part of their Master's degree 

and whose mini-thesis has not been submitted for examination within a period of two years 

thereafter, will have the Postgraduate Diploma in Education conferred on them, unless given an 

extension by Senate. 

E.258.5.2 In order to complete the Postgraduate Diploma in Education (PGDE), a candidate must obtain a final 

mark of at least 50% for each module and earn 120 credit points. 

MAGISTER EDUCATIONIS (MEd) DEGREE (Thesis) - 4801 




E.259.1 Candidates may be admitted to the programme only after obtaining the BEd (Hons) or an equivalent 

degree, or a Postgraduate Diploma in Education, or 

E.259.2 May register for a single MEd course as an occasional student for non-degree purposes. 



procedure. 




82



Select 1 

Comparative Education Mag Thesis (1st) 490518 COE801 240 

Didactics Magister Thesis (1st) 801 410118 DID801 240 

Educational Psych Thesis (1st) 801 420528 EDP801 240 

Philosophy Education Mag Thesis (1st) 801 430518 PHE801 240 

TOTAL 240 










Faculty Board may decide to require that candidates register for an additional module (or modules) if, in its 

view, certain new developments in the field of study have made it necessary. 

MAGISTER EDUCATIONIS (ADULT LEARNING AND GLOBAL CHANGE) DEGREE - 4830 




Candidates are admitted to study the Magister Educationis degree only after obtaining the BEd (Hons) 

degree or a qualification deemed by the Senate to be the equivalent. 



procedure. 




The curriculum consist of eight courses with sixteen modules. The eight modules focus on different 

content themes or 'perspectives', designed to be applicable to students with interest or background in 

any context. Six of the modules focus on research methods and a research project. Two modules deal 

with integration of the course and the development of a 'capacity envelope' entitled 'Locating oneself in 

global learning'. Detailed course outlines are available on request. The courses are: 

(a) Adult Learning: Context and Perspectives 

(b) Understanding Research 

(c) Global/Local Learning 

(d) Fostering Learning in Professional Practices 

83

(e) Work and Learning 

(f) Locating oneself in global learning 

(g) Local options 












MAGISTER OF PHILOSOPHIAE (ADULT LEARNING AND GLOBAL CHANGE) DEGREE 

The degree Magister of Philosophiae is open to candidates who do not satisfy the normal entrance 

requirements for the Magister Educationis. 



enrolled for the programme: Magister of Philosophiae 

E.275.1 Candidates must be in possession of an Honours degree or a qualification deemed by the Senate to 

be the equivalent. 

E.275.2 Students with at least a M+4 qualification supplemented by at least 3-5 years experience in Adult 

Education may be also be admitted to the programme. 



procedure. 




The curriculum consist of eight courses with sixteen modules. The eight modules focus on different 

content themes or 'perspectives', designed to be applicable to students with interest or background in 

any context. Six of the modules focus on research methods and a research project. Two modules deal 

with integration of the course and the development of a 'capacity envelope' entitled 'Locating oneself in 

global learning'. Detailed course outlines are available on request. The courses are: 

84

Module Name Credit 

Adult Learning: Context and Perspectives (15 credits) 

Understanding Research (15 credits) 

Global/Local Learning (15 credits) 

Fostering Learning in Professional Practices (15 credits) 

Work and Learning ( 15 credits) 

Locating oneself in global learning ( 15credits) 

Local options A ( 15 credits) 

Local options B ( 15 credits) 

TOTAL ( 120 credits) 




E.280.1 To be promoted to year two, candidates must obtain 75 credits in year one. 

E.280.2 For completion of the programme, students must pass all modules and a research paper. 







PHILOSOPHIAE DOCTOR (PhD) DEGREE - 4909 


Candidates will be admitted to study for the PhD programme after obtaining an MEd or any other approved 

Master‟s degree. The area of research should be one in which the candidate is deemed to be qualified and must 

be relevant to education. 


Unless Senate decides otherwise, the minimum duration of the programme shall be two years. 



procedure. 



Select 1 

Adult & Cont Educ Doc (1st) 494529 AET901 240 

Comparative Educ Doc (1st) 490519 COE901 240 

Didactics Doctoral (1st) 410119 DID901 240 

Educational Psych Doc (1st) 420519 EDP901 240 

85

Philosophy of Educ Doc (1st) 430519 PHE901 240 


86 

TOTAL 240 









There are no special requirements for this programme.

MODULE DESCRIPTORS 

Note: The specifications of learning time in UWC’s module descriptors are subject to change according to 

circumstances such as timetabling and other practical considerations. The analysis of learning time therefore is 

purely indicative. However, the overall number of notional learning hours for each module is linked to credit 

value and is therefore fixed. 

BACHELOR OF EDUCATION (BEd) 

First Year 

Home Department Education 

Module Topic Literacy & Numeracy 

Generic Module Name Literacy & Numeracy 

Alpha-numeric Code EDC111 

Numeric Code 

Credit Value 15 

Duration 1 Semester 

Proposed semester/term Semester 1 

Programmes in which the module 

will be offered 

BEd 

Level 5 

Main Outcomes By the end of the module students should be able to: 

� understand the range of metacognitive and discoursebased 

strategies that will improve their ability to engage 

with academic reading and writing tasks. 

� develop an awareness of the social, personal, cognitive 

and knowledge-building aspects of reading and writing. 

� explore a range of strategies and processes for improving 

writing skills which include an ability to identify and make 

appropriate language choices at the levels of genre, 

register, global and local coherence relations, modality, 

etc. 

� use basic technological tools like excel and the basic four 

function calculator to do calculations related to 

measurement; costs; percentages, interest and measures of 

central tendency 

� create, interpret and manipulate or transform basic 

statistical information (tables, charts, graphs, etc.) 

Main Content Reading for learning: 

� active reading skills and strategies across a range of 

disciplines: predicting, skimmimg, scanning, 

understanding textual organization and recognizing key 

discourse features, 

� making notes 

� summarizing 

� using discourse and language clues to track the 

development of an argument and identify/evaluate the 

author‟s position and/evidence 

� critical language awareness: recognizing the impact of 

language choices and patterns 

Writing for learning: 

� Explore a range of strategies and processes for improving 

writing skills which include an ability to identify and make 

appropriate language choices at the levels of genre, 

register, global and local coherence relations, modality, 

etc. 

87

� Understanding that writing takes place in particular 

contexts and situations, and has particular goals for 

particular audiences, 

� Developing authorial voice and adapting that voice to 

different audiences, 

� Planning, brainstorming, drawing up outlines, structuring 

an argument using appropriate discourse features, etc. 

� Drafting 

� Editing 

� Carrying out on-line writing or other tasks 

� 

Information Literacy 

� using the library catalogue and databases 

� citing sources and compiling reference lists using 

appropriate conventions 

� drawing tasks and texts from a range of disciplines and 

exploring different disciplinary demands. 

Numeracy for daily living 

� Using basic technological tools like Excel and the four 

function calculator to do calculations related to 

measurement; costs; percentages, interest and measures of 

central tendency 

� Using Excel documents, to convert data into charts or 

graphs 

� Accurately interpreting tables, graphs and charts, 

manipulating or transforming data, and writing up 

analyses. 

Pre-requisite modules None 

Co-requisite modules None 

Prohibited module Combination None 

A.Breakdown of Learning Time Hours B. Time-table Requirement per week 

Contact with lecturer / tutor: 30 Lectures p.w. 2 

Assignments & tasks: 30 Practicals p.w. 

Practicals/Tutorials: 20 Tutorials p.w. 2 

Tests & examinations: 10 

Selfstudy 50 

Data Collection 10 

Total Learning Time 150 

Methods of Student Assessment 

CAF 

Test (20%) 

Assignment (40%) 

Exam (40%) 


Module Topic Lifeskills 

Generic Module Name Lifeskills 



Duration Semester 

Proposed semester/term 1 

Programmes in which the module BEd 


Level 5 

Main Outcomes At the end of this module, students will be able to: 

� Use newly developed intra and interpersonal skills in their 

interactions with learners 

� Distinguish between Life Skills, Life Orientation, Health 

88

Education, and Health Promotion 

� Identify youth at risk in terms of Sexual and Reproductive 

Health; Alcohol, Tobacco and other Substance Use; Fitness and 

Nutrition; Interpersonal Violence, and HIV and AIDS 

� Foster and develop resilience in youth through Lifeskills 

interventions 

� Design and facilitate Life Skills Programmes 

� Reflect on prejudices regarding HIV and AIDS and engage 

critically with issues of stigma and discrimination, as this 

directly impacts on affected children and adults 

� Understand the needs of learners affected by HIV/AIDS and 

refer appropriately 

� Employ listening and support skills to better respond to learners, 

parents and colleagues who may need „counseling‟, specifically 

in the area of HIV and AIDS 

Main Content � Designing and facilitating Life Skills Programmes 

� The theoretical foundations of a Life Skills Approach 

� Risk and resilience in youth 

� Combating stigma and discrimination around HIV and AIDS 

� HIV/AIDS: Transmission, prevention strategies and treatment 

interventions 

� The impact of HIV/AIDS on individuals and systems 

� The role of educators in the lives of children affected by HIV 

and AIDS: Counselling care and support 

� Education policy on HIV/AIDS in South Africa 






Assignments & tasks: 27 Practicals p.w. 0 

Practicals: 5 Tutorials p.w. 0 


Selfstudy 33 

Other: Please specify 



CAF 

Tests, assignments, tasks: 60% 

Examinations: 40% 


Module Topic Second Additional Language for the classroom 

Generic Module Name Second Additional Language 


Numeric Code 






BEd 

Level 5 

Main Outcomes By the end of this module students should be able to: 

� Show a basic understanding of the morpho-phonological, 

lexical and syntactic structure of the target language. 

� Have elementary communication in the target language within 

the classroom context. 

� Listen and respond appropriately to different forms of the 

language in different classroom situations. 

89

� Demonstrate elementary reading skills in the target language. 

� Create and write elementary texts in the target language. 

Main Content The course aims at developing the students basic language skills: 

� Listening, speaking, reading and writing. 

� Basic language structure 

� Functional discourse 

� Language for mediation and intervention across the curriculum 







Practicals/Tutorials: 20 Tutorials p.w. 2 


Selfstudy 50 

Data Collection 10 



CAF 

Oral and Poster Presentation (20%) 

Test (20%) 

Assignment (20%) 

Exam (40%) 

Module description Education 113 


Generic module name Education 113 

Alpha-numeric code EDU113 

Module numeric code 402113 


Duration One semester 

Module Type Programme 

Level 5 


� Know and understand the different aspects of the classroom 

� Understand and critique different approaches to classroom practice 

Transmission and interactive teaching 

� Understand the challenge of becoming an effective teacher in South 

African classrooms 

� Interrogate the notion of Whole School Development 

� Apply the Health Promoting Schools framework in school development 

interventions 

� Analyse how race, class and the social environment affect school 

processes 

� Explain the ways in which social and contextual factors influence the 

functioning of schools 

� Explain the relationship between societal processes and education within 

a changing context. 

Main Content Developing healthy schools and classrooms 

� Aspects of the classroom: Physical, social and instructional 

� Approaches to classroom practice: Transmission vs. interactive teaching 

� Co-operative learning 

� Group dynamics 

� Becoming an effective teacher 

� Whole School Development 

� Health Promoting Schools 

Sociology of Education 

� Theories of schooling: critical theory, functionalism and social 

reproductionism 

� Purposes and functions of schooling and education 

90

� The impact of race, class and gender processes 

� Contemporary issues in education 

Pre-requisites None 

Co-requisites None 

Prohibited Combinations None 

Breakdown of Learning Time Contact with lecturer / tutor: 42 

Assignments & tasks: 27 


Practicals: 0 

Self-study 28 


Methods of Student Assessment Tests, assessments and tasks: 50% 

Examination: 50% 









Level 5 


� Understand the background to key aspects of the history of education 

� Critically appreciate the differences between various educational 

policies in historical and comparative perspective 

� See the school and the context of schooling within a sociological and 

historical framework of understanding. 

� Understand the political, educational and historical implications of 

various approaches to teaching and learning 

� To develop a critical understanding of the concept and nature of 

curriculum and curriculum orientation 

� To understand the debates and controversies in curriculum policy 

development and teaching the curriculum in South African context 

Main Content School and society 

� Background to the key aspects of the history of education 

� The differences between educational policies in a historical and 

comparative perspective 

� The school and schooling in South African society 

Curriculum development 

� Defining curriculum 

� Basic orientations to curriculum and curriculum development including 

the role of assessment 

� Debates and controversies in teaching the curriculum in South Africa 







Practicals: 0 

Self-study 28 

Other: Please specify 0 




Module description Practicals at Schools 101 

Home Department Faculty of Education 

Generic module name Practicals at Schools 101 

91

Alpha-numeric code PRS101 



Duration One Year 


Level Level 5 

Main Outcomes At the end of this module, students will: 

� Understand in broad outline the principles, policies and approaches to 

teaching, learning & assessment of the Revised National Curriculum 

Statement (RNCS) 

� Understand in broad outline the seven roles of the educator, and the 

associated practical, foundational and reflexive competences within each 

of these seven roles as outlined in the Norms and Standards for 

Educators document 

� Demonstrate foundational, practical and reflexive competence as leader, 

administrator and manager in the classroom 

� Demonstrate foundational, practical and reflexive competence as a 

learning mediator in the classroom 

Main Content 1. The Revised National Curriculum Statement (RNCS) Overview of: 

� Principles 

� Policies 

� Teaching, Learning, Assessment 

2. The Norms and Standards for Educators 

� Overview of the seven roles of the educator 

� Overview of the practical, foundational and reflexive competences 

within each of the seven roles 

3. The educator as leader, administrator and manager and the associated 

foundational, practical and reflexive competences 

4. The educator as learning mediator and associated practical and reflexive 

competences 







Practical: 0 

Selfstudy 0 



Methods of Student Assessment Continuous assessment of: 

1. Attendance and participation 

2. Assignments and tasks based on: 

� School and classroom observation 

� Case studies 

3. Reports and Presentations to demonstrate: 

� Foundational, practical and reflexive competence as leader, 


� Practical and reflexive competence as learning mediator 

4. Portfolio 

5. School‟s evaluation report 


Module Topic Social Psychology for Educators 

Generic Module Name Social psychology for Educators 101 

92







Level 5 

Main Outcomes By the end of this module student should be able to: 

� Define culture 

� Provide examples of conflicts and compatibilities between 

home and school cultures 

� List several ways in which learners of different ethnic and 

cultural backgrounds may behave differently 

� Explain how males and females are likely to be similar 

and different 

� Describe the school‟s role in the development of gender 

differences 

� Incorporate multi-cultural concepts in their teaching and 

modify the classroom environment to meet the needs of a 

multi-cultural population 

Main Content � Race, ethnicity and culture 

� Culture and schooling 

� Towards a more multi-cultural classroom: Culturally 

responsive teaching 

� Creating culturally compatible classrooms 

� Socio-economic differences and the effects of poverty on 

development and learning 

� Similarities and difference amongst males and females 

� Attitudes, prejudice and discrimination 









Selfstudy 38 



Methods of Student Assessment Tests, assignments, tasks: 60% 



Module Topic Health Promoting Schools 

Generic module name Health Promoting Schools 

Numeric Code 410006 

Alpha-numeric code HIV006 


Duration 1 semester 

Programmes in which the module is BEd 

offered. 

Level 


� Demonstrate sound theoretical understanding of the 

concept 

� Understand the process and development of health 

93

promoting schools internationally and nationally 

� Transform schools into health promoting sites 

� Collaborate with education support service personnel to 

meet the needs of learners 

� Develop partnerships with parents and communities to 

ensure the well-being of our youth 

Main Content Main content: 

� The HPS concept 

� National policy in relation to HPS in South Africa 

� How HPS can play a role in addressing some of the major 

health problems impacting on the well-being of children 

in South Africa 

� Understanding the school as a system and how this 

impacts upon the development and sustainability of a 

health promoting school 

� Understanding the challenges and opportunities of 

working inter-sectorally and practical strategies for 

working with other sectors, departments and institutions 

in the process of establishing a HPS 

� Strategies for implementing the HPS concept in South 

Africa – how HPS has been implemented in different 

contexts 

� Monitoring and evaluation of HPS 




Breakdown of Learning Time Hours 

Contact with lecturer / tutor: 48 



Practicals: 0 

Selfstudy 27 



CAF 



Module description Lifeskills 125 


Generic module name Lifeskills 125 






Level 5 


� Develop personal skills and impart this knowledge to others 

� Distinguish between Lifeskills and Life Orientation 

� Distinguish between health education and health promotion 

� Be aware of the issues that place learners at risk 

� Have developed skills necessary to develop resilience in youth 

Main Content Theoretical Background 

� Lifeskills and life orientation 

� Health education and health promotion 

� Youth at risk 

� Resilience 

� Specific lifeskills 

94

� Attitudes and values 

� Communication skills 

� Conflict management 

� Assertiveness 

� Stress management 

� Self esteem 

� Lifeskills issues 

� Violence and safety 

� Gender 

� Culture 

� Depression and suicide 

� Substance abuse 

� Bullying and harassment 

� Diet and exercise 

� Youth wellness 







Practicals: 0 

Selfstudy 30 



Methods of Student Assessment Assignments: 60 % 

Exams: 40% 


Module Topic Counselling skills and HIV/AIDS 

Generic Module Name Counselling skills and HIV/AIDS 

Alpha-numeric Code HIV004 



Proposed semester/term Second Semester 



Level 6 


� Understand various counselling theories 

� Apply counselling skills to various situations 

� Assess and refer cases 

� Intervene in a crisis situation 

� Provide counselling, care and support to teachers and 

children affected by and infected with HIV and AIDS 

� Understand the medical and psycho-social issues 

pertaining to HIV and AIDS 

� Develop supportive environments for learners, teachers 

and parents in the context of HIV and AIDS 

� Provide interventions to address the pandemic, within the 

school context. 

Main Content Main content: 

� Person-centred, Psychodynamic and Cognitive 

Behavioural Theory 

� Basic Counselling Skills 

� Ethics 

� Facts about HIV and AIDS 

95

� Education and health policies related to HIV/AIDS 

� Voluntary counselling and testing 

� Bereavement counselling 

� Care and support to orphans 

� Developing coping strategies and management of stress in 

the context of HIV/AIDS 

� Developing the school into a supportive environment for 

dealing with HIV and AIDS. 





Contact with lecturer / tutor: 28 Lectures p.w. 


Practicals: 5 Tutorials p.w. 


Selfstudy 20 



CAF 




Module Topic Education Practice 101 

Generic Module Name Education Practice 101 



Duration Year 

Proposed semester/term Semester 1 and Semester 2 



Level 5 

Main Outcomes • At the end of this module, students will: 

• Reflect on the change from school learner to university 

student and student teacher. 

• Develop academic orientations 

• Understand the social functions of schools within society 

• Reflect on the physical, social, instructional dimensions of 

classrooms. 

• Demonstrate an understanding of the world of the teacher. 

• Develop an orientation to teaching as a Profession. 

• Understand and critique different approaches to classroom 

practice – e.g. transmission vs. co-operative teaching 

• Know the 7 roles of educators and what it means to be a 

competent teacher in terms of the Norms and Standards for 

Educators. 

• Link education theory to practice. 

Main Content • Introduction to the Norms and Standards for Educators 

• Introspection of reasons for entering profession. 

• Why would different educators teach the same topics/ 

concepts differently – highlighting how different views of 

society impact on educational perspectives, curriculum 

planning and learning. 

• Understand the impact of school contexts on classroom 

practice. 

• Identification and exploration of qualities of an effective 

teacher. 

• Contextual issues – discipline etc. 

96

• Exploring and unpacking classroom group dynamics 

• Transmission vs. Co-operative teaching 

• Challenges in education 

• Academic reading and writing conventions 

• Introduction to the Lesson Planning process/ principles. 

• Analyzing Teaching vignettes – linking basic theory to 

practice. 




Breakdown of Learning Time Hours B. Time-table Requirement per week 




Tests & examinations: None 

Selfstudy 40 

Other: Research Project 10 



CA 

Second Year 






Duration Year 

Proposed semester/term Semester 1 & Semester 2 



� Assignments 

� Mini Presentations/ Micro-teaching 

� Research exercises (Interviews / Personal reflections) 

� Attendance 

Level 6 

Main Outcomes • At the end of this module, students will: 

• Demonstrate foundational and practical competencies as 

interpreters and designers of learning programmes and 

materials as well as effective administrators 

Main Content • Norms and Standards for Educators 

• Planning Lessons 

• Microteaching 

• Analyze Teaching videos – merging educational theory 

with teaching practice. 

Pre-requisite modules Education Practice 101 

Co-requisite modules NONE 

Prohibited module Combination NONE 






Selfstudy 40 




CA 

� Tasks based on design and selection of appropriate 

lessons and materials and resources. 

97


• Lesson plan assessment. 

• Journal and Portfolio 

Module description Scaffolding texts 211 


Generic module name Scaffolding texts 211 

Alpha-numeric code SCT211 





Level 6 

Main Outcomes By the end of this module students should be able to 

� Draw on knowledge of the way in which languages are structured to 

analyse experiential, interpersonal and textual meanings in different 

genres. 

� Know how to scaffold writing skills development to create such genres. 

� Identify elements of linguistic design and make appropriate language 

choices at the levels of genre, register, global and local coherence 

relations, modality, etc. 

� Display a critical language awareness: recognise the impact of language 

choices and patterns in relation to purpose and audience 

� Further develop appropriate listening, speaking, writing and reading 

skills 

Main Content Information/factual texts: 

� Everyday communicative texts: „junk mail‟ adverts, TV and movie 

schedules, contents and layout of popular magazines (compare 2 

different types, e.g. sports and fashion); contents and layout of 

newspaper (compare tabloid and broadsheet); emails and phone calls 

requesting information; simple charts and grids (comparisons); news 

broadcasts and documentaries 

� Curriculum related texts: description and explanation genres drawn from 

science, history, business economics, etc.; typical forms and features of 

these genres. 

Sample skills: 

� Take notes from spoken and written texts 

� Text mapping: coherence and cohesion 

� Explain and demonstrate how aspects of linguistic and visual design 

(modality, nominalisation, transitivity etc) convey the sender‟s stance 

towards content and receiver of texts 

� Rewrite (paraphrase) texts for a different audience or purpose 

� Create texts for particular audiences by modifying aspects such as 

selection, ordering and linking of information 

� Write coherent descriptions, explanations and logical instructions 

� Sociolinguistic research 







Practicals: 

Selfstudy 20 

Other: Please specify 4 Journal 


Methods of Student Assessment Test 20% 

Assignments 40% 

98

Exam 40% 









Level 6 


� Understand that children develop holistically and within a socio-cultural 

context 

� Discuss the impact of physical, psychological and moral development on 

learning 

� Apply developmental theory to classroom situations 

� Understand the relationship between social change, schooling and 

development 

� Analyse schooling processes in terms of race, class and gender 

� Explain how „functional‟ and „dysfunctional‟ schools work in order to 

improve their cultures of learning and teaching 

� Demonstrate the multiple ways in which schools and teachers work in 

establishing functioning schools 

Main Content Education and Social Transformation 

� Theories of schooling: Critical theory, functionalism and reproductionism 

� School and teachers as change agents 

� The relationship between education, schooling and change 

� Understanding the functioning of race, class and gender in schools 

� The impact of apartheid education on schooling in South Africa 

� Current issues in education 

� Developing learners 

� Ecosystemic approach to understanding development: Bronfenbrenner 

� Physical development of learners 

� Psycho-social development: Erikson 

� Cognitive development: Piaget 

� Moral development: Kohlberg 

� Implications of developmental theory for the teaching and learning process 

Pre-requisites EDU113, EDU123 






Practicals: 0 

Self-study 28 










99




Level 6 


� Engage critically with some key texts in the history of ideas 

� Understand how the ideas and arguments of major thinkers have 

influenced contemporary thinking about education, teaching and 

learning 

� Explore the practical and theoretical issues relating to management and 

leadership in South African schools 

� Critically reflect on their own leadership styles and functions and its 

impact on the management of the school and the classroom 

Main Content Contemporary educational theory 

� Introduction to philosophy 

� Readings from key texts in the history of ideas approached from the 

following areas of concern: 

o Ethics 

o Politics 

o Religion 

o Epistemology 

� Influence of these ideas on contemporary thinking, with specific 

reference to education, teaching and learning 

Management and leadership in schools and classrooms 

� Defining leadership and management 

� Leadership styles and functions 

� School s as the context for building leadership and management capacity 

in the educator 

� Classroom management 







Practicals: 0 

Self-study 28 













Level Level 6 

Main Outcomes At the end of this module students will: 

� Demonstrate foundational, practical and reflexive competence as 

interpreter and designer of learning materials (RNCS) 


learning mediator 

Main Content 1. The educator as interpreter and designer of learning programmes and 

materials: 

100

� Plan and prepare learning programmes in line with RNCS principles 

� Evaluate and select resources and learning & teaching support material 

to enhance lessons 

� Designing a lesson - develop lesson plans, choose activities and 

sequence tasks 

2. The educator as learning mediator 

� Use learning and teaching support material effectively 

� Present lesson plans 

� Engage in micro-teaching 

Pre-requisites PRS101 


Prohibited Combinations 




Practical: 0 

Selfstudy 0 




� Attendance and participation 

� Tasks based on the design and selection of appropriate earning materials 

� The demonstration of foundational, practical and reflexive competence 

in the use of teaching and learning resources 


as learning mediator 

� Micro teaching 

� Portfolio 

� School‟s evaluation report 

Module description Lifeskills 225 


Generic module name Lifeskills 225 






Level 6 


� Have an increased awareness of the various ways in which HIV and 

AIDS affects teachers, learners, families and communities 

� Understand the needs of learners affected by HIV and AIDS 

� Have a better understanding of the counselling role of teachers in 

learners‟ lives in relation to HIV and AIDS 

� Confidently express their own humanity by relating to others in a kind 

and caring way 

� Listen and attend to learners, parents and colleagues who might need to 

talk with them 

� Engage with learners with heightened listening skills, self-reflection and 

empathy to support learners who are affected by HIV and AIDS 

Main Content Becoming a teacher in the age of HIV/AIDS 

HIV and AIDS counseling 

� The teacher as carer 

� Needs of children 

� Needs of teachers 

� Resilience and children 

� Schools as nodes of care and support 

101

� When, where and how to refer 






Tests & examinations: 

Practicals: 0 

Selfstudy 22 



Methods of Student Assessment Students will be assessed based on participation, assignments, tasks and 

journal writing. 

Module description Literacy for the classroom 2 


Generic module name Literacy 226 






Level 6 

Main Outcomes By the end of the module, students should be able to: 

� understand and use a range of metacognitive and discourse-based 

strategies that will be engaging and effective for students‟ future learners 

. 

� develop an awareness of the social, personal, cognitive, and knowledgebuilding 

aspects of reading and writing 

� implement integrated multimodal approaches to developing and 

assessing reading and writing skills (includes setting up e-learning tasks) 

Main Content More complex and extended texts and tasks as in Literacy for the 

classroom 1 

Reading for learning: 

- active reading skills and strategies across a range of disciplines: 

predicting, skimming, scanning, understanding textual organisation and 

recognising key discourse features, 

- making notes 

- summarising 

- using discourse and language clues to track the development of an 

argument and identify/evaluate the authors position and/or evidence 

- critical language awareness: recognising the impact of language choices 

and patterns 

Writing for learning: 

Explore a range of strategies and processes for improving writing skills, 

which include: 

- understanding that writing takes place in particular contexts and 

situations, and has particular goals for particular audiences, 

- developing authorial voice and adapting that voice to different 

audiences; 

- planning: brainstorming, drawing up outlines, structuring an argument 

using appropriate discourse features, etc. 

- drafting 

- editing 

- E-learning 

- developing and managing on-line writing tasks 

Tasks and texts will be drawn from a range of disciplines and will explore 

different disciplinary demands. 

Pre-requisites 

102

Co-requisites 





Practicals: 0 

Selfstudy 28 

Other: 

Data collection 14 


Methods of Student Assessment Test 20% 

Assignments 40% 

Major assignment 40% 

No exam 

Third Year 









Level 7 


� Discuss and debate notions of intelligence 

� Understand the impact of holistic development on cognitive 

development and learning 

� Explain the implications of key theories of learning for educators in the 

classroom 

� Apply strategies emerging from an exploration of the theories in 

practical situations 

� Embrace the notion of teacher as mediator and demonstrate mediation in 

the classroom 

� Create quality learning environments 

� Develop lesson plans with clear outcomes, effective strategies, 

appropriate resources and assessment procedures 

Main Content Learners and Learning 

� Cognitive development and intelligence 

� Theories of Learning: Piaget, Vygotsky, Information Processing Theory, 

Behaviorism 

� Mediation as key: Feuerstein‟s notion of Mediated Learning Experience 

� Implications for education 

Teaching and learning 

� Developing skills, capacities and tools for effective learning 

environments 

� The thinking classroom 

� Designing lesson plans 

� Organizing learning 

� Assessment 







103

Practicals: 0 

Self-study 28 













Level 7 

Main Outcomes By the end of this module the students should be able to: 

� Understand the theories and principles underlying the implementation of 

inclusive education 

� Identify and address barriers to learning and development 

� Consider what goes into constructing learning environments in a world, 

school and classroom that is diverse 

� Engage with learners who are different from themselves in open and 

unprejudiced ways 

� Attitudinally, conceptually and pedagogically teach a diversity of 

learners 

� Understand some of the complexities of teaching and learning in multilingual, 

multi-level, etc, classrooms 

� Choose appropriate strategies to accommodate diversity in the classroom 

Main Content Diversity and Inclusive Education 

� Theories and principles underlying inclusive education 

� Policy, legislation and current debates in inclusive education 

� Barriers to learning and development 

� Practices that promote inclusion 

� Education support in the South African context 

� Addressing and managing diversity: Language, race, gender, disability, 

etc 

� Teaching strategies in multi-lingual, multi-level, multi-cultural, etc 

classrooms 







Practicals: 0 

Self-study 28 











104



Level Level 7 


� Demonstrate foundational, practical and reflexive competence in a 

community, citizenship and pastoral role 

� Demonstrate foundational, practical and reflexive competence as an 

assessor of learning 


interpreter and designer of learning programmes and materials, and as 


Main Content 1.The community, citizenship and pastoral role of the educator 

� The educator as professional 

� The role and functions of the South African Council for Educators 

� Development of mentoring skills 

� Engagement with crucial socio-economic and environmental issues 

2. The educator as assessor 

� The RNCS and principles of assessment 

� The conceptual link between teaching & learning and assessment 

� Formative and summative assessment 

� Methods of assessment 

� Evaluation, design and use of assessment tools 

� Conducting assessment and the importance of constructive feedback 

� Recording of assessment results 

3. The educator as interpreter and designer of learning programmes and 

materials, and as learning mediator 

� Continue and strengthen the development of knowledge and skills acquired 

during the first and second years 


� Engage in classroom teaching 







Practical: 0 

Selfstudy 0 



Methods of Student Assessment Continuous assessment of 


� The demonstration of foundational, practical and reflexive competences 

of the educator‟s community, citizenship and pastoral role 

� Assignments, tasks and reports based on: 

- The practical development of assessment activities 

- assessment tools and recording of assessment 

- Conducting assessment 

- Recording of assessment results 

� Micro-teaching 

� Classroom teaching 


� Portfolio 



Module Topic Child Development and Learning 

105

Generic Module Name Learning and Development 

Alpha-numeric Code EDU 313 






Level 7 

Main Outcomes By the end of the module students should be able to: 

� Understand that children develop holistically and within a sociocultural 

context 

� Discuss the impact of physical, emotional, social and cognitive 

factors on learning and academic achievement 

� Discuss and debate notions of intelligence 

� Apply theories of development and learning to classroom 

situations 

� Demonstrate understanding of key theoretical concepts in the 

teaching and learning process 

Main Content Child Development 

� Ecosystemic approach to understanding development: 

Bronfenbrenner 

� Physical development 

� Psycho-social development: Erikson 

� Cognitive development: Piaget 

� Implications for the teaching and learning process 

� Factors impacting on achievement: Family, School, Media, Society 

Learning theories 

� Cognitive development and intelligence (Gardner, Sternberg, etc) 

� Theories of learning: Piaget, Vygotsky, Feuerstein, Information 

processing theory 

� Matching learning and teaching 

� Implications of learning theories for the teaching and learning 

process: The thinking classroom, designing lesson plans, 

organizing learning, assessment 




A. Breakdown of Learning Time Hours B. Time-table Requirement per week 





Self-study 55 


Methods of Student Assessment Tests, assignments, projects, tasks: 60% 



Module Topic Education 323 

Generic Module Name Education 323 

Alpha-numeric Code 

Numeric Code 

EDU323 



Proposed semester/term 


Semester 2 


BEd 

106

Level 7 


Curriculum & Pedagogy 

Knowledge 

� Develop a critical understanding of the concept and nature 

of the curriculum and pedagogy 

� Get insight into curriculum policy development in the 

South African context with specific reference to OBE 

� Gain knowledge and experience of how curriculum is 

operationalised in South African schools with specific 

reference to curriculum orientations 

� Develop theoretical and practical knowledge about how 

and why the curriculum is planned and organised in a 

specific way 

Skills 

� Apply knowledge of curriculum theory in practice 

� Construct a good learning environment based on the 

assumptions about curriculum, knowledge, skills and 

values underlying the South African approach to OBE 

� Reflect on the impact of different curriculum orientations 

and views to the curriculum on teaching and learning 

� Think critically about the debates and controversies in 

teaching the curriculum in South Africa 

Values 

� Engage critically, honestly and sincerely with others 

� Respect the views of others 

Learner discipline 

� Define the concept „learner discipline‟ 

� Identify and analyze the factors which result in learner 

misbehaviour 

� Know the various approaches that can be used to prevent 

learner misbehaviour , focusing on those that are 

applicable to the educator in the classroom 

� Identify the most appropriate means of remedying learner 

misbehaviour 

Main Content Curriculum & Pedagogy 

� Concept and of nature of the curriculum and pedagogy 

� Curriculum policy development and OBE 

� Curriculum orientations and its implementation in the 

South African classroom 

� Planning, organising and teaching the curriculum 

� Constructing a good learning environment based on the 

assumptions about curriculum, knowledge, skills and 

values underlying the South African approach to OBE 

� Debates and controversies in teaching the curriculum in 

South Africa 

Learner Discipline 

� Defining „learner discipline‟ 

� In- and out-of-school causes of learner misbehaviour 

� The preventative approach: the educator 

� The preventative approach: the learner 

� The preventative approach: the school 

� The preventative approach: the parents 

� Corrective measures: reprimands and punishment 


107








Selfstudy 63 



CAF 

Tests and assignments: 50% 


Module description Second Additional Language for the classroom 1 


Generic module name Additional Language 311 





Module Type Faculty 

Level 7 


� show a basic understanding of the morpho-phonological, lexical and 

syntactic structure of the target language 

� have elementary communication in the target language within the 

classroom context 

� listen and respond appropriately to different forms of in different 

classroom situations 

� demonstrate elementary reading skills in the target language 

� create and write elementary texts in the target language 

Main Content The course content aims at developing the following four basic language 

skills: speaking, listening, reading and writing 


� Basic language structure 








Practicals: - 

Selfstudy 20 

Other: Please specify - 


Methods of Student Assessment Written and oral Presentations 

Tests 

Examination 



108




Duration Year 




Level 7 


� Demonstrate an understanding of the Norms and 

Standards for Educators. 

� Demonstrate practical and reflective competencies as 

interpreters and designers of learning programmes, and 

learning mediators and assessors. 

Main Content � Norms and Standards for Educators 

� Lesson Planning. 

� Planning Assessment 

� Microteaching. 

� Classroom teaching strategies. 

� Assessment strategies 

� Teaching Practice 




Breakdown of Learning Time Hours B. Time-table Requirement per week 





Selfstudy 40 




CA 

Fourth Year 

• Tasks based on designing of appropriate lessons and 

assessment tasks. 

• Developing / accessing materials and resources. 


• Classroom teaching assessment (Supervisors & Mentors). 

• School‟s evaluation reports 


Module description Counselling Skills 400 


Generic module name Counselling Skills 




Duration One Semester 


Level 8.1 

Main Outcomes At the end of this module students will be able to: 

� Demonstrate an understanding of various theories pertaining to 

counselling 

� Conduct an initial interview 

� Apply counselling skills to various situations 

� Intervene in a crisis situation 

109

� Assess and refer serious cases 

� Assist Education Support Teams (ESTs) with counselling needs 

� Work intersectorally and collaboratively to meet counseling needs of 

community 

Main Content An introduction to Counselling 

� Person-centred and Humanistic Theories 

� Psychodynamic Theories 

� CBT / RET and Transactional Analysis 

� Basic Counseling Skills 

� The Intake Interview 

� Crisis Intervention 

� The National Child Abuse Protocol 

� Working with ESTs and Education Support Services personnel 

� Ethics 


Co-requisites 





Practicals: 0 

Selfstudy 28 



Methods of Student Assessment Tests, assignments, tasks (CE): 60% 


Module description HIV/AIDS Counselling 400 


Generic module name HIV/AIDS Counselling 






Level 8.1 


� Convey accurate information pertaining to the nature of the virus, 

medical treatment and alternative medicines 

� Provide counselling, care and support to children affected by HIV/AIDS, 

children infected with HIV/AIDS, orphans and vulnerable children 

� Develop a supportive environment for learners, teachers and parents in 

the context of HIV/AIDS 

Main Content The module will include: 

� Medical information 

� Pre- and Post-test counselling 

� Children‟s understanding of HIV/AIDS according to developmental 

stages 

� Counselling children who are infected with HIV/AIDS 

� Counselling children who are affected by HIV/AIDS 

� Bereavement counselling 

� Education and Health Policies related to HIV/AIDS 

� Providing care and support to learners 

� Care and support to Orphans 

� Developing supportive learning environments 

110

� Developing the school into a supportive environment for dealing with 

HIV/AIDS 


Co-requisites 





Practicals: 0 

Selfstudy 28 





Module description Health Promoting Schools 401 


Generic module name Health Promoting Schools 






Level 8.1 


� Demonstrate sound theoretical understanding of the concept 

� Understand the process and development of health promoting schools 

internationally and nationally 

� Transform schools into health promoting sites 

� Collaborate with education support service personnel to meet the needs 

of learners 

� Develop partnerships with parents and communities to ensure the wellbeing 

of our youth 

Main Content Aim: To introduce participants to some of the key concepts underlying the 

health promoting schools initiative, and explore some of the challenges and 

opportunities that are being faced by practitioners in the field. 

Course content 

� The Health Promoting School (HPS) concept - both internationally and 

locally; 

� National policy in relation to HPS in South Africa; 

� How HPS can play a role in addressing some of the major health 

problems impacting on the well-being of children in South Africa; 

� Understanding the school as a system and how this impacts on the 

development and sustainability of a health promoting school; 

� Understanding the challenges and opportunities of working intersectorally 

and practical strategies for working with other sectors, 

departments and institutions in the process of establishing a HPS; 

� Strategies for implementing the HPS concept in South Africa - how 

HPS have been implemented in different contexts 

� Monitoring and evaluation of the HPS; 

� Curriculum 2005 and the link to HPS. 


Co-requisites 





111

Practicals: 0 

Selfstudy 28 






ModuleTopic Education Practice 401 




Duration Year 


Programmes in which the module will BEd 

be offered 

Level 8 


• An understanding of the 7 roles of the educators in terms of 

Norms and Standards for Educators. 

� Demonstrate an understanding of the dynamic nature of 

schools in relation to community (citizenship role), 

organization of programs for learners (educational, 

Eistedfords, sports, clubs and associations) and how these 

impact on communities‟ stakeholder development. 

� Understanding the nature of school governance in relation to 

Management and leadership of schools – eg. SGB‟s, SMT‟s. 

� Teacher Professionalism 

� Practical teaching (foundational, practical and reflective). 

Main Content � Critical look at Norms and Standards for Educators 

� Functional versus dysfunctional schooling 

� The school as a workplace. 

� Competence in the job application process 

� Values in Education 

� The SACE application process 

� The Job application process 

� Engaging in classroom teaching 









Selfstudy 56 




CA 

• Tasks based on designing, selection of appropriate 

lessons and materials and resources and assessment. 


• Classroom teaching assessment.(Supervisors & Mentors). 

• School evaluation reports 


Module description Second Additional Language for the classroom 2 Home Department 

Generic module name Additional Language 411 

112






Level 8.1 


� show a basic understanding of the morpho-phonological, lexical and 

syntactic structure of the target language 

� understand and appreciate the interrelationship between language and 

culture 

� have elementary communication in the target language within the 

classroom context 

� listen and respond appropriately to different forms of the target language 

in different classroom situations 

� demonstrate elementary reading skills in the target language 

� create and write elementary texts in the target language 

� have sufficient knowledge to use the target language to facilitate and 

intervene in different teaching and learning situations 

Main Content The course content aims at developing the following skills: speaking, 

listening, reading and writing. The following broad areas will be covered: 


� Language structure 


� Language in cultural contexts 

Pre-requisites EDU311 

Co-requisites 





Practicals: - 

Selfstudy 20 



Methods of Student Assessment Written and oral Presentations 

Projects 

Tests 

Examination 

Module description Education 413 (old curriculum) 








Level 8.1 


� Understand the basics of conducting research 

� Develop clear research aims, objectives and research questions 

� Conduct a basic literature search in a specific area 

� Understand how to develop a theoretical/literature framework for 

research purposes 

� Understand how to develop and pursue a research methodology that is 

appropriate to the research aims 

� Develop a research proposal 

113

� Write up a short report on the research conducted 

� Use APA referencing style correctly 

Main Content The teacher as researcher 

� Basic research skills: reading, data collection, data analysis, etc 

� The research proposal 

� The literature review 

� Research methodology 

� Report writing 







Practicals: 0 

Self-study 15 

Other: Please specify 30 Research project 



Research Project: 60% 

Module description Education 423(old curriculum) 








Level 8.1 


� Analyse interventions for addressing problem situations in schools 

� Explain the role and functions of the South African Council for 

Education (SACE) 

� Understand teachers responsibilities in respect of the SACE code of 

conduct 

� Understand the seven roles of the educator and requirements for teacher 

competence as set out in the Norms and Standards for Educators 

document 

� Critically engage with educational issues relating to South African 

legislation 

Main Content Teacher Professionalism 

� Schools and education as challenging contexts 

� The Constitution 

� The Bill of Rights 

� SA Schools Act 

� SACE 

� Norms and Standards for educators 

� The multi-dimensional role of the teacher 







Practicals: 0 

Self-study 28 


114












Level Level 8.1 



learning area/ subject/ discipline/ phase specialist 

� Demonstrate foundational, practical and reflexive competence as a lifelong 

learner 


interpreter and designer of learning programmes and materials, as 

learning mediator, as assessor, and in respect of the community, 

citizenship and pastoral role 

Main Content 1. The educator as learning area/ subject/ discipline/ phase specialist 

� Learning outcomes relevant to the teaching subjects/ learning areas, e.g. 

knowledge, skills, values, principles, methods and procedures relevant to 

the subject or learning area 

2. The educator as life-long learner 

� Understanding what life-long learning entails 

� Development of attitudes conducive to life-long learning 


materials, as learning mediator, as assessor, and in the community, 


� Continue and strengthen development of knowledge and skills acquired 

during the first, second and third years 







Practical: 0 

Selfstudy 0 





� Reports and presentations of school and classroom observation 



in respect of the seven roles of the educator 

� Portfolio 



Module Topic Education 423 

Generic Module Name Education 423 

115

Alpha-numeric Code EDU423 


Duration One quarter 

Proposed semester/term 4 th Term, 2 nd Semester 



Level 8 


� Articulate a sound understanding of the concepts ethics 

and epistemology. 

� Engage critically with literature in Philosophy and 

Philosophy of Education, and specifically with literature 

in ethics and epistemology 

� Articulate a sound understanding of the concepts values 

and virtue 

� Develop an understanding of what constitutes teachers‟ 

professional values 

� Engage critically with debates around the concept teacher 

professionalism 

� Develop reasoned responses to questions about what 

constitutes knowledge 

� Investigate the ethical and/or epistemological 

underpinning of selected documents of current relevance 

for educators 

Main Content � The concepts ethics and epistemology 

� The concepts values and virtue 

� Teachers‟ professional values 

� Teacher professionalism 

� Different kinds of knowledge 

� The ethical and/or epistemological underpinnings of 

documents such as The SACE Handbook of Professional 

Ethics, The Manifesto on Values, Education and 

Democracy and The Norms and Standards for Educators 








Tests & examinations: 7 1 

Selfstudy 87 12.5 

Total Learning Time 150 21.5 


CAF 

LEARNING AREA SPECIALISATION 

Economic and Management Science (EMS) 

Tests and assignments: 50% 


116


Module Topic Method of Teaching Economic and Management Sciences 

Generic module name 

Numeric Code 

Method of Teaching Economic Management Sciences 301 

Alpha-numeric code MEM301 


Duration One year 

Programmes in which the module is BEd 

offered. 

Level 7 


� Critically engage with the policies and principles underpinning 

the teaching at General Education and Training (GET) level 

� Understand and critique the definition, purpose, unique features 

and scope, the Learning Outcomes (LOs) and Assessment 

Standards (AS) in Outcomes-based Education (OBE) of the 

National Curriculum Statement (NCS) 

� Compare the AS amongst grades and within a specific grade 

(horizontal and vertical progression) in the Intermediate Phase 

(IP) with emphasis on Senior Phase (SP) 

� Construct and develop lessons at the SP level linking Lesson 

Outcomes with ASs, LOs and with Critical and Developmental 

Outcomes (COs and DOs) 

� Know and apply different teaching approaches and methods in 

lesson planning 

� Understand in broad outline the seven roles of the educator, and 

the associated practical, foundational and reflexive competences 

within each of these seven roles as outlined in the Norms and 

Standards for Educators document and applied to EMS 

� Demonstrate foundational, practical and reflexive competence 

in the classroom at the IP and SP level pertaining to the seven 

roles of the educator 

� Develop competence in EMS assessment for SP 

Main Content � NCS for EMS as policy document 

� Concepts, values and human rights issues underpinning the 

NCS 

� Resource exploration, utilization and application 

� Teaching and learning in the EMS classroom in the SA 

context 

� Roles and competences of the EMS educator 

� Assessment policy and practice in the SA EMS classroom 


� Themes in teaching (role-players in the economy; factors of 

production; private, public and co- operative ownership; policies and 

role of sate in promoting economic growth and development 

international economic arrangements, cooperation and 

globalisation) 




Breakdown of Learning Time 



117


Practicals: 15 

Selfstudy 40 




CAF 

Assignments, Research Project, Tests, Class presentations, Microteaching 

and Teaching Portfolio = 70%; Examination = 30% 


Module Topic Method of Teaching Economic and Management Sciences (EMS) 


Numeric Code 

Method of Teaching Economic and Management Sciences (EMS) 401 

Alpha-numeric code MEM401 


Duration Semester 1 


is offered. 

Level 8.1 


� Analyse and critique the NCS principles underpinning the NCS 

of EMS at GET level. 

� Conceptual understanding of definitions, values and human 

rights issues 

� Critique of the seven roles of the educator, and the associated 

practical, foundational and reflexive competences within each of 

these seven roles as outlined in the Norms and Standards for 

Educators document and applied to EMS 

� Demonstrate foundational, practical and reflexive competence in 

the Grade 10 Accounting, Business Studies and Economics 

pertaining to the seven roles of the educator in the presentation 

of lessons with specific reference to assessment policy and 

practices 

� Evaluate the Grade7 to 9 textbooks for their relevancy, sociallycritical 

approach and design features 

� Engage in research to improve teaching and learning in EMS in 

SA 

� Write a research report based on a case study of the teaching and 

learning of Accounting/Business Studies/Economics at Grade 

10 level 

Main Content � NCS for 

Accounting/Business 

Studies/Economics as policy document 

� Assessment policies 

practices in the Grades, 7, 8 

and 9 classroomDevelopment of lesson plans 

� Critique and engagement with 

the different roles and competences of the educator 

� Resource exploration, utilisation and application 

� Analysis and evaluation of the EMS textbook at SP level 

� Teaching and learning 

developments in the 

Accounting/Business 

Studies/Economics 

classroom 

� Lesson planning and presentation: Themes in teaching (Human 

rights and environmental issues in business and the economy; 

importance of effective management; role of the entrepreneur; 

118

market research and feasibility studies ; role of SMEs in 

economic growth) 

Pre-requisites Method of Teaching EMS 301 








Selfstudy 60 

Other: Research 15 



CAF 

Assignments, Tests, Micro-teaching, Case Study and Research Report 

= 70% 

Examination = 30% 

Module description Method of EMS 101 


Generic module name Method of EMS 101 

Alpha-numeric code MTE101 





Level Level 5 


� Understand and critique the definition, purpose, unique features and 

scope, the Learning Outcomes (LOs) and assessment principles used in 

Outcomes-based Education (OBE) of the Revised National Curriculum 

Statement (RNCS) of Economic and Management Sciences (EMS) 

� Understand the Assessment Standards (ASs) and compare the progress 

from one grade to the other 

� Plan lessons at the Foundation Phase (FP) and Intermediate Phase (IP) 

level linking Lesson Outcomes with Learning Outcomes and with 

Critical Outcomes 

� Know and show different teaching methods in lesson planning 

� Understand in broad outline the seven roles of the educator, and the 

associated practical, foundational and reflexive competences within each 

of these seven roles as outlined in the Norms and Standards for 

Educators document and applied to EMS 

� Demonstrate foundational, practical and reflexive competence in the 

classroom at the FP and IP levels pertaining to the roles of the teacher as 

leader, administrator and manager 

Main Content 1. The RNCS of EMS 

� Definition 

� Purpose 

� Unique Features 

� Scope 

� Learning Outcomes 

� Assessment Standards of FP and IP 

� Assessment principles used in OBE 

2. The Norms and Standards for EMS 

Educators 

� Overview of the seven roles of the educator and its application to EMS 

� Overview of the practical, foundational and reflexive competences 

within each of the seven roles and its application to EMS 

119

3. The educator as leader, administrator and manager and the associated 

foundational, practical and reflexive competences 

4. Lesson Planning 

� Coherency of Lesson outcomes, Learning Outcomes and Critical 

Outcomes 

� Indicating the teaching methods 

5. Teaching methods in EMS teaching 







Practicals: 

Selfstudy 7 





� EMS as a Learning Area 

� FP and IP Learning Outcomes and Assessment Standards 


� Foundational, practical and reflexive competence as leader, 










Level Level 6 


� Develop an understanding of Continuous Assessment in EMS 

� Know how and why to Manage Assessment in EMS 

� Understand the Learning Outcomes and Assessment Standards at Senior 

Phase (SP) level 

� Interpret the Assessment Standards to facilitate learning and to select 

appropriate learning and teaching material 

� Distinguish between teacher-centred and learner-centred approaches to 

teaching and learning 


learning mediator and interpreter and designer of learning programmes 

in EMS at SP level 

Main Content 1. RNCS of EMS 

� Learning Outcomes and Assessment Standards at SP level 

� Continuous Assessment practices 

� Managing Assessment 

2. Teacher-centred and Learner-centred approaches to teaching and 

learning 


materials: 

� Plan and prepare learning programmes in EMS at SP level in line with 

RNCS principles 

� Evaluate and select resources and learning & teaching support material 

to enhance lessons at SP level 

120







Pre-requisites Method of EMS 101 






Practicals: 

Selfstudy 7 




� Assignments based on the Learning Outcomes and Assessment 

Standards of SP 

� Tasks based on the design and selection of appropriate learning 

materials 





� Micro teaching incorporating different approaches to teaching and 

learning 









Level Level 7 


� Know and evaluate the definition, purpose, unique features and scope 

and the Learning Outcomes of the National Curriculum Statements 

(NCS) of Accounting/Business Economics/ Economics from Grade 10 – 

11 

� Research the assessment standards as it appears in different textbook and 

get acquainted with the subject matter 

� Know the principles and policy of keeping records 

� Demonstrate foundational, practical and reflexive competence in a 

community, citizenship and pastoral role 






Main Content 1. NCS of Accounting/Business Economics/Economics 

� Definition, purpose, unique features and scope, Learning Outcomes and 

Assessment Standards of Accounting/Business Economics/Economics 

Grade 10 – 11 

� Principles and policy of keeping records 

121

2. Accounting/Business Economics/ and Economics textbooks: Grade 10 – 

12 

� Analysing and evaluating content against Assessment Standards 

3. Teaching and learning practices in context 

4. The community, citizenship and pastoral role of the educator 

� The educator as professional and reflective practitioner 

� Development of mentoring skills 

� Engagement with crucial socio-economic and environmental issues 



� The conceptual link between teaching & learning and assessment 








� Continue and strengthen the development of knowledge and skills 

acquired during the first and second years 






Breakdown of Learning Time Contact with lecturer/tutor: 28 



Practicals: 

Selfstudy 7 



� Assignments and tasks based on the Learning Outcomes, Assessment 

Standards of Accounting/Business Economics/Economics and textbooks 

of Accounting, Business Economics and Economics Grade 10 -12 

� Project based on research in the community with regard to 

entrepreneurial activities 

� The demonstration of foundational, practical and reflexive competences 

of the educator‟s community, citizenship and pastoral role 



- Assessment tools and recording of assessment 


- Recording and reporting of assessment results 

� Micro-teaching incorporating teaching approaches and innovative 

teaching strategies taking contextual realities into consideration 












122


� Know and evaluate the definition, purpose, unique features and scope 

and the Learning Outcomes of the National Curriculum Statement 

(NCS) of Accounting/Business Economics/Economics Grade 12 

� Research the assessment standards as it appears in different textbook and 

get acquainted with the subject matter 

� Evaluate the different Accounting/Business Economics/Economics 

textbooks (Grade 10 – 12) for their relevancy, socially-critical approach 

and design features 

� Know the principles and policy of reporting 

� Research the strengths and weaknesses of businesses and entrepreneurial 

activity in the community 


learning area/ subject/ discipline/ phase specialist 


learner 



learning mediator, as assessor, and in respect of the community, 


Main Content NCS of Accounting/Business Economics/Economics 

� Definition, purpose, unique features and scope, Learning Outcomes and 

Assessment Standards of Accounting/Business Economics/Economics 

Grade 12 

� Principles and policy of reporting 

Accounting/Business Economics/ Economics textbooks: Grade 10 - 12 

� Analysing and evaluating content against Assessment Standards for 

Accounting/Business Economics/ Economics Grade 12 

� Evaluating textbooks for their relevancy, social critically approach and 

design features. 

Case studies of entrepreneurial activities in the community 

The educator as learning area/ subject/ discipline/ phase specialist 

� Learning outcomes relevant to the teaching subjects/ learning areas, e.g. 

knowledge, skills, values, principles, methods and procedures relevant to 

the subject or learning area 

The educator as life-long learner 


� Development of attitudes conducive to life-long 

Learning 

The educator as interpreter and designer of learning programmes and 

materials, as learning mediator, as assessor, and in the community, 


� Continue and strengthen development of knowledge and skills acquired 

during the first, second and third years 







Practicals: 

Selfstudy 7 






123

Languages 


in respect of the seven roles of the educator 

Module description Method of Afrikaans 101 


Generic module name Method of Afrikaans 101 

Alpha-numeric code MTA101 





Level Level 5 


� understand the RNCS Language outcomes with special reference to the 

teaching of Afrikaans 

� understand the RNCS Assessment Standards 

� be familiar with different language teaching strategies 

� understand the Language Policy and curriculum contexts in which they 

will be teaching in South Africa 

� understand the principles and methods for teaching the four basic 

language skills (speaking, reading, writing, listening) 

Main Content 

� Language-in-Education Policy 

� The Languages Learning Area 

� RNCS Language Learning Outcomes 

� Assessment standards 

� Interactive teaching strategies 

� Focus on the 4 basic language skills: speaking, reading, writing, 

listening 


Co-requisites 





Practicals: - 

Selfstudy 7 



Methods of Student Assessment Assignment 

Class Presentation 

Examination 









Level Level 6 


� Show an understanding of the RNCS principles underlying Afrikaans 

teaching in the Intermediate Phase 

� Apply the RNCS principles in lesson planning and teaching 

124

Main Content 

� Understand and apply RNCS Assessment Standards in the Intermediate 

Phase 

� plan and prepare lessons for Afrikaans teaching 

� apply different teaching strategies in Afrikaans teaching 

� reflect on teachers‟ practices in the Afrikaans classroom 




language skills using a discourse-based approach 

� RNCS Language Learning Outcomes (Intermediate Phase) 

� Assessment standards (Intermediate Phase) 


� Designing teaching resources 


� Designing a lesson plan 

� Theories of language learning 


� Focus on 4 basic language skills: speaking, reading, writing, listening 

Pre-requisites Method of Afrikaans 101 

Co-requisites 





Practicals: - 

Selfstudy 7 



Methods of Student Assessment Assignments 

Class Presentations 

Projects 

Tests 

Micro teaching 

Examination 









Level Level 7 


� analyse and critique the RNCS principles underlying Afrikaans teaching 

in the Senior Phase 

� compare and contrast the RNCS Assessment Standards in the Senior 

Phase 

� develop their own lesson and assessment activities according to different 

learning outcomes and assessment standards 

� design and use relevant teaching resources in different contexts 

� teach different lessons in Afrikaans confidently and effectively 

� understand the Language Policy and curriculum context in which they will 

be teaching in South Africa 

125

Main Content 


language skills (speaking, reading, writing, listening) using a discoursebased 

approach 

� RNCS Language Learning Outcomes and assessment Standards (Senior 

Phase) 

� Continuous Assessment 


� Materials development 



� Focus on four basic language skills (speaking, reading, writing, 

listening) 

Pre-requisites Method of Afrikaans 201 

Co-requisites 





Practicals: - 

Selfstudy 7 





Research Projects 

Tests 


Examination 











� analyse and critique the RNCS principles underlying Afrikaans 

Language teaching in the FET Phase 

� apply the Assessment Standards in the FET Phase 




� teach different lessons in Afrikaans confidently and effectively 

� do research to improve their teaching practices 

� write a research report that supports Afrikaans teaching and learning in 

the FET Phase 

� understand the Language Policy and curriculum in which they will be 

teaching in South Africa 



approach 

Main Content 

� Language Learning Outcomes and assessment Standards (FET Phase) 


126






listening) 

� Action research in the language classroom 

Pre-requisites Method of Afrikaans (Third Year) 

Co-requisites 





Practicals: - 

Selfstudy 7 






Tests 


Examination 

Module description Method of English 101 


Generic module name Method of English 101 






Level Level 5 



teaching of English 







approach 

Main Content 







listening 


Co-requisites 





Practicals: - 

127

Selfstudy 7 





Examination 









Level Level 6 


� Show an understanding of the RNCS principles underlying English 




Phase 

� plan and prepare lessons for English teaching 

� apply different teaching strategies in English teaching 

� reflect on teachers‟ practices in the English classroom 





Main Content RNCS Language Learning Outcomes (Intermediate Phase) 









Pre-requisites Method of English 101 

Co-requisites 





Practicals: - 

Selfstudy 7 





Projects 

Tests 


Examination 

128









Level Level 7 


� analyse and critique the RNCS principles underlying English teaching in 

the Senior Phase 


Phase 




� teach different lessons in English confidently and effectively 

� understand the Language Policy and curriculum context in which they will 

be teaching in South Africa 



approach 

Main Content 

� RNCS Language Learning Outcomes and assessment Standards (Senior 

Phase) 







listening) 


Co-requisites 





Practicals: - 

Selfstudy 7 






Tests 


Examination 









129

Level 8.1 


� analyse and critique the RNCS principles underlying English Language 

teaching in the FET Phase 





� teach different lessons in English confidently and effectively 


� write a research report that supports English teaching and learning in the 

FET Phase 





approach 

Main Content 

� Language Learning Outcomes and assessment Standards (FET Phase) 







listening) 



Co-requisites 





Practicals: - 

Selfstudy 7 






Tests 


Examination 

Module description Method of isiXhosa 101 


Generic module name Method of isiXhosa 101 

Alpha-numeric code MTX101 





Level Level 5 



teaching of isiXhosa 



130

Main Content 





approach 







listening 


Co-requisites 





Practicals: - 

Selfstudy 7 



Methods of Student Assessment Assignment 


Examination 









Level 6 


� Show an understanding of the RNCS principles underlying isiXhosa 




Phase 

� plan and prepare lessons for isiXhosa teaching 

� apply different teaching strategies in isiXhosa teaching 

� reflect on teachers‟ practices in the isiXhosa classroom 





Main Content RNCS Language Learning Outcomes (Intermediate Phase) 









131

Pre-requisites Method of isiXhosa 101 

Co-requisites 





Practicals: - 

Selfstudy 7 





Projects 

Tests 


Examination 

Generic module name Method of Teaching English 301 







Level 7 

Main Outcomes At the end of the module students should be able to: 

� understand and critically analyze the Language-in- 

Education Policy and curriculum contexts in which they 


� understand and evaluate the role of language in learning 

and the issues around learning through an additional 

language in the context of South Africa 

� reflect on teaching approaches and theories associated with 

language teaching and learning 

� know and apply principles and methods for teaching and 

assessing listening and speaking skills with respect to the 

requirements of the RNCS (Senior Phase) 

Main Content • Language Education Policy 

• A text-based curriculum cycle I 

• A text-based approach 

• Interactive teaching and learning strategies 

• Assessment 

• Teaching listening and speaking 

• Experiential learning 

• Socio-cultural approaches to language learning (Vygotsky) 

• Communicative approaches to language teaching 

• Systemic Functional Grammar (Halliday, Martin & Rose) 








Practicals: 0 

Selfstudy 40 


132



CAF 

� Class activities,& Research Projects, Oral and poster 

presentations, Assignments 

Tests: 60% 

� Examinations (40%) 


Module Topic Method of Teaching isiXhosa 

Generic module name Method of Teaching isiXhosa 301 







Level 7 






























Practicals: 0 

Selfstudy 40 



Methods of Student Assessment � Class activities,& Research Projects, Oral and poster 


Tests: 60% 


133


Module Topic Method of Teaching Afrikaans 

Generic module name Method of Teaching Afrikaans 301 







Level 7 






























Practicals: 0 

Selfstudy 40 



Methods of Student Assessment � Class activities,& Research Projects, Oral and poster 


Tests: 60% 










Level Level 7 


134

� analyse and critique the RNCS principles underlying isiXhosa teaching 

in the Senior Phase 


Phase 




� teach different lessons in isiXhosa confidently and effectively 

� understand the Language Policy and curriculum context in which they will be 




approach 

Main Content RNCS Language Learning Outcomes and assessment 

� Standards (Senior Phase) 







listening) 


Co-requisites 





Practicals: - 

Selfstudy 7 






Tests 


Examination 











� analyse and critique the RNCS principles underlying isiXhosa Language 

teaching in the FET Phase 





� teach different lessons in isiXhosa confidently and effectively 


135

� write a research report that supports isiXhosa teaching and learning in 

the FET Phase 





approach 

Main Content Language Learning Outcomes and assessment Standards (FET Phase) 







listening) 



Co-requisites 





Practicals: - 

Selfstudy 7 






Tests 


Examination 


Module Topic Method of Teaching English 

Generic Module Name Method of Teaching English 302 


Numeric Code 






BEd 

Level 7 

Main Outcomes At the end of this module students should be able to: 

1. understand, teach and assess different genres 

2. reflect on teaching approaches and theories associated with 


3. apply principles and methods for teaching and assessing 

reading and writing skills with respect to the requirements 

of the RNCS (Senior Phase) 

4. know how to approach adolescent Literature 

5. teach and assess factual writing across the curriculum 

Main Content 1. Teaching and assessing reading and writing 

2. Teaching and assessing genres 

- Narrative 

- Recount 

- Argument 

136

3. Teaching literature 

- Children‟s and adolescent literature 

- Short stories 

- Drama 

4.Teaching and assessing factual writing across the curriculum 

Multimodal genres 

- Procedures 

- Information reports 

- Explanations 

- Images and multimodal texts 









Selfstudy 50 

Other: Research 



CAF 

a. Research Project 

b. Oral and poster presentations 

c. Assignments 

d. Tests 

e. Examination (40%) 



Generic Module Name Method of Teaching isiXhosa 302 


Numeric Code 






Level 7 



2. reflect on teaching approaches and theories associated with 









- Narrative 

- Recount 

- Argument 




- Drama 



- Procedures 

137












Selfstudy 50 




CAF 

138 




d. Tests 




Generic Module Name Method of Teaching Afrikaans 302 


Numeric Code 






BEd 

Level 7 



2. reflect on teaching approaches and theories associated 

with language teaching and learning 








- Narrative 

- Recount 

- Argument 




- Drama 



- Procedures 






Prohibited module Combination None






Selfstudy 50 




CAF 


Module Topic Method of Teaching English 

Generic Module Name Method of Teaching English 401 

Alpha-numeric Code MTE401 






Semester 1 


BEd 

139 




d. Tests 


Level 8.1 




2. teach and assess critical and media literacy using Systemic 

Functional Linguistics (SFL) 

3. develop a theme-based language curriculum cycle 

4. critically evaluate language textbooks 

Main Content Experiential learning: focus on Fairclough, Janks (SFL) 

1. Teaching and assessing a text-based curriculum 

2. Teaching Literature 

- Poetry 

- Novel 

3. Critical Literacy using SFL 

4. Media Literacy 

5. Language across the curriculum 

6. Textbook Evaluation 

Pre-requisite modules Method of Teaching English 302 








Selfstudy 40 




CAF 

a. Research 



d. Tests 

e. Examination (40%)



Generic Module Name Method of Teaching isiXhosa 401 

Alpha-numeric Code MTX 401 






Semester 1 


BEd 

Level 8.1 








Main Content 1. Experiential learning: focus on Fairclough, Janks (SFL) 

2. Teaching and assessing a text-based curriculum 

3. Teaching Literature 

- Poetry 

- Novel 

4. Critical Literacy using SFL 

5. Media Literacy 

6. Language across the curriculum 

7. Textbook Evaluation 

Pre-requisite modules Method of Teaching isiXhosa 302 








Selfstudy 40 



Methods of Student Assessment a. Research 



d. Tests 




Generic Module Name Method of Teaching Afrikaans 401 

Alpha-numeric Code MTA 401 






Semester 1 


BEd 

Level 8.1 


140







Main Content • Experiential learning: focus on Fairclough, Janks (SFL) 

• Teaching and assessing a text-based curriculum 

• Teaching Literature 

-Poetry 

-Novel 

• Critical Literacy using SFL 

• Media Literacy 

• Language across the curriculum 

• Textbook Evaluation 

Pre-requisite modules Method of Teaching Afrikaans 302 








Selfstudy 40 




CAF 


141 

a. Research 



d. Tests 


Module description Method of Life Orientation 101 


Generic module name Method of Life Orientation 101 

Alpha-numeric code MTL101 





Level 5 


� Have an understanding of the Life Orientation 

� Exploring the critical and developmental outcomes 

� Understanding learning outcomes (knowledge, skills, attitudes and 

values) 

� Develop learning activities 

� Information and skills related to decision-making about personal, 

community and environmental health (this will include HIV/AIDS, child 

abuse etc) 

� An understanding of self, others, their community and society (this will 

include children‟s rights , the constitution etc). 

Main Content Introduction to life orientation 

� Need

� Components (Experiential learning, Facilitation, Group Work and 

Continuity) 

� Creative methods used in Life Orientation 

� RNCS Principles 

� Purpose of Life Orientation 

� Unique features and Scope 

� Self in Society 

� Values of the constitution embedded in the curriculum 

� Focus Areas 

� Self -concept enhancement 







Practicals: 0 

Selfstudy 7 













Level 6 





values) 




abuse etc) 



Main Content Development of Learning Programmes across a phase 

- The planning process 

- Critical Outcomes 

- Learning Outcomes 

- Knowledge Skills attitudes and values (SKAVs) 

- Learning activities 

- Assessment Standards 

- Barriers to learning 

- Progression and Integration 

Development of Work Schedules 

� Social Development: Human Rights and the South African constitution, 

promoting gender equity. Outcomes 2 as a focus supported by outcomes 1 

and 3. 

� Health Promotion: Youth Assets and Resilience. Healthy Lifestyle 

development and Movement. Outcome 1 and 4 as foci. 

142

� Personal Development: Self-Concept Enhancement in the Classroom. 

Outcome 3 as focus supported by outcomes 4 and 5. 

Pre-requisites Method of Life Orientation 101 

Co-requisites 





Practicals: 0 

Selfstudy 7 













Level Level 7 





values) 




abuse etc) 



Main Content How to develop a Lesson Plan based on outcomes-based education 

- Lesson purpose and goals 

- Materials / resources required 

- Background information 

- Lesson Activities 

- Evaluation 

- Homework 

Assessment Strategies 

� Outcome 5 as focus, supported by outcome three. 

Self- knowledge and Career Choice 

� Outcome 3 as focus, supported by outcome 1 and 5 

Decision-making as a core life skill. 

Conflict resolution in perspective. 

� Outcome 1 as a focus, supported by outcomes 2 and 3. 

New ways of dealing with HIV/AIDS. 

Human rights and HIV/AIDS 


Co-requisites 


Method of Life Orientation 201 




Practicals: 0 

Selfstudy 7 

143


















values) 




abuse etc) 



Main Content Teaching / learning strategies 

-Experiential Learning 

-Co-operative Learning 

-Assessment in Life Orientation 

-Types 

-Rubrics 

- Reporting 

-Portfolios 

� Stress management 

� Assertiveness training 

� Conflict resolution 

� HIV/AIDS training 

Pre-requisites Method of Life Orientation 301 

Co-requisites 





Practicals: 0 

Selfstudy 7 






Module Topic Method of Teaching Life Orientation 301 

Generic Module Name Method of Teaching Life Orientation 301 

Alpha-numeric Code MTL301 





144


Level 7 

Main Outcomes � Define and explain the history of the development of Life 

Orientation 

� Understand and critique critical and developmental outcomes 

� Apply learning outcomes (knowledge, skills and values) 

� Develop learning activities and apply various teaching strategies 

to facilitate the achievement of critical and developmental 

outcomes 

Main Content � Overview of the National Curriculum Statement 

� Outcomes Based Education 

� Definition of life orientation as a learning area, unique features, 

purpose, scope, learning outcomes, assessment standards, 

critical outcomes, developmental outcomes 

� Teaching approaches and strategies 

o Interactive learning, Experiential learning, Co- 

operative learning, Facilitation 

� Learning Programme Development 

o Planning process, school context, issues in designing 

learning programmes, work schedules, lesson plans 

� Lesson Plan Development 

� Assessment in Life Orientation 

o Definition, Key elements, purpose, continuous 

assessment, keeping records, national codes, 

progression schedules, learner profiles, learner 

reports, learner portfolios, rubrics 




A. Breakdown of Learning Time Hours A. Time-table Requirement per week 





Self-study 38 




CAF 

Tests, assignments, projects: 60% 




Generic Module Name 


Method of Teaching Life Orientation 302 






Level 7 

Main Outcomes � Develop learning activities and apply various teaching strategies 

to facilitate inclusion 

� Discuss information and skills related to decision making about 

personal, community and environmental health (including HIV/ 

AIDS, child abuse, gender violence, gangsterism, etc.) 

Main Content � Overcoming Barriers to Learning 

145

� Personal Development 

� Social Development 


� Health promotion 

� Orientation to the World of Work 





A. Breakdown of Learning Time Hours B. Time-table Requirement per week 





Self-study 38 



CAF 





Generic Module Name Method of Teaching Life Orientation 401 

Alpha-numeric Code MTL401 






BEd 

Level 8.1 

Main Outcomes � Apply learning outcomes (knowledge, skills and values) 

� Develop learning activities that facilitate the achievement of 

critical and developmental outcomes 

� Discuss information and skills related to decision making about 

personal, community and environmental health (including HIV/ 

AIDS, child abuse, gender violence, gangsterism, etc.) 

� Analyse the role of self, others, their community and society 

(including human rights, the constitution etc.) in building 

productive societies 

� Research teaching and learning within Life Orientation 

� Develop materials and resources to facilitate learning 

� Develop educators and learner portfolios 

Main Content � Learning Programme Development 

o Designing learning programmes, work schedules, 

lesson plans 

� Lesson Plan development and execution 

� Assessment in Life Orientation 

� Overcoming Barriers to Learning 

� Personal Development 

o Self Knowledge, Self Concept Enhancement, 

Decision Making, Conflict Resolution, Stress 

management 

� Social Development 

o Human Rights and the South African Constitution, 

Democracy, Gender Equity, Diversity, Religion 

� Physical Development and Movement 

o 

146 

Holistic development, Physical education, games, 

recreation, fitness and sport

� Health promotion 

o HIV/ AIDS Education within Life Orientation, High 

risk behaviour, Environmental Health, Abuse 

� Orientation to the World of Work 

o Study methods, Career Choices 

� Educator and learner portfolios 

Pre-requisite modules Method of Teaching Life Orientation 302 








Self-study 38 




CAF 




Module description Method of Mathematics 101 


Generic module name Method of Mathematics 101 

Alpha-numeric code MTM101 





Level Level 5 



teaching, learning and assessment of the Revised National Curriculum 

Statement (RNCS) and National Curriculum Statements (NCS) that 

inform the implementation of Outcomes Based Education (OBE) for 

Mathematics at intermediate phase of the General Education and Training 

Certificate. 

� Demonstrate competence as learning resources adaptor and mediator of 

learning for the intermediate phase of the GETC. 

Main Content 1. The Revised National Curriculum Statement for Mathematics 

(RNCS/NCS) – Overview of 


� Policies 


2. Mediation strategies for teaching and learning of mathematics with 

emphasis on the Learning Outcomes of Skills and Knowledge in 

mathematics in the intermediate phase. 


Co-requisites Method of General Science 





Practicals: 0 

Selfstudy 7 


147




� Adaptation of learning resources for intermediate phase. 

� Evaluation of a teaching sequence for a topic for intermediate phase. 


� Foundational, practical and reflexive competence as learning mediator 









Level Level 6 






Mathematics at the senior phase of the General Education and Training 

Certificate. 


learning for the senior phase of the GETC. 

Main Content 1. The Revised National Curriculum Statement for Mathematics 

(RNCS/NCS) – Overview of 


� Policies 




mathematics in the senior phase. 

Pre-requisites Method of Mathematics 101 






Practicals: 0 

Selfstudy 7 





� Adaptation of learning resources for senior phase. 

� Evaluation of a teaching sequence for a topic for senior phase. 











148

Level Level 7 






Mathematical Literacy. 


learning for Mathematical Literacy. 

Main Content 1. The Revised National Curriculum Statement for Mathematical Literacy– 

Overview of 


� Policies 




Mathematical Literacy. 







Practicals: 0 

Selfstudy 7 





� Development of learning resources for Mathematical Literacy. 

� Evaluation of a teaching sequences for a topic for Mathematical 

Literacy. 



for Mathematical Literacy. 











� Understand the nature, scope and methods of assessments of project 

work in school-going mathematics. 

� Demonstrate competence in the use of mathematical technologies for 

teaching and learning mathematics. 

� Demonstrate competence in didactical analysis of school mathematics 

subject matter. 

� Demonstrate competence in instructional design based on the didactical 

analysis of school mathematics subject matter. 

Main Content Project work in school-going mathematics. 

1. Didactical analysis and didactical transpositions of school-going 

mathematics. 

149

2. Instructional design in school-going mathematics. 

3. Use of calculators, computers and ICT in school-going mathematics. 

4. The professional identity of a mathematics teacher. 







Practicals: 0 

Selfstudy 7 





� Designing, executing and assessing project work activities. 

� Design a set of learning activities based on didactical analysis and 

instructional design principles. 

� Execution of a set of learning activities with the use of technology. 

(30% of final mark) 


� Engagement in professional activities of mathematics teachers. 


3. Examination 

End of course comprehensive examination. 


Home Department School of Science and Mathematics Education (Faculty of Education) 

Module Topic Method of Teaching Mathematics 

Generic Module Name Method of Teaching Mathematics 301 

Alpha-numeric Code MTM 301 

Numeric Code 

Credit Value 

15 

Duration 

One semester 


Semester 1 



BEd 

Level 

7 

Main Outcomes 

At the end of this module students should be able to: 

(1) Demonstrate understanding of the general notion of OBE; 

critical outcomes; developmental outcomes and subject 

specific Learning area Outcomes for mathematics. 

(2) Demonstrate competence in the use specific OBE based 

teaching and learning approaches such as the investigative and 

collaborative approaches. 

(3) Develop personal competence at designing appropriate 

assessment instruments in particular those suitable for 

continuous assessment. 

(4) Demonstrate competence as learning resources adaptor and 

mediator of learning for the senior phase of the GET with a 

focus on becoming a subject specialist. 

(5) Demonstrate an understanding of selected Learning Theories 

such as Piaget‟s theory of Intellectual Development and their 

implication for teaching and learning mathematics. 

Main Content 1. Outcomes Based Education; critical outcomes; developmental 

outcomes; subject specific Learning outcomes. 

2. Objects of Mathematics Teaching. 


emphasis on the Learning Outcomes of Process Skills and Knowledge in 

mathematics in the senior phase 

150

4. Forms and tools of assessment. 

5. Selected Learning Theories such as Piaget‟s Theory of Intellectual 

Development and Bruner‟s Theory of Instruction 









Selfstudy 60 




CAF 

1. Continuous assessment: 

� Assignments and tasks based on development of learning 

resources for the senior phase. 

� Evaluation of a teaching sequence in senior phase 

mathematics. 

� Reports and presentations to demonstrate 

Foundational, practical and reflexive competencies as 

learning mediators. 

� Tests 

� Research activities 

2. Summative Assessment: Take Home Examination 





Numeric Code 

MTM 302 





Semester 2 


BEd 

Level 7 


• Demonstrate competence to conduct classroom-based 

research. 

• Demonstrate competence in didactical analysis of school 

mathematics subject matter in terms of classroom activities 

and interactions. 

• Demonstrate competence in instructional design based on 

the didactical analysis of school mathematics subject 

matter. 

• Demonstrate competence in the use of mathematical 

technologies for teaching and learning mathematics. 

• Demonstrate an understanding of the utility value of 

mathematics in everyday living. 

Main Content 1. Classroom-based research as part of reflective instructional 

practice. 

2. Didactical analysis of school mathematics subject matter in 

terms of classroom activities and interactions. 

3. Instructional design based on the didactical analysis of school 

mathematics subject matter 

4. The use of the Voyage 200 calculator for the teaching and learning 

of mathematics. 

151

5. The socio-cultural and socio-economic use of mathematics in 

everyday living. 









Selfstudy 60 




CAF 




� Evaluation of a teaching sequence in senior phase mathematics. 


Foundational, practical and reflexive competencies as 


� Tests 







Numeric Code 

MTM 401 


Duration One year 



Semester 1 


BEd 

Level 8.1 


(1) Demonstrate competence as learning resources adaptor and 

mediator of learning for the senior phase of the GETC with a focus on 

becoming a subject specialist within the OBE framework. 

(2) Demonstrate and understanding of selected Learning Theories 

(such as van Hiele Theory of Geometric Thought ; Socio-cultural 

theory the theory of Instrumentation) and their implications for 

teaching and learning mathematics. 

(3) Demonstrate competence to conduct classroom based research. 

(4) Understand the nature, scope and methods of assessments of project 

work in school mathematics. 

(6)Demonstrate competence in didactical analysis of school 

mathematics subject matter.. 

(7)Demonstrate competence in instructional design based on the 

didactical analysis of school mathematics subject matter. 

(8) Demonstrate competence in the use of mathematical technologies 

for teaching and learning mathematics. 

Main Content 2. Teaching, Learning, Assessment: Critique of articles; 

materials and mathematical texts. 

3. Mediation strategies for teaching and learning of 

mathematics with emphasis on mathematical knowledge 

and process skills for solving practical problems at the 

152

senior phase. 

4. Selected Learning Theories : Van Hiele Theory; Socio – 

cultural theory and theory of instrumentation. 

5. Problem Solving Approaches. 

6. Project work 

7. Didactical analysis of school mathematics subject matter 

8. Instructional design based on the didactical analysis of 

school mathematics subject matter 

9. Use of Geometer‟s Sketchpad and statistical software. 

Pre-requisite modules Method of Teaching Mathematics 302 






Practicals: Tutorials p.w. 0 


Selfstudy 60 




CAF 

Natural science 




� Evaluation of a teaching sequence in senior phase mathematics. 


foundational, practical and reflexive competencies as 


� Tests 



Home Department Faculty Of Education 

Module Topic Method of Teaching Natural Sciences 



Method of Teaching Natural Sciences 201 


Duration Semester 1 

Proposed semester/term First 



BEd 

Level 6 

Main Outcomes • Learners should be able to demonstrate their ability to 

integrate education theory and policy with pedagogy. 

• Learners should assimilate the seven roles of the educator 

into the teaching and learning of relevant Natural Sciences 

lessons. 

Main Content Science Education in Context 

- Nature of Science (NOS), Indigenous knowledge 

systems (IKS) 

- History, Philosophy, Socio-cultural-economic, Psycho 

- Linking theory to practice 

- Relevance of Science Education (Geo-science as platform) 

- Curriculum theory and design (C2500, OBE) 

- Structuring science knowledge (Geo-science as platform) 

- Scientific inquiry 

- Assessment tools and strategies 

153

Micro-teaching A 






Selfstudy 30 

Other: Consultation 24 



CAF 

CASS 60% (Tasks, tests, projects) Examination 40% 

� Reports, analysis and presentations of school and 

classroom based practice by observation and reviewing of 

journal articles 

� Micro-teaching & Engaging in socio-scientific materials 

design for lesson implementation 









Programmes in which the module B.Ed 


Level 7 





lessons. 

Main Content Planning for Teaching & Learning I 

� Developing educator and learner portfolio‟s 

� Materials and resources development I 

Reading and understanding the pedagogy of science education in: 

� Environmental education in relation to global perspectives 

� IT in science and technology 

� Intrinsic & extrinsic science integration 

� Barriers to learning in science 

� Policies influencing science teaching (HIV/AIDS; 

Language etc.) 

� Multi-cultural/level/lingual science teaching 

� The reflective science educator 

Micro-teaching B 






Selfstudy 30 




CAF 

CASS 60% (Tasks, tests, projects) Examination 40% 




� Micro teaching & Engaging in socio-scientific materials 

154








Duration First Semester and Fourth Term (Third term is allocated to teaching 

practice) 

Proposed semester/term First 



Level 8.1 





lessons. 

Main Content Planning for Teaching & Learning II 

� Regional and international comparative studies in science 

education 

� Reading and research of science education literature 

� To engage students with the curriculum for teaching and 

learning of Natural Sciences at the Senior Phase (Grades 

7, 8, 9 ) of GET as advised by NCS 2002 

� Research into teaching and learning in the science 

classroom II 

� Materials and resource development II 

� Models of teaching and learning with emphasis on 

argumentative and socio-scientific discourses to 

encourage an understanding of the relevance of the 

Natural Sciences 

Micro-teaching C 






Selfstudy 30 



Methods of Student Assessment CASS 60% (Tasks, tests, projects) Examination 40% 




� Micro teaching & engaging in socio-scientific materials 


Module description Method of Natural Science 101 


Generic module name Method of General Science 101 

Alpha-numeric code MTS101 





Level Level 5 

155






Science (Natural Science, Life Science and Physical Science) 

� Demonstrate the Nature of Science through foundational, practical and 

reflexive competence as Learning Mediator, Leader, Administrator and 

Manager in the classroom 

Main Content 1. The Revised National Curriculum Statement (RNCS/NCS) – Overview 

of 


� Policies 


2. Mediation strategies for teaching and learning of science with emphasis 

on the Learning Outcomes of Skills, Knowledge and Values in the sciences 


Co-requisites Method of Mathematics 





Selfstudy 7 





� Science Method/Case studies 











Level Level 6 



interpreter and designer of learning materials for (RNCS/NCS) 

Main Content 1. The educator as interpreter and designer of learning programmes and 

materials: 

� Plan and prepare learning programmes in line with RNCS/NCS 

principles 

� Evaluate and select resources and learning and teaching support material 

to enhance lessons 







Pre-requisites Method of Science 101 



156




Selfstudy 7 



� Tasks based on the design and selection of appropriate learning 

materials 














Level Level 7 







Main Content 1.The community, citizenship and pastoral role of the educator 

Engagement with crucial socio-economic and environmental issues linking 

to the Nature of Science (NOS) and Indigenous Knowledge Systems (IKS) 



� The conceptual link between teaching and learning, and assessment 








� Continue and strengthen the development of knowledge and skills 

acquired during the first and second years 



Pre-requisites Method of Science 201 






Selfstudy 7 





- assessment tools and recording of assessment 

157


- Recording of assessment results 















learning area/ subject/ discipline/ phase specialist in science 


learner in science 



learning mediator, as assessor, management and administration of 

science classrooms and laboratories. A teaching practice paradigm for 

science. 

Main Content 1. The educator as learning area/ subject/ discipline/ phase specialist 

� Learning outcomes relevant to the teaching sciences e.g. knowledge, 

skills, values, principles, methods and procedures relevant to the 

sciences 

2. The educator as life-long learner 


� Development of attitudes conducive to life-long learning in science 

3. Teaching Practice in the science classroom 

Pre-requisites Method of General Science 301 






Selfstudy 7 





The demonstration of foundational, practical and reflexive competence in respect of the seven roles of the 

educator 



Module Topic Method of Teaching Social Sciences 

Generic Module Name Method of Teaching Social Sciences 301 

Alpha-numeric Code MSS 301 

Numeric Code 



Proposed semester/term Semesters 1 and 2 


158


Level 7 


� Critically engage with the principles underlying the 

teaching of Social Sciences in the intermediate and senior 

phases of schooling. 

� Understand, analyze and critique the assessment standards 

of the NCS. 

� Construct and develop their own Social Science lesson 

plans for the intermediate and senior phases. 

� Design and use appropriate teaching resources for Social 

Sciences. 

� Develop competence in Social Science assessment for the 

intermediate and senior phases. 

Main Content The content of the NCS policy documents. 

-Resource application in Social Sciences. 

-History and Geography dynamics in SA schools. 

-Themes for study (Poverty, African Renaissance & 

Environmentalism). 









Selfstudy 37 



CAF 

Class presentations, Tests & Assignments = 60% 

Examinations = 40% 


Module Topic Method of Teaching Social Sciences 

Generic Module Name Method of Teaching Social Sciences 401 


Numeric Code 

MSS401 



Proposed semester/term Second Semester 



Level 8.1 


� Analyze and critique the NCS principles underlying Social 

Science teaching in the FET. 

� Develop appropriate assessment activities for different 

learning outcomes. 

� Reflect on teacher practices in the classroom. 

� Engage in research to improve teaching practices for the 

Social Sciences in South Africa. 

� Write a research report to support the teaching and 

learning of Social Sciences in the FET phase. 

Main Content The content of the NCS policy documents. 

� Different approaches to CASS and CATS. 

� Development of lesson plans. 

� Developments in Social Science teaching. 

159

� Engagement with the different roles of the educator in 

Social Science teaching. 

Themes for study (Poverty and education, African Renaissance and 

education & Environmentalism). 

Pre-requisite modules Method of Teaching Social Sciences 301 








Selfstudy 37 


Total Learning Time 


CAF 

Class presentations, Tests & Assignments = 60% 

Examinations = 40% 

Module description Method of Social Sciences 101 


Generic module name Method of Social Sciences 101 

Alpha-numeric code MSS101 





Level 5 


� Understand the RNCS outcomes for Social Sciences 

� Understand the RNCS Assessment Standards for Social Sciences 

� Be familiar with different teaching strategies in Social Sciences. 

� Understand the diverse teaching contexts of South Africa 

� Understand the general principles and methodologies for teaching Social 

Sciences 

Main Content The Social Sciences Learning Area 

� RNCS outcomes for Social Sciences 

� Assessment Standards 

� Interactive teaching strategies in Social Science 

� Introduction to the various roles outlined in the Norms and Standards for 

Educators 

� Values, Human Rights and Environmental Issues underpinning the 

Social Sciences Learning Area 

� Basic concepts, skills and processes of Social Sciences 


Co-requisites 





Practicals: 0 

Selfstudy 7 



Methods of Student Assessment Class Presentations, Assignments: 50% 


160









Level 6 


� Demonstrate an understanding of the RNCS outcomes and principles 

underlying the teaching of Social Sciences in the Intermediate Phase. 

� Understand the basic concepts of Social Sciences and apply these in 

lesson planning and teaching. 

� Understand and apply the RNCS Assessment standards in respect of 

Social Sciences in the Intermediate Phase. 

� Apply a range of teaching strategies in Social Sciences. 

� Reflect on teachers‟ practices in Social Sciences. 

� Reflect on teachers‟ practices in the Social Science Classroom. 

� Understand the diverse curriculum context of Social Sciences in SA. 

Main Content 

� Assessment Standards (Intermediate Phase) 


� Designing and Constructing learning experiences and activities for 

learners. 


� Using Interactive teaching strategies 

� Norms and Standards for Educators 

� Values, Human Rights and Environmental Issues underpinning the 

Social Sciences Learning Area 


Pre-requisites Method of Social Sciences 101 

Co-requisites 





Practicals: 0 

Selfstudy 7 



Methods of Student Assessment Class Presentations, Assignments, 

Examination, Projects, Tests, Micro Teaching 









Level 7 


� Analyze and critique the RNCS principles underlying Social Science 

teaching in Intermediate and Senior Phases. 

� Compare and contrast RNCS assessment standards in the Intermediate 

Phase and Senior Phase. 

161

� Develop their own assessment activities based on the RNCS assessment 

standards 

� Design and use appropriate teaching resources 

� Develop competence in the knowledge, skills and understanding 

outlined by the assessment standards. 

Main Content RNCS Social Sciences outcomes and assessment standards for the Senior 

Phase. 


� Different approaches to assessment – CASS and CATS 

� Managing assessment – Portfolio 

� Development of resource material 

� Development of lesson plans 

� Teaching, strategies – Norms and Standards for Educators 


� Values, Human Rights and Environmental Issues 

Pre-requisites Method of Social Science 201 

Co-requisites 





Practicals: 0 

Selfstudy 7 




Examination, Projects, Tests, Micro Teaching 









Level 8.1 


� Analyze and critique the RNCS principles underlying Social Science 

teaching in the FET. 

� Apply the assessment standards in the FET Phase. 

� Develop appropriate assessment activities for different Learning 

Outcomes 

� Design and use relevant teaching resources in different contexts 

� Reflect on teacher practices in the classroom 

� Engage in research to improve teaching practices 

� Write a research report to support the teaching and learning of Social 

Sciences in the FET phase. 

Main Content Learning outcomes and assessment standards for the FET phase. 


� Different approaches to assessment – CASS and CATS 

� Managing different forms of assessment 

� Development of resource material 

� Development of lesson plans 

� Teaching, strategies (Inductive and Deductive) 


� Values, Human Rights and Environmental Issues 

Pre-requisites Method of Social Science 301 

162

Co-requisites 





Practicals: 0 

Selfstudy 7 




Examination:, Projects, Tests, Micro Teaching 

Modules from other Faculties 

Module description EED (Refer to the Faculty of Arts Yearbook) 

Module description Computer Literacy (Refer to the Faculty of Science Yearbook) 

Module description Numeracy Year One (MAM 110 or MAM 011) and Numeracy Year 

Two (QSC 101 or MAM 021) (Refer to the Faculty of Science 

Yearbook) 

Module description Introduction to Business 111 (Refer to the Faculty of Economic and 

Managements Science Yearbook) 

Module description General Management 121 (Refer to the Faculty of Economic and 

Management Science Yearbook) 

Module description Introduction to South African Economy ECO 112 (Refer to the Faculty 

of Economic and Management Science Yearbook) 

Module description Financial Accounting 111 or Accounting for Management 112 (Refer 

to the Faculty of Economic and Management Science Yearbook) 

Module description Financial Accounting 121 or Accounting for Management 123 or 

Principles of Macro-economics ECO 121 (Refer to the Faculty of 

Economic and Management Science Yearbook) 

Module description Financial Accounting 212 or Marketing 231 or Micro-economics ECO 

231 (Refer to the Faculty of Economic and Management Science 

Yearbook) 

Module description Financial Accounting 213 or Management 201 or Micro-economics 

ECO 232 (Refer to the Faculty of Economic and Management Science 

Yearbook) 

Module description Management 202 or Labour Economics ECO 233 (Refer to the Faculty 

of Economic and Management Science Yearbook) 

Module description Financial Accounting 222 or Management 326 or Development 

Economics ECO 336 (Refer to the Faculty of Economic and 

Management Science Yearbook) 

Module description Financial Accounting 223 or Management 333 or Macro-economics 

ECO 332 (Refer to the Faculty of Economic and Management Science 

Yearbook) 

Module description Language and Communication 111 & 121 (Refer to the Faculty of Arts 

Yearbook) 

Module description Functional Grammar (Refer to the Faculty of Arts Yearbook) 

Module description Literacy Studies (Refer to the Faculty of Arts Yearbook) 

163

Module description Cross-cultural Communication (Refer to the Faculty of Arts 

Yearbook) 

Module description Research in Language and Communication (Refer to the Faculty of 

Arts Yearbook) 

Module description Language, Identity and Society (266133) (Refer to the Faculty of Arts 

Yearbook) 

Module description Introduction to Psychology/Brain and Behaviour (Refer to the Faculty 

of Community and Health Science Yearbook) 

Module description Introduction to Community and Health Psychology (Refer to the 

Faculty of Community and Health Science Yearbook) 

Module description Community Psychology 223 (Refer to the Faculty of Community and 

Health Science Yearbook) 

Module description Social Psychology 212 (Refer to the Faculty of Community and Health 

Science Yearbook) 

Module description Health Psychology 224 (Refer to the Faculty of Community and Health 


Module description Applied Community Psychology (Refer to the Faculty of Community 

and Health Science Yearbook) 

Module description Psychology of Identity and Oppression (Refer to the Faculty of 

Community and Health Science Yearbook) 

Module description Psychological Interventions 214 (Refer to the Faculty of Community 

and Health Science Yearbook) 

Module description Mathematics for Teaching 111, 121, 211 and 221 (Refer to the ACE: 

Mathematics module descriptors in the Faculty of Education 

Yearbook) 

Module description Mathematics Education A and B (Refer to the Faculty of Education 

BEd (Hons) Student Guide) 

Module description GET – Precalculus 1: MAM 011 and GET-Precalculus 2: MAM 012 

(Refer to the Faculty of Science Yearbook) 

Module description FET – Differential Calculus: MAM 111 and FET-Integral Calculus & 

Linear Algebra: MAM 121 (Refer to the Faculty of Science Yearbook) 

Module description STATS 111/131 (Refer to the Faculty of Science Yearbook) 

Module description GET – Mathematics for EMS: MAM 126 (Refer to the Faculty of 


Module description FET – Advanced Calculus: MAM 211 (Refer to the Faculty of Science 

Yearbook) 

Module description Life Sciences 141 and 142 (Refer to the Faculty of Science Yearbook) 

Module description Physics 116 and 126 (Refer to the Faculty of Science Yearbook) 

Module description Chemistry 128 (Refer to the Faculty of Science Yearbook) 

Module description Science for Teaching 1 and 2 (Refer to the ACE: Science Education 

module descriptors in the Faculty of Education Yearbook) 

164

Module description Science Education A and B (Refer to the Faculty of Education BEd 

(Hons) Student Guide) 

Module description Humanities 111 and 121 (Refer to the Faculty of Arts Yearbook) 

Module description Environment and Sustainable Studies (Refer to the Faculty of Science 

Yearbook) 

Module description Geography 111 and 121 (Refer to the Faculty of Arts Yearbook) 

Module description History 111 and 121 (Refer to the Faculty of Arts Yearbook) 

POST GRADUATE CERTIFICATE IN EDUCATION (PGCE) 


Module Topic Education Practice 


Alpha-numeric Code HDE401 


Duration Year 

Proposed semester/term Semesters 1 and 2 

Programmes in which the module Postgraduate Certificate in Education 


Level 6 

Main Outcomes At the end of this module students should be able to demonstrate that 

they: 

Have gained insight into teaching, schools and classrooms; 

Are able to plan and execute lessons effectively; 

Possess the required subject knowledge; 

Are reflective practitioners; 

Understand what professional conduct entails; and 

Conduct themselves in a professional manner. 

Main Content The above outcomes are achieved in an integrated way with students‟ 

engagement with: 

School and classroom observation; 

Lesson observation (peers and teachers); 

Lesson planning and execution; 

Reflection on their own teaching; 

The compilation of a Journal to record reflection on issues inside and 

outside of the school that impact on teaching and learning; 

The compilation of a Portfolio of teaching and other resources; 

The completion of a Teaching Practice workbook; and 

Earning a good confidential school‟s report in respect of their teaching 

and professional conduct. 

Pre-requisite modules Bachelor‟s degree with required teaching subjects 

Co-requisite modules 

Prohibited module Combination 

Education Theory 401 



Language Communication 

Two subject method modules 

A.Breakdown of Learning Time 

B. Time-table Requirement per week 

Hours 

Contact with lecturer / tutor: 21 Lectures p.w. 1 Term 1 = 7 hours 

Assignments & tasks: Term 2 = 7 hours 

Practicals: 109 School and classroom 

observation = 2 weeks; 

Term 4 = 7 hours 

165

Teaching practice = 7 weeks. 


Selfstudy 20 Lesson and Portfolio 

preparation, journal writing 


Methods of Student Assessment Continuous evaluation: 

Supervisor‟s assessment of teaching = 40% 

Assessment of subject teaching = 30% 

Assessment of Portfolio = 10% 

Student teacher‟s professional development = 20% 


Module Topic Education Theory 402 

Generic Module Name HDE402 



Duration Term 

Proposed semester/term First term 

Programmes in which the module Postgraduate Certificate in Education 


Level 6 

Main Outcomes 

Section 1: Learners and learning 

At the end of this section students should: 

Understand what it is that enhances the teaching and learning process; 

Know about how people learn, why they are able to learn, what learning 

is and when it happens; 

Understand the role played by teachers, parents, peers and others in the 

teaching and learning process; 

Reflect on what teachers can do to improve the teaching and learning 

process; and 

Apply the theories of Vygotsky and Feuerstein to classroom practice. 

Section 2: Curriculum, outcomes-based education (OBE) and 

assessment 


Demonstrate a critical understanding of the concept and nature of the 

curriculum; 

Have gained insight into curriculum policy development in the South 

African context with specific reference to OBE; 

Have knowledge and experience of how curriculum is operationalised in 

South African schools; 

Have developed theoretical and practical knowledge about how and 

why the curriculum is planned and organized in a specific way; and 

Know the purposes of school-based assessment. 

Section 3: Teaching for interactive learning 


Be able to apply the learning theories of Feuerstein and Vygotsky in 

practice; 

Experience and reflect on learning and teaching in terms of interactive 

learning, thinking skills development, and meditational teaching; 

Main Content 

Plan and organize a lesson that has clear outcomes, draws on learners‟ 

experience, is logically sequenced and pays attention to learning styles; 

Develop appropriate assessment tasks and rubrics; and 

Reflect on their own teaching. 

Section 1: Learners and learning 

The programme covers: 

Holistic development; 

The importance of self-concept and building self esteem; 

166

The interaction between learning and development; 

Learning theories of Piaget, Vygotsky and Feuerstein; and 

The implications of these learning theories for practice. 

Section 2: Curriculum, outcomes-based education (OBE) and 

assessment 


The concept and nature of curriculum; 

Views of and orientations to the curriculum; 

Curriculum and reality in South African schools; 

Curriculum policy development in South Africa and Outcomes-based 

Education (OBE); 

OBE: the debate about knowledge in the curriculum, ways of knowing, 

and the role of the educator; and 

Curriculum and the reality in the South African context with specific 

reference to assessment and student learning. 

Section 3: Teaching for interactive learning 


Using questions, demonstrations and whole class discussions in 

teaching; 

Small group teaching and learning; 

Links between some teaching strategies and the learning theories 

proposed by Feuerstein and Vygotsky; 

Criterion-based assessment; 

Lesson planning; and 

Reflection on own teaching. 

Pre-requisite modules Appropriate Bachelor‟s degree 

Co-requisite modules Education Practice 401 



Two subject methods 

Two language communication modules 

Prohibited module Combination 


Contact with lecturer / tutor: 18 Lectures p.w. Three 


Practicals: Tutorials p.w. 


Selfstudy 70 



Methods of Student Assessment Integrated assignment = 50% 

Examination = 50% 


ModuleTopic Education Theory 

Generic module name Education Theory 411 

Alpha-numeric code HDE411 


Duration One term 

Proposed semester/term First semester, second term 

Programme in which the module Postgraduate Certificate in Education 


Level 6 

Main Outcomes Section 1: Managing classrooms and schools 

At the end of this section students should be able to: 

Understand the ways in which a healthy environment for teaching and 

learning can be implemented and sustained through whole school 

development; 

167

Explain and apply the notion of a health-promoting school; 

Understand the physical, social and instructional aspects of a healthy 

classroom environment; 

Implement some strategies for building a disciplined classroom 

environment, and for classroom management. 

Section 2: Teaching a diversity of learners 

At the end of this unit students should be able to: 

Reconceptualise special education; 

Understand and identify barriers to learning and development; 

Understand the nature and role of support services; 

Understand the basis of diversity and consider how diversity can impact 

on teaching and learning; 

Describe different manifestations of diversity, e.g. differences based on 

class, race, gender, language, and how these impact on teaching and 

learning; 

Consider a number of pedagogical approaches to diversity. 

Main Content Section 1: Managing classrooms and schools 

Developing a healthy school 

Whole school development 

Health Promoting schools 

Inclusive schools 

Developing a healthy classroom 

Aspects of classroom 

Building a democratic classroom 

Discipline and classroom management 

Strategies for building disciplined teaching and learning environments 

Section 2: Teaching a diversity of learners 

Constructing a supportive learning environment in a world and a 

classroom that is diverse 

Pedagogical approaches to diversity 

Values in education and democracy 

Elements of oppression 

Teaching, diversity and anti-racism 

Education White Paper 6 

Intrinsic and extrinsic barriers 

Identifying and addressing barriers to learning and development in the 

classroom 

Pre-requisites Appropriate Bachelor‟s degree 

Co-requisites Education Practice 401 



Language Communication 







Practicals: 

Self study 79 



Methods of Student Assessment Assignment (50%) and exam (50%) 

168


Module Five - Practices: orderliness and chaos 

Module five introduces concepts, ideas and suggestions for practice in order to develop capacity as change 

agents in educational institutions. It provides an overview of educational administration and management of 

South African education, focusing on the key issues of decentralization of control and participation in school 

governance and on how teachers can participate in implementing and institutionalising change. 

Module Six - Education and development: optimism and realism 

1 

2 

Module six focuses on the links between the multi-dimensional context of education and the way teachers 

think and work in the classroom. The module places teachers, learners and institutions within a broader 

context, and explores how education contributes to development. Throughout, Module 6 aims to present 

an optimistic vision of teaching within a context that presents constraints. 


Module Topic African Language Communication 


Alpha-numeric code 

HDE430 



Proposed semester/term First semester 

Programmes in which the Postgraduate Certificate in Education 

module will be offered 

Level 6 


Show basic understanding of the morphological, lexical and syntactic 

structure of isiXhosa 

Have basic communication skills in isiXhosa within the classroom 

context 

Listen and respond appropriately to different forms of isiXhosa in 

different classroom situations 

Demonstrate basic reading skills in isiXhosa as well as familiarity 

with interactive theory 

Apply this knowledge to teaching reading skills across the 

curriculum 

Create and write elementary texts in isiXhosa 

Have sufficient knowledge to use isiXhosa to facilitate and intervene 

in different teaching and learning situations 

Main Content The course content aims at developing the following language skills: 

listening, speaking, reading and writing. This module also aims at 

strengthening the ability to use isiXhosa appropriately in academic 

and educational contexts to promote reasoning and critical thinking 

skills. The following broad areas will be covered: 

Language for mediation and intervention across the curriculum 

Language structure 

Listening and speaking skills 

(e.g. interactive dialogues, debates, presentations, etc.) 

Reading: Using functional discourse, exposure to different reading 

techniques 

Writing: Summarizing, drafting, editing, reporting, etc. 

Functional discourse 





169



One other language communication module 






Practicals: 

Selfstudy 



Methods of Student 

Assessment 

Oral Presentations 

Assignments 

Reports 

Continuous Assessment 

Home Department Fakulteit Opvoedkunde 

Module Topic Afrikaans Kommunikasie 


Alpha-numeric code 

HDE431 


Duration Een semester 

Proposed semester/term Eerste semester 



Level 6 

Main Outcomes Aan die einde van hierdie module moet die studente in staat wees 

om: 

„n basiese begrip te toon van die morfologiese, leksiese en 

sintaksiese struktuur van Afrikaans 

om basiese kommunikasiese vaardighede in Afrikaans te hê 

te luister en toepaslik te reageer in die verskillende vorme van 

Afrikaans in verskillende klaskamersituasies 

basiese leesvaardighede in Afrikaans te demonstreer sowell as 

bekend te wees met interaktiewe teorie 

die kennis toe te pas om leesvaardighede regoor die kurrikulum te 

onderrig 

elementêre tekste te skep in Afrikaans 

voldoende kennis te hê om Afrikaans te fasiliteer en in te gryp in 

verskillende leer en onderrig situasies. 

Main Content Die INHOUD het ten doel om die volgende vaardighede te 

ontwikkel: PRAAT, LUISTER, LEES en SKRYF. Hierdie module 

het ook ten doel om die vermoë om Afrikaans toepaslik te gebruik in 

akademiese en en opvoedkundige te versterk. 

taal vir intervensie en ondersteuning 

Taalstrukture 

Luister-en praatvaardighede, bv. interaktiewe dialoog, mondelinge 

voorleggings, ens. 

Leesvaardighede: gebruik van funksionele diskoers, blootstelling aan 

verskillende leestegnieke 

Skryfvaardighede: Bv. opsommings, redigering, drafting, 

verslaggewing, ens. 

Funksionele gesprekvoering 

Pre-requisites Toepaslike Baccalaureus graad 


170





Een ander taal kommunikasie module 

Prohibited Combinations Geen 


(example) 




Practicals: 

Selfstudy 




Assessment 

Take 60% 

Klasvoorleggings 

Eksamen 40% 

Home Department EDUCATION 

Module Topic ENGLISH COMMUNICATION 

Generic module name ENGLISH COMMUNICATION 432 

Alpha-numeric code HDE432 



Proposed semester/term First Semester 



Level 6 


Demonstrate familiarity with interactive reading theory; 

Apply this knowledge to teaching reading skills 

across the curriculum; 

Understand and create clear, persuasive written and oral arguments 

and presentations, using MS Excel and PowerPoint 

Identify and evaluate assumptions and values, and locate fallacies in 

reasoning. 

Main Content This module seeks to strengthen your ability to use English 

appropriately in academic and educational contexts. This ability will 

be developed through a discourse-based approach to language 

teaching which draws attention to how the resources of the language 

combine to realise meaning in academic and educational contexts. 

At the same time, you will strengthen your reasoning and critical 

thinking skills. 

Sample tasks 

Listening and speaking skills: taking notes, making clear coherent 

presentations 

Reading skills: skimming, scanning, prediction, using discourse and 

language clues to track the development of an argument and 

identify/evaluate the authors position.. 

Writing skills: Summarising, drawing up outlines, drafting, editing 

Text types: narrative, exposition/argument, report, explanation, 

procedure. 

Computer skills 

Able to lay out presentations on MS Word 

Able to create simple graphs on MS Excel 

171

Understanding and making tables and graphs 

Read information accurately from basic tables and graphs 

Able to tell if a graph shows information accurately 

Create accurate, effective bar or pie charts 







One other language communication module 



(example) 




Practicals: 

Selfstudy 



Assessment 

Teaching and Learning Resources Development 

Assignments (60%) 

(1 st and 2 nd quarter: two assignments = 30%; 4 th quarter two 

assignments 30%); 

Written take home examination (40%) 

Students from different Method classes will come together to explore and develop innovative teaching 

resources. There will be an emphasis on developing resources for interactive teaching methods. Cross-curricular 

learning activities will be designed. Where possible, materials will be tested in the school classroom. 

NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION (NPDE) 

Module Name: Communication in the Language of Instruction 

Home Department: Faculty of Education 

Module Code: 461111 

Credit Value: 12 

Duration: 1 semester 

Module Type: Programme module 

Level: 4/5 

Main Outcomes: This module deals with competence in reading, writing and speaking in the 

languages of instruction in ways that assist students‟ own learning and their 

ability to facilitate childrens‟ learning in the classroom. 

Main Content: - the writing tasks associated with the school and the school 

system 

- speaking in classrooms 

- speaking in public at school and official functions 

- reading in their field in order to keep abreast of developments 

- comprehending official documentation and syllabi. 

Pre-requisites: 

Co-requisites: None 

Prohibited Combinations: None 

Breakdown of Learning Time: Contact with lecturer / tutor: 18 hours 

Assignments & tasks: 30 hours 

Tests & examinations: 2 hours 

Self-study: 70 hours 

Practicals: na 

172

Other (specify): None 

Total learning time: 120 hours 

Methods of Student Assessment: Tests, assignments & tasks: 60 % 


Module Name: Language, Literacy and Communication 






Level: Level 4/5 

Main Outcomes: This module deals with developing literacy in the Foundation Phase. After 

completing the module, students will: 

- know how to develop children‟s literacy skills in primary and additional 

languages 

- understand how to develop the four language skills – listening, speaking, 

reading and writing. 

- understand how to develop thinking and problem solving skills through 

language teaching and learning activities 

Main Content: During the module, students will: 

- learn about the requirements of the OBE curriculum for Literacy 

- understand the difference between acquiring a language and learning a 

language 

- be exposed to different theories about how children acquire and learn 

languages 

- explore a number of approaches to teaching and learning languages 

- explore methods and techniques of teaching literacy and languages. 

Pre-requisites: None 







Practicals: na 



Methods of Student Assessment: Tests, assignments & tasks: 60% 


Module Name: Natural Science 




Duration: 1 Semester 

Module Type: NPDE 


Main Outcomes: This module deals with the nature, conceptions and structure of science knowledge as 

driven by the THREE Learning Outcomes of processes, knowledge and values, through the vehicle of FOUR 

themes, namely: 

- Life and Living 

- Planet Earth and Beyond 

- Matter and Material 

- Energy and Change 

Main Content: - Familiarisation with the National Curriculum Statement in Natural Science 

- Assessment Standards 

- Learning theories of science 

- The didactics of science teaching 

173

- The communication of science concepts 

- The use of resources and references to develop meaningful science learning 

programmes 

- Creative management of a science classroom cum science laboratory 

- The relevance of science 





Assignments & tasks: 31 Hours 

Tests & examinations: 1 Hour 30 min 

Self-study: 50 hours, 30 minutes 

Practicals: 10 hours field work 

Other (specify): 


Methods of Student Assessment: CASS (Tests, assignments & tasks): 60 % 


Module Name: Classroom Management 







Main Outcomes: The course works from a whole school approach to classroom management and 

uses the classroom as the unit of change. 

Main Content: - Classroom management in the whole school context 

- Current policy 

- Various theories about classroom management 

- Developing strategies for good classroom management 

- Self-knowledge and critique of current knowledge. 




Breakdown of Learning Time: Contact with lecturer / tutor: 18hours 




Practicals: N/A 





Module Name: NPDE : Life Orientation A 

Home Department: Education 






Main Outcomes: This module will expose teachers to the Learning Area referred to as Life 

Orientation. In particular it will cover the following: 

- An understanding of Life Orientation 

- Exploring the critical and developmental outcomes 

- Understanding learning outcomes (knowledge, skills, 

attitudes and values) 

- Developing learning activities 

174

- Developing assessment strategies or standards 

- The process of planning, recording and reporting 

- Information and skills related to decision-making about personal, 


abuse etc) 

- An understanding of the self, others, their community and society (this will 

include children‟s rights, the constitution etc). 

- Development of life skills to respond effectively to the challenges of his/her 

world (this will include communication skills, decision making skills, skills to 

cope with change etc) 

Main Content: A Focus on Life Orientation as a learning area of 

Curriculum 2005 (National Curriculum Statement) 

1.Requirements and guidelines for teaching life orientation in the Foundation 

Phase 

a. Definition 

b. Purpose 

c. Unique features and scope 

* Self Development in Society 

* The environment, crime and violence 

d. Focus Areas 

* Health Promotion 

* Social Development 

* Personal Development 

* Physical Development and Movement 

2. Life Orientation Learning Outcomes and Assessment Standards for 

Foundation Phase 

3. Development of year plans 

- The planning process 

- Critical outcomes 

- Learning outcomes 

- Knowledge, skills, attitudes and values (SKAVs) 

- Learning activities 

- Assessment strategies 

4. How to develop a lesson plan based on outcomes-based 

education 

- Lesson purpose and goals 

- Learning outcomes 

- Materials/resources required 

- Background information 

- Lesson activities 

- Evaluation 

- Homework 

- Additional resources and activities 

5. Teaching / Learning Strategies 

Experiential learning 

- Important aspects of experiential learning 

# Existing experience 

# Feelings 

# Personal Development 

# Practice 

# Student Involvement 

# Taking control 

- Promoting experiential learning 

Co-operative Learning 

- Overview of co-operative learning methods 

- Co-operative group methods 

- Group investigation model 

- Activity-based interactive teaching strategy 

- Structured experiences 

175

- The 3R‟s instructional model 

- Teachers‟ role and students‟ role 

- Co-operative learning vs. competitive behaviour 

- Facilitating groups 

- Interactive Groupwork and Reflection 

- Teambuilding exercises 

- Use of group and individual work in teaching life 

orientation 

6. Assessment in Life Orientation 

- What assessment is about 

- How we collect evidence 

- Types of assessment (Use of Continuous assessment) 

- What and how to assess 

- The Process 

- Why do we assess 

- The relationship between Assessment, Planning and Teaching 

- Learning activity outcomes 

- Methods of assessment 

- Written reports 

- Use of portfolios 

7. Integrating Life Orientation with other learning areas. 




Breakdown of Learning Time: There are 120 hours of notional time for this module with 16 hours of contact 

time. Of these: 

- 18 hours are dedicated to contact time, spread over three weekends 

- about 28 hours (25% of the notional time) to assessment; and 

- the balance of 74 hours will be spent doing independent work including 

projects/assignments. 

The module, as set out below accounts for 44 hours as follows: 

- 18 hours contact time; 

- 28 hours of independent assignment work. 

Marking the assignments would cover the 28 hours allocated (depending on 

the number of students). 

This brings the total to 74 hours. 

The remaining 46 hours would have to be allocated to classroom observation 

and support and a couple of practice-based assignments to be assessed by local 

education officials. 

Methods of Student Assessment: Continuous evaluation : 60% 

Exam : 40% ( one and half hour exam ) 

Module Name: School and the Profession 




Duration: One semester 

Module Type: University Module 

Level: Level 4/5 of the NQF 

Main Outcomes: At the end of this module students will: 

- Understand the ways in which schools can contribute to the flourishing of 

the teaching profession 

- Understand what is definitive about a profession 

- Know what it means to be a competent teacher in terms of the Norms and 

Standards for Educators 

- Understand what their responsibilities and obligations are as members of a 

profession 

- Know what the role and functions are of the South African Council for 

Educators 

176

Main Content: - Schools, schooling and the teaching profession 

- Teachers, accountability and competence 

- Criteria for distinguishing between professions and other occupations 

- Norms and Standards for Educators 

- The South African Council for Educators 








Practicals: None 





Module Name: Assessment of Learning 





Module Type: University Module 

Level: Level 4/5 of the NQF 

Main Outcomes: At the end of this module students will: 

- Understand why assessment is important 

- Be able to articulate some key issues in debates around assessment 

procedures 

- Be able to make informed decisions about appropriate assessment practices 

and procedures within specific contexts 

Main Content: - Approaches to assessment 

- Debates around assessment 

- Traditional assessment practices 

- OBE and assessment 

- Innovative assessment practices, and their practical application 













Module Name: NPDE : Life Orientation B 

Home Department: Education 





Level: 4/5 

Main Outcomes: This module will assist teachers to address various Life Skills challenges. In 

particular it will aim: 

177

- To assist teachers to determine and address the particular needs of their 

learners 

- To equip teachers with the necessary information and skills to meet the 

needs of learners. 

- To present workshops that address specific issues 

- To present strategies and frameworks for intervention 

- To provide resources for lesson planning and preparation 

Main Content: The following Life Skills topics will be offered. Teachers will prioritise 

according to their needs: 

- Issues related to poverty 

- Issues related to sexuality and HIV/AIDS 

- Issues related to violence 

- Issues related to various forms of abuse 

- Issues related to the world of work and unemployment 

- Health promotion 

- Inclusive education 

- Indigenous knowledge systems 




Breakdown of Learning Time: There are 120 hours of notional time for this module with 16 hours of contact 

time. Of these: 



- the balance of 74 hours will be spent doing independent work including 

projects/assignments. 

The module, as set out below accounts for 44 hours as follows: 



Marking the assignments would cover the 28 hours allocated (depending on 

the number of students). 

This brings the total to 74 hours. 

The remaining 46 hours would have to be allocated to classroom observation and support and a couple of 

practice-based assignments to be assessed by local education officials. 

Methods of Student Assessment: Continuous evaluation : 60% 

Exam : 40% ( one and half hour exam ) 

Module Name: Numeracy 





Module Type: Programme Module 


Main Outcomes: The module deals with how to use and apply the Mathematics Assessment 

Standards to develop knowledge and understanding in the teaching and 

learning of mathematics 

Main Content: - What is Numeracy? 

- Current trends in Language, Literacy and Classroom Mathematics 

- How do we define effective educators of Numeracy? 

- Teaching students mental Math‟s 

- Helping students gain a feel for number 

- Encouraging flexible and effective methods of computation 

- Strategies for solving problems using number knowledge and facts 

- Using problem solving and problem in context 

- Using calculators and a range of tools 




178

Breakdown of Learning Time: Contact with lecturer/tutor: 9 Hours 

Assignments & tasks: 30 Hours 

Test & examinations: 1 ½ Hours 

Self-study: 80 Hours 

Practicals: N/A 


Total learning time: 120 Hours 



Module Name: Human and Social Sciences 






Level: 4/5 

Main Outcomes: Leading students of History and Geography to: 

- Understand the relevance of History/Geography teaching in building a 

democratic society 

- Understand that South African history/geography is integrally linked to 

world history and has roots in the development of humanity 

- Develop teaching strategies aimed at achieving these outcomes: 

# understand the relevance of history teaching in building a 

democratic society 

# understand that South African history is integrally linked to world 

history and has roots in the development of humanity 

# develop teaching strategis aimed at achieving these outcomes 

Main Content: There are two parts to this module – History and Geography 

In the Geography component, students will: 

- study relevant teaching methodologies 

- practise relevant geographical skills (eg mapping , map and photograph 

interpretation, graph and diagram construction and interpretation) 




Breakdown of Learning Time: Contact with lecturer/tutor: 18 hours 

Of these: 



- the balance of 74 hours will be spent doing independent work 

including projects/assignments. 

The module, set out below, accounts for 44 hours as follows: 






Module Name: Mathematical Literacy 







Main Outcomes: The module is based on the development of concepts and skills, and providing 

learners with the opportunity of enjoying working with numbers and thereby 

developing competence and confidence in Mathematics 

179

Main Content: - Number, Operations and relationships 

- Measurement and Spatial Sense 

- Statistics 




Breakdown of Learning Time: Contact with lecturer/tutor: 9 Hours 

Assignment & tasks: 30 Hours 

Tests & examinations: 1 ½ Hours 

Self-study: 80 Hours 

Practicals N/A 

Total learning time: 120 Hours 



ADVANCED CERTIFICATE IN EDUCATION (SPECIAL EDUCATIONAL NEEDS) 

1. Assessment and Programme Planning 

1.1 The purpose of assessment in mainstream and specialised education settings. 

1.2 The use of formal and informal assessment procedures. 

1.3 The development of Individual and Group Education Programmes 

2. Child Development 

2.1 Theories and perspectives on the nature of normal child development, physical, cognitive, 

emotional and social aspects, stages of development, from infancy to adolescence. 

Theories and Perspectives on Exceptional Child Development. 

The focus will be on children with special educational needs, with an emphasis on those with 

educable mild mental handicaps and specific learning difficulties 

3. Specialised Education: Background to Learning Problems 

3.1 Theoretical debates central to the impact of intrinsic and extrinsic factors on learners with 

special education needs (LSEN) within South African and international contexts, and practical 

implications of the reconceptualisation. 

Policy debates around LSEN within South African and international contexts, and practical 

implications for policy. 

3.3 Mainstreaming of LSEN. 

4. Language and Mathematics Teaching I and II 

4.1 The principles and processes of teaching oral language, reading, spelling, handwriting, written 

language and mathematics. 

4.2 The application of various methods, approaches and techniques. 

4.3 The development of programmes, apparatus and games (commercial and self-made) 

4.4 The development of Individual and Group Education Programmes (IEP's and 

GEP's). 

4.5 The role of the special educator in parent/caregiver and teacher involvement. 

5. Counselling and Practical Teaching 

5.1 Theoretical approaches and practical skills relating to the counselling of LSEN, their teachers 

and parents. 

5.2 Opportunities to teach LSEN (individually and/or in small groups) in a variety of relevant 

educational settings, including the following: 

- Microteaching 

- Consultation with parents and regular classroom teachers 

- An integrated team approach 

- Teacher Support Teams 

- Development of teaching resources and materials 

- Community based activities. 

180

ADVANCED CERTIFICATE IN EDUCATION (HIV/AIDS EDUCATION AND COUNSELLING) 

A BASIC HIV/AIDS CAPACITY DEVELOPMENT COURSE 

Credits: 12 

Aim: To create an awareness of HIV/AIDS and its impact on the individual, family, community and country. 

To enable people to better understand HIV/AIDS related data, policies and strategies in order to plan 

more effective multi-sectoral programmes. 

Course Content 

• Facts about HIV /AIDS, testing, prevention, treatment and factors important for 

maintaining health 

• The relationship to TB, STDs, and opportunistic infections. 

• Issues of development and their relevance to HIV / AIDS in Southern Africa 

• Effects of the epidemic on specific age and gender groupings - those infected and 

affected 

• Projection of the effects of the epidemic on the population (statistics), social relations, and economic 

development in the future 

• Key policies, laws, regulations and rights relevant to HIV/AIDS 

• Strategies for integrating prevention and care into various sectors 

HIV/AIDS AND EDUCATION 

Credits: 12 

Aim: To study the impact of HIV/AIDS on all aspects of the education system. 

Course Content: 

• Impact of HIV/AIDS on the education sector - supply and demand 

• The role of the education sector in combating HIV/AIDS 

• Current responses of the education sector to HIV/AIDS in South Africa and other 

countries 

• Preventing the spread of AIDS 

• Social support issues 

• Protecting quality 

• Best practice interventions 

• Management and policy issues 

LIFESKILLS AND HIV/AIDS EDUCATION 

Credits: 12 

Aim: To familiarize participants with lifeskills and health education as core components of the new 

curriculum. To help design appropriate and effective lifeskills curricula, with a special focus on HIV/AIDS. 


• The need for health and lifeskills education 

• Introduction to concepts of health, health promotion and health education 

• Introduction to lifeskills education 

• Lifeskills and life orientation in the curriculum 

• Focus on HIV/AIDS education: designing effective interventions 

• Sexuality and HIV/AIDS education: concepts, methods and policies 

• Theories of behaviour change 

• Planning and implementing your own programmes 

• Assessing your programme 

181

COUNSELLING SKILLS 

Credits: 12 

Aims: To introduce and practise basic counselling skills with educators, parents and learners, particularly 

for the beginning counsellor, and to demonstrate the use of consultation skills in an education 

setting. 

Course content: 

• The counselling process and introduction to self-evaluation 

• Basic counselling skills and problem solving 

• Consultation with learners, parents/families, educators and teacher support teams 

• Ethical issues in counselling practice 

• Counselling for special needs i.e. disability, childhood and adolescent sexuality, child 

abuse, drug/substance abuse and HIV/AIDS 

HIV/AIDS COUNSELLING 

Credits: 12 

Aim: To introduce and practise counselling skills related to HIV/AIDS. To enable participants to deal 

with HIV/AIDS related counselling issues both in a classroom and community situation. 

Content: 

• Identification of socio-economic, psychological, spiritual and physical needs of those infected and 

affected by HIV/AIDS 

• HIV/AIDS testing - pre- and post-test counselling 

• Counselling people infected and affected by HIV 

• Counselling HIV-infected learners 

• Crisis intervention 

• Dealing with concerns of parents and the community 

• Dealing with traumatised learners 

• Ethical issues related to HIV/AIDS counselling 

• Looking after your own needs as an HIV/AIDS counsellor - stress and burnout 

• Identifying and accessing resources and services 

• Dealing with death and bereavement 

HEALTH PROMOTING SCHOOLS 

Credits: 12 

Aim: To introduce participants to some of the key concepts underlying the health promoting schools 

initiative, and explore some of the challenges and opportunities that are being faced by practitioners in 

the field. 


• The Health Promoting School (HPS) concept - both internationally and locally; 

• National policy in relation to HPSs in South Africa; 

• How HPSs can play a role in addressing some of the major health problems impacting 

on the well-being of children in South Africa; 

• Understanding the school as a system and how this impacts on the development and sustainability of a 

health promoting school; 

• Understanding the challenges and opportunities of working inter-sectorally and 

practical strategies for working with other sectors, departments and institutions in the process of 

establishing a HPS; 

• Strategies for implementing the HPS concept in South Africa - how HPSs have been implemented in 

different contexts 

• Monitoring and evaluation of the HPS; 

• Curriculum 2005 and the link it has to HPS; 

182

YOUTH IN URBAN SOCIETY 

Credits: 12 

Aims: To use a developmental and cultural approach to adolescence, with emphasis on contemporary 

problems, cultural causation and resolutions 


• Identify and discuss theories of adolescent development and the characteristics of 

adolescents in urban society 

• Identify historical, socio-cultural and biological factors, which contribute to the 

characteristics of adolescence and the development of self 

• Be familiar with major classical and current research on adolescents and identify 

areas for future study 

• Identify and discuss the bio-psychological factors, cognitive development and 

academic competence that influence adolescent development and behaviour 

• Discuss values in relation to adolescent development and behaviour 

• Identify factors which contribute to parent/family - adolescent dynamics in 

adolescence and provide guidelines for positive parent-adolescent interactions 

• Discuss adolescent sexuality, friendships and problems related to adolescent 

pregnancy 

• Discuss the role of work in adolescence and summarise research on work in 

adolescence 

• Compare adolescents cross-culturally citing theory, practice and research 

• Methods and approaches of preventing / mitigating psychological problems 

• Discuss substance abuse, violence, AIDS and suicide with regard to prevalence, 

aetiology, prevention, intervention and research 

• Research project on adolescence 

PRACTICUM A and B 

Credits: 12 + 12 

Students will be involved in a practicum of at least 80 hours duration in which they will practise applying the 

knowledge and skills gained during the course and demonstrate the ability to reflect on their own practice and 

that of other educators or professionals. This will take place in an educational setting under supervision and they 

will be required to produce a full report for evaluation 

RESEARCH PROJECT 

Credits: 12 

Students will be required to conduct research on a topic relevant to HIV/AIDS education and/or counselling. 

This will be done under supervision and a full research report of at least 8000 words will need to be submitted. 

Each student will be allocated a research supervisor and the report will be examined by the supervisor and an 

external examiner. 

183

ADVANCED CERTIFICATE IN EDUCATION (LIFESKILLS & HEALTH PROMOTION) 

HEALTH PROMOTING SCHOOLS 

Credits: 12 

Aim: This course aims to introduce participants to some of the key concepts underlying the health promoting 

schools initiative, and explores some of the challenges and opportunities that are being faced by 

practitioners in the field. 


• The Health Promoting School (HPS) concept - both internationally and locally; 

• National policy in relation to HPSs in South Africa; 

• How HPSs can play a role in addressing some of the major health problems impacting on the well-being of 

children in South Africa; 

• Understanding the school as a system and how this impacts on the development and sustainability of a 

health promoting school; 

• Understanding of the challenges and opportunities of working inter-sectorally and practical strategies for 

working with other sectors, departments and institutions in the process of establishing a HPS; 

• Strategies for implementing the HPS concept in South Africa - how HPSs have been implemented in 

different contexts 

• Monitoring and evaluation of the HPS; 

• Curriculum 2005 and the link it has to HPS. 

A BASIC HIV/AIDS CAPACITY DEVELOPMENT COURSE 

Credits: 12 

Aim: To create an awareness of HIV/AIDS and its impact on the individual, family, community and 

country, and to enable people to gain a better understanding of HIV/AIDS related data, policies and 

strategies in order to plan more effective multi-sectoral programmes. 


• Facts about HIV /AIDS, testing, prevention, treatment and factors important for maintaining health 

• The relationship to TB, STDs, and opportunistic infections. 

• Issues of development and their relevance to HIV / AIDS in Southern Africa 

• Effects of the epidemic on specific age and gender groupings - those infected and affected 

• Projection of the effects of the epidemic on the population (statistics), social relations, and economic 

development in the future 

• Key policies, laws, regulations and rights relevant to HIV/AIDS 

• Strategies for integrating prevention and care into various sectors 

INCLUSIVE EDUCATION AND SUPPORT SERVICES 

Credits: 12 

Aim: To promote an understanding of theories and principles for the implementation of inclusive education 

and the provision of educational support services by educators, 

other professionals, schools/centres of learning and communities. 


• Policy, legislation and current debates about inclusive education in Southern African and International 

contexts 

• Principles of inclusion and practices that promote successful inclusion 

• Addressing and managing diversity and capacity building to respond to a wide range of needs 

184

• Developing support services on a three 'tier' system and collaboration between disciplines in school/centre 

of learning based, district and community based provision and ministerial and intersectoral collaboration. 

COUNSELLING SKILLS 

Credits: 12 

Aim: To introduce and practice basic counselling skills with educators, parents and learners, particularly for the 

beginning counselor, and to demonstrate the use of consultation skills in an education setting. 


• The counseling process and introduction to self evaluation 

• Basic counseling skills and problem solving 

• Consultation with learners, parents/families, educators and teacher support teams 

• Ethical issues in counselling practice 

• Counselling for special needs i.e. disability, childhood and adolescent sexuality, child abuse, 

drug/substance abuse and HIV/AIDS 

YOUTH IN URBAN SOCIETY 

Credits: 12 

Aim: To use a developmental and cultural approach to adolescence, with emphasis on contemporary 

problems, cultural causation and resolutions 


• Identify and discuss theories of adolescent development and the characteristics of adolescents in urban 

society 

• Identify historical, socio-cultural and biological factors, which contribute to the 

characteristics of adolescence and the development of self 

• Be familiar with major classical and current research on adolescents and identify areas for future study 

• Identify and discuss the bio-psychological factors, cognitive development and academic competence that 

influence adolescent development and behaviour 

• Discuss values in relation to adolescent development and behaviour 

• Identify factors which contribute to parent/family - adolescent dynamics in adolescence and provide 

guidelines for positive parent-adolescent interactions 

• Discuss adolescent sexuality, friendships and problems related to adolescent pregnancy 

• Discuss the role of work in adolescence and summarise research on work in adolescence 

• Compare adolescents cross-culturally citing theory, practice and research 

• Methods and approaches of preventing / mitigating psychological problems 

• Discuss substance abuse, violence, AIDS and suicide with regard to prevalence, aetiology, prevention, 

intervention and research 

• Be involved in a research study on adolescence 

PRACTICUM A and B 

Students will be involved in an action research project of at least 80 hours duration in which they will in practice apply 

their knowledge and skills and demonstrate the ability to reflect on their own practice and that of other educators or 

professionals. This will take place in an educational setting under supervision and they will be required to produce a 

full report for evaluation. 

185

SPECIAL EDUCATIONAL NEEDS: BARRIERS TO LEARING AND DEVELOPMENT 

Credits: 12 

Aim: The overall aim of this module is to provide a context and theoretical background for 

conceptualizing special educational needs and learning support in the movement towards inclusive 

education in Southern Africa. 


• Policy, theoretical debates and the reconceptualisation of learners with special educational needs in 

international and southern African contexts 

• The impact of extrinsic and intrinsic barriers on learners with disability and special needs 

• Identifying and addressing the barriers to learning and development and participation 

• Responsiveness to a wide range of diverse needs by developing prevention and intervention strategies and 

instructional techniques in special education and inclusive settings 

PRIMARY HEALTH CARE AND RESTRUCTURING THE HEALTH SECTOR 

Credits: 12 

Aims: To help participants achieve a deeper understanding of Comprehensive Primary Health Care 

(CPHC); and to prepare for improved application of CPHC in the South African health system; 

To explore pitfalls in and threats to the implementation of CPHC; To develop skills in translating 

policy into planning and implementation. 


• Health and its socio-economic context nationally and internationally; 

• Population and development; 

• Historical perspective on health services in developing countries and in South Africa 

before Primary Health Care approach and an overview of health services in South Africa; 

• Design and management of CPHC programmes and structures for Comprehensive Primary Health Care 

(CPHC); 

• District Health Systems; 

• Community involvement in health and community health workers; 

• Problems and conflicts threatening PHC; 

DISABILITY: Policies and Strategies for Equalising Opportunities 

Credits: 12 

Aims: To provide an understanding of the current policy and practice relating to the integration of people 

with disabilities, and the creation of equal opportunities, in various settings in South Africa and to develop 

planning skills involving people with disabilities in the improvement of opportunities for themselves. 


• Explore the reasons for and nature of discrimination experienced by people with disabilities, especially 

women. 

• Exposure to the current policies and legislation, especially the Employment Equity Act and inclusive 

education policies, which have specific relevance to people with disabilities. 

• Understand models and examples of promoting participation by people with disabilities in accessing 

opportunities and reducing discrimination from other countries. 

• Review examples of programmes in the labour and education sectors that promote equalisation of 

opportunities in South Africa. 

• Acquire skills in planning the implementation of programmes relevant to each participant's work setting. 

186

NUTRITION AND DIETETICS 

Credits: 12 

Aims: To develop an understanding and education the significance of nutrition in the general well being 

and educability of learners and to plan, implement and monitor nutritional programmes. 


• Planning and evaluating and nutritional diagnoses and programming in the School Environment, activities 

and learners using case studies 

• Life cycle issues 

• Essential macro and micro nutrients for health well-being 

• Nutrition and disease; HIV/AIDS, infections, dental caries, malnutrition and parasites 

• Implementation, monitoring and evaluation of module based on triple A approach 

HIV/AIDS AND COUNSELING 

Credits: 12 

Aim: To introduce and practice counseling skills related to HIV/AIDS and to enable participants to deal 

with HIV/AIDS related counseling issues in both a community and in a classroom situation. 


• Identification of socio-economic, psychological, spiritual and physical needs of those infected and affected 

by HIV 

• Counseling people infected and affected by HIV/AIDS. 

• Counseling HIV/AIDS affected learners. 

• Ethical issues in counseling practice 

• Counseling for special needs i.e. disability, childhood and adult sexuality, child abuse,drug/substance 

abuse. 

WOMENS' HEALTH AND GENDER ISSUES 

Credits: 12 

Aims: To understand issues of gender and its impact on women's health and health care and the key issues in the 

planning and delivery of women's health services in South Africa. 


• Gender and the impact of gender on women's health 

• Bringing key women's health issues onto the agenda and challenges in implementing policy 

• Service delivery and access to services and establishing women's health services at different levels of care 

• Health provider attitudes and their impact on women's health delivery service 

• Issues of quality of care in provision of women's health services relating to gender-based violence, cancer 

of the cervix, infertility, STD's/HIV AIDS, maternal mortality, TOP, Contraception, and women and work 

187

ADVANCED CERTIFICATE IN EDUCATION (MATHEMATICS) 

The ACE Course Outline for Foundation and Intermediate Phase, Primary and Secondary Phases 

Mathematics For Teaching I 

Number and Number theory 

Sequence and Series 

Algebra and Functions 

Differential Calculus 

Vectors and Geometry 

Mathematics For Teaching II 

Proofs in Mathematics 

Integers, Rational and Real numbers 

Statistics and Probability 

Measurement 

Introductory Mathematical Modelling 

Graphs 

Mathematics Education 

The nature of Mathematics 

The teaching of number concepts 

Teaching and learning Geometry 

Arithmetic to Algebra 

Theories of learning 

Teaching lines and angles 

Issues in classroom practice 

Strategies for teaching and learning mathematics 

Analysis and development of learning texts and 

resources for Mathematics 

Technology Education 

Attitudes and Awareness of Technology 

Designing - Identification and Analysis 

Designing - Specifying and Generating 

Designing - Synthesis and Development 

Making - Planning 

Evaluating 

Knowledge and Understanding of 

- Materials Technology 

- Food Technology 

- Technology, Pollution Prevention and the Environment 

- Energy Technology 

- Structures 

- Mechanisms 

- Man, Society and Technology 

- Communication and Information Technology 

- General Outcomes and Assessment 

Computer Studies 

The Computer 

Windows 

Word Processing - MS Word 

Spreadsheet - MS Excel 

Database - MS Access 

Advanced Skills 

Audio/visual resources 

188

ADVANCED CERTIFICATE IN EDUCATION (SCIENCE) GET BAND 

Science for Teaching 111 

The course examines: 

(a) Life & living I: Cell structure and function; Prokaryotic and eukaryotic cells; Name, composition and 

function of various organelles of the cell; Origin of energy-related organelles in eukaryotic cells; The 

cytoskeleton cell shape and motility; Glycolysis and cellular respiration; Cell reproduction, binary 

fission, mitosis and meiosis. 

(b) Natural and processed materials I: Structure and properties of atoms; Atoms, molecules and ions; 

Calculations with chemical formulae and equations; Introduction to chemical reactions; Introduction to 

thermo-chemistry; Introduction to quantum theory of atoms; Electron configuration and periodicity; 

Ionic and covalent bonding. 

(c) The physical world I (mechanics): Units, physical quantities and vectors; Newton's laws of motion; 

Application of Newton's laws of motion; Work and kinetic energy; Potential energy and energy 

conservation; Different forms of energy; Momentum, impulse and collisions; Rotation of rigid bodies; 

Dynamics of rotational motion; Equilibrium and elasticity. 

(d) The earth and beyond I: Structure of the earth; Plate theory (folding and faulting); Minerals: forms, 

types and uses; Changes in the atmosphere and impact on the earth; Seasonal changes; The daily 

movement of the stars; The solar system; The sun, stars and the universe; The lifecycle of stars; Star 

name, luminosity and temperature; The evolution of the stars, binary stars, star brightness or 

magnitude. 

(e) Conserving our environment I: The earth's structure, dynamic features and components; From the 

earth's core to the upper atmosphere; The delicacy of the earth's environments; The dynamic 

interdependence of the earth's environments; The impact of human activities on the atmosphere; 

Consequences of environmental pollution. 


The course deals with: 

(a) Life and living II (genetic basis of life): Mendelian patterns of inheritance; Chromosomes and genes; 

Human genetic disorders; DNA: The genetic material; Gene, gene activity and regulation of gene 

activity; Recombinant DNA and biotechnology. 

(b) Natural and processed materials II: Molecular geometry and chemical bonding; States of matter: solids, 

liquids and gases; Solutions and rates of reactions; Chemical equilibrium; Acids and bases (including 

acid-base equilibria); Solubility of complex - ion equilibria; Thermodynamics and equilibrium. 

(c) The physical world II: Gravitation; Periodic motion; Fluid dynamics; Temperature and heat; Thermal 

properties of matter; The first and second laws of Thermodynamics. 

(d) The earth's place in the universe; Seasonal changes in stars visible at night; Seasonal changes in the 

length of daylight; Features of the moon's surface; Voyages to the moon; The moon as the earth's 

natural satellite; Human-made satellites, orbits and uses; Tides; Eclipses of the sun and moon. 

(e) Conserving our environment II: Land use and misuse; Soil erosion and desertification; Tropical rain 

forest destruction; Waste disposal; Water pollution (Surface, ground and oceanic). 


• The nature of Science 

• Teaching and learning 

• Structuring Science knowledge 

• Exploring, categorizing and constructing common knowledge 


• Translating, extending and negotiating meaning in Science 

• Assessment in Science 

• Planning for Science teaching 

• Reflective practice in Science teaching 

189


As for the ACE (Mathematics) 


As for the ACE (Mathematics) 

Science Education Practical: Internship 

Students are expected to complete at least 40 hours of intensive practical work in the form of an 

internship. The internship will be of such a nature that it provides an integrated assessment mechanism of 

the specialist role of the professional science educator, and will take up at least 80 hours of preparation for 

the practical work. 

Science Education Practical: INSET course 

Students who take this module (instead of the alternative of submitting a portfolio of best work) must 

successfully participate in a (series of) Science-related INSET courses of at least 40 hours' duration, and 

for which the preparation time is at least double that. 


The course considers the following: 

(a) Life and living III: Plant structure and function; Animal structure and function; Behaviour and ecology; 

Invertebrates and vertebrate diversity; Nutrition in plants and animals; Reproduction in plants and 

animals; Growth and development in plants and animals 

(b) Natural and processed materials III: Electrochemistry; Nuclear chemistry; Metallurgy and chemistry of 

the main group metals; Chemistry of the non-metals; Transition elements and co-ordination 

compounds; Extraction of metals 

(c) The physical world III: Waves/acoustics; Electromagnetism; Introduction to the science of optics; The 

nature and propagation of light; Geometric optics; Optical instruments; Interference; Diffraction 

(d) Earth and beyond III: The biosphere; Changes in climatic conditions and impact on plant and animal 

life; Climate and soil; Planets and asteroids; Comets and meteors 

(e) Conserving our environment III: Air pollution (indoor and outdoor); Strategies for environmental 

conservation and restoration; Energy choices; Consequences of population growth; Impact of 

agricultural practices on soil fertility. 


(a) Life and living IV: Circulatory and digestive systems; Respiratory and Excretory systems; Nervous and 

muscular systems; Endocrine system; Reproduction and development in plants and animals; Animal 

behaviour; Ecological systems 

(b) Natural and processed materials IV: The transition elements and co-ordination compounds; Organic 

chemistry (hydrocarbons and derivatives); Biochemistry; Chemical industries 

(c) The physical world IV: Relativity; Photons, electrons and atoms; The wave nature of particles; 

Quantum mechanics; Nuclear physics; Particle physics and cosmology 

(d) Earth and beyond IV: Formation of fossil fuels; The earth's atmosphere; Ionosphere, magnetosphere 

and nebulae; Occultation, conjunction, ecliptic and parallax; Perihelion, corona, photosphere, 

chromosphere and solar wind; Retrograde motion of stars, sidereal day and solar day; Circumpolar 

stars; Greenwich Mean Time 

(e) Conserving our environment IV: Renewable and non-renewable sources of energy; Alternative sources 

of energy: solar, wind, atomic; Industrial pollution; Impact of energy consumption on the atmosphere; 

Consequences of El-Nino, La-Nina; Consequences of the destruction of the ozone layer; Issues of 

global warming and acid rain; Endangered species; Management of natural resources 


As for the ACE (Mathematics). 

190

ADVANCED CERTIFICATE IN EDUCATION (SCIENCE) FET BAND 


Module Topic Mechanics 

Generic Module Name Science for Teaching FSC131 


Numeric Code 

FSC131 


Duration semester 

Proposed semester S1 

Programmes in which the FET ACE in Science Education 


Level 6 

Main Outcomes Scientific Investigation (LO 1) 

Plans investigations: Plans simple tests and comparisons, and 

considers how to make them fair 

Conducts investigations and collects data: Organises and uses 

equipment or sources to gather and record information. 

Evaluates data and communicates findings: Generalises in terms 

of a relevant aspect and describes how the data supports the 

generalization. 

Constructing Science Knowledge (LO 2) 

Recalls meaningful information: At the minimum, recalls 

definitions and complex facts. 

Categorises information: Compares features of different 

categories of objects, organisms and events. 

Interprets information: Interprets information by identifying key 

ideas in text, finding patterns in recorded data, and making 

inferences from information in various forms (e.g. pictures, 

diagrams, text). 

Applies knowledge: Applies conceptual knowledge by linking a 

taught concept to a variation of a familiar situation. 

Science, Society and the Environment (LO 3) 

Understands science as a human endeavour: Compares differing 

interpretations of events. 

Understands sustainable use of the earth‟s resources: Analyses 

information about sustainable and unsustainable use of 

resources. 

Biases in Technology in processing 

Main Content All three Learning Outcomes will in some instances be dealt 

with individually or be interwined with the Knowledge Area: 

Mechanics 

Core Knowledge and Concepts in: Mechanics 

Motion in two dimensions: 

• projectile motion represented in words, diagrams, equations 

and graphs; 

Motion in 1 Dimension 

Gravity 

• conservation of momentum in 2D; 

• frames of reference. 

Define a frame of reference. 

Give examples of the importance of specifying the frame of 

reference. 

Define relative velocity. 

Specify the velocity of an object relative to different frames of 

191

eference, e.g. for a person walking inside a train, give the 

velocity relative to the train and relative to the ground. 

Use vectors to find the velocity of an object that moves relative 

to something else that is itself moving. 

Work, power and energy: 

• when a force exerted on an object causes it to move, work 

is done on the object (except if the force and displacement are at 

right angles to each other); 

• the work done by an external force on an object/system 

equals the change in mechanical energy of the object/system; 

• power (rate at which work is done 




A.Breakdown of Learning Hours B. Time-table Requirement per week 

Time(example) 

(example) 




Assessments 3 

Selfstudy 


34 


Assessment Methods Continuous Assessment 60%: At least two assignments 

Final Assessment 40%: One examination 


Module Topic Electricity and Magnetism 

Generic Module Name Science for Teaching 132 


Numeric Code 

FSC132 




Programmes in which the module FET ACE in Science Education 


Level 6 




















192






resources. 


Main Content Core Knowledge and Concepts: 

Electricity & Magnetism 

• magnetic field of permanent magnets; 

• poles of permanent magnets, attraction and repulsion; 

• Earth‟s magnetic field, compass. 

Electrostatics: 

• two kinds of charge; 

• force between charges (descriptive); 

• attraction between charged and uncharged 

objects (polarisation); 

• conductors and insulators. 

Electric circuits: 

• need for a closed circuit for charges to flow; 

• electrical potential difference (voltage); 

• current; 

• resistance; 

• principles and instruments of measurement of 

voltage (P.D.), current and resistance. 

Electrodynamics: 

• electrical machines (generators, motors); 

• alternating current; 

• capacitance and inductance. 

Electronics: 

• capacitive and inductive circuits; 

• filters and signal tuning; 

• active circuit elements, diode, LED and field 

effect transistor, operational amplifier; 

• principles of digital electronics – logical gates, 

counting circuits. 

Electromagnetic radiation: 

• dual (particle/wave) nature of EM radiation; 

• nature of an EM-wave as mutual induction of 

oscillating magnetic/electric fields; 

• EM spectrum; 

• nature of EM as particle – energy of a photon 

related to frequency and wavelength; 

• penetrating ability. 

Pre-requisite modules Minimum of science at third year college level 




Time(example) 

(example) 


193



Assessments 3 

Selfstudy 34 






Module Topic Matter and Material 



Numeric Code 

FSC133 






Level 6 

























resources. 


Main Content Core knowledge and concepts in: Matter and Materials 

Observing, describing, classifying and using materials - a 

macroscopic view 

• The material(s) of which an object is composed. 

• Mixtures: heterogeneous and homogeneous. 

• Pure substances: elements and compounds 

194

• Names and formulae of substances. 

• Metals, semimetals and nonmetals. 

• Electrical conductors, semiconductors and 

insulators. 

• Thermal conductors and insulators. 

• Magnetic and nonmagnetic materials 

Particles substances are made of 

• Atoms and molecules (simple and giant) 

• Linking macroscopic properties of materials to 

micro (particle) structure. 

• Intermolecular and intramolecular forces 

(chemical bonds). Physical state and density 

explained in terms of these forces. Particle kinetic 

energy and temperature. 

.The Atom: basic building block of all matter 

• Models of the atom. 

• Atomic mass and diameter. 

• Structure of the atom: protons, neutrons, 

electrons. 

• Isotopes 

• Energy quantization and electron configuration. 

• Periodicity of ionization energy to support the 

arrangement of the atoms in the Periodic Table. 

• Successive ionization energies to provide evidence 

for the arrangement of electrons into core and 

valence electrons. 

Optical phenomena and properties of materials: 

• transmission and scattering of light; 

• emission and absorption spectra; 

• lasers; 

• photoelectric effect. 

Organic molecules: 

• organic molecular structures – functional groups, 

saturated and unsaturated structures, isomers; 

• systematic naming and formulae, structure, 

physical property, relationships; 

• substitution, addition and elimination reactions. 

Mechanical properties: 

• elasticity, plasticity, fracture, creep (descriptive); 

• Hooke‟s Law, stress-strain, ductile and brittle 

materials; 

• fracture, strength of materials. 








Assessments 3 

Selfstudy 34 





195


Module Topic Waves, Sound and Light 


Alpha-numeric Code FSC134 

Numeric Code 



Proposed semester S1 (2 nd year) 



Level 6 

Main Outcomes 

Scientific Investigation (LO 1) 








Main Content 

















resources. 


Core knowledge and concepts in: Waves, Sound & Light 

Transverse pulses on a string or spring: 

• pulse length, amplitude, speed; 

• graphs of particle position, displacement, 

velocity, acceleration; 

• transmission and reflection at a boundary 

between two springs; 

• relation of pulse speed to medium; 

• reflection from a fixed end and a free end; 

• superposition. 

Transverse waves: 

• wavelength, frequency, amplitude, period, wave 

speed; 

• particle position, displacement, velocity, 

acceleration; 

• standing waves with rent boundary conditions 

196

(free and fixed end) as a kind of superposition 

Longitudinal Waves, Sound, Physics of Music 

Geometrical optics: 

• light rays; 

• reflection; 

• refraction (change of wave speed in different 

media); 

• mirrors; 

• total internal reflection, fibre optics in 

endoscopes and telecommunications. 

Doppler Effect (source moves relative to observer): 

• with sound and ultrasound; 

• with light – red shifts in the universe (evidence 

for the expanding universe). 

Colour: 

• relationship to wavelength and frequency; 

• pigments, paints; 

• addition and subtraction of light. 

2D and 3D wavefronts: 

• diffraction; 

• interference (special kind of superposition); 

• shock waves, sonic boom. 

Wave nature of matter: 

• de Broglie wavelength; 

• electron microscope. 




A. Breakdown of Learning Hours B. Time-table Requirement per week 

Time(example) 

(example) 




Assessments 3 

Selfstudy 


34 





Module Topic Chemical Change 



Numeric Code 

FSC135 






Level 6 


197

Main Content 
























resources. 


Core Knowledge and Concepts: Chemical Change 

Physical and Chemical Change 

• Microscopic interpretation of macroscopic 

changes ( for example changes in conductivity 

and temperature) 

• Separation of particles in decomposition and 

synthesis reactions 

• Conservation of atoms and mass. 

• Law of constant composition 

• Conservation of energy 

• Volume relationships in gaseous reactions. 

Representing chemical change 

• Balanced chemical equations 

Acid-Base reactions 

Ideal gases and Thermal properties 

Rate and Extent of Reaction: 

• rates of reaction and factors affecting rate 

(nature of reacting substances, concentration 

[pressure for gases], temperature and presence 

of a catalyst); 

• measuring rates of reaction; 

• mechanism of reaction and of catalysis; 

• chemical equilibrium and factors affecting 

equilibrium; 

• equilibrium constant; 

• application of equilibrium principles. 

Electrochemical reactions: 

• electrolytic and galvanic cells; 

• relation of current and potential to rate and 

equilibrium; 

198

• understanding of the processes and redox 

reactions taking place in cells; 

• standard electrode potentials; 

• writing of equations representing oxidation and 

reduction half reactions and redox reactions. 

Pre-requisite modules Minimum of science at third year college level 




Time(example) 

(example) 




Assessments 3 

Selfstudy 


34 


Assessment Methods Continuous Assessment 60%: At least two Assignments 



Module Topic Chemical Systems 



Numeric Code 

FSC136 






Level 6 

























resources. 


199

Main Content Core Knowledge and Concepts: Chemical systems 

Global cycles: 

* The water cycle: 

• Physical changes and energy transfers: 

The movement of water from the ocean and land surfaces as 

controlled by energy in sunlight. Reservoirs for water on Earth. 

• Macroscopic properties of the three phases of 

water related to their microscopic structure. 

* The nitrogen cycle: 

• Chemical changes and energy transfers. 

• The movement of nitrogen between interrelated 

biological and geological systems. 

• Industrial fixation of nitrogen 

The hydrosphere 

* Its composition and interaction with other global 

systems. 

* Ions in aqueous solution: their interaction and effects. 

• Electrolytes and extent of ionization as measured 

by conductivity 

• Precipitation reactions. 

Chemical industry – resources, needs and the chemical 

connection: 

• SASOL, fuels, monomers and polymers, 

polymerisation; 

• the chloralkali industry (soap, PVC, etc); 

• the fertiliser industry (N, P, K). 

• batteries, torch, car, etc. 





Time(example) 

(example) 




Assessments 3 

Selfstudy 


34 




FSC137 Science Education 137- Science Education Research (12 credits) 

FSC138 Science Education 138- Nature of Science (12 credits) 

FSC139 Science Education 139- Practical In-service Training (12 credits) 

As for ACE(Sc) GET Band 

FSC140 Science Education 140- Computer Application and Training (12 credits) 

As for ACE(Mathematics) 

200

ADVANCED CERTIFICATE IN EDUCATION (SCHOOL LEADERSHIP) 

Module 1: Understand School Leadership and Management in the South African Context 

Core Module: 10 Credits NQF Level 5 

SPECIFIC OUTCOMES ASSESSMENT CRITERIA 

Demonstrate a basic understanding of what 

is involved in school management and 

leadership in South Africa. 

Make an assessment of own abilities in 

management and leadership (in terms of 

current notions of competence and 

relevance in South Africa in relation to 

management and leadership). 

Module 2: Managing Teaching and Learning 

Core Module: 20 Credits NQF Level 6 (115436) 

Demonstrate understanding of the principles and 

values informing educational transformation in 

South Africa and how these create challenges for the 

management, leadership and governance of schools. 

Demonstrate a basic understanding of the nature and 

purpose of educational management, leadership and 

governance both generally and in the context of a 

changing South Africa. 

Describe own current school management and 

leadership practices in terms of a transformative and 

contextualised understanding of management, 

leadership and governance. 

Evaluate own management and leadership practices 

against given criteria. 

Reflect on evaluation results and decide on areas in 

which further development is necessary. 

SPECIFIC OUTCOME ASSESSMENT CRITERIA 

Demonstrate the personal and professional 

qualities necessary for effective 

management of teaching and learning. 

Manage the planning and implementation 

and monitoring/ evaluation of teaching (to 

ensure quality learning for all in the context 

of national, provincial and school policy). 

A passionate interest in teaching and learning and an 

ability to encourage this in both staff and learners. 

The ability to model good teaching and learning and 

lead by example, e.g. understanding curriculum 

requirements. 

High expectations for achievement and the ability to 

set stretching targets for the whole school 

community. 

A commitment to enabling all learners to reach 

their full potential. 

Manage a process for planning teaching and learning 

that promotes responsive, effective and creative 

approaches and is in line with national policy. 

Deploy staff for effective teaching based on sound 

pedagogical and human resource principles. 

Manage and participate in the development of a 

school timetable that ensures effective use of time 

and supports the goals of the curriculum. 

Manage learner assessment ethically and fairly and 

in a manner that links curriculum and assessment 

policies effectively. 

201

Understand and be able to apply relevant 

content knowledge (in the design, 

implementation and evaluation of teaching 

and learning and the organisation of the 

school environment). 

Ensure that detailed records of learners‟ work and 

performance are maintained, analysed and used for 

planning, problem solving and development. 

Develop and manage strategies to ensure that all 

learners (whatever their background or 

barriers/special needs) are supported to achieve their 

full potential. This should include strategies to 

challenge high achievers as well as strategies to help 

under-achievers. 

Manage co and extra curricular activities in ways 

that involve and motivate staff and ensure that 

learners receive a rounded educational experience. 

Prioritize, implement and monitor the deployment of 

physical and financial resources for the delivery of 

teaching and learning based on agreed principles. This 

should include: 

� An effective system for issuing and retrieval of 

school books and other learner support materials, 

� Planning for the use of a variety of technologies 

for the support of teaching and learning, 

� Support continuous improvement in teaching and 

learning by, for example: 

� Ensuring that the school development plans are 

first and foremost directed to the improvement of 

teaching and learning, 

� Ensuring that educators have access to learner 

support material and other resources to assist 

them, 

� Engaging teachers in professional conversations 

focusing on teaching, learning and assessment, 

and 

� Initiating specific events and processes to promote 

teaching and learning and reward achievement. 

Monitor classroom practice by observing lessons and 

providing advice and feedback that is both 

constructive and supportive. 

Evaluate the implementation of curriculum change 

and transformation initiatives in the school and 

monitor their impact. 

Understand and apply in a reflective way, strategies 

for ensuring that learners reach their full potential. 

Understand and apply in a reflective way, methods of 

creating and sustaining a learning culture within the 

school. 

Understand and apply in a reflective way, adultlearning 

principles. 

Understand and apply in a reflective way, principles 

of effective teaching for learning. 

Understand and apply in a reflective way, assessment 

as an integral part of teaching and learning. 

202

Create, manage and sustain a safe, caring 

and disciplined environment (and show 

commitment to following this through in 

the way in which teaching and learning is 

organised) 

Module 3: Lead and Manage People 


Understand and apply in a reflective way, national 

and provincial curriculum and assessment policies 

and how to use them to plan teaching and learning 

activities in the school. 

Understand and apply in a reflective way school 

safety policy. 

Understand and apply in a reflective way the pastoral 

care in the running of the school. 

Understand and apply in a reflective way, approaches 

to discipline and behaviour management. 

Understand and apply in a reflective way strategies 

for ensuring inclusion, diversity and access including 

relevant national policies. 

Ensure safety, security and welfare of learners and 

educators in the school based on sound policies. 

Ensure that systems are in place to identify and 

address the pastoral needs of individuals and groups 

of learners. This should include provision for 

learners affected by particular challenges such as 

HIV and Aids, safety, social problems, health, and 

learning disabilities. 

Manage the development and implementation of 

systems for co-operative disciplining of learners that 

will result in their growth and development. 


Demonstrate the personal qualities necessary 

for effective leadership and management of 

people. 

Plan, allocate, support and evaluate work 

undertaken by groups, teams and individuals 

(ensuring clear delegation of tasks and 

devolution of responsibilities). 

Treats people fairly, equitably and with dignity and 

respect to create and maintain a positive school 

culture. 

Is able to challenge, influence and motivate others to 

achieve high goals. 

Is committed to democratic leadership and effective 

teamwork. 

Is committed to continuous professional 

development for self and all others within the school. 

Deploy staff effectively: 

� Analyse the staffing requirements to implement 

the school plan and the routine functioning of the 

school, and communicate needs to the SGB, 

� Assess the particular qualities and capabilities 

and potential of existing staff to deploy them 

effectively, 

� Identify particular areas of weakness across the 

staff complement and develop strategies to 

ensure that these do not impact negatively on 

overall output, and 

203

Develop the professional skills of self, groups 

and individuals to enhance their performance 

(and that of the school). 

Create an environment conducive to 

collective bargaining, collaboration and 

negotiation (and conflict resolution). 

� Identify the need for and draw on external 

expertise where and when necessary. 

Plan, allocate, support and evaluate work: 

� Initiate structures and processes that share 

leadership and help staff work collegially in teams 

to meet the mission and goals of the school, 

� Create, maintain and enhance effective and 

harmonious working relationships with and 

between staff, 

� Manage own workload and that of others to ensure 

a work/life balance - stress management, 

� Acknowledge and celebrate the responsibilities 

and achievements of individuals and teams, 

� Develop and maintain a culture of high 

expectations for self and for others and take 

appropriate action when performance is 

unsatisfactory, and 

� Understand the potential impact of HIV and Aids 

and other illness on individuals and the school 

community and be able to manage affected staff 

and learners sensitively and fairly. 

Create an environment conducive to professional 

reflection and learning. 

Establish a staff development team that ensures that 

its planned activities are implemented within the 

legal requirements. 

Monitor the implementation of staff development 

plans and activities and ensure that there is feedback 

to share learning with the school as a whole. 

Develop and maintain effective strategies and 

procedures for quality assurance and evaluation of 

staff for improvement purposes. 

Develop and maintain effective strategies for the 

induction and mentoring of staff, and, where 

appropriate, for the management of learnerships. 

Regularly review own practice, set personal targets 

and take responsibility for personal development. 

Demonstrate an understanding of and ability to 

manage diversity in school communities. 

Interpret and implement departmental conditions of 

service sensitively and fairly. 

Demonstrate an understanding of and ability to 

interpret and act on the relevant labour relations laws 

pertinent to schools. 

Demonstrate awareness of the socio-political 

environment and its potential impact on schools. 

Create an environment within the school in which 

204


content knowledge in leading and managing 

people. 

conflict can be managed creatively. 

Suggest strategies to improve the school/classroom 

climate 

Analyse and effect change in the organisational 

culture of a school – to what effect? 

Understand schools as communities. 

Promote mutually beneficial community relations. 

Understand and apply in a reflective way 

departmental conditions of service, as well as 

relevant aspects of the Labour relations Act and the 

South African Schools Act. 

Understand and apply in a reflective way the SACE 

Code of Conduct. 

Understand and apply in a reflective way processes 

for developmental appraisal and performance review. 


for managing diversity. 

Understand and apply in a reflective way the 

actual/potential impact of HIV and Aids on 

individuals and the school community. 

Understand and apply in a reflective way time and 

work management. 


for building sound working relationships and 

communication. 


to promote self and team development. 


for building and sustaining a learning community – 

Organisation Development processes. 


Departmental requirements for the continuing 

professional development of staff. 

Module 4: Manage Organizational Systems, Physical and Financial Resources 



Demonstrate the personal and professional 

qualities and skills necessary for effective 

management of organizational systems and 

financial and physical resources. 

The school manager demonstrates the ability to 

obtain and apply information to guide judgment, 

decision-making and conduct. 

(Continuous evidence in all organisational systems 

and processes). 

The school manager demonstrates integrity and 

fairness in managing resources. 

The school manager demonstrates a systematic yet 

flexible approach to running an organization. 

The school manager demonstrates the ability to think 

creatively to anticipate and solve problems. 

The school manager demonstrates an awareness of 

the critical importance of informal and formal means 

205

Set up, implement, maintain and evaluate 

organizational systems for the school (where 

possible making use of appropriate 

information and communication technology 

ICT). 

Manage the financial resources of the school 

in a transparent and accountable way 

of communication in the running of an organization. 

The school manager demonstrates an awareness of 

and ability to implement the integrated quality 

management system (IQMS). 

The school manager is able to set up, implement, 

maintain and evaluate the systems for 

communication with and between management, 

learners, staff, parents, the school governing body, 

the department, and the community. 


maintain and evaluate the information management 

systems to facilitate the use of information for the 

purposes of monitoring performance and planning - 

with elements such as: 

� Learner profiles, 

� Records of learner progress 

� Staff profiles, 

� Stock and asset registers, and 

� Financial records. 


maintain and evaluate the administrative systems and 

structures in the school to carry out departmental 

requirements and school policies such as: 

� Admissions, 

� Collection of school fees, and 

� School safety and security. 


maintain and evaluate the systems for managing the 

physical resources of the school to ensure a safe and 

healthy environment that is conducive to teaching 

and learning such as: 

� School buildings and grounds, 

� Equipment, 

� School transport, and 

� Textbooks and learner support 

materials. 

Develop a financial policy for the school that is 

aligned with the legal framework for financial school 

management (including the Norms and Standards for 

School Funding) and ensure that these policies are 

adhered to. 

Ability to coordinate the preparation and approval of 

a budget that supports the implementation of school 

goals, policies and plans. 

Ability to set up a system of 

accountability for the management of the financial 

system in terms of the Public Financial Management 

Act and 

Generally Accepted Accounting 

Principles, including: 

� Monitoring and controlling spending in 

terms of the budget, 

� Ensuring that resources are used in an 

efficient manner, and 

� Developing a sound procurement policy. 

Ensuring that a financial statement is drawn up at the 

end of the school year. 

Develop opportunities for generating additional 

206


content knowledge and skills in the 

management of organizational systems, and 

physical and financial resources. 

funds for the school. 

Understand, (supervise, interpret, analyse) and 

manage in a reflective way financial accounting 

principles and skills such as: 

� Identifying various source documents used in 

financial accounting, 

� Entering basic transactions from source documents 

into relevant journals, 

� Doing reconciliation, 

� Drafting receipts and payment statements, 

� Reading income statements and balance sheets, 

and 

� Comparing and interpreting differences between 

actual income and expenditure with budgets 

(control) and the writing of financial reports. 

Understand and apply in a reflective way norms and 

standards for school funding. 

Understand and apply in a reflective way basic 

financial management. 

Understand and apply in reflective way principles of 

information management. 


departmental requirements for management of 

financial and physical resources including asset 

management, management of school facilities and 

grounds, safety and security, collection of school 

fees. 

Module 5: Manage Policy, Planning, School Development and Governance 


SPECIFIC OUTCOME ASSESSMENT CRITERIA 

Demonstrate the personal qualities necessary 

for effective management (policy, planning, 

school development and governance). 

Develop and communicate school values, 

vision, mission, policies and plans (in a 

collaborative way and secure commitment to 

these). 

The school manager leads by example, and is a model 

of the values and vision of the school. 

The school manager is able to think strategically. 

The school manager is committed to following 

through the vision and mission in detailed planning 

for the day- to - day life of the school and its future 

direction. 

The school manager is able to motivate and empower 

others to participate in the development of vision, 

school policies and plans, and carry these forward. 

The school manager is committed to cooperative 

governance of the school and involvement of parents 

and the community. 

Manage a process for the participative development 

of a school development plan with vision, mission 

and values based on context and needs analysis. 

Develop and maintain structures and processes that 

support a consultative and participatory approach to 

decision making and planning. 

207

Develop and maintain sound working 

relationships with the School Governing 

Body (as well as parents, learners, the 

community and the department. 


content knowledge in leading and managing 

policy, planning, school development and 

governance. 

Develop school policies (including those required by 

the South African Schools Act) in collaboration with 

stakeholders. 

Work within the school community to translate the 

vision and policies into agreed operational plans that 

will achieve sustained school improvement. 

Oversee the implementation of the vision, policies 

and plans and initiate corrective action as required. 

Ensure that those involved in school remain 

committed to the school‟s values, vision, mission, 

policies and plans. 

Evaluate and improve the effectiveness of the 

school‟s policies and plans. 

Promote cooperative governance in the school by 

making sure that the School Governing Body is 

legally constituted and fully functional. 

Negotiate with the School Governing Body to define 

clearly the governance and professional roles of the 

School Governing Body and the School Management 

Team. 

Through the establishment of legally constituted and 

supported Representative Council of Learners, 

involve learners in the co-operative governance of the 

school. 

Build relationships and partnerships with the 

community through efficient communication, 

marketing of the school and the involvement of 

parents/guardians and others. 

Find and use appropriate ways to communicate with 

parents/guardians (for example, meetings and/or 

newsletters and/or personal letters, telephone calls) so 

that they understand school matters clearly and are 

motivated to be partners in the education of their 

children. 

Communicate regularly in both formal and informal 

ways with the department in order to manage the 

school responsively. 


developmental and operational planning. 


development of school policies in terms of the South 

African Schools Act and other relevant legislation. 

Understand and apply in a reflective way school 

208

development and improvement. 

Module 6: Lead and Manage Subject Areas/Learning Areas/Phase 

Elective Module: 12 Credits NQF Level 6 (115435) 

Understand and apply in reflective way participatory 

approaches to decision -making, communication and 

the role of consultation in planning. 

Understand and apply in a reflective way, strategies, 

which encourage parents to support their children‟s 

learning. 

Understand and apply co-operative governance. 


Lead and manage the planning, 

implementation and monitoring/ evaluation of 

teaching and learning to ensure quality 

learning for all in the particular subject/ 

learning area/phase. 

Develop policies, plans and targets, in ways that 

establish shared vision and direction for the 

subject/learning area/phase in the context of the 

school development plan. 

Be able to interpret and apply national curriculum 

requirements for the particular subject/learning area 

or phase, and ensure that subject/learning area/phase 

staff is able to do this as well. 

Ensure curriculum coverage, continuity and 

progression in the subject/learning area/phase for all 

learners. 

Provide guidance on the design of learning 

programmes and teaching, learning and assessment 

methods to meet the needs of the subject and of 

different learners. 

Together with other teachers in the subject/learning 

area/phase, develop, implement and evaluate 

assessment policies and practices appropriate to the 

subject/learning area and phase. 

Set expectations and targets for staff and learners in 

relation to standards of learner achievement, and 

evaluate progress and achievement in the 

subject/learning area/phase by all learners. 

Evaluate the teaching of the subject/learning 

area/phase in the school, use this analysis to identify 

effective practice and areas for improvement, and 

take action to improve further the quality of teaching. 

Module 7: Mentor School Managers and Manage Mentoring Programmes in Schools 



Demonstrate the skills and personal qualities 

for successful mentoring. 

Demonstrate a basic knowledge about the nature, 

purpose and models of mentoring. 

Establish and maintain a relationship with the school 

209

Manage the establishment, monitoring and 

evaluation of a mentoring and coaching 

programme. 


content knowledge in mentoring (as well as 

in managing a mentoring/coaching 

programme as part of the school development 

plan). 

manager/mentor that is conducive to learning; i.e. a 

relationship of trust, that is non-judgmental and 

supportive, but also challenging, and that instils 

confidence and the desire to succeed. 

Demonstrate ability to listen to and empathise with 

the school manager/management. 

Demonstrate understanding of the mentee‟s context 

(particularly if very different from that of the 

mentor), and the implications of these differences for 

the nature of the management guidance offered. 

Analyse accurately and clearly the school 

management issues raised by the mentee. 

In cooperation with the mentee, develop appropriate 

activities and approaches that will address the 

management issues raised. 

Regularly evaluate the relationship and progress on 

activities undertaken with the mentee and identify 

areas for improvement. 

Promote an understanding of the importance and 

potential benefits of mentoring and coaching in 

continuing professional development. 

Facilitate the establishment of appropriate 

organisational arrangements of support mentoring 

and coaching and a culture of collegiality. 

Determining mentoring and coaching needs and 

establish criteria for the selection and identification 

of mentors. 

Oversee and monitor appropriate matching of 

mentors and mentees, being sensitive among other 

things, to cross cultural and gender considerations. 

Organise for appropriate training of mentors. 

Provide ongoing support to mentors and mentees. 

Identify and respond to challenges and obstacles 

within the mentoring and coaching programme. 

Evaluate, document and report on the mentoring and 

coaching processes and programme. 

Understand and apply in a reflective way the concept 

of mentoring and coaching. 

Understand and apply in a reflective way current 

legislative and policy context that underpins 

mentoring and coaching. 


importance and benefits of mentoring and coaching. 

Understand and apply in reflective way roles, 

responsibilities, skills, values and attitudes required. 


210

Module 8: Conduct Outcomes Based Assessment 


management processes for setting up and maintaining 

a mentoring and coaching programme. 


Review assessments. 

The review identifies strengths and weaknesses in the 

instruments and process, and records these for 

incorporation in assessment redesign. 

Module 9: Moderate Assessment 


Feedback from relevant parties is analysed and used 

to influence future assessments positively. 

Weaknesses in the assessment design and process 

that could have compromised the fairness of 

assessment are identified and dealt with according to 

the organisation`s assessment policy. 

Weaknesses in the assessment arising from poorly 

defined outcomes and criteria are identified, and 

effective steps are taken to inform relevant bodies. 


Demonstrate understanding of moderation 

within the context of an outcomes-based 

assessment system. 

Moderation is explained in terms of its contribution 

to quality assured assessment and recognition 

systems within the context of principles and 

regulations concerning the NQF. 

A variety of moderation methods are described and 

compared in terms of strengths, weaknesses and 

applications. The descriptions show how moderation 

is intended to uphold the need for manageable, 

credible and reliable assessments. 

Key principles of assessment are described in terms 

of their importance and effect on the assessment and 

the application of the assessment results. Examples 

are provided to show how moderation may be 

effective in ensuring the principles of assessment are 

upheld. 

Examples are provided to show how moderation 

activities could verify the fairness and 

appropriateness of assessment methods and activities 

used by assessors in different assessment situations. 

Plan and prepare for moderation. Planning and preparation activities are aligned with 

moderation system requirements. 

The scope of the moderation is confirmed with 

relevant parties. 

Planning of the extent of moderation and methods of 

moderation ensures manageability of the process. 

Planning makes provision for sufficient moderation 

evidence to enable a reliable judgement to be passed 

211

on the assessments under review. 

The contexts of the assessments under review are 

clarified with the assessors or assessment agency, and 

special needs are taken into consideration in the 

moderation planning. 

Moderation methods and processes are sufficient to 

deal with all common forms of evidence for the 

assessments to be moderated, including evidence 

gathered for recognition of prior learning. 

The documentation is prepared in line with the moderation 

system requirements and in such a way as to ensure 

moderation decisions are clearly documented. 

Required physical and human resources are ensured 

to be ready and available for use. Logical 

arrangements are confirmed with relevant roleplayers 

prior to the moderation. 

Conduct moderation. The moderation is conducted in accordance with the 

moderation plan. Unforeseen events are handled 

without compromising the validity of the moderation. 

The assessment instruments and process are checked 

and judged in terms of the extent to which the 

principles of good assessment are upheld. 

Moderation confirms that special needs of candidates 

have been provided for but without compromising 

the requirements specified in the relevant outcome 

statements. 

The proportion of assessments selected for checking 

meets the quality assurance body‟s requirements for 

consistency and reliability. The use of time and 

resources is justified by the assessment history or 

record of the assessors and/or assessment agency 

under consideration. 

Appeals against assessment decisions are handled in 

accordance with organisational appeal procedures. 

The moderation decision is consistent with the 

quality assurance body‟s requirements for fairness, 

validity and reliability of assessments to be achieved. 

Advise and support assessors The nature and quality of advice facilitates a common 

understanding of the relevant outcomes and criteria, 

and issues related to their assessment by assessors. 

The nature and quality of advice promotes 

assessment in accordance with good assessment 

principles and enhances the development and 

maintenance of quality management systems in line 

with ETQA requirements. 

212

Report, record and administer moderation. 

Support contributes towards the further development 

of assessors as needed. 

All communications are conducted in accordance 

with relevant confidentiality requirements. 

Moderation findings are reported to designated roleplayers 

within agreed time-frames and according to 

the quality assurance body‟s requirements for format 

and content. 

Records are maintained in accordance with 

organisational quality assurance and ETQA 

requirements. 

Confidentiality of information relating to candidates 

and assessors is preserved in accordance with 

organisational quality assurance and ETQA 

requirements. 

Review moderation systems and processes. Strengths and weaknesses of moderation systems and 

processes are identified in terms of their 

manageability and effectiveness in facilitating 

judgements on the quality and validity of assessment 

decisions. 

Recommendations contribute towards the 

improvement of moderation systems and processes in 

line with ETQA requirements and overall 

manageability. 

The review enhances the credibility and integrity of 

the recognition system. 

Module 10: Develop a Portfolio to Demonstrate School Management and Leadership 

Competence 



Demonstrate understanding of the portfolio as 

a flexible assessment instrument in SA. 

Locate the portfolio requirements of this qualification 

in the broader assessment framework for outcomes 

based education in SA. 

Describe potential roles of professional development 

portfolios in the emerging professional development 

and developmental appraisal strategy for educators. 

Explain the link between purpose, format, content, 

and processes for development of a portfolio. 

213

Plan and prepare for the development of a 

portfolio to reflect own management. 

Compile a portfolio to reflect own 

management and leadership competence. 

Demonstrate understanding of the exit level outcomes 

for the ACE in the context of current understanding 

of management and leadership. 

Conceptualize the differences in evidence that will be 

required to demonstrate not only knowledge and 

practical skill for school management and leadership, 

but also personal qualities. 

Develop a plan for the collection of relevant evidence 

for the portfolio from a variety of sources. 

Collect evidence for the portfolio, and show the link 

between the evidence and the relevant exit level 

outcomes. 

Organize the content of the portfolio in a user 

friendly way with relevant linking, explanatory, and 

reflective commentary. 

Reflect on the learning achievement demonstrated by 

the portfolio, and decide on further necessary work. 

Module 11: Demonstrate Effective Language Skills in School Management and Leadership 

Fundamental Module: 6 Credits NQF Level 5 (115440) 

OUTCOME ASSESSMENT CRITERIA 

Demonstrate competence in reading, writing, 

listening and speaking skills 

Module 12: Demonstrate Basic Computer Literacy in School Management 

Fundamental Module: 4 Credits NQF Level 3 (115433) 

Be conversant with education related matters in the 

media and be able to use this information in the 

management of the school. 

Read and interpret departmental circulars, policies 

and procedures. 

Coordinate the writing of clear, accurate and 

informed policies and procedures for the management 

of school affairs. 

Write effective and accurate official letters, 

memoranda and reports. 

Make presentations on education related issues to 

different audiences. 

Chair meetings and manage the necessary 

documentation related to meetings, including the 

preparation and use of minutes. 

OUTCOME ASSESSMENT CRITERIA 

Be able to use information and 

communication technology 

Use word processing, spreadsheets and, where 

possible, database software for school administration 

and information management 

Use email as a communication tool. 

214

ADVANCED CERTIFICATE IN EDUCATION (LANGUAGE EDUCATION) 

Module Name: Language Learning in Classrooms 


Alpha-numeric code LAN111 

Numeric code 462121 



Level 6 




Main Outcomes By the end of this module, students will be able to: 

� use their understanding of the differences between learning in a first or in an 

additional language to implement a range of bi- or multi-lingual approaches 

� develop a culture of reading 

� make links between community, home and school literacy practices 

� identify learners without foundational literacy skills and put in place 

strategies to address this 

� use literature to stimulate imagination and enhance comprehension 

� motivate children to write with purpose and passion using genre-based and 

process approaches 

Main Content 

� A social practices approach to literacy: educational applications 

� The role of language in first and second or additional language reading 

� Interactive writing: process and genre approaches to writing 

� Developing language and literacy skills across the curriculum (narrative, 

recount, procedure) 

� Vygotskian principles for scaffolding text development 

� Using literature to develop imagination and creativity 


Contact with lecturer / tutor:30 


Tests & examinations:20 

Selfstudy:70 



Assignments and tasks 60% 


Module Name: Assessing language competence 






Level 6 




Main Outcomes By the end of this module students will be able to: 

- Understand and apply the assessment principles and practices as spelt 

out in the policy documents: Revised National Curriculum Statement Gr 

R – 9 Languages and the National Curriculum Statement Assessment 

Guidelines for GET (Intermediate and Senior Phases) Languages, 

including: 

� the role of assessment in the curriculum; 

215

� the importance of feedback for learner progress and 

motivation; 

� the importance of high expectations; 

� different forms of assessment; 

� learning outcomes and assessment standards for Languages; 

� recording and managing assessment. 

- Analyse the reading developmental continuum and relate it to their 

learners‟ stages of reading proficiency. 

- Engage with the PIRLS reading comprehension levels and benchmarks 

and relate this knowledge to their own teaching of reading. 

- Be able to develop appropriate questions to guide and assess reading. 

- Understand the basics of grammar and text construction and use a 

metalanguage to describe and analyse learners‟ writing. 

- Understand and develop the writing developmental continuum and use it 

to analyse the writing of their learners. 

- Assess learners‟ writing using appropriate and transparent criteria and 

formative feedback. 

Main Content Assessing language and literacy in multilingual classrooms 

Assessment in genre-based approaches to reading and writing 

Vygotskian learning theories 

Hallidayan functional linguistics 




Tests & examinations:20 

Selfstudy: 70 





Module Name: Developing advanced literacy skills 






Level 6 





- implement a text- or genre-based approach to the development of advanced 

literacy skills in one or more languages 

- to create and critically analyse task sequences that develop such advanced 

literacy skills in learners‟ first language and/or an additional language, 

usually English 

- to identify and support learners‟ differing performance along the continua of 

reading and writing in different languages 

- use their knowledge of genres and related stages and language features to 

scaffold appropriate learning in two languages 

- develop learners‟ ability to talk about and reflect on language and language 

use in one or more languages 

- relate language learning tasks to different Learning Area learning outcomes 

and assessment standards as well as to the Language curriculum. 

- critically evaluate language textbooks and examinations 

Main Content Bilingual and biliterate approaches to reading and writing 

216

Process and genre approaches to writing across the curriculum (explanation, 

argument, information report) 

Vygotskian principles for scaffolding text development 

Schema theory, including genre schema, and its role in helping learners to read 

Interactive approaches to reading: developing sound reading strategies 

Becoming literate in a second language: insights from the research 

Using literature to develop imagination and creativity 





Selfstudy: 70 





Module Name: Language education practical: Proficiency course 






Level 6 





- Engage with greater confidence in the academic reading and writing tasks for 

the ACE module as a whole 

- Use appropriate study methods and routines 

- Use some computer-based language learning tasks in the classroom 

Main Content Learning to learn 

How English works: Paragraph and sentence level skills 

Self-access grammar practice 




Selfstudy: 100 


Methods of Student Assessment Assignments and tasks for portfolio 100% 

Module Name: Language across the curriculum 






Level 6 





- explain what is meant by a genre- or text-based approach 

- identify, deconstruct and create the 6 major genres of schooling, using an 

understanding of their purposes, key stages and language features 

- use his/her ability to analyse features of genres to create language learning 

217

activities 

- take learners through a process of modelling, then joint construction, then 

independent construction of genres (scaffolding) 

- develop metalinguistic abilities in learners 

- relate language learning tasks to different Learning Area learning outcomes 

and assessment standards as well as to the Language curriculum. 

Main Content Genre-based approaches to reading and writing 



Breakdown of Learning 

Time Contact with lecturer / tutor: 30 



Selfstudy: 70 





Module Name: Language in Education Policy in School 






Level 6 





- Describe historical factors leading to current language-in-education 

policies (LiEP) 

- Identify historic and/or current language-related interventions in 

his/her own country or region that contribute to status, corpus and 

acquisition planning 

- Identify additive and subtractive models of bilingual schooling 

- Discuss the pedagogical implications of each model of bilingual 

schooling 

- Recognise the model(s) of schooling on paper and in practice in 

his/her own country or region 

- Formulate a school language policy for a particular context 

Main Content 

Language, culture and society: language planning 

Language in education policy and planning in Africa 

Models of bi-/multi-lingual education and pedagogical implications 

Breakdown of Learning 

Time Contact with lecturer / tutor: 30 



Selfstudy: 70 


Methods of Student Assignments and tasks 60% 

Assessment Examination: 40% 

218

Module Name: Designing Language Teaching Materials 






Level 6 





� Design and produce a theme-based unit of learning using a genrebased 

approach 

� Incorporate appropriate assessment tasks 

� Critically evaluate their own and other language teaching materials 

Main Content 

Principles of materials design drawn from language and literacy teaching in 

multilingual classrooms 

Design principles for clarity and visual impact 

Creativity in materials design 

Breakdown of Learning Contact with lecturer / tutor: 30 

Time Assignments & tasks: 30 


Selfstudy: 70 


Methods of Student Assignments and tasks 60% 

Assessment Examination: 40% 

Module Name: Language Education Practical: Internship (Action Research) 






Level 6 





� Carry out an action research process including skills such as 

observation, analysis and interpretation, reflection and evaluation. 

� Write a sound research report 

� Practice a reflective research-oriented approach to language 

teaching 

Main Content 

Goals and processes of action research 

Research ethics 

Formulating research questions 

Doing a literature review 

Research design and tools 

Data analysis and interpretation 

Reflexivity 

Report writing: organisation, coherence, using academic conventions. 



Report: 60 

Selfstudy: 55 


219

Methods of Student Research report 80% 

Assessment Research journal 20% 

ADVANCED CERTIFICATE IN EDUCATION (ACCOUNTING EDUCATION) 

Accounting Concepts and the Business Environment 

An overview of the fundamental accounting concepts, and the business and legal environment influencing 

accounting. 

Recording Business Transactions 

An introduction to the nature of business transactions and the process of recording them into various accounting 

records. 

Preparing Financial Statements 

The preparation of financial statements from accounting records to determine profits or losses and the financial 

standing of the business. 

Traditional and Innovative Teaching Methodologies and Assessing Accounting Learning and Competence 

The course provides the historical background of Accounting methods that are still current, and critically assess 

the impact on Accounting teaching in South Africa. It also exposes students to several new methodologies to 

allow for an integrated and interactive way of teaching and concludes with a debate on what this means for 

teaching practice and preparation of learners for the 21 st century. 

Accounting Education Practical: Action Research and Internship 

Students are expected to critically reflect on their classroom practice and to complete at least 40 hours of 

intensive practical work in the form of internship, The internship will be of an action research nature to provide 

the educator the opportunity to assess in an integrated way the role of the Accounting educator. It will take up at 

least 80 hours of preparation for the practical work. 

Accounting in the Economic and Management Sciences National Curriculum Statement and 

Entrepreneurship 

New curriculum developments with the emphasis on Accounting education in relation to related disciplines and 

entrepreneurship will be taught. 

Analysing and Interpreting Financial Statements 

Assessing profitability, solvency, liquidity and the general financial performance and health of the business 

through analysing financial information. 

Controlling the Finances of an Organisation 

The setting up of budgetary systems to plan and control business performance. 

Designing Accounting Teaching Materials 

Even though there are now syllabi, most schools still have textbooks that contain a mixture of traditional 

Accounting teaching methods. This course examines ways of: 

• Redesigning traditional Accounting learning tasks for integrated teaching of 

Accounting with relevant disciplines 

• Designing one's own Accounting teaching tasks 

• Adapting materials from other sources and texts 

• Web-based interactive learning 

Accounting Education Practical: INSET course 

Students who take this module must successfully participate in a series of Accounting and Economic and 

Management Sciences -related INSET courses of at least 40 hours' duration, and for which the preparation time 

is at least double that. 

220

ADVANCED CERTIFICATE IN EDUCATION (INTEGRATING VALUES AND HUMAN RIGHTS IN 

THE CURRICULUM) 

Module Name: Theories on Values, Ethics and Human Rights 






Level: Level 6 of the NQF 

Main Outcomes: At the end of this module students will be able to: 

- Engage critically with some key texts in the history of ideas 

- Understand how the ideas of major thinkers, including those of the 

distant past, have had a profound and lasting influence on contemporary 

thinking about values, ethics and human rights 

- Understand how the ideas and arguments of major thinkers on 

values, ethics and human rights have influenced contemporary thinking 

about education, teaching and learning 

Main Content: - Introduction to ethics 

- Introduction to the concepts values and human rights 

- Readings from key texts in the history of ideas, approached from the 

following areas of philosophical concern: ethics, values and human rights 

- Influence of these ideas and arguments on contemporary thinking on 

education, teaching and learning 












Module Name: Policy and Legislative Frameworks on Values and Human Rights 








- Explain in broad terms policy relating to human rights as articulated in the 

Constitution of the Republic of South Africa 

- Analyse human rights documents of national and international origin 

- Comment critically on the implications for education of human rights 

policy and legislation in South Africa 

Main Content: - The Constitution of the Republic of South Africa 

- The Charter of children‟s Rights 

- Language Policy in South Africa 

- White Paper on Inclusive Education 

- HIV/AIDS Policy 

- Values Manifesto 

- Gender Equity Framework 

- SACE Professional Code of conduct 



221




Self-study: hours: 72 hours 


Other (Specify): None 




Module Name: Curriculum Development to Promote Values and Human Rights 




Duration: I semester 




- Identify how desirable values may be fostered through the day-to-day 

engagement with the curriculum 

- Understand how classroom practices may promote or retard the fostering of 

desirable values 

- Identify strategies to promote an anti-bias curriculum 

Main Content: - Values within the curriculum framework 

- Values in the classroom 

- an anti-bias curriculum 












Module Name: Teaching Strategies to Promote Values and Human Rights 








- Choose appropriate strategies for infusing values and human rights in the 

curriculum 

- Design and use appropriate human rights learning 

materials 

- Provide appropriate forms of support for educators in respect of human 

rights teaching 

Main Content: - Teaching strategies for infusing values and human rights in the curriculum 

- Use of learning support material (LSM) to promote values and human 

rights 

- Classroom support/partnership in teaching 




222




Practicals: Other (specify): None 




Module Name: Managing a Human Rights Environment: The School 







Main Outcomes: By the end of this module students should be able to: 

- Critically consider educational management theories and practices, 

focusing on the role of the school manager 

- Debate some of the issues surrounding school management 

- Understand the requirements for creating a democratic and disciplined 

school environment which is conducive to teaching and learning 

Main Content: - School‟s role and responsibility (role of the SGB and 

SMT‟s) in the promotion of human rights 

- Developing a healthy and democratic school environment 

- Managing a democratic school 

- A whole school approach to discipline 












Module Name: Managing a Human Rights Environment: The Classroom 







Main Outcomes: At the end of this module students should be able to: 

- Critically focus on classroom theories and practices, focusing on 

the role of the teacher 

- Debate some of the issues surrounding classroom management 

- Understand the requirements for creating a democratic and 

disciplined classroom environment which is conducive to meaningful 

teaching and learning 

Main Content: -The development of a healthy and democratic classroom environment 

- Approaches to discipline 

- Causes of problem behaviour 

- Strategies for dealing with problem behaviour 



223










Module Name: School, District & Community and Human Rights 








- Devise strategies for facilitating ways in which the school and 

community can co-operate to promote human rights in the school 

- Devise strategies for facilitating ways in which the district can 

facilitate the promotion of human rights in the school 

Main Content: - School and community partnerships 

- Role of the district 












Module Name: Research Approach and Design 








- Choose a research approach appropriate for their specific research 

needs and requirements 

- Design a research method appropriate to their specific research 

needs and requirements 

- Monitor and evaluate their own research approach and design in 

respect of human rights 

- Monitor and evaluate values-based approaches in the learning 

environment 

Main Content: - Theory and practice of research approaches 

- Research design and methodology 

- Principles of monitoring and evaluating values infusion and human 

rights approaches within the research approach and research design 

224

- Principles of monitoring and evaluating the values-based 

approaches in the learning environment 












Module Name: Research Project A 








- Identify problematic human rights issues in the workplace 

- Make a baseline assessment of a problematic human rights issue in 

the workplace with a view to addressing it 

- Deliver a written report on their assessment of the nature and scope 

of a human rights issue in the workplace 

Main Content: - Human rights issues in the workplace 

- Identification of a human rights issue in the workplace 

3 - Baseline assessment of a human rights related issue or a problem 

related to values in the workplace 










Methods of Student Assessment: Written research report – 100% 

Module Name: Research Project B 








- Design a strategy to intervene in a problematic human rights situation in 

the workplace 

- Implement an appropriate strategy to address a problematic human rights 

issue in the workplace 

- Deliver a written report on the strategy adopted to address a problematic 

human rights issue in the workplace 

Main Content - Intervention strategies to address problems related to 

human rights or values in the workplace 

225

- Design and implementation of an intervention strategy to address a 

problem around human rights in the workplace 










Methods of Student Assessment: Written research report – 100% 

HIGHER CERTIFICATE IN EDUCATION, TRAINING AND DEVELOPMENT (ADULT LEARNING) 

Module Name: Course Design and Facilitation A 

Home Department: Centre for Adult and Continuing Education, Faculty of 

Education 



Duration: 1 Term 

Module Type: Programme 

Level: 5 

Main Outcomes: - Select and implement appropriate principles of adult 

learning 

- Understand adult learning- some theories 

- Understand and apply the principles of popular education 

Main Content: - Adults as Learners 

- Understanding a selection of Adult Learning Theories 

- Education for social change 

Pre-requisites: Matric, grade 12, NQF level 4, equivalent, or through RPL process 

Co-requisites: Adult Education, Training and Development Experience 


Breakdown of Learning Time: Contact time: 15 hours 

Assignments & Tasks: 30 hrs 

Examination and test: 3hrs 

Self-study: 60 hrs 


Total learning time: 120 

Methods of Student Assessment: Continuous evaluation through assignments and final 

Examination 

Module Name: Course Design and Facilitation B 

Home Department: Centre for Adult and Continuing Education, Faculty of 

Education 


Credit Value: 12 + 12 



Level: 5 

Main Outcomes: - Design, plan and facilitate a learning event on the topic of your choice 

- Organize and plan a workshop 

- Show the qualities of a reflective practitioner 

Main Content: - The Popular Education Approach 

- Facilitation Methods 

- Workshop Planning and Designing 

- Learning Evaluation 

Pre-requisites: Matric, grade 12, NQF Level 4, or equivalent, or through RPL process 



226

Breakdown of Learning Time: Contact time with lecturer: 20 hrs 

Assignments & Tasks: 37hrs 

Tests and Examination: 3 hours 


Practicals: 120 hrs 

Total Learning time: 240 hours 

Methods of Student Assessment: Continuous evaluation through assignments, presentation and final 

examination 

Module Name: The Context of Adult Learners A 

Home Department: Centre for Adult and Continuing Education, Faculty of Education 





Level: 5 

Main Outcomes: - Reflect critically on own experiences in five different 

contexts-social, political, historical, environmental and developmental 

Analyse sources of information for reliability using 

critical reading and thinking skills acquired 

Recognize that AETDP‟s view points affect how they 

approach communities 

Show critical thinking, argument and problem-solving 

skills 

- Use a range of research study and communication strategies 

Main Content: - Understanding course aims and study skills 

- Looking at context: what makes one‟s context, different ways of seeing, 

using different perspectives 

- Evaluating sources of information 

- Socialisation: informal, non-formal and formal 

Pre-requisites: Matric grade 12, NQF level 4, or equivalent, or through RPL process 









Methods of Student Assessment: Continuous evaluation through assignments and final examination 

Module Name: The Context of Adult Learners B 






Level: 5 

Main Outcomes: - Show an understanding of dealing with race, class, gender and cultural 

discrimination 

- Show critical understanding of selections in history 

- Show how history affects adult participation in economic growth 

- Show an understanding of South African political and 

economic systems 

Main Content: - Uncovering South African History, a selection of history texts 

- Reconciliation and Reconstruction 

- South African Economic Development Strategies: -Theories and Lessons 

from other countries 

- The present, the future and AETDPs Roles 

227

Pre-requisites: Matric or NQF Level 12 equivalent, or through RPL process 










examination 

Module Name: Organising Skills and Democracy A 






Level: 5 

Main Outcomes: - To critically reflect on your own performances and your 

organization for democratic practices 

- Identify and apply democratic practices to address the needs of 

communities 

- Describe and apply democratic organizing skills 

- Compare community and organization needs 

Demonstrate an understanding of the history of democracy in South Africa 

Main Content: - Principles of democracy 

- The history of democracy in South Africa 

- Organisation Principles 

Pre-requisites: Matric or equivalent of NQF level 12, or through RPL process 










Module Name: Organising Skills and Democracy B 






Level: 5 

Main Outcomes:- Conduct an evaluation of an organization based on the 

principles of the democracy and organizing principles 

- Demonstrate basic understanding of administrative skills required to 

organize projects and community programmes 

- Demonstrate basic knowledge of project management 

- Project proposal writing skills 

Main Content: - Organising in the community 

- Administrative skills 

- Project proposal 

- Project management 

Pre-requisites: Matric, grade 4, NQF Level 4 or equivalent, or through RPL process 


228









examination 

Module Name: Teaching Literacy A 

Home Department: Centre for Adult and Continuing Education: Faculty of Education 





Level: 5 

Main Outcomes: - Understand and explain the concepts Literacy, ABET, Recognition of 

Prior Learning, the National Qualifications Framework and Unit 

Standards 

- Demonstrate an understanding of the relationship between ABET and 

Development and how ABET fits into the NQF 

- Link the choice of literacy methodologies to development. 

Main Content: - The relationship between ABET and development 

- What is ABET and why we focus on it? 

- The inheritance of Apartheid 

- An ABET Case Study 

- How can ABET contribute to development 

- Does all Basic Adult Education bring about Development? 

- Outcomes of Unit 1 

- NLC indicators of development 

Pre-requisites: Matric plus one year or equivalent (could be determined through RPL) 

Co-requisites: Adult Education, Training and Development experience 









examination 

Module Name: Teaching Literacy B 






Level: 5 

Main Outcomes: -Argue selected issues related to literacy, including why a learner should start 

literacy learning in their most familiar language; 

- Perform needs analysis for an individual and a group of learners using 

participatory methods; 

- Apply placement strategies for a learner and explain an appropriate 

learning path; 

- Demonstrate strategies for teaching adults to read and write and to develop 

these abilities; 

229

- Plan a learning programme for a beginner literacy learner and actively 

implement it; 

- Explain the value of certain literacy methodologies, like the Whole 

Language Approach, but show awareness that there are others: 

- Interpret the Unit Standards for Literacy, Language and Communications 

for Level 1 &2; 

- Develop assessment tasks and assess learners according to 

assessment criteria. 

Main Content: - Literacy and language issues 

- Addressing the needs of adult learners 

- Principles and strategies for developing reading and writing skills 

Assessing learners language and communications skills at ABET Level 1 

Pre-requisites: Matric or equivalent or through RPL 










examination 

Module Name: Training Small Business Developers A 






Level: 5 

Main Outcomes: - Understand economy and entrepreneurship terminology 

- Understanding how small, medium and micro enterpriser start 

- Build a training portfolio and business diary Organize a group of 

community people interested in SMME as business trainees or learners 

Main Content: - To know and understand what economy is, how it works. 

- Basic understanding of skills, values, attitudes and beliefs required to 

successful business 

- Business Planning: the kind of business, venue, equipment 

- Marketing Plan: describes customers, competitors and 

business promotion 

Pre-requisites: Matric, NQF level 4, or equivalent or through RPL 










examination 

Module Name: Training Small Business Developers B 






Level: 5 

230

Main Outcomes: - Train business trainees to identify their business ideas; on the 

SWOT in business or selling and market research 

- Train trainees to build learning portfolio and business diaries 

- Train trainees to develop and write a Business Plan 

- Equip trainees on how and where to get loans 

Main Content: - Financial Plan: monthly budget, costing, pricing, three months and six 

months Cash Flow Plan Management Plan: GANTT chart, stock, 

money, records, space and staff. 

- Business Plan writing 

- Legal matters: business registration, audit 

- Growing the business: dealing and managing changing 

situations, improvements 

Pre-requisites Matric, NQF level 4, grade 12, or equivalent or through RPL: 










examination 

HIGHER DIPLOMA IN EDUCATION, TRAINING AND DEVELOPMENT: ADULT LEARNING 

Module Name: Teaching Literacy A 






Level: 5 

Main Outcomes: - Understand and explain the concepts Literacy, ABET, Recognition of 

Prior Learning, the National Qualifications Framework and Unit Standards 

- Demonstrate an understanding of the relationship between ABET and 

Development and how ABET fits into the NQF 

- Link the choice of literacy methodologies to development. 

Main Content: - The relationship between ABET and development 

- What is ABET and why we focus on it? 

- The inheritance of Apartheid 

- An ABET Case Study 

- How can ABET contribute to development 

- Does all Basic Adult Education bring about Development? 

- NLC indicators of development 

Pre-requisites: Grade 12, Matric, NQF Level 4, or equivalent (could be determined through 

RPL process) 

Co-requisites: Two years experience in Adult Education, Training and Development or 

related field and C ACE Certificate for Educators of Adults or the Certificate 

in Education, Training and Development: Adult Learning 









examination 

231

Module Name: Teaching Literacy B 






Level: 5 

Main Outcomes: - Argue selected issues related to literacy, including why a learner should 

start literacy learning in their most familiar language; 

- Perform needs analysis for an individual and a group of learners using 

participatory methods; 

- Apply placement strategies for a learner and explain an appropriate 

learning path; 

- Demonstrate strategies for teaching adults to read and write and to develop 

these abilities; 

- Plan a learning programme for a beginner literacy learner and actively 

implement it; 

- Explain the value of certain literacy methodologies, like the Whole 

Language Approach, but show awareness that there are others: 

- Interpret the Unit Standards for Literacy, Language and Communications 

for Level 1 &2; 

- Develop assessment tasks and assess learners according to assessment 

criteria 

Main Content: - Literacy and language issues 

- Addressing the needs of adult learners 

- Principles and strategies for developing reading and writing skills 

- Assessing learners language and communications skills at ABET Level 1 


RPL process) 


related field and CACE Certificate for Educators of Adults or the Certificate 

in Education, Training and Development: Adult Learning Prohibited 

Combinations: None 








examination 

Module Name: Teaching Ancillary Health A 






Level: 5 

Main Outcomes: - Explain the concept of health and the conditions we need for good 

health 

- Describe problems associated with unmet health needs. 

Describe how primary health care fits into the health care system 

- Identify resources in the community that can assist with health needs 

- Undertake a community profile 

- Plan to involve the community in health promotion 

- Explain the meaning of primary health care 

- Explain the essentials of health. 

- Describe how the body works. 

232

- Explain the importance of cleanliness and health. 

- Explain the importance of a balanced diet. 

- Describe how germs lead to the spread of disease. 

- Explain the concept of mental health. 

- Identify common health patterns and diseases in the community. 

- Explain Sexually Transmitted Infections, including HIV and AIDS. 

- Explain TB. 

- Describe problems associated with substance abuse and other forms of 

abuse. 

Main Content: - Health awareness. 

- Health care needs of the community. 

- Primary Health care. 

- Personal health - physical and mental. 

- Health patterns and common diseases. 


RPL process) 












examination 

Module Name: Teaching Ancillary Health B 






Level: 5 

Main Outcomes: - Describe common types of debilitating and terminal 

illnesses and conditions. 

- Conduct a home visit. 

- Explain the basics of caring for the sick person at home. 

- Explain the care of the aged. 

- Explain the care of the disabled. 

- Explain the care of the dying. 

- Describe the rights in the Patients‟ Rights Charter. 

- Explain legislation and policy specifically related to disability, abuse, rape 

and the aged. 

Main Content: - Home-based care. 

- Home-based care for specific conditions. 

- Health care rights and responsibilities. 


RPL process) 









233




examination 

Module Name: Tutoring and Assessment Practices A 






Level: 5 

Main Outcomes: - Analyse the needs of a specific adult Learner and comment on the values 

of learner-centredness. 

- Demonstrate that you are aware of potential barriers to adult learning in 

general and identify them in a specific situation. 

- Discuss the different roles of a tutor and a mentor. 

- Explain the rationale of group learning and make use of its potential in 

practice. 

- Describe some key principles and organizational processes that help to 

effectively facilitate group learning. 

- Promote peer support in group learning. 

- Develop a set of guidelines and procedures for effective tutoring or leading 

groups. 

- Understand group dynamics in relevant learning contexts. 

- Become more aware of the importance of communication in learning and 

teaching. 

- Develop your argument skills. 

- Use key concepts to discuss cognitive development. 

- Describe several theories of cognitive development. 

- Apply these theories to the context of your tutoring, and draw out potential 

lessons. 

- Experiment with a series of strategies to enhance learning. 

Adapt, develop and use a series of strategies to enhance 

learning. 

- Critically evaluate your own learning style and strategies. 

- Demonstrate capacity to plan and organise individual or group tutorials 

effectively. 

- Design a series of needs-based individual or group tutorial session. 

- Critically evaluate your own and a peer‟s facilitation skills to improve 

tutoring practices. 

Main Content: - Roles of the learner-centred tutor and mentor. 

- Learning in groups 

- Theories of learning 

- Turning theories into strategies 

- Designing effective tutoring sessions 


RPL process) 











234


examination 

Module Name: Tutoring and Assessment Practices B 






Level: 5 

Main Outcomes: - Demonstrate awareness of a range of assessment methods and implement 

at least two of these methods. 

- Plan and conduct an assessment for a learning programme, which is based 

on an outcomes-based philosophy, and provide feedback to at least one 

learner. 

- Demonstrate understanding of RPL processes. 

- Critically reflect on an assessment process. 

- Administer and manage for recording and retrieval purposes. 

Main Content: - The relationship between assessment and learning. 

Assessing learning outcomes 

- The Recognition of Prior Learning assessment 

- Plan, prepare and conduct assessment 


RPL process) 












examination 

Module Name: Research Methods for Adult Educators A 






Level: 5 

Main Outcomes: - Select an area and topic for research 

- Select and apply appropriate research methodologies 

- Design a research action plan 

- Conduct and manage the research process according to the action research 

action plan 

- Conduct productive interviews and group discussions 

- Compile and administer a simple questionnaire 

- Observe and report on an ETD event 

- Compile a profile of a learning group 

Main Content: - Theories of research 

- Research Methodologies 

- Understanding the research proposal 

- Research instruments and tools 


RPL process) 

235











Methods of Student Assessment: Continuous evaluation through assignments, presentation and final research 

report. 

Module Name: Research Methods for Adult Educators B 






Level: 5 

Main Outcomes: - Interpret the data collected with regard to the research question and 

methodology, hypothesis and topic concepts 

- Describe the local, provincial and national contexts in which teaching and 

learning occur 

- Evaluate the research process 

- Make recommendation regarding future improvements to research 

- Produce and present a research report 

Main Content: - Analysing and interpreting research findings. 

- Presentation of research findings. 

- Writing a final research report 


RPL process) 











Methods of Student Assessment: Continuous evaluation through assignments, presentation and final research 

report 

Module Name: Diversity and Conflict Management A 






Level: 5 

Main Outcomes: - Understand internalised biases, prejudice, stereotypes and work on strategies 

to unlearn them. 

Understand internalised biases, prejudice, stereotypes that the society have and 

work on strategies to unlearn prejudice behaviours. 

- Identify and challenge all forms of discriminatory practices be it in the 

work place, community, community organisations or society at large. 

- Behave in ways that practically challenge and oppose all forms of 

discrimination but celebrate diversity. 

236

Main Content: - Race, Racism and Ethnicity 

- Race and Racism 

- Race and Culture 

- Race, Religion & Culture 

- Race and Gender 

- Race and Social Class 


RPL process) 












Module Name: Diversity and Conflict Management B 






Level: 5 

Main Outcomes: - Understand Human Rights Bill and South African Constitution 

- Run awareness raising and training workshops on the selected diversity 

issues. 

- Understand the content and the objectives/reasons for -Affirmative Action 

and Employment Equity Act in trying to redress the legacy of the past and 

assist in implementation process as much as one can. 

- Identify and link with organisations that do the same work for advocacy 

and coalition building against discrimination of all forms. 

Main Content: - Anti-Discrimination and Redress Strategies in South Africa 

- Affirmative Action & Employment Equity 

Prejudice Reduction Intervention Strategies 


RPL process) 












examination 

Module Name: Training Small Business Developers A 






237

Level: 5 

Main Outcomes: - Understand economy and entrepreneurship terminology 

- Understanding how small, medium and micro enterprises start 

- Build a training portfolio and business diary 

- Organize a group of community people interested in -SMME as business 

trainees or learners 

Main Content: - To know and understand what economy is and how it works. 

- Basic understanding of skills, values, attitudes and beliefs required for a 

successful business. 

- Business Planning: the kind of business, venue, equipment 

- Marketing Plan: describes customers, competitors and business promotion 


RPL process) 












examination 

Module Name: Training Small Business Developers B 






Level: 5 

Main Outcomes: - Train business trainees to identify their business ideas - on the SWOT in 

business or selling and market research. 

- Train trainees to build learning portfolio and business diaries. 

- Train trainees to develop and write a Business Plan. 

- Equip trainees on how and where to get loans. 

Main Content: - Financial Plan: monthly budget, costing, pricing, three 

months and six months Cash Flow Plan 

- Management Plan: GANTT chart, stock, money, records, space and staff. 

- Business Plan writing 

- Legal matters: business registration, audit 

- Growing the business: dealing and managing changing situations, 

improvements 


RPL process) 












examination 

238

DIPLOMA IN EDUCATION, TRAINING AND DEVELOPMENT (WORKPLACE LEARNING) 

Module Name: Professional Practices in Skills Development Facilitation, Workplace Learning and 

Knowledge Management 

Home Department: Centre for Adult and Continuing Education (CACE), Faculty of Education 





Level: 5 

Main Outcomes: - Understand concepts of skills development, skills 

development facilitation, workplace learning and knowledge management 

- Understand professional roles and responsibilities in skills development 

and workplace learning and knowledge management 

- Understand skills development practices 

- Understand workplace learning practices 

Main Content: - Concepts and context of skills development, skills 


- Roles and responsibilities of professionals in skills development and 

workplace learning 

Pre-requisites: Grade 12, Matric, NQF level 5, or equivalent (could be determined through 

RPL) 

Co-requisites: Experience in adult learning, skills development, workplace learning, training 

or human resource development 


Breakdown of Learning Time: Contact time with lecturer: 21 hours 

Assignments and tasks: 30 hours 

Tests and examinations: 45 minutes 


Tutorials: 13 hours and 15 minutes 



examination 

Module Name: Skills Development Facilitation, Workplace Learning, Knowledge 

Management and Organisational Development 




Duration: 1 term 


Level: 5 

Main Outcomes: - Understand concepts of skills development, skills 


in relation to organisation development 

- Understand professional roles and responsibilities in skills development 

and workplace learning and knowledge management in relation to organisation 

development 

Main Content - Concepts and context of skills development, skills development facilitation, 

workplace learning and knowledge management 

- Roles and responsibilities of professionals in skills development and 

workplace learning in relation to organisation development 


RPL) 






239






examination 

Module Name: Skills Development as Workplace Learning A 






Level: 5 

Main Outcomes: - Understand skills development as it appears in the South African 

government‟s documentation 

- Identify relationships between skills development in South Africa and 

workplace learning as it appears in the international literature 

Main Content: - What is skills development? 

- What is workplace learning? 

- What is work-based learning? 


RPL) 











examination 

Module Name: Skills Development as Workplace Learning B 






Level: Level 5 

Main Outcomes: - Analyse the relationships between skills development in 

South Africa and workplace learning in the international literature 

- Problematise skills development as workplace learning 

Main Content: - Skills Development as Workplace Learning 

- Similarities and differences between skills development and workplace 

learning 


RPL) 










240


examination 

Module Name: Design, Facilitate and Assess Learning in the Workplace A 






Level: 5 

Main Outcomes: - Plan and organise a series of learning events 

- Facilitate a programme of learning 

- Identify learners with needs or learning barriers 

Main Content: - Facilitation methods 

- Assessment methods 


RPL) 











examination 

Module Name: Design, Facilitate and Assess Learning in the Workplace B 






Level: Level 5 

Main Outcomes: - Generate options and possibilities for learning opportunities at the level of 

learnerships/learning programmes 

- Identify the most appropriate options for learning opportunities at 

learnership/programme level 

- Implement learnerships 

- Develop systems for quality assurance 

Main Content: - Learning programmes 

- Learnerships 

- Quality assurance 


RPL) 

Co-requisites: Experience in adult learning, skills development, workplace learning, training or 

human resource development 









examination 

241

Module Name: Adult Learning in the Workplace and Social Transformation A 






Level: 5 

Main Outcomes: - Understand the national and international socio-political and economic 

context of workplace learning 

- Understand the rationale for the Skills Development legislation and policies 

- Analyse relationships between skills development, workplace learning and 

the NQF 

Main Content: - What is social transformation? 

- What is globalisation? 

- The NQF as an instrument for social transformation and globalisation 


RPL) 











examination 

Module Name: Adult Learning in the Workplace and Social Transformation B 






Level: 5 

Main Outcomes: - Understand the national and international socio-political and economic 

context of workplace learning 

- Analyse relationships between skills development, workplace learning, social 

transformation and globalisation 

Main Content: - Similarities and differences between political and 

economic agendas underpinning workplace learning in South Africa and 

other countries 

- International perspectives on workplace learning 


RPL) 











examination 

242

EDUCATION DEVELOPMENT PROGRAMMES (EDP) 

Students may register for an Education Development Programme by registering for one or more modules 

offered on any one of the Advanced Certificates in Education, the BEd (Hons) or Masters' degrees. Students 

who are therefore unable to enrol for a full programme will be able to enrol for one module, or even a 

combination of modules. The entrance qualifications are as indicated by each qualification. This programme 

will enable students to register for any of the above qualifications for non-diploma purposes as well as to 

accumulate modules over a number of years toward an ACE, or the BEd (Hons) or Masters' degrees. 

BACCALAUREUS EDUCATIONIS (BEd) (HONS) AND BACCALAUREUS 

EDUCATIONIS (HONS) WITH EDUCATIONAL PSYCHOLOGY (BEd (HONS) (ED PSYCH)) 

Students registering for the BEd (Hons) degree are encouraged to choose a cluster of modules to suit their 

interests or one of the five specialist curricula listed in the separate Student Guide obtainable from the Faculty 

Office. 

Eight semester modules, including three core modules, of 15 credits each, are required to complete the BEd 

(Hons) degree: 

Core modules: Curriculum & Pedagogy A 

Metatheory 

South African Education 

Other modules: Adolescent literature in the reading curriculum 

Counselling Practice 

Counselling Theories 

Curriculum, Teaching & Learning 

Comparative Education A 

Computers in Education A 

Computers in Education B 

Development & Learning 

Education & Development A 

Educational, Management & Leadership 

Formal Language Study 

ICT‟s in Laguage Education 

Language in Education Policy and Planning 

Lifeskills & Health Education 

Mathematics Education A 

Mathematics Education B 

Research Project A 

Science Education A 

Science Education B 

Science Education C 

Science Education D 

Special Needs & Support Services 

Students may, as part of their area of focus and up to a maximum of two semester modules, select an available 

module from the Advanced Diploma in Education, Training and Development or enrol for a module at Honours 

or equivalent level in another Faculty in the University. Information on conditions under which this option may 

be exercised will be found in the Student Guide. 

Eight semester modules, of 15 credits each, are required to complete the BEd (Hons) (Educational Psychology) 

degree: 

Core courses: Development and Learning 

Introduction to Educational Research 

Child, Adolescent and Adult Psychopathology 

Special Needs & Support Services 

Psycho-educational Assessment 

Educational Psychology Research Project 

243

Home Department Language Education 

Module Topic Adolescent literature in the reading curriculum 

Generic Module Name Adolescent literature 

Alpha-numeric Code BED752 


Duration S 

Proposed semester/term S1 

Programmes in which the 

module will be offered B Ed Hons 

Level 8.1 


1. Articulate a definition of adolescent or young 

adult literature 

2. Analyse the role of adolescent literature in the 

development of a world view and the 

development of a life-long reader. 

3. Summarise elements of (and reading materials 

representing) pop culture and how those elements 

affect teen reading interests. 

4. Evaluate books in various genres and areas of 

interest. 

5. Survey books used in the classroom and library 

and assess goals for creating a climate of 

understanding and appreciation for diverse 

cultures and heritages. 

6. Develop activities for motivating young adults to 

read and discuss books critically, for example: 

book clubs, literary circles. 

7. Analyse literary elements -- for example: content, 

plot, characterization, dialogue, and point of view 

in story and apply critical judgments to selected 

literature. 

8. Create a literature unit demonstrating an 

understanding of the body of contemporary 

young adult literature and best practices for 

using literature with teenage readers 

Main Content Students will read, analyse and critically evaluate fiction and 

informational books in various genres. 

Participants will discuss and share readings online with other students 

and lecturers. 



Prohibited module 

Combination 


Time(example) 

(example) 

Contact with lecturer / 

tutor: 

24 Lectures p.w. 3 




244

Selfstudy 80 




Assessment 

CA 60%. FA 40% 


Module Topic ICTs in Language Education 

Generic Module Name ICTs in Language Education 

Alpha-numeric Code (BED753) 


Duration S 


Programmes in which B Ed Hons 

the module will be 

offered 

Level 8.1 


• Have a basic understanding of new technologies 

and how they can contribute to language learning 

and teaching 

• Understand and communicate relevant jargon and 

concepts in order to communicate more effectively 

with learners, colleagues, ICT managers and 

technicians in educational institutions and with 

software suppliers. 

• Be familiar with the basics of computer assisted 

language learning (CALL), and different approaches 

to using CALL software in the languages classroom 

• Articulate and demonstrate the possibilities and 

constraints of multimedia in language teaching 

• Understand some of the implications of new media 

and technologies for developing multimodal, mobile 

and digital literacies 

• Critically evaluate multimedia as tools for teaching 

and learning languages and literacies 

• Develop a language learning unit using ICTs 

Main Content The approach will be pedagogy-driven with an emphasis on language 

teaching methodologies that can be implemented successfully with the 

aid of new technologies. 

1. Introduction to new technologies 

2. Introduction to computer hardware and software: 

what the language teacher needs to know 

3. Using word-processing and presentation software in 

the Languages classroom 

4. Introduction to Computer Assisted Language 

Learning ( CALL) Be familiar with the basics of 

computer assisted language learning (CALL), 

beginning with a definition of CALL, its historical 

development and an overview of different types of 

programs. Different approaches to using CALL 

software in the languages classroom are 

explored, from whole-class teaching to distance 

245

learning. 

5. Introduction to multimedia CALL 

6. General characteristics of digital media 

7. Exploiting World Wide Web resources online and 

offline 

8. Integrating and critically evaluating ICTs in 

language teaching 

Pre-requisite modules Formal Language Study (BED751) 



Combination 

None 

A.Breakdown of 

Hours B. Time-table Requirement per week 

Learning Time(example) 

(example) 


tutor: 





Selfstudy 35 




Assessment CFA 

CA 60% 

FA 40% 


Module Topic Introduction to Educational Research 

Generic Module Name Introduction to Educational Research 




Proposed semester/term Semester One 

Programmes in which the BEd (Honours) 


Level 8.1 

At the end of this module students should be able to in an 

introductory way: 

� Identify four components of the research cycle. 

� Develop one research focus area. 

� Narrow down the topics to a research question and 

sub-questions 

� Conduct a simple computer literature search in the 

area of focus. 

Main Outcomes At the end of this module students should be able to in an 

introductory way: 

� Identify four components of the research cycle. 

� Develop one research focus area. 

� Narrow down the topics to a research question and 

sub-questions 

� Conduct a simple computer literature search in the 

area of focus. 

� Write up a summary of two journal articles related to 

the topic. 

� Design and pilot 1 research instrument. 

� Design a brief research proposal. 

246

� Demonstrate a general understanding of how research 

can enhance teaching practices. 

Main Content � Introduction to Research as a systematic form of 

inquiry. 

� Identification of a research focus area and topic, 

narrowing this down to a general research question. 

� Introduction to a literature review, using a minimum 

of two published articles. 

� Administration of one research instrument, including 

the protocols. 

� Development of a research plan 





Time(example) 

(example) 



Practicals: 


15 Tutorials p.w. 

Selfstudy 


20 


Methods of Student Assessment Continuous Assessment = 60% 

Final assessment = 40% 


Module Topic Developing AIDS Curricula for Schools 

Generic Module Name Developing AIDS Curricula for Schools 




Proposed semester/term Third term 

Programmes in which the module BEd( Hons) 


Level Honours 

Main Outcomes The main objective is to increase the capacity of teacher 

educators in sub-Saharan Africa to prepare teachers to respond 

to the challenges of HIV and AIDS in their classrooms: address 

pandemic-related issues within and outside of their teaching 

curriculum; critically reflect on and change their own practice; 

to respond in caring ways to the challenges of the pandemic both 

personally and professionally 

Participants will: 

� Understand the core components of an effective HIV 

and AIDS curriculum 

� Plan an appropriate curriculum 

� Understand appropriate learner-centred methods for 

teaching HIV and AIDS related content 

� Understand the concept and core components of life 

skills education 

� Apply new methods and tools to their own teaching 

practice 

� Extend their basic research skills 

� Know how to teach in large classes 

Demonstrate that they can apply what they learn in the module 

to reflecting on and regularly changing their own teaching 

247

practice 

Main Content This is module composed of three separate units: 

1: Teaching and the curriculum 1 

a) knowing the subject 

b) knowing the learner 

c) knowing one‟s self 

2. Teaching and the curriculum 2 

a) evaluating curricula 

b) defining the curriculum 

c) responding to the AIDS pandemic 

3. Lifeskills education in the time of AIDS 

a) critical reflections on life skills and life orientation 

approaches 

b) what lifeskills brings to AIDS education 

c) what AIDS brings to lifeskills education 

Pre-requisite modules Introduction to AIDS and Education (term 1) and Schools, 

Teachers, Teaching and AIDS (term 2) 








Selfstudy 53 



Methods of Student Assessment 2 Assignments: 40% 

Journal: 20% 



Module Topic Schools, Teachers, Teaching and AIDS 

Generic Module Name Schools, Teachers, Teaching and AIDS 




Proposed semester/term Second term 



BEd( Hons) 

Level Honours 

Main Outcomes The main objective is to increase the capacity of future teachers 

in South Africa to respond to the challenges of HIV and AIDS in 

their classrooms: address pandemic-related issues within and 

outside of their teaching curriculum; critically reflect on and 

change their own practice; to respond in caring ways to the 

challenges of the pandemic both personally and professionally. 

Participants will: 

1. Understand the impact of the pandemic on all aspects 

of the education system 

2. Learn to become teacher/researchers 

3. Learn to use a case study approach 

4. Critically reflect on and develop their own practice 

based on their findings in their case study school 

248

5. Personally reflect on their own change during the 

module 

6. Share good practices with fellow participants and so 

build a community of practice 

7. Apply new methods and tools to their own future 

teaching practice (eg case study approach) 

Main Content 

8. Understand the qualities of a good teacher and how to 

impart these to their own students 

This module is composed of three separate units: 

1: AIDS and education 

a) The impact of AIDS on the education sector 

b) The role of education in overcoming the AIDS 

pandemic 

c) The potential impact of AIDS in their own workplace 

2. Being a good teacher 

a) Understanding the qualities and practices of a good 

teacher 

b) Critically reflecting on how to ensure that student 

teachers understand and practice these qualities 

c) Critically reflect on own practice as future teachers 

3. Teacher as Researcher and School case study 

a) gain first-hand experience of the impact of AIDS in a 

school setting 

b) conduct basic case study research 

c) learn the components of action research and teacher ad 

researcher 

Pre-requisite modules 

critically reflect on implications of the research for their own 

practice 

Introduction to AIDS Education (term 1) 




Time(example) 

(example) 





Selfstudy 53 




Journal: 20% 



Module Topic Introduction to AIDS and Education 

Generic Module Name Introduction to AIDS and Education 




Proposed semester/term First term 

Programmes in which the BEd(Hons) 


Level Honours 

Main Outcomes The main objective is to increase the capacity of future South 

African teachers to critically understand the AIDS pandemic and 

the challenges HIV and AIDS bring to communities and 

classrooms; begin to reflect on the role of South African schools 

and teachers in the AIDS pandemic; and understand the AIDS 

pandemic within its South African context of multiple threats to 

wellness and multiple risks in addition to HIV and AIDS that 

young people navigate – successfully and unsuccessfully - each 

249

day. Overall, the module seeks to promote new thinking about 

the AIDS pandemic, seeing that AIDS is about people as much as 

it is about a virus, and that the pandemic can be framed as an 

opportunity for critical engagement of threats – and responses – 

to wellbeing 

At the end of this module, students will: 

1. Consolidate and extend their critical knowledge of the 

epidemic 

2. Understand the consequences for themselves, their 

family, friends, community and society 

3. Rethink their own role and agency as teacher 

educators in the pandemic 

4. Be able to apply new approaches to understanding the 

AIDS pandemic to their thinking about how one 

engages schools and young people into HIV 

prevention efforts 

Main Content This module is composed of three separate units: 

1: Introduction to the AIDS and Education modules 

a) introduction to e-learning tools and platform 

b) building a community of practice 

c) personalizing the pandemic: telling our own stories 

d) contextualizing the pandemic via on-site visits to 

schools and orphanages 

2. The starting point: AIDS is about people 

a) reframe the pandemic to focus on people and their 

behaviour 

b) personally reflect on the impact of the pandemic on 

themselves, their families, institutions and practice 

c) review and learn key facts about the pandemic 

d) learn to use the world wide web as a permanent resource 

base on HIV and AIDS for their teaching 

3.The AIDS pandemic in context: gender, culture and identity 

a) Building a shared understanding of the impact of gender, 

culture and identity on the pandemic in South Africa and 

sub-Saharan Africa 

b) Reflecting on methodologies of transformation and 

change that facilitate shared creation of solutions and 

responses to challenges like the AIDS pandemic 

Pre-requisite modules Four core B.Ed. Honours modules 




Time(example) 

(example) 





Selfstudy 53 




Journal: 20% 


Module Name: Curriculum Teaching and Learning 


Generic module name: Curriculum Teaching and Learning 

Alpha-numeric code: BEd 571 

Module numeric code: 460562 

Credit value: 15 

Duration: S 


250

Level: 8.1 

Main Outcomes: By the end of the module, students will: 

� Be able to define the curriculum problem 

� Understand some of the basic orientations to the curriculum (cognitive 

development, personal relevance, academic rationalism, social adaptation 

and reconstruction, curriculum as technology) 

� Understand the implications of the central debates and issues raised for 

teaching the curriculum in South Africa 

� Critically evaluate their own curriculum 

Main Content: The module focuses on: 

� What is the curriculum? Basic orientations to the curriculum 

� Critical analysis of OBE as practiced in South Africa 

� Development of learning; various perspectives with special reference to 

inclusive education 

� Approaches to teaching and learning in the inclusive school 

� Emancipatory role of educators 

� Action Research 

Pre-requisites: Nil 

Co-requisites: Nil 

Prohibited Combinations: Nil 

Breakdown of Learning Time: Hours 

Contact with lecturer/tutor: 18 


Tests and Examinations: 1.5 

Practicals: 0 

Selfstudy: 75.5 


Total Learning Time: 150 

Method of Student Assessment: Assignments 60% 

Examination 40% 

Module Name: Metatheory A 


Generic module name: Metatheory A 

Alpha-numeric code: BED700 



Duration: S 


Level: 8.1 

Main Outcomes: At the end of this module, students will understand: 

� The various frameworks of Educational thinking arguments that divide 

these frameworks viz. Positivist Educational Theory, Interpretive 

Educational Theory and Critical Educational Theory 

� How each of these frameworks of thinking understands the nature and 

purpose of educational theory 

� How each of these frameworks of thinking engages with the concepts 

“truth‟, “objectivity‟ and “research”, and 

� How each of these frameworks of thinking understands the relationship 

between theory and practice. 

Main Content: 

� The nature and purpose of educational theory 

� Key concepts: “truth”, “objectivity” and “research” 

� The relationship between theory and practice 

� Positivist Educational theory 

� Interpretive Educational Theory 

� Critical Educational theory 


251






Tests and Examinations: 03 

Practicals: 0 

Selfstudy: 84 



Method of Student Assessment: Written Assignments 50% 

Written Examination 50% 

Module Name: South African Education 


Generic module name: South African Education 

Alpha-numeric code: BED 702/BED740 

Module numeric code: 430564/430563 


Duration: S 


Level: 8.1 

Main Outcomes: A student will be able to: 

� Understand the history of education and policy development in South 

Africa 

� Understand the development of educational policy and the manner in 

which it reflects and shapes political, economic, social and cultural 

history 

� Understand the educational debates and contests in the light of broader 

societal issues of power, equity, democracy and economics and poverty. 

� Explore the links between educational policy reform in post-apartheid 

South Africa and neo-liberal trends in the globalization of educational 

policy 

Key outcomes of the course will be that students are able to appreciate that: 

educational theory and practice cannot be divorced; micro and macro contexts 

are structurally linked; our common sense knowledge about education is 

overlaid with ideological assumptions that are in need of critical appraisal in 

the context of the continued revision of educational policy nationally and 

internationally. 

Through the process of such historical and sociological study of South African 

Education, the course will aim to provide insights into analytical study and 

debate around education. Above all the course seeks to test „common sense‟ 

understandings of educational history and politics and stimulate students to 

their own critical analysis and interpretation of apartheid and post-apartheid 

education as well as the current policy debate over the future of education ten 

years after 1994. 

The sub-title of the course is EQUITY AND EDUCAITON IN SOUTH 

AFRICA. 


� The Nature of the Study in Education 

� Education under Apartheid and in the post-apartheid era. Public and 

Private Education 

� Education for economic efficiency and economic growth vs. education for 

development and equity? Debates 

� Educational Policy and Knowledge Economy: Curriculum: the rhetoric 

and reality. Education for Democratic Citizenship Education for Work 

� School Governance: the ambiguities of decentralization: 

� Consolidation and Revision 

252

� Revision 




Breakdown of Learning Time: 




Practicals: 0 

Selfstudy: 26 



Method of Student Assessment Coursework 50% 


Module Name: Comparative Education A 


Generic module name: Comparative Education A 

Alpha-numeric code: BED 705 



Duration: S 


Level: 8.1 

Main Outcomes: At the end of this module, students should be able to: 

� Understand and debate key concepts in comparative, International and 

Development Education 

� Identify and understand key international educational issues and see them 

in comparative perspective 

� Understand the links between South African and global issues in 

Comparative, International and Development Education 

� Write essays and understand the differences between analytical, position 

papers on relevant issues and how they differ from reports, descriptive 

and public interest articles 

� Identify, research and write an analytical, position paper in APA form on 

a current global education issue 

� Compile bibliographies and review key research articles in academic 

journals on current issues in education 

� Present current comparative and international issues to the class in debate 

or discussion 

� 

Main Content: Areas that are covered in this module include: 

� Comparative, International, Development Education as a field of study 

� Paradigm shifts in theories of schooling and society, the world education 

crisis, functional and radical critiques of schools as institutions 

� Political economy views of world trends in education – colonialism, 

uhuru, neo-colonialism, human capital theory, underdevelopment of Third 

World, marketisation of education, economic globalization 

� Key comparative debates in education on centralization/decentralization, 

assessment, credentialism, equality and affirmative action policies 

overseas and in South Africa 

� Education crisis in Africa – policy shifts in Tanzania and South Africa. 







253


Practicals: 0 

Selfstudy: 75 



Method of Student Assessment Three Assignments 60% 


Module Name: Computers in Education A 


Generic module name: Computers in Education A 




Duration: S 


Level: 8.1 

Main Outcomes: By the end of the module, students will be able to: 

� Understand some of the latest trends in the use of Information and 

Computer Technology (ICT) to enhance learning activities, eg. Using the 

Internet as a resource for accessing information 

� Understand and interact with computers in everyday teaching activities 

Main Content: 

� Literacy in MSWord 

� Literacy in MSExcel 

� Literacy in MSPowerPoint 

� Understanding ICT versus IT 

� Developing an understanding of the positive and negative implications of 

the use of the Internet by learners 

� Developing an understanding of Computer Aided Learning 

� Developing an understanding of the rationales for the adoption of an E- 

Learning paradigm 









Selfstudy: 97 


Total Learning Time: 

Method of Student Assessment: Three Assignments 70% 

Practical Exam 30% 

Module Name: Computers in Education B 


Generic module name: Computers in Education B 




Duration: ` S 


Level: 8.1 


� Understand the technical aspects of how the Internet is structures 

� Understand how Internet pages and content are developed and placed on 

the web 

254

Main Content: 

� Have a basic understanding of the architecture of a computer 

� Evaluate websites in terms of structure and functionality 

� Apply these skills in teaching practice. 

� Understanding the architecture of the Internet 

� Evaluate websites in terms of structure and functionality 

� WebPage and Website design suing FrontPage/Dreamweaver software 

packages 

� Introduction to Hardware Architecture and maintenance of a pc. 





Contact with lecturer/tutor: 48 20 

Assignments & tasks: 10 1 – Evaluating Websites 

Tests and Examinations: 15 1 

Practicals: 0 1 

Selfstudy: 77 



Method of Student Assessment: 1 Assignment: Evaluating Websites 

Exam: Hardware Architecture and Maintenance 

Practical Project (Group): Developing a functional Website 

Module Name: Curriculum and Pedagogy A 


Generic module name: Curriculum and Pedagogy A 




Duration: S 


Level: 8.1 


� Understand what is meant by ‟curriculum‟ 

� Have developed deeper insight into their practices as teachers, so that 

their everyday teaching is informed by sound theory, and their 

understanding of theory is always grounded in their practice 

� Be aware that curriculum should not be viewed from a neutral or 

technological point of view, but that all approaches to the curriculum are 

based on values (i.e. educational, moral, political, cultural and/or 

economic values), what a research proposal is, the purposes it serves and 

the academic criteria on which it is judged 

� Have developed curriculum development skills. 


� Conceptualising the Curriculum 

� Curriculum, Knowledge and Inequality 

� Curriculum as Content, Curriculum as Product and Curriculum as Process 

� Changing the Curriculum – the Teacher as Curriculum Developer. 








Practicals: 0 

Selfstudy: 51 

255




Class participation and presentation of last 

assignment 10% 


Module Name: Development and Learning 


Generic module name: Development and Learning 




Duration: S 


Level: 8.1 

Main Outcomes: 

� To understand the concept of holistic development and the importance of 

understanding the individual in context 

� To be aware of the key debates and themes within developmental theory 

� To understand the basic assumptions, key concepts and educational 

implications of various theories of learning and development 

� To understand what factors impact on achievement at school 

� To debate the applicability of the theories in South African classrooms. 

Main Content: 

� The concept of development 

� Key themes in development theory 


� Erik Erikson 

� Jean Piaget 

� Lev Vygotsky 

� Information Processing Theory 

� Behaviourism 

� Underachievement 








Practicals: 0 

Selfstudy: 75 - Reading/preparation for sessions and reflections on own practice 



Method of Student Assessment Assignments 60% 


Module Name: Education and Development A 


Generic module name: Education and Development A 




Duration: S 


Level: 8.1 

Main Outcomes: At the end of this module, students will be able to: 

256

� Understand and debate key concepts and issues in Education and 

Development 

� Understand economic globalization and the poverty gap between 

developed and developing societies 

� Write essays and understand the differences between analytical, position 

papers on current issues in education and development in Africa and 

South Africa 

� Reflect on issues of diversity in South African education 

� Understand and debate theories of multi-cultural and anti-racist education 

� Understand the current policy framework on diversity in South African 

schools and how to deal with them in the classroom 

� Identify, research and write an analytical, position paper in APA form on 

multicultural education in South African schools 

� Present current issues of diversity in South African schools to the class in 

debate or discussion. 


� Key concepts and theoretical debates on education and development 

� Various conservative, liberal and radical theories on education and 

development, multi-cultural education 

� Discussion of the issues of diversity in the classroom – race/ethnicity, 

class, language, religion, exceptionality, age and sexual orientation 

� Analysis of current issues of diversity in the South African classroom 

� Ways of addressing issues of diversity by teachers in the classroom 

� Discussion of mono-culturalism, conservative multiculturalism, liberal 

multiculturalism, cultural pluralism, radical multiculturalism. 







Tests and Examinations 2 

Practicals: 0 

Selfstudy: 75 





Module Name: Education Management and Leadership 


Generic module name: Education Management and Leadership 




Duration: S 


Level: 8.1 


� Understand key concepts relating to leadership and management in 

education contexts 

� Have an overview of different approaches to leadership and management 

– within an international context 

� Be self-reflective regarding their own leadership and management styles 

so that personal goal-setting and action can be pursued for the purposes of 

improving personal leadership and management approaches 

� Understand key challenges facing leaders and managers in the South 

African education contexts 

257

� Know how to address some of these challenges. 


� Definitions of key concepts of leadership and management, located within 

the education context of South Africa 

� Various approaches t leadership and management 

� The organizational culture, climate and health of the school 

� An in-depth exploration of key challenges facing leaders and managers in 

education in South Africa today, eg. micropolitics, employment and 

equity gender in education, conflict, change and instructional leadership 








Practicals: 0 

Selfstudy: 74 



Method of Student Assessment Assignments 60% 



Module Topic Formal Language Study 

Generic Module Name Formal Language Study 



Duration S 




B Ed Hons 

Level 8.1 


• Understand the key differences between formal and 

functional approaches to language 

• Have a basic understanding of the formal properties 

of language 

• Understand the key elements of Systemic Functional 

Grammar as a theory of language in social context 

• Analyse texts to determine the patterns and effects of 

choices in ideational, interpersonal and textual meaning. 

Main Content The module offers a general introduction into the concerns of linguistic 

analysis with a specific focus on the relevance of Systemic Functional 

Linguistics for language educators 


Co-requisite modules 


Combination 

None 


Time(example) 

(example) 


tutor: 



Practicals: Tutorials p.w. 1 


Selfstudy 80 


Methods of Student CA 60% 

Assessment 

FA 40% 


258

Module Topic Language in Education Policy and Planning 

Generic Module Name Language in Education Policy 

Alpha-numeric Code BED 754 


Duration S 




B Ed Hons 

Level 8.1 


Understand key concepts in language in education policy and planning, 

„mother tongue‟ education and bi-/multilingual education 

Demonstrate an awareness and understanding of the current LiEP in 

South Africa and the debates surrounding it 

Critique models of language planning in South Africa and elsewhere 

Develop language planning models for South African educational 

institutions. 

Main Content • Language policy and language planning 

• Models of language planning 

• Language in education policies: A comparative 

perspective 

• Debates in „mother tongue‟ education 

• Bi- and multilingual education models 




Combination None 


Time(example) 

(example) 


tutor: 





Selfstudy 


68 


Methods of Student CA 60% 

Assessment CFA FA 40% 

Module Name: Lifeskills and Health Education 


Generic module name: Lifeskills and Health Education 

Alpha-numeric code: BED717/BED727 



Duration: S 


Level: 8.1 

Main Outcomes: This course aims to: 

� Equip students with the necessary knowledge and skills to meet the 

diverse needs of their learners 

259

� Assist with the development of school-based programmes to promote 

health and well-being 

� Emphasis the role of the educator in transforming youth-at-risk into 

resilient youth who are able to meet the challenges of a changing society 

and contribute meaningfully to our new democracy. 

Main Content: 

� General introduction 

� Course Outline 

Introduction to Life Skills 

Life Skills, Health Education and Life Orientation, Defining Health, 

Mental Health, Health Promotion, Mental Health Promotion and Health 

Promoting Schools 

� The Health Promoting Schools Framework 

� Developing an effective, sustainable Life Skills Intervention based upon 

the HPS framework 

� Student presentations: Life Skills Interventions 

� HIV and AIDS – most recent developments 

� Sexuality and HIV/AIDS education – Challenges and Opportunities 

� Care and support for learners and educators 

� Youth at risk and resilient youth 



Prohibited Combinations: 


Nil 




Practicals: 0 

Selfstudy: 57 



Method of Student Assessment Assignment 1 30% 

Assignment 2 30% 


Module Name: Mathematics Education A 


Generic module name: Mathematics Education A 




Duration: S 


Level: 8.1 

Main Outcomes: Students will be able to: 

� Design a mathematics curriculum unit 

� Evaluate a mathematics curriculum unit 

� Read research articles related to the mathematics curriculum 

� Write scholarly pieces related to the mathematics curriculum. 

Main Content: 

� Curriculum paradigms 

� Design research as an approach to curriculum design 

� Taxonomies of learning outcomes and their use for mathematics 

curriculum evaluations 

� Learning theories and their implications for mathematics curriculum 

design 

260








Practicals: 0 

Selfstudy: 64 



Method of Student Assessment Three Assignments and one Examination, which is normally a take-home one 

accompanied by an oral examination. 

Module Name: Mathematics Education B 


Generic module name: Mathematics Education B 




Duration: S 


Level: 8.1 


� Solve appropriate mathematical problems with the aid of technology 

� Evaluate a mathematical curriculum unit 

� Read research articles related to the use of technology in mathematics 

� Write scholarly pieces related to the use of technology in mathematics 

� Design lesson sequences incorporating the use of mathematical 

technologies 

Main Content: 

� A brief history on the use of technology in mathematics 

� Taxonomy of mathematical technologies – desk-top and hand-held 

devices 

� Fallacies and misconceptions that might result from using mathematical 

technologies 

� Mathematical technologies in the social, economic and cultural context 

� Mathematical technologies and assessment 

Pre-requisites: Mathematics Education A 







Practicals: 0 

Selfstudy: 64 



Method of Student Assessment Three Assignments and one Examination, which is normally a take-home one 

accompanied by an oral examination. 

Module Topic Orientation in Teaching & Learning of Languages 

Generic module name Orientation in Teaching & Learning of Languages 

261

Numeric Code 

Alpha-numeric code BED 720 


Duration and semester Offered S 2 


module is offered. 

B Ed Hons 

Level 8.1 

Main Outcomes 

At the end of this module students should be able to: 

Identify the theoretical underpinnings of various 

orientations to language teaching 

Critically engage with the Revised National Curriculum 

for languages 

Analyse the strengths and weaknesses of genre-based 

approaches to language teaching 

Critically evaluate units of work including assessment 

tasks 

Main Content 

History of approaches to language teaching and learning 

Theoretical underpinnings of the Revised National 

Curriculum for Languages 

Teaching and assessing language and literacy in 

multilingual classrooms 

Teaching and assessing genre-based approaches to 

reading and writing 



Pre-requisites Formal Language Study (BED751) 



A.Breakdown of Learning Hours 

Time 



Assessment 3 

Practicals: 

Selfstudy 81 


B. Amended Time-table Requirement per week 

Lectures p.w. 3 

Practicals p.w. 

Tutorials p.w. 

Assessment methods: CFA :CA 60%/FA 40% 

Module Name: Science Education A 


Generic module name: Science Education A 




Duration: S 


262

Level: 8.1 

Main Outcomes: At the end of this module, students will: 

� Be able to enhance critical awareness and understanding of socioscientific 

issues in school sciences especially the nature of learning 

difficulties of students from socio-economically deprived backgrounds 

� Be able to develop compensatory teaching and learning strategies in the 

science classroom 

� Identify, solve problems, make decisions using critical and creative 

thinking 

� Work effectively as a team, group, organization and community member 

� Organise and manage themselves 

� Collect, analyse, organize and critically evaluate information 

� Communicate effectively using visual, symbolic and/or language skills, 

IT skills 

� Use science and technology effectively and critically showing 

responsibility towards the environment and the health of others 

� Demonstrate an understanding of the world as a set of related systems in a 

social-economic-cultural context. Understanding Indigenous knowledge 

systems 

� Explore education, career and entrepreneurial opportunities. 

Main Content: This module is aligned to: 

� Learning Outcomes of RNCS/NCS in schools and broader societal 

relevance 

� Relevance of Science Education 

� Learning to teach science and the teaching practice 

� Nature of scientific enquiry 

� Constructivism, Met-cognitive strategies and science teaching/learning 

� Application of learning theories to science teaching 

� Exploring, structuring and constructing common science knowledge 

through instructional strategies 

� Reflective-creative teaching/learning and assessment in sciences 






Assignments & tasks: 30 – One project 

Tests and Examinations: 20 – Take home research based exam 

Practicals: 20 – Field and Laboratory work 

Selfstudy: 56 



Method of Student Assessment: Continuous Assessment – 60% (tasks, tests, projects) 

Examination – 40% 

Module Name: Science Education B 


Generic module name: Science Education B 




Duration: S 


Level: 8.1 

Main Outcomes: By the end of this module, students will: 

� Develop a critical appreciation of curriculum issues relating to science 

education and an awareness of different science curriculum initiatives 

internationally and locally 

263

� Have engaged with a critical exploration of current international thinking 

on curriculum issues in Science Education. This will explore issues such 

as the role and purpose of science in the curriculum; role of practical 

work; investigatory science; Science; technology and society curricula 

� Compare curriculum reforms in two foreign countries alongside a critical 

look at the RNSC/NCS curriculum proposals for the learning area Natural 

Sciences, Biology and Physical science 

� A focus on curriculum development and implementation of change in 

South Africa and how various educational policies impact on the sciences. 

Case studies of policy implementation and the work of current Science 

Education Projects. 

Main Content: The module is aligned to Learning Outcomes of: 

� RNCS/NCS in schools and broader societal relevance 

� Relevance of science education locally and internationally 

� Problems, prospects and challenges of curriculum design and change 

� Teaching science in multi-cultural classrooms to second language 

learners. Integrating science with indigenous knowledge 

� What can educators learn from classroom-based research 

� Application of learning theories to science teaching 

� Developing lesson plans for micro-teaching on selected science concepts 

� Laboratory management and safety 

� Developing and implementing valid assessment instruments (including 

classroom interactions). Analyzing and reporting the learning outcomes 






Assignments & tasks: 30 – one project 

Tests and Examinations: 20 – Take home research based exam 

Practicals: 20 – Field and laboratory work 

Selfstudy: 56 



Method of Student Assessment Continuous Assessment – 60% (Tasks, tests and projects) 


Module Name: Science Education C 

Home Department: Faculty of Education: School of Science and Mathematics Education 

Generic module name: Science Education C 




Duration: S 


Level: 8.1 


� Have developed some understanding of the nature of science 

� Be familiar with the general debates surrounding the so-called 

scientific/technological literacy and various science curricula e.g. 

Curriculum 2005, curriculum, Science-technology-Society (STS) 

curriculum and Science for All Curriculum 

� Be familiar with the current curricular emphasis on indigenous knowledge 

systems 

� Be aware of theoretical and practical issues relating to assessment of 

learning outcomes in science 

Main Content: 

� Nature of science and indigenous knowledge systems 

264

� Science, science education and culture. Teaching science in a multicultural 

classroom 

� Recent curriculum reforms in school science e.g. C2005, STS and 

Science for All, and implications for science teaching/learning 

� Assessment and Assessment Standards 

� National and International comparative studies on achievement in 

science: Implication for policy, curriculum development and 

instructional practices 

Pre-requisites: PGCE General Science/Science Methods 

Co-requisites: Science Education A 




Assignments & tasks: 30 – two assignments in form of term papers 

Tests and Examinations: 30 – Take home final examination 


Selfstudy: 150 



Method of Student Assessment Continuous Assessment – 50% 


Module Name: Science Education D 

Home Department: Faculty of Education: School of Science and Mathematics Education 

Generic module name: Science Education D 




Duration: S 


Level: 8.1 


� Have an overall understanding of the basic nature of research in science 

education 

� Have developed some understanding of the differences and social science 

research and between quantitative and qualitative research 

� Be aware of the nature of classroom research 

� Be familiar with different research designs used in science education 

� Have developed some research tools such as questionnaires, interview and 

observation schedules as well as developed a 5-10 page proposal 

� Have organised, analysed and written a 20 -25 page research report 

Main Content: • Nature of research. What is research? 

� Nature of classroom research 

� Introduction to quantitative and qualitative research methods 

� Essentials of research in science education 

� Roles of literature review in the research process 

� Writing a research proposal 

� Communicating research findings 

� Completing a research report 

Pre-requisites: General Science/Science Methods 

Co-requisites: Science Education B 




Assignments & tasks: 36 – Literature Search, preparing a research proposal and research instruments 


Practicals: 0 

Selfstudy: 0 

265

Other: Please specify 90 – Collecting data, analyzing data and writing the research report 


Method of Student Assessment: Research Proposal – 25% 

Research Project – 75% 

Module Name: Organisation Management and Development A 

Home Department: Faculty of Education: CACE 

Generic module name: Organisation Management and Development 

Alpha-numeric code: ADA105 



Duration: T 


Level: 6 


� Understanding and have a knowledge of key concepts such as 

organization, organization development, organizational change and 

transformation 

� Analyse an organization from different perspectives, using different 

models of what an organization is and how it works 

� Understand organization development from different perspectives 

Main Content: Module A introduces students to theories of organizational development. The 

module engages students in an analysis of organizational dynamic, which lays 

the foundation for developing strategies to advance adult learning to the 

forefront of the organization. 

Module B (see separate module descriptor) introduces students to debates 

about different organizational interventions which can be utilized for 

organizational change. Based on the findings of an organizational analysis this 

module will require students to develop strategies for organization 

intervention. 








Practicals: 0 




Method of Student Assessment: Assignments and class presentations – 50% 


Module Name: Organisation Management and Development B 


Generic module name: Organisation Management and Development 




Duration: T 


Level: 6 

Main Outcomes: By the end of this module, students will: 

� Develop an organization development intervention for an organization of 

their choice 

� Understand arguments and debates in the literature relevant to the course. 

Main Content: Module B introduces students to debates about different organizational 

interventions which can be utilized for organizational change. Based on the 

266

findings of an organizational analysis, this module will require students to 

develop strategies for organizational interventions. 

This module follows on Module A (see separate module descriptor) which 

introduces students to theories of organizational development. The module 

engages students in an analysis of organizational dynamics, which lays the 

foundation for developing strategies to advance adult learning to the forefront 

of the organization. 








Practicals: 0 





Examinations – 50% 

Module Name: Theories and Practices A/L A 


Generic module name: Theories and Practices A/L A 




Duration: Term 


Level: 6 


� Demonstrate a critical understanding of selected theories of adult learning 

� Reflect on and evaluate their own and other students‟ experience of adult 

learning within a theoretical framework 

� Demonstrate an analysis of various adult learning theories through their 

own use in the context of their sites of practice. 

Main Content: Module A engages students in an examination of adult learning and the impact 

of the varied contexts in which adults learn and their learning histories. 

Students will be asked to reflect on their own sites of practice and their own 

informal theories of learning. Formal theories of adult learning will be 

introduced and students will be expected to apply selected theories to their 

own practice. 

This is followed by Module B (see separate module descriptor) in which 

students are required to apply selected theory and to design a learning event 

demonstrating this application. Amongst the approaches explored nt his 

module and Malcolm Knowles‟ andragogy, popular education approaches, 

experiential learning, problem-based learning and the ideas of Jack Mezirow. 

In this module, students move from the theoretical frameworks they have 

developed to practical design of learning. 








Practicals: 0 

Selfstudy 10.5 


267




Module Name: Theories and Practices A/L B 


Generic module name: Theories and Practices A/L B 




Duration: T 


Level: 6 


� Formulate and demonstrate the use of appropriate assessment tools 

� Design, develop and facilitate adult learning intervention or event 

� Demonstrate the use of appropriate needs assessment tools. 

Main Content: In Module B, students are required to apply selected theory and to design a 

learning event demonstrating this application. Amongst the approaches 

explored in this module are Malcolm Knowles‟ andragogy, popular education 

approaches, experiential learning, problem-based learning and the ideas of 

Jack Mezirow. In this module, students move from the theoretical frameworks 

they have developed in Module A to practical design of learning. 

Module B follows on Module A (see separate module descriptor) which 

engages students in an examination of adult learning and the impact of the 

varied contexts in which adults learn and their learning histories. Students will 

be asked to reflect on their own sites of practice and their own informal 

theories of learning. Formal theories of adult learning will be introduced and 

students will be expected to apply selected theories to their own practice 








Practicals: 0 






Module Name: Special Needs and Support Services 


Generic module name: Special Needs and Support Services 

Alpha-numeric code: BED727/737 



Duration: S 

Module Type: Programme (but could be used across faculties) 

Level: 8.1 


� Acquire knowledge about the inclusive education philosophy and explore 

inclusive practices in South Africa and other. countries 

� Acquire skills of identifying and addressing barriers which learners 

experience in an inclusive and special needs educational settings 

Main Content: • Policy development, current debates and initiatives in 

268

international and South African contexts 

� Different theoretical perspectives, reconceptualisation of special 

educational needs and barriers to learning and development 

� Inclusive Education and Health Promoting Schools 

� Information processing Approach 

� Psycho-educational assessment procedures 

� Neurological and sensory factors that are barriers to learning 

� Intellectual and cognitive difficulties and differences 

� Language and communication disorders 

� Reading and mathematics difficulties 

� Learning Support Strategies 





Contact with lecturer/tutor: 24 – Lecture/seminar sessions 

Assignments & tasks: 51 - Assignments, including practical work 


Practicals: 0 

Selfstudy: 75 – Reading/preparation for sessions 



Method of Student Assessment: Assignments (linked to practical work/reflection in the field) – 100% 

Module Name: Counselling Practice 

Home Department: Faculty of Education: Educational Psychology 

Generic module name: Counselling Practice 




Duration: S 


Level: 8.1 

Main Outcomes: This is a practical module aimed at providing students with the necessary 

counseling skills to inform their daily counselling practice. The module 

therefore aims to: 

� Provide students with the necessary skills to conduct an initial interview, 

engage in an informed counseling process and intervene in a crisis 

situation 

� Assist students to deal with various emotional and behavioural problems 

with which clients may present 

� Equip students with the skills required to be an effective counselor. 

Main Content: Overview of the course and an introduction to counselling practice: 

� The initial interview 

� Counselling Skills 1 




� Crisis Intervention 

� Family Therapy 

� Play Therapy 

� HIV/AIDS – Pre- and post – test counseling 

� HIV/AIDS – Grief Counselling 

� HIV/AIDS – Working with Children 

� Ethics – Case Studies 




269





Practicals: 0 

Selfstudy: 57 



Method of Student Assessment: There is continuous evaluation of class participation, one assignment and a 

final examination. 

Composition of Marks: 

Class Participation – 20% 

Assignment 1 – 40% 

Examination - 40% 

Module Name: Counselling Theory 


Generic module name: Counselling Theory 




Duration: S 


Level: 8.1 

Main Outcomes: By the end of this module, students will be able to: 

� Demonstrate an understanding of various theories pertaining to 

counselling 

� Have a firm grasp of various psychological therapies and interventions 

� Utilize various counselling theories to inform their practice 

� Apply psychological theories to play therapy with children 

� Extend the application of counselling theory to HIV/AIDS interventions 

Main Content: Overview of the course and an introduction to counselling therapy: 

� Person-centred Therapy 

� Psychoanalytic Therapy 

� Cognitive Behavioural Therapy 

� Rational Emotive Therapy 

� Family Therapy 

� Play Therapy 

� Counselling and Culture 

� HIV/AIDS – Traditional and cultural issues 

� HIV/AIDS – Legal and ethical issues 

� Ethical issues in general 








Practicals: 0 

Selfstudy: 57 



Method of Student Assessment: There is one assignment per term and a final examination. 

Composition of Marks: 




270

Module Name: Educational Psychology Research Project 


Generic module name: Educational Psychology Research project 




Duration: S 


Level: 8.1 


� Understand the A-Z basics of conducting research 


� Conduct a basic literature search in a specific area of focus 

� Identify and understand the key issues and debates in the particular area 

of focus for the research 

� Understand how to develop and pursue a research methodology that is 

appropriate to the research aims 

� Understand how to develop a research proposal 

� Understand how to develop a short research report on the research 

conducted 

� Use the APA referencing style correctly. 

Main Content: Students will be introduced to key concepts and issues relating to (a) 

education support services in South Africa, and (b) the particular area of focus 

chosen as a theme of the year. They will also be introduced to basic 

knowledge and skills relating to research methodology. Students will work as 

a research team, under the supervision of the lecturer, in order to learn, 

through „doing‟, the key steps in conducting research within the framework of 

the chosen research theme and aims. 








Practicals and self-study: 75 



Method of Student Assessment Assignments linked to the various phases of the research: 

Assignments (building up the research proposal) – 45% 

Research proposal – 25% 

Short Research Report – 30% 

Module Name: Professional Counselling Practicum 


Generic module name: Professional Counselling Practicum 

Alpha-numeric code: MED838 


Credit value: This module cannot be credited towards the degree. It represents a practice 

requirement of the Professional Board for Psychology and is only necessary if 

students wish to write the Board‟s examination in order to register as School 

Counsellors. 

Duration: S 


Level: 8.1 


� Conduct assessments independently 

� Conduct simple interventions independently 

271

� Refer appropriately 

� Meet the legal and ethical obligations of this form of practice 

� Engage in simple school and educator development activities 

Main Content: Full time supervised practice in educational settings over a period of 6 months 

(720 hours) with on site supervision by WCED educational psychology staff 

plus additional supervision by University staff. 








Practicals: 720 (see above) 

Selfstudy: (See above) 


Total Learning Time: 25 + 720 

Method of Student Assessment: Complete detailed practice records, report of on site supervisor, assignment 

Module Name: Psychological Assessment 


Generic module name: Psychological Assessment 




Duration: S 


Level: 8.1 


� Identify a range of assessment purposes 

� Discuss the advantages and disadvantages of different forms of 

psychometric and scholastic assessment 

� Administer and interpret selected assessment instruments. 

Main Content: Principles of psychometric assessment, including test-construction and testvalidation, 

static and dynamic assessment, interpretation of assessment 

findings, report writing. 









Selfstudy: 93 



Method of Student Assessment: Group/individual assignment, examination. Peer evaluation and class test as 

formative assessment. 

Module Name: Psychometry 


Generic module name: Psychometry 




272

Duration: S 


Level: 8.1 


� Discuss critically the principles and ethics of psychometry 

� Design simple assessment „packages‟ for specific purposes 

� Administer, score and interpret selected psychometric tests and other 

measures. 

Main Content: Study of selected measures or perceptual development, „intelligence‟, 

e.g.(Senior S.A. Individual Scale), personality and interest, plus assessment 

related ethical responsibilities and dilemmas. 

Pre-requisites: Psychology 111, Psychological Assessment (492619) 








Selfstudy: 93 



Method of Student Assessment: Group/individual assignment, examination. Class test and peer evaluation as 

formative assessment. 

POSTGRADUATE DIPLOMA IN EDUCATION (PGDE) 

For information on the format and content of this advanced qualification consult the separate Combined Masters 

Programme Guide or the Faculty Officer. 

MAGISTER EDUCATIONIS (MEd) 

In addition to the MEd degree by thesis, the Faculty offers the following Structured Masters' courses: 

Action Research and School Improvement 

Adult Education, Training and Development 

Adult Learning and Global Change 

Applied Linguistics and Language Education 

District Support Services 

Education and Democracy 

Educational Management, Administration and Policy 

Education Psychology: Inclusive Education and Support Services 

Higher Education: Policy Analysis, Leadership and Management (PALM) 

Science and Mathematics Education 

Or any other area as determined by Senate 

Module Name: Support Services (2): Intersectoral Collaboration 


Generic module name: Support Services (2): intersectoral Collaboration 




Duration: S 

Module Type: Programme (Could be used across faculties) 

Level: 8.1 


� Understand what „intersectoral collaboration‟ means, internationally and 

within South Africa, and why this collaboration is needed to understand 

and address key barriers to learning in education contexts 

273

Main Content: 

� Be able to identify and explore the challenges of „working together‟ 

across professional categories and sectors 

� Understand and address challenges related to developing a communitybased 

approach to providing support in education. 

� Intersectoral collaboration: what, with whom, and why? 

� Key challenges of „working together‟ across professional categories and 

sectors 

� Addressing personal and interpersonal dynamics 

� Addressing organization dynamics 

� Addressing resource challenges 

� Addressing language and discourse challenges 

� Building school-community partnerships 






Assignments & tasks: 51 – Assignments, including practical work 


Practicals: 0 

Selfstudy: 75 



Method of Student Assessment: 100% - Assignments, linked to practical work/reflection in the field 

Module Name: Support Services (1): School/Institutional Development 


Generic module name: Support Services (1): School/Institutional Development 




Duration: S 

Module Type: Programme (could be used across faculties) 

Level: 8.1 


� Understand the framework for education support services in South Africa 

within the context of relevant policies 

� Understand schools as learning organizations 

� Analyse school development needs and plan a process that will begin to 

address these needs 

� Understand the challenge of managing change in learning organizations 

� Be aware of the challenges of providing support and engaging in school 

development in a collaborative way. 

Main Content: 

� Education support services in South Africa 

� Policy: School-based Management, Inclusive Education and Health 

Promoting Schools 

� The school as a learning organization 

� Managing change through organization development 

� Improving collaboration within and between district support teams and 

institutional level support teams in building effective learning schools. 





274


Assignments & tasks: 51 – Assignments, including practical work 


Practicals: 0 

Selfstudy: 75 – Reading/preparation for sessions and fieldwork 



Method of Student Assessment: 100% - Assignments, linked to practical work/reflection in the field. 

ADULT LEARNING AND GLOBAL CHANGE 

Module Name: Global and Local Learning 


Generic module name: Global and Local Learning 

Alpha-numeric code: ACG815 



Duration: 12 weeks 


Level: NQF 8 


� Engage critically with conceptual procedures on the relationship between 

adult education and development 

� Examine the global and local development context of adult education in a 

„middle income country‟ 

� Explore and develop an understanding of transformative adult education 

in civil society contexts, in order to stimulate dialogue around the 

meaning of the concept „global/local learning‟ 

� Critically discuss the relationships between learning, politics and 

organization in the context of civil society organizations and social 

movements. 

Main Content: Course Content 

The course is organised in four steps and unfolds in the following way: 

Step1 (Two weeks) 

Exploring your understanding of the concept global/local learning based on 

your experiences within civil society as an educator and learner in a 

globalizing world. In this section you will identify, with your tutorial group, a 

key set of elements which, in your view, best characterizes global/local 

learning within civil society. You will begin to question the social purposes of 

that learning. 

Step 2 (Three weeks) 

Examining neo-liberal and popular development theories and the relationship 

between these global frameworks and local social transformation, including 

adult education. In this section you will discuss the current global/current 

development context in South Africa and how it may promote or constrain 

possibilities for transformative adult education. 

Step 3 (Two weeks) 

Probing understandings of „transformative adult education‟ by focusing on 

key readings. 

Step 4 (Three weeks) 

Analysing, from various perspectives, the connections between the learning, 

political and organizational aspects of adult education/learning in civil society 

organisations or social movements. In this section you will identify and 

investigate some of the learning practices in a civil society organization or 

social movement of your choice in order to elaborate the concept „global/local 

learning‟. 

Pre-requisites: Modules: Adult Learning Perspectives, Work and Learning, Fostering 

Learning 

275







Practicals: 0 

Selfstudy: 27 



Method of Student Assessment: Two Assignments – 90% 

Participation – 10% 

Module Name: Local Options B 


Generic module name: Capita Selecta (AL)816 




Duration: 12 Weeks 


Level: NQF 8 

Main Outcomes: By the end of the module, students will have: 

� Designed, conducted and presented a research project within the area of 

adult learning and global change 

� Developed an understanding of the theoretical and practical 

considerations required in the different phases of doing such a research 

project 

� Deepened their insight of different possible research approaches to their 

research projects and what the implications of these might be 

� Submitted their research project in accordance with the technical 

requirements for presenting an academic text of this scale 

� Responded to questions from students and supervisors concerning all of 

the above aspects of their research project. 

Main Content: 

� Data-collection and data-analysis 

� Writing a research paper 

Pre-requisites: Modules: Locating Oneself in Global Learning; Adult Learning Perspectives, 

Work and Learning, Fostering Learning in Professional Practice, 

Local/Global Learning, Understanding Research, Local Options A 







Practicals: 0 

Selfstudy: 27 



Method of Student Assessment: Research Paper 

Module Name: Work and Learning 


Generic module name: Work and Learning (AL) 




276



Level: NQF 8 

Main Outcomes: Students will be able to develop: 

� A critical understanding of the issues underpinning the changing 

imperative on work and learning 

� An understanding of the interplay between national traditions and 

conditions and the global forces on work and learning 

� An understanding of visible the effects of work organization and power 

relationships on learning 

� A familiarity with dominant practices of workplace learning 

� An understanding of the possibility for the development of alternative 

worker-centred practices. 

Main Content: Block 1: The changing nature of work 

Departing from a critical analysis of the local labour market we will make 

visible the shifts in paid and unpaid work, the changing structure of the labour 

market, and their effects on different groups in society. We will give the 

students an overview of how the discourse on work and learning is changing. 

We will look at how this is portrayed in different national policy debates. We 

will further examine the debate on employability skills and explore the link 

between work organization, labour processes, skills formation and introduce 

the consequences of economic democracy as an alternative way of 

approaching the skills debate. 

Block 2: 

Education and training nature of work 

We will examine the learning organization to see what practices can be 

learned from theory and vice versa. Building on the previous course on 

learning, the impact of work processes and work organization on workplace 

learning will be discussed. We will also address why and why not employers 

train and review different forms of workplace learning. 

Pre-requisites: Modules: Locating oneself in Global Learning, Adult Learning Perspectives 







Practicals: 0 

Selfstudy: 27 





Module Name: Local Options A 


Generic module name: Capita Selecta (AL) 814 






Level: NQF 8 

Main Outcomes: By the end of the module, student will have: 

� Designed, conducted and presented a research project with in the area of 

adult learning and global change 

� Developed an understanding of the theoretical and practical 

considerations required in the different phases of doing such a research 

project 

277

� Deepened their insight of different possible research approaches to their 

research projects and what the implications of these might be 

� Submitted their research project in accordance with the technical 

requirements for presenting an academic text of this scale 

� Responded to questions from students and supervisors concerning all of 

the above aspects of their research project. 

Main Content: • Writing a Research proposal 

� Doing a Literature Review 

Pre-requisites: Modules: Locating Oneself in Global Learning, Adult Learning Perspectives, 

Work and Learning, Fostering Learning in Professional Practice, Local/Global 

Learning and Understanding Research 







Practicals: 0 

Selfstudy: 27 



Method of Student Assessment: Research Paper 

Module Name: Understanding Research 


Generic module name: Understanding Research (AL) 822 






Level: NQF 8 


� Understand the logic of main approaches in research with relevance to the 

study of adult learning 

� Be critical readers of research 

� Read research texts in a sophisticated and critical way 

� Develop a research literacy, i.e. the skills required to interrogate research 

texts critically and ability to evaluate them accordingly to their kind 

� Develop skills which will be preparatory for further studies and 

independent project work. 

Main Content: Research Perspectives: 

The first part of the course will focus on the characteristics and the logic of 

different approaches in contemporary research. Focus is here on texts about 

research. However, students are encouraged to read articles that later will be 

analysed as concrete references to the interpretation of the texts on research. 

Critically Analyzing Research Texts: 

Examples of research, i.e. articles that represent as well as different aspects of 

adult learning as different research perspectives, are critically analysed and 

interrogated in texts which the students produce. A number of general 

questions will guide the student. Each text should be sent to a fellow student 

and they should compare and debate differences and what could be the best 

ways of answering the questions. 

Paper on how to Investigate a Problem: 

Each student should write a paper (3500 – 5000 words), where they should 

identify a particular topic from their own context of practice that offers 

possibilities for enquiry. The paper should discuss which of the range of 

research approaches might be taken in exploring the chosen problem. In the 

278

paper there should be presented a discussion about the consequences of the 

choice of approach in terms of how to conceive of the topic and the framing of 

the research choices. 

Pre-requisites: Modules: Locating oneself in Global learning, Adult Learning Perspectives, 

Work and Learning, Fostering Learning in professional Practice, Local/Global 

Learning. 







Practicals: 0 

Selfstudy: 27 





Module Name: Locating Oneself in Global Learning 


Generic module name: Global Learning (AL) 811 






Level: NQF 8 


� Understand the challenge of globalization and the various ways in which 

it manifests in peoples‟ lives and is exemplified locally. (It focuses on the 

different ways global change impinges on students through an exploration 

of their experience). 

� Orientate to intercontinental study through an introduction to the learning 

devices and technologies which they will use and through preparing their 

own profiles which will aid them in finding and interacting with students 

in other countries 

� Understand the notion of a capability framework which will frame their 

study throughout the progarmme. They will negotiate their learning goals 

and outcomes for the programme with their local mentor/tutor, monitor 

their progress in achieving them throughout the programme and 

renegotiate them as appropriate 

� Reflect on their experience throughout the programme and intergrating their 

diverse experiences and achievements 

� Develop study skills to cope with the demands of study in academic 

cultures and contexts with which they may not be familiar. (This will 

include discussion of academic standards). 

Main Content: The course comprises three clusters of activities. One is completed at the start 

of the enrolment, the second during the programme, the final at the end: 

� The first of these is the development of a personal learning profile in 

which students review the prior learning in which they have engaged 

which is in some way connected to the goals of the course and their 

aspiration for the learning. From this activity students will draw three 

products: 

- A profile which they will use to introduce themselves and their 

learning goals when interacting with staff and other students in other 

course 

- A self-assessment of themselves at the start with respect to the 

capability framework 

279

- A learning plan which will guide their choice of activities in the rest 

of the programme (while students will not have any choice of course 

in which they are enrolled, they will be able to influence the task in 

which they are engaged in those course) 

� The second is a continuing portfolio or record of learning and their 

reflections on their experience. Students will be encouraged to keep an 

on-going learning journal across courses. This will not be formally 

assessed, but will provide the raw material for the final assessed activity. 

Students will also be encouraged to form a self-chosen learning 

partnership, if possible, with a student in another country. Students would 

be expected to correspond by email and share their experiences of the 

course. This would supplement any short-term partnerships within a 

particular course 

� The third of these is development of a capstone statement demonstrating 

how the student has met the capabilities of the programme. One element 

of this will be prepared in the form of a brief descriptive summary of a 

profile of achievements that can be used to show to employers or 

educational institutions. This will be detailed evidence to support the 

summary and which will enable the summary to be endorsed. 

Criteria for satisfactory performance in each of these will be developed and 

the first and third of these will be formally assessed and feedback given to 

students. 








Practicals 0 

Selfstudy: 27 





Module Name: Fostering Learning in Professional Practice 


Generic module name: Professional Practice (AL) 813 






Level: NQF 8 


� Analyse practice in a global context 

� Understand and foster the learning dimension of their work 

� Be aware of and to self-consciously develop their capacity to analyse, act 

on and learn in their practice 

� Understand literature which will illuminate and support their practice 

� Understand an action research method which will help them to understand 

and foster learning in their work. 

Main Content: 

� The characteristics of practice; practitioner roles and identities; practice in 

the context of global social and organizational change; the learning and 

education of practitioners 

� Practice/theory relationships; analytical frameworks; level of analysis; 

epistemological paradigms; critical educational analysis; varieties of 

280

critical theory and their application to the analysis of practice; 

relationships between analysis; strategy and skills 

� Identifying and fostering learning in practice situations; the learning 

dimension of practice; sites of learning; teaching functions and teacher 

effectiveness; shifting the focus from teaching to learning; the social 

dynamics of teaching and learning; constructing environments for learning; 

facilitating group process; facilitating discussion, intervention and invasion, 

solidarity and service 

� Enabling skills in practice; organizational change and learning; the 

practitioner aws action researcher and consultant; phases of consulting; 

analytical, interpersonal, educational and political skills in consulting 

� Action research; action and research and learning in practice; assumptions 

and principles; problem setting; data collecting; data analysis; validity 

issues; purpose, form and style in writing; strategy development; 

evaluation 

Pre-requisites: Modules: Locating Oneself in Global Learning, Adult Learning Perspectives, 

Work and Learning 







Practicals: 0 

Selfstudy: 27 





Module Name: Adult Learning Contexts and Perspectives 


Generic module name: Contexts and Perspectives (AL) 812 






Level: NQF 8 


� Analyse situations of significance to them in their everyday practice in 

terms of a learning perspective 

� Choose and/or assess the relevance of various forms and methods for 

education and teaching with regard to their pertinence for adult learning. 

Main Content: The module will comprise contemporary theoretical perspectives on the 

essences of and mutual relationships between basic concepts in the field such 

as knowledge, learning and experience. The significance of various contexts 

and contents of learning for approaches to and outcomes of learning is 

emphasized. 

Pre-requisites: Module: Locating Oneself in Global Learning 







Practicals: 0 

Selfstudy: 27 


281




APPLIED LINGUISTICS AND LANGUAGE EDUCATION 

Module Name: Formal Language Study 


Generic module name: Linguistics 837: Formal Language Study 

Alpha-numeric code: LIN837 



Duration: T 


Level: 8.2 


� Understand the key differences between formal and functional approaches 

to language 

� Have a basic understanding of the formal properties of language 

(morphology, syntax, semantics, pragmatics) 

� Understand the key elements of Sytemic Functional Grammar as a theory 

of language in social context 

� Analyse texts to determine the patterns and effects of choices in 

ideational, interpersonal and textual meaning. 

Main Content: The module offers a general introduction into the concerns of linguistic 

analysis with a specific focus on the relevance of different approaches to 

linguistic analysis for language educators. 








Practicals: 0 

Selfstudy: 80 



Method of Student Assessment: Tests – 20% 

Assignments – 40% 

Exam – 40% 

Module Name: Language Teaching and Learning A 


Generic module name: Language Teaching and Learning A 




Duration: T 


Level: 8.2 


� Demonstrate understanding of various historical contemporary 

approaches to the teaching and learning of oral language and reading and 

writing 

� Engage critically with current language teaching and learning debates and 

models, with particular reference to South Africa 

� Implement insights gained with respect to language teaching and learning 

in their own educational contexts. 

282

Main Content: The overall purpose is to introduce and sensitise students to the challenges and 

joys of language teaching in South Africa today. Insight, engagement and 

critique will be nourished through a process of guided reading and seminar 

participation. 

� Overview of language teaching/learning approaches 

� Language portfolios 

� Oral language use 

� Reading and writing 

� Language teacher training models for South Africa 

� Use of electronic media in language teaching 








Practicals: 0 

Selfstudy: 80 



Method of Student Assessment: Essay – 20% 

Tests – 20% 

Classroom Presentations – 20% 

Take home Exam – 40% 

Module Name: Language Teaching and Learning B 


Generic module name: Language Teaching and Learning B 




Duration: T 


Level: 8.2 


� Critically appraise international and South African economic, social and 

educational contexts for language curriculum development 

� Engage with major curriculum paradigms and different approaches to 

language curriculum development, particularly those associated with 

critical pedagogies 

� Evaluate language curricula and learning materials from a variety of 

standpoints 

� Understand and engage critically with rationales and principles of 

language assessment, including issues of validity and reliability. 

Main Content: Language curriculum development, 

design and critique 

� Critical appraisal of recent debates and developments nationally and 

internationally 

� Understanding of curriculum paradigms and related design issues 

� Case study and examination of local proposals, with specific reference to 

the teaching of writing 

Assessment 

� Contemporary models of language testing 

� Communicative and integrated testing 

� Principles of test construction and analysis 




283





Practicals: 0 

Selfstudy: 80 



Method of Student Assessment: Presentation – 10% 

Assignments – 50% 


Module Name: Research in Language Education 


Generic module name: Research in Language Education 




Duration: T 


Level: 8.2 


� Understand the basics of conducting research 


� Conduct a basic literature search in a specific area of focus 

� Develop and pursue a research methodology that is appropriate to the 

research aims 

� Develop a research proposal 

� Critique research in applied linguistics. 

Main Content: Students will be introduced to research methods and traditions in applied 

linguistics. They will also be introduced to basic knowledge and skills relating 

to research methodology. They will be exposed to the following research 

approaches: 

� Ethnographic research 


� Classroom observation 

Actual research studies will form the core readings in this module. 








Practicals: 0 

Selfstudy: 80 



Method of Student Assessment: Weekly Reading Tasks – 20% (of final mark) 

One Major Assignment – 40% (of final mark) 

Take home Examination – 40% (of final mark) 

Module Name: Language in Education Planning (LiEP) 


Generic module name: Language in Education Planning 




Duration: T 

284


Level: 8.2 


� Understand key concepts in language in education planning, mother tongue 

education and bilingual education 

� Demonstrate an awareness and understanding of the current LiEP in 

South Africa and the debates surrounding it 

� Critique models of language planning in South Africa and elsewhere 

� Develop language planning models for South African educational 

institutions. 

Main Content: 

� Language planning and language policy 

� Models of language planning 

� Language in education policies: A comparative perspective 

� Mother tongue education 

� Bilingual education models 

� Some case studies 








Practicals: 0 

Selfstudy: 80 



Method of Student Assessment: One major Assignment – 30% 

Seminar Presentations – 30% 

Take home Examination – 40% 

EDUCATIONAL MANAGEMENT, ADMINISTRATION AND POLICY 

Module Name: Theory and Practice of Educational Change B 


Generic module name: Theory and Practice of Educational Change B 




Duration: S 


Level: 8.3 


� Understand key theories of change at a personal, institutional and 

contextual level 

� Raise an awareness at a personal level of individual orientations towards 

change and the theoretical frameworks and value systems which inform 

this 

� Understand key theories and practices relating to school development and 

educational change 

� Explore various strategies and approaches for supporting and enabling 

change in schools 

� Develop the basic ability to analyse and enable change processes at 

schools. 

Main Content: Key theories of change at a personal, institutional and contextual level; 

individual orientations towards change and the theoretical frameworks and 

value systems which inform this; key theories and practices relating to school 

285

development and educational change; various strategies and approaches for 

supporting and enabling change in schools. 








Practicals: 0 

Selfstudy: 75 



Method of Student Assessment: Assessment has two components: 

An individual presentation of peer assessment counting for 20% of the 

course mark 

A long assignment of approximately 10 – 15 pages counting for 80% of the 

mark 

Module Name: Comparative Perspectives on Educational Governance, School 

Management and Administration 


Generic module name: Comparative perspectives on Educational Governance, School Management 

and Administration 




Duration: S 


Level: 8.3 


� Analyse international trends in global educational reform, management, 

planning and administration and its relationship to policies and practices 

at various levels of the educational system 

� Assess global trends in the governance and management of schools 

� Discuss governance issues in selected developed and developing countries 

in an attempt to inform understanding of governance, management, 

planning and administration of South African schools in the 21 st century 

� Introduce students to issues of school success, school quality and school 

improvement 

� Debate international models of the training and professional development 

of school principals 

Main Content: International trends in global educational reform, management, planning and 

administration and its relationship to policies and practices at various levels of 

the educational system; global trends in the governance and management of 

schools; governance issues in selected developed and developing countries; 

governance, management, planning and administration of South African 

schools in the 21 st century; school success, school quality and school 

improvement; international models of the training and professional 

development of school principals. 








Practicals: 0 

Selfstudy: 75 

286



Method of Student Assessment: Research Exercise (20%) and Assignment 1 (80%) – 25% 

Mini-thesis Assignment 2 – 20% 

Class Attendance and participation – 15% 

Take home Examination – 40% 

Module Name: Leadership in Education 


Generic module name: Leadership in Education 




Duration: S 


Level: 8.3 


� Understand transformational leadership in education, by combining 

theory, practice and philosophy 

� Understand and apply the concepts of transformation and empowerment 

within an educational environment 

� Engage with various leadership issues 

Main Content: Building a shared vision and mission, the school as a learning organization, 

quality management and leadership in education, building leadership capacity 

in schools, participative management and leadership, developing systems that 

enhance school management and leadership. 






Assignments & tasks 51 


Practicals: 0 

Selfstudy: 75 



Method of Student Assessment: A 5000 word assignment that ascertains whether the student has presented a 

convincing argument, supported by appropriate statements from the field of 

relevant literature – 100% 

Module Name: Policy Development and Policy Analysis 


Generic module name: Policy Development and Policy Analysis 832 




Duration: S 


Level: 8.3 


� Provide an overview and contextualization of the South African political 

economy and education reform situation 

� Give an in-depth introduction and overview of education policy theories, 

models, paradigms and definitions 

� Develop a critical assessment of the macro education policy making 

context in South Africa in comparative and African context 

287

� Introduce and discuss a number of conceptual models (rational, 

interactive, recursive, spatial-performative) to analyse policy making and 

development 

� Provide an in-depth discussion of the political and power dimensions of 

policy making with a specific focus on the school curriculum policy 

process between 1990 and 2006 

� Provide an in-depth introduction of the study of policy implementation 

and its conceptual foundations 

� Consider critically the complex ways in which aspects of education policy 

have been implemented in schools. 

Main Content: The South African political economy and education reform situation; 

education policy theories, models, paradigms and definitions; macro education 

policy making context in South Africa in comparative and African context; 

two broad conceptual models (rational vs interactive) to analyse policy 

making and development; the political and power dimensions of policy 

making with a specific focus on the school curriculum policy process between 

1990 and 2002; policy implementation and its conceptual foundations; the 

implementation of education policy in schools. 








Practicals: 0 

Selfstudy: 75 



Method of Student Assessment: Five Weekly Essays (800 – 1000 words) based on set weekly texts – 70% 

One take home Assignment (3500 words) – 30% 

Module Name: Research Proposal Development 


Generic module name: Research Proposal Development 




Duration: S 


Level: 8.3 


� Understand what a research proposal is, the purposes it serves and the 

academic criteria on which it is judged 

� Understand the technical and academic requirements of a research 

proposal that must meet 

� Decide on a research topic that is interesting, realistic, realizable and 

relevant 

� Be aware of the various parts that constitutes a research proposal 

� Pursue the process of writing a research proposal. 

Main Content: The development of a proposal; abstract, title, key words, aims, the literature 

survey, research hypothesis, the delimitation of the study, the research 

methodology and design, the ethics statement, chapter outline, timeframe and 

preliminary bibliography. 






288



Practicals: 0 

Selfstudy: 51 



Method of Student Assessment: The Research Proposal which will form the basis of the mini-thesis will be 

assessed – 100% 

HIGHER EDUCATION: POLICY ANALYSIS, LEADERSHIP AND MANAGEMENT (PALM) 

Module Name: Higher Education Student Affairs and Administration 


Generic module name: Higher Education Student Affairs and Administration 

Alpha-numeric code: PLM822 



Duration: S 


Level: 8.3 

Main Outcomes: The student will: 

� Have an understanding and overview of the different elements of Student 

Affairs/Development within institutions. 

Main Content: Focus Areas: 

� Socio-demography (an analysis of student trends in SA in terms of race, field 

of study, qualification level etc as well as an introduction to the technical terms 

� Diversity and equity (at the level of implementation, the meaning of 

inclusive education, with a focus on disability) 

� Stdeunt retention and completion rates from an institutional perspective 

(meanings linked to the different concepts, institutional models of retention 

etc) 

� Student political participation in institutions (forms of student activism 

and their role in governance processes) 

� Student Affairs and Administration (international perspectives, the rise 

of the sector, issues of professional identity 








Practicals: 0 

Selfstudy: 86 



Method of Student Assessment: Assignments – 50% 


Module Name: Higher Education Governance 


Generic module name: Higher Education Governance 




Duration: S 

289


Level: 8.3 

Main Outcomes: The student will be able to: 

� Understand concepts related to institutional and systemic power within 

Higher Education 

� Have an overview of the different forms of institutional governance in 

Higher Education 


� Global trends related to governance within the South African context 

� Changing modes of co-ordination of higher education systems by the state 

� The concept of institutional autonomy 

� Conceptions of higher education as a public good and its implications for 

governance 

� Nature, identity and particularities of higher education institutions as 

these pertain to governance requirements 

� Boundaries between governance and management of higher education 

institutions 

� Success and failure in governance at the institutional level 








Practicals: 0 

Selfstudy: 86 





Module Name: Higher Education Institutional Research and Information Management 


Generic module name: Higher Education Institutional Research and MIS 




Duration: S 


Level: 8.3 

Main Outcomes: The student will: 

� Have an understanding of concepts related to the internal processes by 

which institutions re-define their missions (within a context of social 

change) 

� Have ICT-based skills to access the data from information and 

management systems. 


� The nature of institutional planning 

� Issues of planning in the context of HE 


� Institutional research 

� Data requirements 

� Enrolment projections 

� Management of Information Systems (HEMIS) 




290





Practicals: 0 

Selfstudy: 86 





Module Name: Higher Education International Perspectives 


Generic module name: Higher Education International Perspectives 




Duration: S 


Level: 8.3 


� Have an understanding and an overview of international HE systems in 

selected countries. 


� Higher Education systems in selected Latin American and African 

countries or other selected countries from time to time. 








Practicals: 0 

Selfstudy: 86 





Module Name: Higher Education Change and Organisational Development 


Generic module name: Higher Education Change and Organisational Development 




Duration: S 


Level: 8.3 


� Show an understanding for concepts and processes linked to HE system 

and institutional-level reforms and its impact on the social practices of 

academics. 


� Universities as institutions 

� The nature of change in higher education 

291

� Alternative theories of change in higher education 

� Student activity, academic identity and change 

� Case study of institutional change 








Practicals: 0 

Selfstudy: 86 





Module Name: Higher Education Policy Analysis Leadership and Management 


Generic module name: Higher Education Policy, Leadership Management 




Duration: S 


Level: 8.3 


� Have an understanding for concepts and issues around HE policy, 

leadership and management with specific reference to SA. 


� South African social structure and the transition to democracy 

� Theoretical/conceptual frameworks of policy (meanings/interpretations, 

policy cycle, context, actors) 


� A decade of HE policy and change in SA from 1990 – 2002 

� Theorizing the role of the state in shaping the HE sector. 








Practicals: 0 

Selfstudy: 86 





Module Name: Higher Education Policy Process, Formulation, Planning and 

Implementation 


Generic module name: Higher Education Process, Policy, Planning and Implementation 




Duration: S 

292


Level: 8.3 


� Understand the conceptual and theoretical (HE) policy models 

� Have an overview of the processes of restructuring of higher education in 

SA. 


� Policy models, cycles, and milestones (NEPI UDUSA CEPD, NCHE, 

WP) 

� Globalization and the changing role of the economy, the state and 

knowledge 

� Policy implementation (National Plan, CHE, NWG and Mergers) 

� Contestations (massification, equity, development, efficiency, 

governance, reconfiguration) 

� Systemic policy assessment (performance indicators) 

� Institutional policy assessment (theories and models for explaining 

change). 








Practicals: 0 

Selfstudy: 86 





Module Name: Higher Education Practical Issues 


Generic module name: Higher Education Practical Issues 




Duration: S 


Level: 8.3 

Main Outcomes: The student will be able to understand: 

� The debates and perspectives around Private Higher Education and 

Quality Assurance processes. 


� Private higher Education (perspectives related to the emergence of the 

sector internationally, in Africa and South Africa) 

� Quality Assurance in SA: Regulation, Improvement and Transformation. 








Practicals: 0 

Selfstudy: 86 





293

Module Name: Higher Education Research Proposal Design 


Generic module name: Higher Education Research Proposal Design 




Duration: S 


Level: 8.3 

Main Outcomes: The student will have the ability to: 

� Design an academic research proposal 

� Conduct a literature review. 


� Steps toward the development of a research proposal 

� Preliminary stages of defining a research problem 

� Different stages in a literature review 

� Linking aspects from the literature review with that of the research 

question/problem 

� Research design, methods and techniques 

� How to write a research proposal. 








Practicals: 0 

Selfstudy: 86 





Module Name: Higher Education Development and Social Change 


Generic module name: Higher Education Social Change 




Duration: S 


Level: 8.3 

Main Outcomes: The student will have the ability to: 

� Design an academic research proposal 

� Conduct a literature review 


� The nature of globalization and the networked knowledge society 

� The context of HE with reference to SA (globalization and 

internationalization) 

� The historical development of universities in Europe, the USA and the 

Third World 

� Current major issues of change (linked to equity, development and 

quality; as well as to the core changes in the functions of teaching and 

research). 




294





Practicals: 0 

Selfstudy: 86 





Module Name: Higher Education Social Research Methods 


Generic module name: Higher Education Social Research Methods 




Duration: S 


Level: 8.3 


� Understand the perspectives of research as these relate to the process 

� Have an overview of the different techniques 

� Have the ability to design and conduct a research study. 


� Introduction to research (including perspectives) 

� Research design 

� Survey methods 

� Qualitative methods 

� Use of secondary sources 

� Basics about qualitative and quantitative data analysis. 








Practicals: 0 

Selfstudy: 86 





Module Name: Higher Education Changing Workplace 


Generic module name: Higher Education Changing Workplace 




Duration: S 


Level: 8.3 


� Understand elements of the academic workplace conditions that need to 

be in place in order for institutions to function effectively. 


295

� The impact of globalization, internationalization, massification and 

marketisation on the academic workplace 

� Changing profiles of staff in HEIs 

� Changing staff identities and roles: teaching, research, leadership and 

community service 

� academic labour markets (recruitment and employment practices, the 

composition of the academic labour force, supply and demand factors 

� academic freedom and academic practice in SA 

� The university as a non-academic workplace. The role, function and 

contestations of non-academic workers in a anchoring the practices inside 

institutions. 








Practicals: 0 

Selfstudy: 86 





SCIENCE AND MATHEMATICS EDUCATION 

Module Name: Qualitative Research Methods A 



Alpha-numeric code: SME810 



Duration: S 


Level: 8.2 


� Read, write and critique research articles related to the issues and debates 

on the current research programmes/projects of the Mathematics 

Education Unit of SMME 

� Identify, motivate and develop a proposal for research on an issue linked 

to the current research programmes/projects of the Mathematics 

Education Unit of SSME. 

Main Content: This is linked topic of research on the current research programmes/projects 

of the Mathematics Education Unit of SSME 








Practicals: 0 

Selfstudy: 52 



296

Method of Student Assessment: Two Assignments and a Research Proposal 

Module Name: Mathematics Education A 


Generic module name: Mathematics Education A 




Duration: S 


Level: 8.2 



around Mathematics Educa 

� Develop research frameworks linked to various paradigmatic orientations 

in Mathematics Education as a discipline. 

Main Content: 

� The Philosophy(ies) of Mathematics Education 

� The objects of study in Mathematics 

� The epistemic machinery of Mathematics Education 

� Mathematics as artifact production. 








Practicals: 0 

Selfstudy: 52 



Method of Student Assessment: Two Assignments and a major paper accompanied by an oral examination. 

Module Name: Mathematics Education B 






Duration: S 


Level: 8.2 



on the current research programmes/projects of the Mathematics 

Education Unit of SSME 

� Identify, motivate and develop a proposal for research on an issue linked 

to the current research programmes/projects of the Mathematics 

Education Unit of SSME. 

Main Content: This is linked topic of research on the current research programmes/projects 

of the Mathematics Education Unit of SSME. 








297

Practicals: 0 

Selfstudy: 52 



Method of Student Assessment: Two Assignments and a Research Proposal 

PHILOSOPHIAE DOCTOR (PhD) 

For information on the PhD consult the Faculty Officer. 

298

2012 Faculty of Education - University of the Western Cape

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?