The Study of Education and its Foundations

Educational Psychology (12 credits)

The module is designed to give students an understanding of dominant and alternative learning theories, their educational application to teaching and learning, and how psychological theory informs mainstream and innovative educational processes. In this module, students will demonstrate knowledge, understanding, and application of such theories and principles of development, learning, memory, motivation, individual differences in learning needs, and instruction. Special attention will be given to the influence of social/environmental factors on learning processes.

History of Education (10 credits)

This module is designed to help students understand present educational theory and practice by exploring the historical, social, political, and cultural factors that have shaped education development, particularly in the South African school context. The module will briefly examine educational developments globally and then extensively in South Africa from before the colonial era until after 1994. Sociology and its relationship with Education are also addressed. Students completing this module will be able to reflect critically on the practice of Education in South Africa to constantly improve it and adapt it to the needs of students. This module will assist students in their roles as interpreters and designers of learning programmes and materials and as scholars, researchers, and lifelong learners. Students will also study Early Childhood education’s history related to the Grade R to Grade 3 context.

Philosophy of Education (10 credits)

This module is designed to provide students with an overview of history’s major philosophical viewpoints, particularly those underpinning current learning theory. Current educational thinking and practice trends and their impact on the classroom are debated. The module will, among other things, examine theories such as behaviourism, constructivism, multiple intelligences, and brain-based learning to understand how learning progresses from one level to the next. It is important to be aware of sociological issues; therefore, the Sociology of Education, social justice, and participatory parity are highlighted in the module to arrange effective learning experiences. Ultimately the student should be able to develop and defend their own researched philosophy of education. This module will assist students in their roles as learning mediators, interpreters, and designers of learning programmes and materials.

Afrikaans for Education A (15 credits)

This module offers future teachers an insight and overview into communicative Afrikaans and emphasizes the importance of correct grammatical writing skills as well as reading comprehension and speaking skills. It is a practical course that deals with the following aspects: grammar, writing, speaking, and reading comprehension skills as well as symbolism, research and literature in an educational context.

Afrikaans for Education B (15 credits)

This module offers future teachers an insight and overview into communicative Afrikaans and emphasizes the importance of correct grammatical writing skills as well as reading comprehension and speaking skills. It is a practical course that deals with the following aspects: grammar, writing, speaking, and reading comprehension skills as well as symbolism, research and literature in an educational context.

English for Education A (15 credits) 

This module offers future educators an insight into areas of English usage that are important for communication and accurate writing. It is a practical course that covers aspects of the study of language, comprehension, and written and spoken communication in an education context.

English for Education B (15 credits)

This module offers future educators an insight into areas of English usage that are important for communication and accurate writing. It is a practical course that covers aspects of the study of language, comprehension, and written and spoken communication in an education context.

Statistics for Education A (15 credits) 

This module introduces students to research methods and statistics. The module aims to equip students with a theoretical understanding of both qualitative and quantitative research as well as practical skills to perform various statistical techniques. Students will be able to select appropriate methodologies and statistical analyses relative to various research situations.

Statistics for Education B (15 credits)

This module introduces students to research methods and statistics. The module aims to equip students with a theoretical understanding of both qualitative and quantitative research as well as practical skills to perform various statistical techniques. Students will be able to select appropriate methodologies and statistical analyses relative to various research situations.

Conversational Competency (Indigenous Language)

Conversational isiXhosa I (5 credits)

Conversational Xhosa is a required module in the Advanced Diploma of Teaching programme. IsiXhosa is designed to help prospective teachers master basic conversations in one of the official South-African languages, other than English or Afrikaans, as per the requirements of the HEQF. Students completing this module will be able to hold a basic conversation with learners in their class and thus foster positive relationships and a better understanding of the learner.

General Pedagogic Knowledge

Instructional Methods (8 credits)

This specialised pedagogical module introduces students to effective strategies and methodologies for instructional planning and learning content delivery. This module will cover a broad range of methods and concepts which the student will be able to apply in the classroom, viz.: from theory to practice; cooperative learning; whole class instruction; instructional strategies; long- and medium-term planning; overcoming barriers to learning; inclusive classrooms; and multi-level teaching. Attention will also be paid to the more informal teaching methodologies in the Grade R context. Students completing this module should better know how to teach their subjects and be able to identify learning or social problems among learners. This module will assist students as learning mediators, interpreters, and designers of learning programmes and materials.

Study Praxis and Classroom Management (8 credits)

The module aims to give students an overview of classroom logistics and equip them with various tools and methods for successful self and classroom management. A section will also cover the informal play method as a vehicle for learning as applicable to Grade R education. This module further includes managing and administrating a classroom; discipline; assessment techniques; parental involvement; and awareness of legal issues related to classroom management in South Africa. Students completing this module should be able to manage classrooms effectively across diverse contexts to ensure a conducive learning environment. Students should be able to apply what was learnt in educational theory, using reliable and varied learner performance assessment methods. This module will assist students in their roles as leaders, administrators, managers, and assessors.

Situational Learning

Education and Ethics (8 credits)

This module aims to prepare students as educators in their roles as community builders and facilitators of change in the learner’s life in the social context of the local and global communities, especially in Africa. The environment of educational institutions is complex, and various issues like gender, social background, language, and technology interplay in a complex social milieu. Sociology of Education issues is thus also addressed in this module, as the different roles played by the teacher at a micro level. This is a module in situational learning and ethics. Meta-skills in the didactics of Social Science are highlighted to empower the student to prepare learners as ethical leaders through the critical study of change and development in society and the environment over time.

Didactics

English Home Language Didactics (8 Credits)

This module offers future educators insight into areas of English usage that are important for communication and accurate writing. It is a practical course that covers aspects of the study of language, comprehension, and written and spoken communication in an education context.

First Additional Language Didactics: English (8 credits)

This module aims to provide the student with the knowledge and skills necessary to teach English as a first additional language. This will include teaching methodologies and assessments of learners’ listening, speaking, reading, and writing skills. The difference between mother tongue and additional language teaching is addressed, and students will be assisted in their roles as subject and phase specialists, learning mediators, assessors and interpreters, and designers of learning programmes and materials.

First Additional Language Didactics: Afrikaans (8 credits)

These modules aim to give the student the knowledge and skills necessary to teach Afrikaans as a first additional language. This will include teaching methodologies and assessments of learners’ listening, speaking, reading, and writing skills. The difference between mother tongue and additional language teaching is addressed, and students will be assisted in their roles as subject and phase specialists, learning mediators, assessors and interpreters, and designers of learning programmes and materials.

Life Skills Didactics (12 credits)

This module aims to give the student an in-depth grasp of the curriculum, teaching methods, and Foundation Phase Life Skills assessment. This includes emphasizing Beginning Knowledge, Creative Arts, Physical Education, and Personal and Social Well-being. Students completing this module should have advanced knowledge of how to teach Life Skills in the Foundation Phase. This module will also assist students in their roles as subject and phase specialists, learning mediators, assessors and interpreters, and designers of learning programmes and materials.

Mathematics Didactics (12 credits)

The Mathematics Didactics module aims to give students an in-depth understanding of the methods, activities, and assessment of Mathematics competency. Specific attention is given to constructivism in problem-solving. The module informs the student of the five content areas of Mathematics knowledge at the Foundation Phase: Numbers, Operations, and Relationships; Pattern Functions and Algebra; Space and Shape; Measurement; and Data Handling. The module especially equips the student with specific skills and resources for effective teaching and learning at the Foundation Phase, as set out in the CAPS document. Students will learn how to draw up lesson plans specifically for the Foundation Phase to teach different content; adjusting curriculum to make provision for the diverse needs of learners in the Foundation Phase, the student will be introduced to professional resources available for the Mathematics learning area. Students completing this module should have a sound knowledge of Mathematics should have highly developed numeracy skills, specifically to teach in the Foundation Phase, which is vastly different from teaching in any other phase since learners should be made numerate and acquire a love for Mathematics, should be able to assess learners reliably, and should know how to best approach the teaching of Mathematic concepts at the Foundation Phase. This module will assist students in their roles as subject and phase specialists, learning mediators, assessors and interpreters, and designers of learning programmes and materials.

Practical Learning

Teaching Practice: School A (6 credits), B (9 credits) and C (12 credits)

The Teaching Practice modules are a very important component of the Post Graduate Certificate in Education in Foundation Phase Teaching (PGCE FP).

Teaching Practice A (6 credits)

This module, together with Teaching Practice B (9 Credits), aims to prepare the student as an educator by doing teaching practicals for 2 (School A) and 3 (School B) weeks at accredited schools, with a focus on structured observation for the first school visit and basic teaching assignments for the second school visit with a strong emphasis on Grade R teaching. At least one of these two practical sessions must be in an underserved school in the local community or a “special needs” school (LSEN). The student must ensure that the school for Teaching Practice B does have at least a Grade R class. The Module Lecturer and the Tutor-Educator will guide, oversee, monitor, and assess the student during the practical. Students completing this module should better know how to teach their subjects, manage classrooms effectively, and evaluate learners reliably through observing experienced teachers and making theory practical. An accredited school is defined as a school registered and recognised by the Department of Basic Education. The Module Lecturer is the term used within the programme, i.e., presenter of the module. This module will assist students in their roles as Learning Mediators, Assessors, and Interpreters and Designers of learning programmes and materials. To gain as broad an experience as possible, students must attend a different school during each Teaching Practice. As the programme follows the South African education curriculum, Teaching Practice modules must be done in South Africa.

Please note: It is suggested that students do not go to a Grade R class for Teaching Practice A as they will be in a Grade R class for Teaching Practice B.

Teaching Practice B (9 credits)

This module, together with Teaching Practice A (6 Credits), aims to prepare the student as an educator by doing teaching practicals for 2 (School A) and 3 (School B) weeks at accredited schools, with a focus on structured observation for the first school visit and basic teaching assignments for the second school visit with a strong emphasis on Grade R teaching. At least one of these two practical sessions must be in an underserved school in the local community or a “special needs” school. The student must ensure that the school for Teaching Practice B does have at least a Grade R class. The Module Lecturer and the Tutor-Educator will guide, oversee, monitor, and assess the student during the practical. Students completing this module should better know how to teach their subjects, manage classrooms effectively, and evaluate learners reliably through observing experienced teachers and making theory practical. An accredited school is defined as a school registered and recognised by the Department of Basic Education. The Module Lecturer is the term used within the programme i.e., presenter of the module. This module will assist students in their roles as Learning Mediators, Assessors, and Interpreters and Designers of learning programmes and materials. To gain as broad an experience as possible, students must attend a different school during each Teaching Practice. As the programme follows the South African education curriculum, Teaching Practice modules must be done in South Africa.

Teaching Practice C (12 credits)

This module aims to prepare the student as an educator via a four-week field practical at an accredited school, focusing on Foundation Phase classroom procedures and multiple learning-areas practices. The Module Lecturer and the Tutor-Educator will guide, oversee, monitor, and assess the student during the practical. An accredited school is defined as a school registered and recognised by the Department of Basic Education. The Module Lecturer is the term used within the programme, i.e., presenter of the module. Students completing this module should have gained adequate first-hand experience in teaching their subjects, effectively managing classrooms, and assessing learners’ progress. This module will assist students in their roles as Learning Mediators, Assessors, and Interpreters and Designers of learning programmes and materials. To gain as broad an experience as possible, students must attend a different school during each Teaching Practice. As the programme follows the South African education curriculum, Teaching Practice modules must be done in South Africa.

Students are responsible for making their own Teaching Practice arrangements, subject to approval by the Cornerstone module lecturer. As the programme follows the South African education curriculum, Teaching Practice modules must be done in South Africa.

Very important to note is that it is Cornerstone Institute policy that students complete each Teaching Practice in a different school, i.e. they will therefore attend three different schools for Teaching Practice.