Module Descriptions
PGCE Foundation Phase Teaching
Below is all the Module Descriptions for 2024.
Important Notice:
Full-time students may take maximum 131 credits per study year, and part-time students maximum 70 credits per study year. This maximum must first be made up of any undergirding modules that you must complete and can then be supplemented by taking PGCE modules at the same time. For example, if you must complete undergirding modules English for Education A and B (30 credits), you can still enrol for 101 PGCE credits in the same year; the rest you will have to complete in the following year.
Year One
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 and Education Ethics as a newly formed module is part of the disciplinary modules making up the theoretical core of the Post Graduate Certificate of Education in Teaching (Foundation / Intermediate Phase) (PGCE FP/IP) programme. Philosophy of Education provides students with the tools to think critically and reflexively about the key aspects of education, teaching and life. Within this toolkit, key philosophical themes within education are discussed as well as an overview of current trends in educational thinking and practice, and their impact in the classroom. The module will examine traditional schools of philosophy and prominent philosophers’ contributions, as well as contemporary philosophers like Jean Piaget, John Dewey, Paulo Freire and Nancy Fraser and analyse emerging discourse within the subject such as citizenship education, social justice, participatory parity, gender and education and African philosophy of education. This module is designed to provide students with an overview of the major philosophical viewpoints, particularly those that underpin current learning theory. Current trends in educational thinking and practice, and their impact in the classroom are debated. The module follows a simple path beginning with what is Philosophy of education, who should be educated and how should they be educated. Students completing this module will have a better understanding of the purpose of education and the practice of education in South Africa in order to constantly improve and adapt it to the needs of learners. It aims to prepare student educators in their roles as community builders and agents of change in the lives of learners, ethical citizens: who build relationships based on humility, fairness, and open-mindedness. This module acknowledges that teaching and learning environments are complex and that various factors like economic, social and political background, religion, gender, age and technology interplay in this social milieu. The module will assist students in their roles as interpreters and designers of learning programmes and materials; and as scholar, researcher and lifelong learner. Students will be guided to reflect upon the module, how it has impacted upon them and assisted them to form their own Personal (Teaching) Philosophy.
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.
The aim of this specialised pedagogical module is to introduce students to effective strategies and methodologies for instructional planning and delivery of learning content. 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 in their roles as learning mediators, and interpreters and designers of learning programmes and materials.
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.
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.
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.
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.
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.
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.
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: 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.
First Additional Language isiXhosa (FP) 8 credits
The aim of these modules is to provide the student with the knowledge and skills necessary to teach Xhosa as a first additional language. This will include teaching methodologies and assessments of learners’ listening, speaking, reading and writing skills.
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.
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).
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.