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 the development of education, 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 in order to constantly improve it and adapt it to the needs of students. This module will assist students in their roles as interpreter and designer of learning programmes and materials, and as a scholar, researcher and lifelong learner. Students will also study the history of Early Childhood education as it is related to the Grade R to Grade 3 context.

The module is designed to give students an understanding of dominant as well as alternative learning theories and their educational application to teaching and learning, and how psychological theory informs mainstream as well as 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 aim of this module is 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.

This module explains in detail the strategic and global issues facing value chains. Using a strategic framework, students are guided through the key strategic drivers of value chain performance while providing students with practical tools that are necessary to solve value chain challenges. Students will learn about value chain alignment and strategic fit, integrated business planning, governance, network design, value chain financials, environmental sustainability and green logistics, risk management, maturity models, as well as many other key areas for responsible managers. At the conclusion of the module, students will be able to analyse and interpret issues and challenges facing value chains and know how to develop and apply various strategic decisions and solutions to drive and sustain competitive advantage.

The first Teaching Practice module requires 10 consecutive school
days at an accredited school. This first Teaching Practice module aims to prepare the student as an educator by focusing on structured observation. The module lecturer together with the mentor educator will guide, oversee, monitor, and assess the student during the practical. Students completing this module should improve their knowledge on how to teach their subjects, be able to manage classrooms effectively, and to assess learners reliably, through observing experienced teachers and making theory practical. This module will assist students in their roles as learning mediators, assessors, and interpreters and designers of learning programmes and materials. The module needs to be completed as early as possible in the PGCE programme. Teaching Practice modules have specific requirements, which are discussed during the initial tutorial sessions.

The first Teaching Practice module requires 10 consecutive school days at an accredited school. This first Teaching Practice module aims to prepare the student as an educator by focusing on structured observation. The module lecturer together with the mentor educator will guide, oversee, monitor, and assess the student during the practical. Students completing this module should improve their knowledge on how to teach their subjects, be able to manage classrooms effectively, and to assess learners reliably, through observing experienced teachers and making theory practical. This module will assist students in their roles as learning mediators, assessors, and interpreters and designers of learning programmes and materials. The module needs to be completed as early as possible in the PGCE programme. Teaching Practice modules have specific requirements, which are discussed during the initial tutorial sessions.

Teaching Practice B requires 15 consecutive school days at an accredited school. This second module aims to prepare the student as an educator by doing an in-person practical in accredited schools, with a focus on observation and basic teaching. The module lecturer together with the tutor-educator will guide, oversee, monitor, and assess the student during the practical. Students completing this module should improve their knowledge on how to teach their subjects, be able to manage classrooms effectively, and be able to assess learners reliably, through observing experienced teachers and making theory practical. These modules will assist students in their roles as learning mediators, assessors, and interpreters and designers of learning programmes and materials. This Teaching Practice should be completed in the middle of the PGCE. Teaching Practice modules have specific requirements, which are discussed during the initial tutorial sessions.