Module Descriptions
The Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching: PGCE (SP/FET)
Below is all the Module Descriptions.
Important Notice:
Full-time students can take up to 130 credits per academic year, while part-time students are limited to 70 credits. This credit limit must first cover any required Prerequisite Undergraduate modules, with the remaining credits available for PGCE modules. For instance, if a full-time student needs to complete the 30-credit Prerequisite Undergraduate modules, *English for Education A* and *B*, they can still enrol in 100 PGCE credits within the same year, with the rest to be completed in the following year.
Study Year 1 of 1 (NQF 7)
This module aims to help students develop conversational competencies in speaking and listening in isiXhosa in order to help teachers assist students in the learning context. Special focus will be given to vocabulary related to the teaching and learning process. Students completing this module should have conversational competence in isiXhosa for educational purposes. This module will assist students in their roles as learning mediators.
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 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 home language. This will include teaching methodologies and assessments of learners’ listening, speaking, reading and writing skills, as well as their grasp of the structure of the language and the ability to think in the language. Students completing this module should be able to help learners develop their English language skills. 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: School-based WIL:
NOTE: To gain as wide an experience as possible, students must attend a different school during each Teaching Practice, with one stint being in an under-resourced school.
Purpose: This learning experience aims to prepare students to be a Senior Phase/Further Education and Training teacher, through participating in a school-based Teaching Practice for 2 weeks/10 continuous days in an accredited school, i.e. registered and recognised by the Department of Basic Education.
Description: The module lecturer and mentor-teacher guide, oversee, monitor and assess students during the practical. The first school visit focuses on observing and analysing classroom teaching. Students are required to observe a minimum of 8 lessons and to complete assignments set for this Teaching Practice.
Competences: After completing this Teaching Practice, students should have a better understanding of their role as Senior Phase/Further Education and Training teachers, their subjects, classroom management, lesson planning and learner assessment.
Roles: This module assists students in their roles as learning mediators, assessors, specialists in a Phase, and subject discipline or practice.
Purpose: This learning experience aims to prepare students to be a Senior Phase/Further Education and Training teacher, through participating in school-based teaching practice for 2 weeks/10 continuous days in an accredited school, i.e. registered and recognised by the Department of Basic Education.
Description: The module lecturer and mentor-teachers guide, oversee, monitor and assess students during the practical. This second school visit focuses on students taking responsibility for basic teaching assignments. Students are required to complete assignments and to teach a minimum of 10 lessons that are observed by a mentor-teacher.
Competences: After completing this Teaching Practice, students should better know how to teach their subjects, manage classrooms effectively, design lessons and materials, and assess learners reliably.
Roles: This module assists students in their roles as learning mediators, assessors, interpreters and designers of learning programmes and materials; specialists in a Phase, subject discipline or practice; and as leaders, administrators and managers.
Purpose: This learning experience aims to prepare students to be a Senior Phase/Further Education and Training teacher, through participating in school-based Teaching Practice for 4 weeks (20 continuous days) in an accredited school, i.e. registered and recognised by the Department of Basic Education.
Description: The module lecturer and mentor-teachers guide, oversee, monitor and assess students during the Teaching Practice. The focus is on Senior Phase and Further Education and Training Phase classroom procedures and multiple learning areas practice. Students are required to complete assignments and to teach a minimum of 20 lessons that are observed by a mentor-teacher.
Competences: By the end of the Teaching Practice, students should be able to teach their subjects, manage classrooms effectively, design lessons and materials, and assess learners reliably.
Roles: This module assists students in their roles as learning mediators, assessors, interpreters and designers of learning programmes and materials, specialists in a Phase, subject discipline or practice, and as leaders, administrators and managers.