Students explore human cognitive, linguistic, personal, social, and moral development from

childhood to early adulthood, as well as individual and group differences. They relate this to various views of learning theory, intrinsic and extrinsic motivation, and informal and formal assessments, with special attention given to the influence of environmental factors on learning processes. Students completing this module should acquire a better understanding of learners, particularly those in their teens, and how they learn (metacognition), and a better understanding of how to teach effectively.

This module covers a broad range of methods and concepts that students can apply in the classroom, including 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. Students completing this module should be better equipped to teach their subjects and identify learning or social problems among learners.

This module aims to provide students with an overview of classroom logistics, and through various activities, equip them with numerous tools and methods for successful self and classroom management. Students learn by learning from practice (e.g., observing and reflecting on lessons taught by others) and by learning in practice (e.g., preparing, teaching, and reflecting on lessons presented by oneself). By the end of this module, students should be able to use various tools and methods for successful self and classroom management across diverse contexts to ensure a conducive learning environment; apply what was learnt in educational theory, including using reliable and varied learner performance assessment methods and techniques; involve parents appropriately in students’ learning; explain legal issues related to classroom management in South Africa, including the use of disciplinary measures; and develop tacit knowledge—an essential component of learning to teach.

This module aims to enable students to teach Dance Studies to learners in the Further Education and Training Phase. The module focuses on developing creative teachers who can respond effectively to the needs of learners, providing them with well-prepared, high-quality dance experiences. The module offers students the opportunity to deepen their knowledge, skills, and understanding of Dance Studies, with a focus on teaching dance technique, improvisation, and dance theory. Students learn how to develop learners’ performance, choreographic, and appreciation skills. Different types of dance are focused on, including contemporary dance, African dance, and movement approaches such as improvisation and somatic dance. African and Western philosophies pertaining to dance choreography within a South African setting are interrogated. Dance is studied

together with practical school-led training and experience. Students completing this module should have specialised and sound subject knowledge of how to teach Dance Studies at the Further Education and Training level. Students will learn how to teach Dance Studies and be able to select, determine the sequence and pace of content for both subject and learner needs, as well as understand diversity and inclusivity.

This module aims to equip students with the knowledge, skills, values, and experience needed to teach Dramatic Arts to learners in the Further Education and Training Phase. The module focuses on practical and creative competence, developing teachers who can respond effectively to the needs of learners to provide them with well-prepared, high-quality experiences in Dramatic Arts. The module covers the broad topics of personal resource development, acting and performance, performance texts in context, and theatre and/or film production. It equips students with an understanding of the nature and function of drama and theatre in society and in different contexts; historical and contemporary dramatic practice; theatre education; acting, voice work, movement, and play text and play making, producing, and directing. An essential part of the curriculum is teaching learners group collaboration via the co-creation of a performance/production. Students completing this module should have specialised and sound subject knowledge of how to teach Dramatic Arts at the Further Education and Training level, understand diversity in the South African context, and be able to teach Dramatic Arts in a way that includes all learners.

This module aims to provide students with an in-depth grasp of the curriculum, teaching methods, and assessment of History at the Further Education and Training Phase. The module covers how best to teach and assess the topics covered in Grades 10–12. Students focus on applying the central concepts required by this subject, including historical sources and evidence, multiple perspectives, cause and effect, change and continuity, and time and chronology. Students completing this module should have an advanced  knowledge of how to teach History to learners in the Further Education and Training Phase in a changing social context.

This module aims to provide students with an in-depth grasp of the curriculum, teaching methods and assessment of Geography at the Further Education and Training Phase. The module covers the best practices for teaching and assessing the topics covered in Grades 10–12. Students focus on how best to transfer the central concepts of Geography and its two branches, Physical Geography and Human Geography, as well as the use of maps as a graphic skill. Students completing this module should have advanced knowledge of how to teach Geography to learners in the Further Education and Training Phase.

This module aims to provide students with an in-depth grasp of the curriculum, teaching methods, and assessment of Life Orientation at the Further Education and Training Phase. The module covers how best to teach and assess the six content topics in Grades 10–12: development of the self in society; social and environmental responsibility; democracy and human rights; careers and career choices; study skills; and physical education. Students completing this module should have advanced knowledge of how to teach Life Orientation to learners in the Further Education and Training Phase.

This module aims to provide students with an in-depth understanding of the methods, activities, and assessment involved in teaching Mathematics at the Further Education and Training Phase. Specific attention is given to constructivism in problem-solving. The module equips students with knowledge of the different content areas covered in Grades 10–12. It specifically equips students with the skills and resources necessary for effective teaching and learning at the Further Education and Training Phase, as outlined in the CAPS document. Students learn how to draw up lesson plans to teach different content, adjust the curriculum to make provision for the diverse needs of learners, apply practical assessment tools, and use technology for Mathematics teaching. In addition, students are introduced to professional resources that are available for teaching Mathematics.

Students completing this module should have a sound knowledge of Mathematics, and have highly developed numeracy skills, be able to assess learners reliably, and know how to best approach the teaching of Mathematical concepts to learners in the Further Education and Training Phase.

This module aims to provide students with the knowledge and skills necessary to teach English as a home language at the Further Education and Training Phase. This module includes 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. Literary studies form a key component of the module, and how to teach the literature genre at the FET level. Students completing this module should be able to help learners develop their English home language skills.

This module aims to provide students with an in-depth grasp of the curriculum, teaching methods, and assessment of Business Studies at the Further Education and Training Phase. The module covers the best practices for teaching and assessing the topics covered in Grades 10–12. Students focus on applying the central concepts required by this subject, including business principles, theory, and practice that underpin the development of entrepreneurial initiatives, sustainable enterprises, and economic growth, as well as small business development. Students completing this module should have advanced knowledge of how to teach Business Studies to learners in the Further Education and Training Phase.

This module aims to provide students with an in-depth understanding of the curriculum, teaching methods, and the assessment of Economics at Further Education and Training Phase. The module covers how best to teach and assess the topics covered in Economics at Grades 10–12. Students focus on how to transfer the central concepts required by this subject:

macroeconomics; microeconomics; economic pursuits; and contemporary economic issues.

Students completing this module should have advanced knowledge of how to teach Economics for learners in the Further Education and Training Phase.

This module aims to provide students with an in-depth grasp of the curriculum, teaching

methods, and the assessment of Accounting at the Further Education and Training Phase. The

module covers how best to teach and assess the topics covered in Grades 10–12. Students focus on how to apply the central concepts required by this subject, including financial accounting, managerial accounting, and resource management. Students completing this module should have advanced knowledge of how to teach Accounting to learners in the Further Education and Training Phase.