PGCE Intermediate Phase Teaching

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.

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 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.

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 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.

The aim of these modules is to provide the student with 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.

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 provides student teachers with theoretical and practical knowledge for teaching IsiZulu as a Home Language in the Intermediate Phase. It covers the teaching of advanced language skills, including comprehension strategies, extended writing, language structures, and vocabulary development across various text types and genres. The module places emphasis on learner engagement with fiction, non-fiction, poetry, and visual media, as well as integrating language learning with other subjects. It also explores strategies for developing critical reading and writing skills, promoting bilingualism, and incorporating inclusive and differentiated teaching methods.

The Fundamental Numeracy module provides students with the basic knowledge and understanding of mathematics at the Intermediate Phase. Students should be able to demonstrate a fundamental understanding of the numerical concepts dealt with in the curriculum and be functionally competent to teach Mathematics at Intermediate Phase level. Specific attention is given to constructivist methodology in the teaching of mathematics content. This is a compulsory module if Mathematics is not chosen as a didactic elective.

This module prepares students in their role as Social Science educators who can help Intermediate Phase learners to identify social and environmental changes throughout history; to understand the impact of change on local and global communities – especially in Africa; and to become change-agents towards a healed and whole society. Students completing this module should have a basic knowledge of the Social Sciences, should be able to assess learners reliably, and should better know how to teach Social Sciences. The student will be provided with specific methods and activities for teaching and learning of the two sub-disciplines of Social Science, viz. History as the process of historical enquiry; and Geography and its two branches (Physical Geography and Human Geography). Social responsibilities of learners are emphasized, and the use of historical evidence highlighted, as well as the use of maps as a graphicacy skill.

The aim of this module is to provide the student with an in-depth grasp of curriculum, teaching methods and assessment of intermediate phase Life Skills. This includes emphasis on Personal and Social Well-being, Physical Education and Creative Arts. Students completing this module should have an advanced knowledge of how to teach Life Skills at the Intermediate 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.

The aim of Science and Technology Didactics is to provide students with an overview of methods and activities that support effective teaching and learning in IP Science and Technology. Students will be acquainted with CAPS documents regarding the knowledge areas of science (matter and materials; life and living; energy and change; earth and beyond) and Technology (structures; systems and control). Special emphasis will be placed on the aims of Science and Technology and practical teaching skills. Students completing this module should have a basic knowledge of Science and Technology, should be able to assess learners reliably, and should demonstrate an understanding of best practice in the teaching of Science and Technology.

The aim of the Mathematics Didactics module is to provide students with 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 regarding the different content areas of Mathematics knowledge at the Intermediate Phase, viz: Numbers, Operations and Relationships; Pattern Functions and Algebra; Space and Shape; Measurement; and Data Handling. The module specifically equips the student with skills and resources for effective teaching and learning at the Intermediate Phase as set out in the CAPS document. Students will learn how to draw up lesson plans to teach different content; adjusting curriculum to make provision for the diverse needs of learners; applying effective assessment tools; and using technology for Mathematics teaching.

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. The module needs to be completed as early as possible in the PGCE programme.

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. This Teaching Practice should be completed in the middle of the PGCE programme.

This module aims to prepare the student as an educator through an in-person practical for 20 consecutive school days at an accredited school, with a focus on classroom procedures and multiple learning areas independent practice. Students completing this module should have gained adequate first-hand experience in how to teach their subjects, effective classroom management, and the assessment of learners' progress. Teaching Practice C takes place during the final semester of PGCE study. Students need to have completed or be busy completing their final didactic modules before going to schools for this last Teaching Practice module.