Module Descriptions
PGCE Intermediate Phase Teaching
Below is all the Module Descriptions for 2024.
Important Notice:
The Postgraduate Certificate in Education in Intermediate Phase Teaching (PGCE IP) is designed for completion in two years part-time, with a minimum duration of one year for full-time students and a maximum of four years for part-time students. The program carries a minimum of 120 credits and is delivered through distance learning.
For full-time students, the maximum allowable credits per study year is 125, while part-time students have a maximum of 65 credits per study year. This maximum includes any required undergirding modules that must be completed. Part-time students may supplement their study plan by concurrently taking PGCE modules. As an illustration, if a full-time student needs to complete undergirding modules such as English for Education A and B (30 credits), they can still enroll for 95 PGCE credits in the same year. Any remaining credits can be completed in the subsequent year.
Study Year 1 of 1 (NQF 7)
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.
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.
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.
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.
Didactic electives: Select two didactics modules (20 Credits)
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. Students completing this module should have an advanced knowledge of how to teach the Social Sciences.
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.
| 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 module will provide students with skills that include: the development of lesson plans, designing assessment tools, designing science projects, and the use of IT-Technology in the classroom. Students completing this module should have an advanced knowledge of how to teach Science and Technology and use IT resources in the classroom. 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 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.