The Study of Education and its Foundations

Educational Psychology (12 credits)

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.

History of Education (10 credits)

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 education development, 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 to constantly improve it and adapt it to the needs of students. This module will assist students in their roles as interpreters and designers of learning programmes and materials and as scholars, researchers, and lifelong learners.

Philosophy of Education (10 credits)

This module is designed to provide students with an overview of history’s major philosophical viewpoints, particularly those underpinning current learning theory. Current educational thinking and practice trends and their impact on the classroom are debated. The module will examine theories such as behaviourism, constructivism, multiple intelligences, and brain-based learning in the context of understanding how learning progresses from one level to the next. It is essential to be aware of sociological issues, and the Sociology of Education and social justice, and participatory parity are therefore also highlighted in the module to arrange effective learning experiences. Ultimately the student should be able to develop and defend their own researched philosophy of education. This module will assist students in their roles as learning mediators, interpreters, and designers of learning programmes and materials.

Afrikaans for Education A (15 credits)

This module offers future teachers an insight and overview into communicative Afrikaans and emphasizes the importance of correct grammatical writing skills as well as reading comprehension and speaking skills. It is a practical course that deals with the following aspects: grammar, writing, speaking, and reading comprehension skills as well as symbolism, research and literature in an educational context.

Afrikaans for Education B (15 credits)

This module offers future teachers an insight and overview into communicative Afrikaans and emphasizes the importance of correct grammatical writing skills as well as reading comprehension and speaking skills. It is a practical course that deals with the following aspects: grammar, writing, speaking, and reading comprehension skills as well as symbolism, research and literature in an educational context.

English for Education A (15 credits)

This module offers future educators an 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.

English for Education B (15 credits)

This module offers future educators an 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.

Statistics for Education A (15 credits) 

This module introduces students to research methods and statistics. The module aims to equip students with a theoretical understanding of both qualitative and quantitative research as well as practical skills to perform various statistical techniques. Students will be able to select appropriate methodologies and statistical analyses relative to various research situations.

Statistics for Education B (15 credits)

This module introduces students to research methods and statistics. The module aims to equip students with a theoretical understanding of both qualitative and quantitative research as well as practical skills to perform various statistical techniques. Students will be able to select appropriate methodologies and statistical analyses relative to various research situations.

Conversational Competency (Indigenous Language)

Conversational isiXhosa I (5 credits)

Conversational Xhosa is a required module in the Advanced Diploma of Teaching programme. IsiXhosa is designed to help prospective teachers master basic conversations in one of the official South-African languages, other than English or Afrikaans, as per the requirements of the HEQF. Students completing this module will be able to hold a basic conversation with learners in their class and thus foster positive relationships and a better understanding of the learner.

General Pedagogic Knowledge

Instructional Methods (8 credits)

This specialised pedagogical module introduces students to effective strategies and methodologies for instructional planning and learning content delivery. 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 Intermediate Phase 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 as learning mediators, interpreters, and designers of learning programmes and materials.

Fundamental Numeracy (5 credits)

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 the Intermediate Phase level. Specific attention is given to constructivist methodology in the teaching of mathematics content.

Study Praxis / Classroom Management (8 credits)

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 Intermediate Phase. 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.

Situational Learning

Education and Ethics (8 credits)

This module aims to prepare students as educators in their roles as community builders and facilitators of change in the learner’s life in the social context of the local and global communities, especially in Africa. The environment of educational institutions is complex, and various issues like gender, social background, language, and technology interplay in a complex social milieu. Sociology of Education issues is thus also addressed in this module, as the different roles played by the teacher at a micro level. This is a module in situational learning and ethics. Meta-skills in the didactics of Social Science are highlighted to empower the student to prepare learners as ethical leaders through the critical study of change and development in society and the environment over time.

Didactics

English Home Language Didactics(10 credits)

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.

First Additional Language Didactics: English (10 credits) 

The aim of these modules is to provide the student with the knowledge and skills necessary to teach English and 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 Didactics: Afrikaans (10 credits)

The aim of these modules is to provide the student with the knowledge and skills necessary to teach English and 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.

Life Skills Didactics (10 credits)

This module aims to give the student an in-depth grasp of the curriculum, teaching methods, and intermediate phase Life Skills assessment. This includes emphasising Personal and Social Well-being, Physical Education, and Creative Arts. Students completing this module should have 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.

Mathematics Didactics (10 credits)

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 about the different content areas of Mathematics knowledge in the Intermediate Phase: Numbers, Operations, and Relationships; Pattern Functions and Algebra; Space and Shape; Measurement; and Data Handling. The module explicitly 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; adjust the curriculum to make provision for the diverse needs of learners; apply effective assessment tools; and use technology for Mathematics teaching. In addition, 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, have highly developed numeracy skills, assess learners reliably, and know how to approach the teaching of Mathematic concepts 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.

Science and Technology Didactics (10 credits)

Science and Technology Didactics aims to provide students with an overview of methods and activities that support effective teaching and learning in Intermediate Phase 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 practices 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 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.

Social Science Didactics (10 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, understand the impact of change on local and global communities – especially in Africa; and 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 the two sub-disciplines of Social Science, viz. History is the process of historical inquiry, and Geography and its two branches (Physical Geography and Human Geography). The social responsibilities of learners are emphasized, and the use of historical evidence is highlighted, as well as the use of maps as a graphic skill. Students completing this module should have advanced knowledge of how to teach the Social Sciences.

Practical Learning

Teaching Practice A (6 credits)

This module, together with Teaching Practical B, aims to prepare the student as an educator by taking part in teaching practice for two weeks in accredited schools, focusing on observation for the first school visit. At least one 2-week teaching practice must be in an underserved school in the local community or a “special needs” school. 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 South African school which teaches the CAPS curriculum. The Module Lecturer is the term used for the programme, i.e., presenter of the module. These modules 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 must be done in South Africa.

Teaching Practice B (6 credits)

This module, together with Teaching Practical A, aims to prepare the student as an educator by taking part in teaching practice for two weeks in accredited schools, focusing on observation for the first school visit. At least one 2-week teaching practice must be in an underserved school in the local community or a “special needs” school. 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 South African school which teaches the CAPS curriculum. The Module Lecturer is the term used for the programme, i.e., presenter of the module. These modules 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 must be done in South Africa.

Teaching Practice C (12 credits)

This module aims to prepare the student as an educator via a four-week field practical in an accredited school, focusing on Intermediate 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 South African school which teaches the CAPS curriculum. The Module Lecturer is the term used for 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 must be done in South Africa.