| Code | Faculty | Department |
|---|---|---|
| 09133021 | Faculty of Education | Department: Humanities Education |
| Credits | Duration | NQF level |
|---|---|---|
| Minimum duration of study: 4 years | Total credits: 680 | NQF level: 07 |
Important information for all prospective students for 2023
The admission requirements below apply to all who apply for admission to the University of Pretoria with a National Senior Certificate (NSC) and Independent Examination Board (IEB) qualifications. Click here for this Faculty Brochure.
Minimum requirements | |
Achievement level | |
English Home Language or English First Additional Language | APS |
NSC/IEB | |
4 | 28 |
Life Orientation is excluded when calculating the APS.
You will be considered for final admission to degree studies if space allows, and if you have a National Senior Certificate (NSC) or equivalent qualification with admission to bachelor’s degree studies, and comply with the minimum subject requirements as well as the APS requirements of your chosen programme.
Applicants with qualifications other than the abovementioned should refer to the Brochure: Undergraduate Programme Information 2023: Qualifications other than the NSC and IEB, available at click here.
International students: Click here.
Transferring students
A transferring student is a student who, at the time of applying at the University of Pretoria (UP) is/was a registered student at another tertiary institution. A transferring student will be considered for admission based on NSC or equivalent qualification and previous academic performance. Students who have been dismissed from other institutions due to poor academic performance will not be considered for admission to UP.
Closing dates: Same as above.
Returning students
A returning student is a student who, at the time of application for a degree programme is/was a registered student at UP, and wants to transfer to another degree at UP. A returning student will be considered for admission based on NSC or equivalent qualification and previous academic performance.
Note:
Closing date for applications from returning students
Unless capacity allows for an extension of the closing date, applications from returning students must be submitted before the end of August via your UP Student Centre.
Module description | Module code | Credits | |||
Y1 | Y2 | Y3 | Y4 | ||
Fundamental modules | |||||
| Academic information management | AIM 111, 121 | 8 | |||
| Classroom literacies | JLZ 110, 120 or JLZ 111, 121 | 12 | |||
| Professional Practice | JFP 471 | 3 | |||
Core modules | |||||
Conversational competence: One of IsiZulu, Sepedi, Setswana (an exemption can be written) |
CCZ 100 or CCI 100 or CCW 100 |
12 |
|
|
|
| Literacies in education | JLZ 300 | ||||
Education | OPV 112, 122 OPV 212, 222 OPV 312, 322 | 24 |
40 |
60 |
|
| Research project | JNM 461, 464 | 24 | |||
Teaching practice | PRO 280 PRO 380 PRO 452, 453 |
| 6 |
6 |
56 |
Professional studies | JPS 121 | 6 |
|
|
|
| Learning support (Students who choose Natural science or Design and technology as a specialisation module on third year level do not have to take JLD 320) | JLD 221 JLD 320 | 12 |
6 | ||
| Methodology of E-Learning | JLT 330 | 12 | |||
| Fundamental Mathematics Concepts (Not required if Mathematics is chosen as elective) | JWI 181 | 6 | |||
Methodology of English first additional language | JME 210 |
| 6 |
|
|
| Basic economic and management sciences (Not required if Mathematics and Science and Technology are taken as full electives) | JLE 181 | 12 | |||
Elective modules | |||||
| IsiZulu | For beginners: ZUL 110, 120 ZUL 210, 220 For speakers of IsiZulu as a home language or 1st or 2nd additional language: ZUL 111, AFT 121 ZUL 211, AFT 220 | 24
24 |
40
40 | ||
| Sepedi | For beginners: SEP 110, 120 SEP 210, 220 For speakers of Sepedi as home language or 1st or 2nd additional language: SEP 111, AFT 121 SEP 211, AFT 220 | 24
24 |
40
40 | ||
| IsiNdebele (Only for speakers of isiNdbele as a home language or first or second additional language) | NDE 110, AFT 121 NDE 210, AFT 220 | 24 | 40 | ||
| Setswana | For beginners: STW 110, 120 STW 210, 220 For speakers of Setswana as home language or 1st or 2nd additional language: STW 111, AFT 121 STW 211, AFT 220 | 24
24 |
40
40 | ||
| Afrikaans | AFR 110, 120 AFR 214, 220 JAF 361 | 24 | 40 |
12 | |
| English | ENG 110, 120 ENG 210, 220 JEN 361 | 16 | 24 |
40 | |
| Intermediate mathematics | WTW 133, 144 JGT 210, JGI 220 JWI 311, 321 | 16 | 25 |
40 | |
JLD 320 and JLE 181 are not required if Mathematics is taken together with this elective. | |||||
| Natural Science and Design and technology | JWT 115, 125 JWT 230, JOT 240 JWT 315, 325 | 16 | 24 |
40 | |
Students may only choose Art Education or Music Education or Life Orientation and Human Movement studies and Sport management as a second elective. | |||||
| Art education | JKG 100, JKU 101 JKG 200, JKU 201 | 24 | 32 | ||
| Music education | JMO 181, 182 JMO 201, 202, 203, 204 | 24 |
40 | ||
| Life orientation and Human movement studies and sport management (must be taken together) | JLO 110, 120 JLO 210, 220 and JMB 112, 113, 122, 123 JMB 212, 213, 222, 223 | 24 24 |
40 | ||
| Social Sciences Students choose either History or Geography at second- year level but take all listed first year modules. | |||||
| Geography and History | GGY 156, 168 GES 110, 120 ENV 101 GGY 201, 252, GIS 221 ENV 201 | 20 24 8 |
| ||
| History and Geography | GES 110, 120 GGY 156, 168 ENV 101 GES 210, 220 ENV 201 | 24 20 8 | 40 14 | ||
Methodology of electives modules Choose at least two methodologies in accordance with the teaching specialisations. The same methodologies will be taken at second, third and fourth-year levels. | |||||
| Methodology of Afrikaans | JMA 200, 300, 451, 454 | 6 | 6 | 12 | |
| Methodology of English | JME 200, 300, 4514, 454 | 6 | 6 | 12 | |
| Methodology of IsiZulu | JZL 200, 300, 451, 454 | 6 | 6 | 12 | |
| Methodology of Sepedi | JSP 200, 300, 451, 454 | 6 | 6 | 12 | |
| Methodology of IsiNdebele | JND 200, 300, 451, 454 | 6 | 6 | 12 | |
| Methodology of Setswana | JSW 200, 300, 451, 454 | 6 | 6 | 12 | |
| Methodology of Geography | JMG 200, 300, 451, 454 | 6 | 6 | 12 | |
| Methodology of History | JMH 200, 300, 451, 454 | 6 | 6 | 12 | |
| Methodology of Art education | JMK 201, 301, 451, 454 | 6 | 6 | 12 | |
| Methodology of Music Education | JMM 200, 300, 451, 454 | 6 | 6 | 12 | |
| Methodology of Life Orientation (JLO) and Physical Education (JMB) | JML 201, 301, 461, 464 | 6 | 6 | 12 | |
| Methodology of Intermediate Mathematics/Mathematics | JMW 204, 303, 453, 456 | 6 | 6 | 12 | |
| Methodology of Science and Technology | JMN 204, 304, 451, 454 | 6 | 6 | 12 | |
Class attendance
The teacher education programmes of the Faculty of Education have been approved and accredited by the Department of Higher Education and Training. Due to the fact that the Faculty places high emphasis on the development of skills and competences, class attendance is compulsory for all student teachers for the full duration of the training period specified by SAQA (South African Qualification Authority).
JNH 454 First aid is compulsory only for students who take Human Movement Studies and Sport Management as elective up to 3rd year level.
Mathematics modules
WTW 146 and WTW 148 are available to BEd students who take only a single full year of Mathematics as an elective with either WTW 114 or WTW 134 as first semester module.
Special and Chancellor's examinations
The degree is conferred with distinction to a student who obtains an overall weighted average (GPA) of 75% with a minimum of 70% in the first three years of study (no rounding) with the condition that the degree is completed in the prescribed 4 years.
University of Pretoria Programme Qualification Mix (PQM) verification project
The higher education sector has undergone an extensive alignment to the Higher Education Qualification Sub-Framework (HEQF) across all institutions in South Africa. In order to comply with the HEQSF, all institutions are legally required to participate in a national initiative led by regulatory bodies such as the Department of Higher Education and Training (DHET), the Council on Higher Education (CHE), and the South African Qualifications Authority (SAQA). The University of Pretoria is presently engaged in an ongoing effort to align its qualifications and programmes with the HEQSF criteria. Current and prospective students should take note that changes to UP qualification and programme names, may occur as a result of the HEQSF initiative. Students are advised to contact their faculties if they have any questions.
Minimum credits: 170
Elective Modules
Students select one of the following African Languages on first-year level:
Students who do not meet the requirements for GGY 166 must register for GGY 168.
Module content:
Find, evaluate, process, manage and present information resources for academic purposes using appropriate technology.
Module content:
Apply effective search strategies in different technological environments. Demonstrate the ethical and fair use of information resources. Integrate 21st-century communications into the management of academic information.
Module content:
The module is aimed at building on students’ personal literacies and relating these to the types of literacy they need to study successfully at university. The primary focus is on academic reading abilities, including reading strategies, acquiring an academic vocabulary and learning to read important academic genres critically, such as examination papers and academic articles.
Module content:
The module is aimed at building on students’ personal literacies and relating these to the types of literacy they need to study successfully at university. The module focuses primarily on academic reading abilities, including reading strategies, acquiring an academic vocabulary and learning to read important academic genres critically, such as examination papers and academic articles. Additional support is provided through practical tasks and discussions.
Module content:
The module focuses on producing academic texts. Students learn how to use different modes of writing, including description, discussion, cause and effect, explanation and argumentation. They learn how to plan, write and edit an academic essay using a process approach. Specific attention is paid to engaging with other authors, and referencing appropriately. The module also pays attention to formatting academic work and representing verbal information visually.
Module content:
The module focuses on producing academic texts. Students learn how to use different modes of writing, including description, discussion, cause and effect, explanation and argumentation. They learn how to plan, write and edit an academic essay, using a process approach. Specific attention is paid to engaging with other authors, and referencing appropriately. The module also pays attention to formatting academic work and representing verbal information visually. Additional support is provided through practical tasks and discussions.
Module content:
To endow prospective teachers, who has no knowledge of an African language, with a basic conversational competence in Northern Sotho (Sepedi). Successful completion of this module will enable teachers to effectively communicate – verbally and non-verbally - in a multilingual classroom.
Module content:
To endow prospective teachers, who have no knowledge of an African language, with a basic conversational competence in Setswana. Successful completion of this module will enable teachers to effectively communicate – verbally and non-verbally - in a multilingual classroom.
Module content:
To endow prospective teachers, who have no knowledge of an African language, with a basic conversational competence in IsiZulu. Successful completion of this module will enable teachers to effectively communicate – verbally and non-verbally - in a multilingual classroom.
Module content:
The module entails a thorough overview of the learning content with specific focus on practical application as prescribed by the CAPS and the National Curriculum Statement documents. Emphasis is placed on reaching the prescribed learning outcomes with regard to the history of money; needs and wants; inequality and poverty; savings, budgets, income and expenses; accounting concept; and the entrepreneur and starting a business. Practical application through an entrepreneur’s day is included.
Module content:
This module guides the student to develop teaching skills, plan learning activities, and design learning and teaching materials that are suitable for the South African educational context.
Module content:
The module will include an overview of mathematics as the science of pattern and order and what it means to do mathematics in the Intermediate Phase. It will also highlight basic concepts that are useful in everyday life with specific reference to problem solving in everyday contexts. The four operations will be discussed against the background of the number system with particular emphasis on fractions, percentages, data handling and proportionality as well as the basics of financial mathematics.
Module content:
In this module students are guided to develop knowledge, skills and attitudes with regard to the political, professional, historical and cultural complexities of teaching. Selected themes in the history of South African education will be explored to enable students to think critically about their role as engaged professional educators today.
Module content:
This module focuses on child development and learning. In addition to the underlying principles of developmental psychology and theories of development, child development is discussed in terms of physical growth and motor development; development of perception, cognition and language; emotional development; social development and moral development. Developmental psychopathology is also introduced. In terms of child learning, the principles of learning, theories of learning and barriers to learning are discussed. In addition, school learning is explained in terms of learning, reading and study skills.
Module content:
Taalkundekomponent: Inleiding tot die Afrikaanse taalkunde
Inleiding tot die Afrikaanse taalkunde met die klem op skryfvaardighede.
Letterkundekomponent: Inleiding tot Afrikaanse literatuurstudie
Inleiding tot die Afrikaanse literatuurgeskiedenis, -kritiek en -teorie.
Module content:
Taalkundekomponent: Fonetiek en fonologie
Inleiding tot die Afrikaanse fonetiek en fonologie. Inleiding tot die Afrikaanse taalkunde.
Letterkundekomponent: Afrikaanse populêre kultuur
Inleiding tot kultuurstudie: ʼn Oorsig oor populêre fiksie, musiek en films in Afrikaans.
Module content:
Aspects of the literature of isiNdebele/isiZulu/Sepedi/Setswana such as an introduction to literary concepts such as literary text(s), topic, characters, events, time and place; the analysis of selected short stories.
Module content:
*Alternative evening classes - 2 discussion classes per week Introduction to Literature in English (1)
This module introduces the study of literature by examining a number of texts representing different genres (poetry, prose, drama). The texts studied here will be mainly from the pre-twentieth century era and may include texts written in English from both Africa and other parts of the world. The aim of this module is to equip students with the critical and analytical skills required for a perceptive reading of poetry, novels and plays.
Module content:
*Alternative evening classes: 2 discussion classes per week
Introduction to Literature in English (2)
This module introduces the study of post-nineteenth century literature by examining a number of texts representing different genres (poetry, drama, prose). Texts will be from both Africa and other parts of the world. By the end of this module students should have the background and analytical skills to perceptively read modern and contemporary poetry, novels and plays.
Module content:
Introducing the basic concepts and interrelationships required to understand the complexity of natural environmental problems, covering an introduction to environmental science and biogeography; including a first introduction to SDGs and Aichi targets.
Module content:
The making of the Modern World: a survey
A selection of themes on Asia, Africa, the Americas and Europe and their contribution to the making of the Modern World.
Module content:
Africa and South Africa: a survey
An overview focusing on the making of African and South African societies from the earliest times to the present with emphasis on the most significant historical forces, factors and events.
Module content:
This module begins by fostering an understanding of human geography. Then follows with the political ordering of space; cultural diversity as well as ethnic geography globally and locally; population geography of the world and South Africa: and four economic levels of development. The purpose is to place South Africa in a world setting and to understand the future of the country.
Module content:
Note: Students cannot register for both GGY 166 and GGY 168.
Investigating southern African landscapes and placing them in a theoretical and global context. The geomorphological evolution of southern Africa. Introduction to the concepts of Geomorphology and its relationships with other physical sciences (e.g. meteorology, climatology, geology, hydrology and biology). The processes and controls of landform and landscape evolution. Tutorial exercises cover basic techniques of geomorphological analysis, and topical issues in Geomorphology.
Module content:
Note: Students cannot register for both GGY 168 and GGY 166.
This module serves as an introduction to the field of physical geography and geomorphology. Initially, a theoretical overview of a variety of geomorphic realms will be studied. Students will be taught about the key processes that are present in each realm and how those processes work together in order to produce specific landforms. In addition, students will receive training in several fundamental analytical techniques, including cartographic skills, aerial photographs and introductory GIS.
Module content:
This module provides students with an overview of historical and contemporary art movements. Important artists and artworks of this period are emphasized and discussed in context. History of art education within the school context is explored with emphasis on Western art movements and styles.
Module content:
This module focuses on examining various methods and techniques for stimulating creativity in the classroom, by introducing fundamental art elements and principles, techniques and use of media. This module includes the exploration of concepts of visual literacy, the development of understanding and application thereof by the student in creative ways through experimentation with traditional art media. Community Engagement / Service Learning
Module content:
The main focus of this module is on personal development and therefore the question: “Who am I?” is posed. The content is designed to focus on the student as individual and on the various factors that influence individual development. Students are guided to develop relevant knowledge, intrapersonal skills and attitudes to display resilient behaviour.
Module content:
This module also focuses on personal development, but with the emphasis on the question: “ How is my interaction with other people?” Knowledge and application of interpersonal skills such as conflict management,emotional intelligence and assertiveness will be dealt with.
Module content:
The purposes of physical activities as well as theories and philosophies of movement are studied. In addition, the coaching of young athletes and the challenges facing the teacher as coach receive attention. The importance of planning as the first phase of sports management is emphasised.
Module content:
In this module, the student is required to master and apply techniques to develop motor skills in the school context. The student is introduced to a variety of motor skills in a game context. Other motor skills involve the mastering of practical skills for the development of gymnastic and rhythmic movements.
Module content:
In this module students are introduced to the structure and functions of systems in the human body. The skeletal system and the muscular system receive primary attention. Additionally, students acquire knowledge and skills in management – particularly organizational skills in the sports context.
Module content:
In athletics, the acquisition of skills in various track and field events receives attention.
Module content:
To equip students to specialize in music theory and who have no, or limited previous music training. It is a music course with elementary music theory knowledge.
Module content:
To equip students to specialize in practical music skills and who have no, or limited previous music training. It is a music course with elementary practical music skills and fundamental knowledge.
Module content:
Atoms; nuclei; elements; compounds; chemical bonds; intermolecular forces, chemical reactions; oxidation and reduction; acids and bases; organic chemistry.
Module content:
Motion; Newton’s laws; momentum; energy; gravity; heat; gases, liquids, electricity, magnetism; waves, sound and light.
Module content:
For speakers of isiNdebele as home language or first or second additional language.
Aspects of the grammar of isiNdebele such as an introduction to the word categories; an introduction to the structure, meaning and use of the noun, the adjective, the relative, the possessive; the verb; writing and spelling rules; dictionaries and dictionary use; grammatical analysis.
Module content:
*For absolute beginners only.
The acquisition of basic Sepedi communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary, within specific social situations.
Module content:
*For speakers of Sepedi as home language or first or second additional language.
Aspects of the grammar of Sepedi such as an introduction to the word categories; an introduction to the structure, meaning and use of the noun, the adjective, the relative, the possessive; the verb; writing and spelling rules; dictionaries and dictionary use; grammatical analysis.
Module content:
Sepedi - communication and grammar
The acquisition of more advanced communication skills in further social situations. More extensive vocabulary and more advanced language structures are acquired and used. Further awareness of the nature and function of language structures. Writing and spelling rules. Dictionaries and dictionary use. Reading and comprehension of basic texts.
Module content:
* For absolute beginners only.
The acquisition of basic Setswana communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary within specific social situations.
Module content:
*For speakers of Setswana as home language or first or second additional language. Aspects of the grammar of Setswana such as an introduction to the word categories; an introduction to the structure, meaning and use of the noun, the adjective, the relative, the possessive; the verb; writing and spelling rules; dictionaries and dictionary use; grammatical analysis.
Module content:
Setswana – communication and grammar
The acquisition of more advanced communication skills in further social situations. More extensive vocabulary and more advanced language structures are acquired and used. Further awareness of the nature and function of language structures. Writing and spelling rules. Dictionaries and dictionary use. Reading and comprehension of basic texts.
Module content:
Real numbers, elementary set notation, exponents and radicals. Algebraic expressions, fractional expressions, linear and quadratic equations, inequalities. Coordinate geometry: lines, circles. Functions: definition, notation, piecewise defined functions, domain and range, graphs, transformations of functions, symmetry, even and odd functions, combining functions, one-to-one functions and inverses, polynomial functions and zeros.
Sequences, summation notation, arithmetic, geometric sequences, infinite geometric series, annuities and instalments. Degrees and radians, unit circle, trigonometric functions, fundamental identities, trigonometric graphs, trigonometric identities, double-angle, half-angle formulae, trigonometric equations, applications.
This module is offered at the Mamelodi Campus to students from the BSc and BCom Extended programmes. At the Groenkloof Campus it is offered to BEd students.
Module content:
Functions: Rate of change, exponential functions, the natural logarithm, exponential growth and decay, proportionality, power functions, fitting formulas to data. Rates of change and the derivative: Instantaneous rate of change, the derivative function, interpretations of the derivative, the second derivative.
Differentiation: Formulas and rules, applications, extremes of a function. All topics are studied in the context of applications.
Module content:
*For absolute beginners only
The acquisition of basic isiZulu communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary, within specific situations.
Module content:
*For speakers of isiZulu as home language or first or second additional language.
Aspects of the grammar of isiZulu such as an introduction to the word categories; an introduction to the structure, meaning and use of the noun, the adjective, the relative, the possessive; the verb; writing and spelling rules; dictionaries and dictionary use; grammatical analysis.
Module content:
isiZulu - communication and grammar
The acquisition of more advanced communication skills in further social situations. More extensive vocabulary and more advanced language structures are acquired and used. Further awareness of the nature and function of language structures. Writing and spelling rules. Dictionaries and dictionary use. Reading and comprehension of basic texts
Minimum credits: 170
Elective Modules
Students continue with one of the following African Languages as selected on first-year level:
Module content:
The purpose of this module is to equip student with knowledge on the holistic development of a child in an inclusive South African context. The module focuses on causes of learning difficulties, skills teachers need to support these learners, as well as ways to accomdate and differntiate the curriculum for the benefit of learners with diverse educational needs in the intermediate phase. The intrinsic, and extrinsic causes of barries to learning are examined and mulitidisciplinary approaches to intervention are introduced. The family as the primary educational institution, the parenting styles and child-rearing errors are acknowledged as factors that contribute to the devleopment and academic progress of the child.
Module content:
This module aims to introduce students to the use of learning and teaching support materials, teaching and learning strategies as well as required assessment strategies and approaches for the teaching of English as a First Additional Language subject, in the Intermediate Phase. The module comprises a wide range of instructional activities dealing with listening to stories, reading, writing and spelling. It introduces students to CAPS and works through the four broad strands dealing with the methodologies of listening and speaking (Oral), reading, and viewing (using relevant vocabulary), writing and presenting (writing sentences and connecting words), and language structures and conventions.
Module content:
Curriculum in the classroom:
This module addresses four components that are directly related to classroom teaching and learning. The first unit deals with the foundations of the curriculum covering the work done by Rousseau, Pestalozzi, Montessori, Gandhi, Steiner, Dewey, Piaget, Vygotsky, Illich, Freire and Lakoff. Unit two discusses curriculum design and development and also focuses on the organisation of knowledge through educational taxonomies. The last two units cover teaching strategies as well as issues related to classroom testing and classroom assessment practices.
Module content:
Supportive learning environments:
Theoretical approaches to learning environments (bio-ecological and asset-based approaches, indigenous knowledge systems, solution-oriented intervention; appreciative inquiry); school-based support in terms of Inclusive Education, whole-school approach, the supportive role of the teacher and the well-being of the child; community-based support in the form of community engagement and community education.
Module content:
This is a service learning module where students experience the school environment during the first three weeks (15 days) of the school year in the first quarter of the second year. The main focus is on observation of general classroom practice, school administration, extra - mural activities and to act as responsible citizens of the school environment. Students have to develop professional teaching competencies and they are formally assessed by the school principal and mentor-teacher. School placements may take place in any registered school in South Africa. International placements must be approved by the Head of WIL.
Module content:
Taalkundekomponent: Semantiek en pragmatiek
Inleiding tot die Afrikaanse semantiek en pragmatiek.
Letterkundekomponent: Teks en konteks I
Verdere bestudering van Afrikaanse letterkundige en kultuurtekste binne breër geskiedkundige, sosiokulturele en teoretiese konteks. Afrikaanse literatuur tot die 1970’s binne historiese en teoretiese konteks.
Module content:
Taalkundekomponent: Sosiolinguistiek
Inleiding tot die Afrikaanse sosiolinguistiek.
Letterkundekomponent: Teks en konteks II
Afrikaanse literatuur sedert die 1970’s binne historiese konteks. Verdere bestudering van Afrikaanse letterkundige en kultuurtekste binne breër geskiedkundige, sosiokulturele en teoretiese konteks.
Module content:
Aspects of the literature of isiNdebele/isiZulu/Sepedi/Setswana such as the continuation of the study of concepts such as text, topic, characters, events, time and place; the study of plot and style; the critical analysis of a novel/novelette.
Module content:
*Alternative evening classes - 3 discussion classes per week
Modern English literature and English language studies
This module focuses on post-nineteenth century literature in English as well as on historical and theoretical aspects of the English language.
Module content:
*Alternative evening classes - 3 discussion classes per week
Twentieth-century, postcolonial and contemporary literature
This module focuses on post-nineteenth century literature in English. Various genres are covered and particular attention is given to postcolonial writing.
Module content:
Introduces basic concepts and interrelationships required to understand our atmosphere, with a strong focus on an introduction to weather and climate. A key component of the course is an introduction to climate change, including the science of climate change, introducing climate change projections, and climate change impacts. A key focus of the second part of the course will be climate change implications for the attainment of SDGs and Aichi targets on the African continent, under a range of plausible scenarios.
Module content:
A selection of themes on the history of Africa and its people in the recent past that shaped the African historical experience.
Module content:
The development of South Africa through segregation and apartheid to democracy.
Module content:
The module introduces students to urban settlement patterns, processes and structures. Using a series of case studies, it aims to develop an understanding of the challenges facing urban areas both in South Africa and globally.
Module content:
Note: Enrolment is limited. Preference will be given based on choice of majors. Students should enquire at the department if they wish to register for the module, but are unable to do so.
*GIS 221 does not lead to admission to any module at 300 level.
Introduction to Geographic Information Systems (GIS), theoretical concepts and applications of GIS. The focus will be on the GIS process of data input, data analysis, data output and associated technologies.This module teaches students to use GIS as a tool. Examples used throughout the course are drawn from South African case studies.
Module content:
Descriptive statistics:
Sampling and the collection of data in the educational environment; frequency distributions and graphical representations. Descriptive measures of location and dispersion.
Probability and inference:
Introductory probability theory and theoretical distributions. Sampling distributions. Estimation theory and hypothesis testing of sampling averages and proportions (one and two-sample cases). Identification, use, evaluation and interpretation of statistical computer packages and statistical techniques.
Module content:
Space, shapes, size and measurement. Geometric thinking and reasoning. Euclidean geometry: a synthetic and analytical approach.
Module content:
History of art education as stipulated in the Curriculum and Assessment Policy Statement (CAPS) is explored. Emphasis is placed on European and South African art movements. Important artists and artworks of these periods are emphasized and discussed in context. Evaluations and discussions of art exhibitions will take place, as well as the interpretation and analysis of artwork.
Module content:
This module allows students to discover their own creative ideas and thoughts by means of various art media, techniques and processes. There is emphasis on theoretical and practical components such as art appreciation, principles and elements of art, art programmes and the critical evaluation of the creative process. A deeper analysis, interpretation and application of structure, form, composition, texture, spatial relations and colour manipulation are explored. Community Engagement / Service Learning.
Module content:
The human being in context: social and community life. Life orientation educator. Social skills.
Module content:
The human being in the world. Diversity, values and principles. Issues concerning discrimination, race, religion, culture, sexuality, age, abilities. Contemporary issues concerning classrooms, individual and systemic perspectives. Support for matters concerning HIV/Aids. Safe schools. Violence in schools. Crime. Emotional problems. Prevention of deviant social behaviour.
Module content:
* This module is only presented in Afrikaans.
'n Deeglike inleidende oorsig oor die beginsels en praktyk van Afrikaansonderrig. Generiese leerinhoude ten opsigte van taalverwerwing word verbesonder deur die praktiese toepassing soos voorgeskryf deur die Nasionale Kurrikulumverklaringsdokumente. Studente behoort aan die einde van die module tersaaklike tekste te kan gebruik om voorbeeldlesse uit te werk.
Module content:
Recreational studies - demarcation and terminology. The importance and development of values for spending free time in a meaningful way in modern society. The importance of leading as a management function in Sport Management is emphasized. Special reference is made to communication, leadership and motivation.
Module content:
In this module, the student (activity level: novice) is required to master and apply water safety skills and water activities - mastering and practical execution of some swimming styles as well as life-saving skills. Students will master the skills in recreational and leisure physical activities.
Students are required to choose between an invasion game (hockey) or a striking and fielding game (cricket). Skills and methods for hockey is taught and applied. Cricket will focus on basic cricket skills and cricket as a sport.
Module content:
Sport injuries and posture deviations - demarcation and terminology. General principles for prevention and treatment of sport injuries. Posture development and the influence of proper habits in the development of a good posture. Identification and pathology of specific deviations. A theoretical and practical perspective on control as the final phase of the management process in sport to ensure the success of the management process is emphasised.
Module content:
In this module, the student is required to master basic skills and techniques of soccer.
The student (activity level: skilled) is also required to master and apply water safety skills and water activities - mastering and practical execution of some swimming styles as well as life-saving skills. Students will master the skills in recreational and leisure physical activities.
Module content:
This module introduces the principles and practice of teaching and learning English as a home or an additional language. A theoretical underpinning strengthens students’ understanding of language development. Students are also guided in the theory of instructional design as they practise planning, designing and presenting optimal learning opportunities. Students are familiarised with the principles contained in the NCS and CAPS.
Module content:
An intensive study of the 2012 Curriculum and Assessment Policy (CAPS) relating to the teaching of Geography to learners in the FET-, Senior- and Intermediate Learning Phases. The following aspects are addressed: The long-, medium- and short term planning of learning activities, the design of sensible learning activities, assessment, the effective use of teaching media as well as the preparation and presentation of mini lessons with a duration of 18 minutes.
Module content:
This module aims to apply the NCS and CAPS documents in order for students to teach the subject History. Students synthesise and analyse the content in the History curriculum and are equipped to create new methods of teaching to enhance learning in this subject, as well as to conduct assessment in all its aspects as prescribed by the CAPS document for the relevant phases. Themes are, among others, trends in International and South African Historiography; authentic and alternative assessment; selected themes from the prescribed textbook; teaching strategies: worksheets, assignments, games and simulations; using newspapers in the classroom.
Module content:
A thorough overview of the learning content with specific focus on practical application as prescribed by the National Curriculum Statement documents. Emphasis is placed on reaching the prescribed learning outcomes.
Module content:
To guide students to develop skills, knowledge and attitudes with specific reference to the National Curriculum and Policy Statement (CAPS) and Physical Education as a topic of Life Orientation. To equip the student teacher with the knowledge and skills to maintain themselves in managing, developing and organising Physical Education activities as prescribed for specific phases. The student teacher is trained further in the CAPS document relating to Life Orientation, and learns how to plan lessons based on this document.
Module content:
A holistic approach to Music Education as part of the Learning area Creative Arts is followed where the integration of different art forms is incorporated. The focus in this module is on active involvement in music making (music activities) providing opportunities for learners to develop their music skills as well as music theoretical knowledge (music concepts). The school-based activities offer opportunities for practical experience.
Module content:
A thorough overview of the learning content with specific focus on practical application as prescribed by the National Curriculum Statement documents. Emphasis is placed on reaching the prescribed learning outcomes.
Module content:
To build on the knowledge of music theory obtained in the previous year to provide them with the requirements needed for the music modules in the following years.
Module content:
This module offers further development of technical aspects and musical development with the focus on instrumental and vocal progress. Accompaniment and the performance of concert compositions are included.
Module content:
To equip students with the necessary knowledge, skills, values and attitudes needed to apply the principles of Music Education in practice and to develop and enhance the inherent musicality of all learners. A holistic approach to Music Education is followed, based on the Curriculum and assessment policy statement (CAPS) and its application to Music Education within the Creative Arts. The focus in this module is on active involvement in music making (music activities) including instrumental accompaniment. Opportunities are provided to develop students’ music skills as well as music theoretical knowledge (music concepts).
Module content:
To equip students with a general overview on music history, style periods and tone colour. The contents include the tone colour of various music instruments and the characteristics of music style periods (Western Art Music, Indigenous African Music, and popular music styles).
Module content:
A thorough overview of the learning content with specific focus on practical application as prescribed by the National Curriculum Statement documents. Emphasis is placed on reaching the prescribed learning outcomes.
Module content:
This module aims to develop students' skills which will enable learners to communicate in isiNdebele as effectively as possible on a more academic level. The module offers a thorough overview of the learning content with specific focus on practical application as prescribed by the National Curriculum Statement Documents.
Module content:
This module develops an understanding of the interrelationship between technology, science, society and the environment. It will lead students to understanding the unique character of the design process. Two knowledge strands, namely structures and systems and control will be addressed.
Module content:
This module aims to develop students' skills which will enable learners to communicate as effectively as possible on a more academic level in Sepedi. Students learn to compare and contrast approaches to learning and teaching; identify and differentiate concepts used in OBE, NCS and CAPS; implement OBE by planning and preparing lessons using NCS and CAPS learning and teaching methodologies and techniques in an integrative manner; and assessing using NCS and CAPS assessment methods, tools and techniques.
Module content:
This module aims to develop students' skills which will enable school learners to communicate as effectively as possible on a more academic level in Setswana. Students learn to compare and contrast approaches to learning and teaching; identify and differentiate concepts used in OBE, NCS and CAPS; implement OBE by planning and preparing lessons using NCS and CAPS learning and teaching methodologies and techniques in an integrative manner; and assessing using NCS and CAPS assessment methods, tools and techniques.
Module content:
Plate tectonics, rocks , minerals, the earth’s surface and oceans, the atmosphere, weather, climate, motions of the earth, the solar system, stars, galaxies and the universe.
Module content:
This module aims to develop students' skills which will enable learners to communicate as effectively as possible on a more academic level in isiZulu. Students learn to compare and contrast approaches to learning and teaching; identify and differentiate concepts used in OBE, NCS and CAPS; implement OBE by planning and preparing lessons using CAPS learning and teaching methodologies and techniques in an integrative manner; and assessing using CAPS assessment methods, tools and techniques.
Module content:
Aspects of the grammar of isiNdebele such as a continuation of the study of the word categories; grammatical analysis; the structure, meaning and use of the pronoun and the enumerative; an introduction to isiNdebele speech sounds/phonetics.
Module content:
Sepedi - communication and grammar
The acquisition of advanced communication skills in further social, occupational and educational situations. More extensive vocabulary and advanced language structures are acquired and used. Heightened awareness of the nature and function of language structures.
Sepedi - reading and writing
Writing of coherent, idiomatic and grammatically correct texts in order to impart ideas and information for a selected range of communicative purposes. Writing entails creative writing as well as reduplication. Reading and comprehension of texts which contain reasonably extensive vocabularies and a relatively large variation of language structures. Commence with the reading of fairly simple literary works. Students are also further trained in the use of the dictionary.
Module content:
Aspects of the grammar of Sepedi such as a continuation of the study of the word categories; grammatical analysis; the structure, meaning and use of the pronoun and the enumerative; an introduction to Sepedi speech sounds/phonetics.
Module content:
Sepedi - communication, grammar, reading and writing
The further acquisition of advanced communication skills in further social, occupational and educational situations. More extensive vocabulary and advanced language structures are acquired and used. Heightened awareness of the nature and function of language structures. Continuation of the writing of coherent, idiomatic and grammatically correct texts in order to impart ideas and information for a range of communicative purposes. An introduction to Sepedi speech sounds / phonetics. Reading and comprehension of texts which contain more extensive vocabularies and a larger variation of language structures. Reading of further literary works.
Module content:
Setswana – communication and grammar
The acquisition of advanced communication skills in further social, occupational and educational situations. More extensive vocabulary and advanced language structures are acquired and used. Heightened awareness of the nature and function of language structures.
Setswana – reading and writing
Writing of coherent, idiomatic and grammatically correct texts in order to impart ideas and
information for a selected range of communicative purposes. Writing entails creative writing as well as reduplication. Reading and comprehension of texts which contain reasonably extensive vocabularies and a relatively large variation of language structures. Commence with the reading of fairly simple literary works. Students are also further trained in the use of the dictionary.
Module content:
Aspects of the grammar of Setswana such as a continuation of the study of the word categories; grammatical analysis; the structure, meaning and use of the pronoun and the enumerative; an introduction to Setswana speech sounds/phonetics.
Module content:
Setswana – communication, grammar, reading and writing
The further acquisition of advanced communication skills in further social, occupational and educational situations. More extensive vocabulary and advanced language structures are acquired and used. Heightened awareness of the nature and function of language structures. Continuation of the writing of coherent, idiomatic and grammatically correct texts in order to
impart ideas and information for a range of communicative purposes. An introduction to Setswana speech sounds/phonetics. Reading and comprehension of texts which contain more extensive vocabularies and a larger variation of language structures. Reading of further literary works.
Module content:
isiZulu - communication and grammar
The acquisition of advanced communication skills in further social, occupational and educational situations. More extensive vocabulary and advanced language structures are acquired and used. Heightened awareness of the nature and function of language structures.
isiZulu - reading and writing
Writing of coherent, idiomatic and grammatically correct texts in order to impart ideas and information for a selected range of communicative purposes. Writing entails creative writing as well as reduplication. Reading and comprehension of texts which contain reasonably extensive vocabularies and a relatively large variation of language structures. Commence with the reading of fairly simple literary works. Students are also further trained in the use of the dictionary.
Module content:
Aspects of the grammar of isiZulu such as a continuation of the study of the word categories; grammatical analysis; the structure, meaning and use of the pronoun and the enumerative; an introduction to isiZulu speech sounds/phonetics.
Module content:
isiZulu - communication, grammar, reading and writing
The further acquisition of advanced communication skills in further social, occupational and educational situations. More extensive vocabulary and advanced language structures are acquired and used. Heightened awareness of the nature and function of language structures. Continuation of the writing of coherent, idiomatic and grammatically correct texts in order to impart ideas and information for a range of communicative purposes. An introduction to isiZulu speech sounds/phonetics. Reading and comprehension of texts which contain more extensive vocabularies and a larger variation of language structures. Reading of further literary works.
Minimum credits: 170
Module content:
The purpose of the module is to equip the student with the knowledge and skills needed to identify learners with learning difficulties in the classroom, assess these learners and plan intervention strategies to support them. We focus on the early identification of learning difficulties, diagnostic assessment to determine the underlying causes thereof, as well as intervention strategies in order to successfully address learning barriers in the Intermediate Phase. The student will learn how to adapt the curriculum for learners experiencing learning difficulties and how to support these learners in building a positive self-esteem by providing opportunities for learning success and in doing so enabling the learners to believe in their own abilities.
Module content:
Computer literacy, information literacy, integration literacy. The use of computers in computer labs vs. classroom instruction. Evaluating of software and web sites for educational use. Computer security: risks and safeguards. Ethics and the information age. Models of online learning. Catering for different learning styles. Project based learning. Computer based assessment.
Module content:
This module aims to equip students with the necessary communicative and classroom literacies to succeed as a professional in the domain of teaching. Students will show evidence of understanding and being able to implement the theories and strategies underpinning spoken and written communication required within an education context. The development of a critical awareness of language as a non-neutral (biased) conveyor of meaning will also be fostered. An overview of the linguistic diversity encountered in most South African classrooms provides the prospective teacher with strategies for dealing more effectively with multilingualism in a culturally diverse pedagogical context. Students will also acquire instructional skills and a functional knowledge of Classroom English i.e. oral skills required for facilitating learning and classroom management.
Module content:
To gain insight into the global context of the classroom, learners and ideas taught, as well as into the local world and country in which the classroom, learners and school are situated. Diversity and social justice and their importance in the local and global context, as well as their importance for teaching and learning are explored.
Through individual and group learning tasks, students come to understand the overlapping themes of globalisation; understanding the nation state and its place in the regional and global world; and the role of technology and the media in globalisation and education. Significant social, political, historical and economic factors influencing the classroom are also investigated. Students collect, organise and critically evaluate information; appreciate the value of diversity in various social contexts; apply problem solving skills to learning tasks; and communicate ideas effectively in group tasks.
Module content:
The module deals with the understanding and application of the Bill of Rights in creating a safe and disciplined classrooms. The second theme deals with managing a classroom through relationship building, participative decision-making, effective planning and monitoring, motivation and communication.
Module content:
This is a service learning module where students engage in teaching within the professional school environment under the supervision of an experienced mentor teacher for a period of three weeks (15 days) of the school year while in the first quarter of their third year. The main focus is on general classroom practice, school administration, extra - mural activities and to act as responsible citizens of the school environment. The students have to, demonstrate professional teaching competencies as they take part in the life of the school and classroom. As part of the Joint Learning Statement, students reflect and are formally assessed by the school. School placements may take place in any registered school in South Africa. International placements must be approved by the Head of WIL.
Module content:
*This module is only presented in Afrikaans.
In hierdie module maak die student kennis met die teorie en praktyk van Afrikaans. Inhoude word verbesonder vir die eise van die onderwysprofessie. Die manifestasies van.die taalwetenskap, taalkwessies en taalvariëteite in die onderwys vorm die taalgedeelte van die module. Op letterkundige vlak bestudeer die student teorieë, werkswyses en tekste met betrekking tot Afrikaanse drama, prosa en poësie.
Module content:
This module serves as an advanced study of a selection of English dramas, novels and poetry, as dealt with in their elective, and endeavours to enhance the students’ skills in the critical reading of a variety of literary genres. Students are required to display critical reading and academic writing skills in English in order to understand and appreciate the complexity and value of the selected genres. The teaching and learning will have as its focus the specific application of the selected literary genres to the teaching thereof. How to approach a play, novel or poem, and how to teach the relevant components in the various phases and grades will be dealt with.
Module content:
* This module is only presented in Afrikaans.
Die module bemagtig die student om die verskillende taalvaardighede in al die onderrigfases te kan beplan, aanbied en assesseer. Hierdie module gaan in detail op die onderrig van elk van die taalvaardighede in. Studente behoort ook na afloop van hierdie studie-eenheid in staat te wees om die verskillende taalvaardighede te kan integreer met die spesifieke genres (bv. Poësie, Prosa, Drama en Taal).
Module content:
This module follows progressively on JME 200 and pays in-depth attention to the practical aspects of teaching and assessing expressive and receptive communicative skills in accordance with national policy documents. A sound understanding of lesson planning based on constructive alignment is evidenced by a comprehensive portfolio.
Module content:
An in-depth study of the effective use of teaching media, the construction of models, the explanation and teaching of problematic theoretical and practical Geographic concepts, practical work, the implementation of GIS in the teaching of Geography, the design of sensible class and homework activities, assessment, the art of lesson presentation and the preparation and presentation of 18 minute duration mini-lessons.
Module content:
The module is aimed at equipping students to successfully present History as prescribed in the NCS and CAPS for History. Students will study the theoretical underpinning of historical writing, content of the syllabus and how to address it, as well as the requirements expected of learners qualifying for the FET-examinations in History. Students are expected to prepare teaching activities according to the requirements of the school syllabus to prepare them for their role as teachers of history. Students present lessons through micro-teaching and apply appropriate assessment and questioning; study the use of cartoons in questioning in this phase; apply cross-curriculation in lesson planning; set a Heritage assignment; plan and prepare for a History excursion and apply previously acquired communication skills in the teaching of History.
Module content:
The focus of this module is on a deeper theoretical and practical understanding and knowledge of the subject matter relating to the visual art discipline. Emphasis is placed on effectively collecting, analysing, organising and critically evaluating contemporary visual culture, as well as the creative process as stipulated by the Curriculum and Assessment Policy Statement (CAPS).
Module content:
This module consists of theoretical as well as practical components. It strives to equip student teachers with knowledge, skills and attitude to maintain themselves in the practical execution of sport management, organization and control in a school environment as well as in classroom management and leadership in general. Managerial skills and the characteristics of the effective Life Orientation teacher are also addressed. In the second semester focus is on classroom practice, differentiation and assessment of physical education activities and learning activities for different ages.
Module content:
A study of the theoretical and practical aspects of choral conducting and stage productions. It builds on previously acquired knowledge and skills obtained. Music serves as primary focus, but the integration of other art forms is also included.
Module content:
Theoretical underpinnings and concepts specific to the field of Natural Science teaching in South Africa.. Best practices, instructional design, assessment and reflective practice in Natural Science teaching.
Module content:
Theoretical underpinnings and concepts in teaching of Mathematics in the Intermediate Phase in South Africa; instructional design, assessment and reflective practice.
Module content:
Following on JND 200, this module aims for students to further develop skills which will enable learners to communicate as effectively as possible on a more academic level in isiNdebele. Students learn to compare and contrast approaches to learning and teaching; identify and differentiate concepts used in OBE, NCS and CAPS; implement OBE by planning and preparing lessons using NCS and CAPS learning and teaching methodologies and techniques in an integrative manner; and assessing using NCS and CAPS assessment methods, tools and techniques.
Module content:
Following on JSP 200, this module aims for students to further develop skills which will enable learners to communicate as effectively as possible on a more academic level in Sepedi. Students learn to compare and contrast approaches to learning and teaching; identify and differentiate concepts used in OBE, NCS and CAPS; implement OBE by planning and preparing lessons using NCS and CAPS learning and teaching methodologies and techniques in an integrative manner; and assessing using NCS and CAPS assessment methods, tools and techniques.
Module content:
Following on JSW 200, this module aims for students to further develop skills which will enable school learners to communicate as effectively as possible on a more academic level in Setswana. Students learn to compare and contrast approaches to learning and teaching; identify and differentiate concepts used in OBE, NCS and CAPS; implement OBE by planning and preparing lessons using NCS and CAPS learning and teaching methodologies and techniques in an integrative manner; and assessing using NCS and CAPS assessment methods, tools and techniques.
Module content:
Numeration and operations for teachers: exploration of numeration systems and bases; developing number concepts; operations with whole numbers; and other methodological strategies.
Module content:
Algebra for teachers: investigate strategies for algebraic thinking and reasoning; proportionality; developing fraction concepts; establishing relationships between fractions, decimals and percentages; and functions.
Module content:
Following on JZL 200, this module aims to further develop students' skills which will enable learners to communicate as effectively as possible on a more academic level in isiZulu. Students learn to compare and contrast approaches to learning and teaching; identify and differentiate concepts used in OBE, NCS and CAPS; implement OBE by planning and preparing lessons using CAPS learning and teaching methodologies and techniques in an integrative manner; and assessing using CAPS assessment methods, tools and techniques.
Minimum credits: 170
Module content:
Themes that prepare students for professional practice. School expectations. Ethics, professional appearance, assessment frameworks; record keeping; discipline. Role and organising of extra-curricular activities. Dealing with emergencies.
Module content:
The module helps develop a theoretical and practical frame of reference of the field of research and introduces students to the collection of information and identification and formulation of a research problem. Research ethics as well as qualitative and quantitative approaches including principles of action research are addressed. A research proposal and plan is created and assessed.
Module content:
The module comprises the practical implementation of theory in a research project. Research contexts may include the work-integrated learning or community focus. Research according to the proposal of JNM 461 is performed, and a research report is provided by the student under the direction of a supervisor. The report is assessed.
Module content:
This is a service learning module where students engage in teaching within the professional school environment under the mentorship of an experienced teacher and lecturer for a period of 7 weeks (35 days) in the second term of the school year parallel to the second quarter in the fourth year. The main focus is on general classroom practice, school administration, extra-mural activities and to act as responsible citizens of the school environment. The students have to demonstrate professional teaching competencies as they take part in the life of the school, classroom practice, and the facilitation of learning. Students are formally assessed by the school as well as an experienced designated mentor lecturer. Students' content knowledge, pedagogical content knowledge, general pedagogical knowledge and digital competencies are assessed.
Module content:
This is a service learning module where students fully engage in teaching within the professional school environment under the mentorship of an experienced teacher and lecturer for a period of 7 weeks (35 days) in the third term of the school year parallel to the second quarter in the fourth year. The main focus is on general classroom practice, school administration, extra - mural activities and to act as responsible citizens of the school environment. The students have to demonstrate competencies as they take part in the professional life of the school, classroom practice, and the facilitation of learning. Students are formally assessed by the school as well as a designated mentor lecturer. Students’ content knowledge, pedagogical content knowledge, general pedagogical knowledge and digital competencies are assessed.
Module content:
* This module is only presented in Afrikaans.
Klem word gelê op die bereiking van die voorgeskrewe leeruitkomste in die Nasionale Kurrikulumverklaringsdokumente . Afrikaansonderrig as huis- en addisionele taal soos in die nasionale kurrikulum vervat, word uitgelig. 'n Teoretiese grondslag word vasgelê vir die ontwerp en aanbied van lesse.
Module content:
* This module is only presented in Afrikaans.
Klem word gelê op die bereiking van die voorgeskrewe leeruitkomste in die Nasionale Kurrikulumverklaringsdokumente. Afrikaansonderrig as huis- en addisionele taal soos in die nasionale kurrikulum vervat, word uitgelig. 'n Teoretiese grondslag word vasgelê vir die ontwerp en aanbied van lesse.
Module content:
This module builds progressively on previously acquired knowledge and skills obtained in JPS 121, JME 200 and JME 300. This knowledge and skills are progressively applied in the methodologies (JME 200, 300 and 451/454). The module offers a thorough overview of the learning content with specific focus on practical application as prescribed by the National Curriculum Statement Documents. It focuses on developing learning experiences for the four language skills, namely listening, speaking, reading and writing, as well as language structure and grammar. Designing of lessons and learning and teaching support materials (LTSM) are developed. Various teaching styles and paradigmatic orientations relevant to the learning experience are dealt with.
Module content:
The module is a continuation of the principles and practices of teaching and learning in the English classroom. Further development of planning learning experiences for the four language skills, namely listening, speaking, reading and writing, as well as language structure and grammar is focused on, based on the principles of inquiry-led learning, blended learning and constructive alignment. Designing of lessons and learning and teaching support materials (LTSM) are developed, with a strong focus on technology and e-learning. Various teaching styles relevant to the learning experience are dealt with.
Module content:
The art of lesson presentation and the preparation and presentation of 18 minute duration mini-lessons (to be continued from the end of the Third Year of study).
Module content:
After the Internship during the Second Semester: Reflection on Internship, school textbook evaluation, applied project work and fieldwork.
Module content:
This module aims to equip students to successfully present History in the Senior and/or Further Education and Training Phase. The theoretical underpinning of historical writing, content of the syllabus as well as the requirements expected to guide learners studying History as subject are studied. Students are expected to prepare phase specific teaching activities according to the requirements of the school syllabus for the phase in which they are enrolled to prepare them for their role as teachers of history. Students present lessons through micro-teaching and apply appropriate assessment and questioning; present an oral history assignment and apply previously acquired communication skills in the teaching of History.
Module content:
This module aims to equip students to successfully present History in the Senior and/or Further Education and Training Phase. The theoretical underpinning of historical writing, content of the syllabus as well as the requirements expected to guide learners studying History as subject are studied. Students are expected to prepare phase specific teaching activities according to the requirements of the school syllabus for the phase in which they are enrolled to prepare them for their role as teachers of history. Students present lessons through micro-teaching and apply appropriate assessment and questioning; present an oral history assignment and apply previously acquired communication skills in the teaching of History.
Module content:
This module provides an advanced understanding of the visual arts discipline in the different phases as stipulated by the Curriculum and Assessment Policy Statement (CAPS). Furthermore, these modules enable students to teach the visual art subject matter responsibly and effectively as successful art educators. Students are expected to identify a problem, plan and present their research, as well as explore art classroom management and learner needs. Community Engagement / Service Learning.
Module content:
This module provides an advanced understanding of the visual arts discipline in the different phases as stipulated in the Curriculum and Assessment Policy Statement (CAPS). Furthermore, these modules enable students to teach the visual art subject matter responsibly and effectively as successful art educators. Students are expected to identify a problem, plan and present their research, as well as explore art classroom management and learner needs.
Module content:
This module addresses the practical application of teaching skills, planning and presenting of Physical Education lessons as topic of Life Orientation (presentation of micro-lessons).
Themes include:
Module content:
On attainment of the learning outcomes students demonstrates their knowledge and understanding of the theory to be applied in all practical sport and movement development situations as prescribed by the National Curriculum and Assessment policy statement in a school environment. Particular attention is given to metacognitive skills development of the students in order to empower them for their teaching tasks, as well as to enable them to engender these metacognitive skills in their learners.
Module content:
Students are equipped with the necessary knowledge, skills, values and attitude needed to apply in practice and to develop and enhance the inherent musicality of all learners. This module builds on previously acquired knowledge and skills which are progressively applied in the methodologies. Music serves as primary focus, but the integration of other art forms is also included.
Module content:
An application of previous academic knowledge and practical skills towards a stage production. The focus is on a community based project.
Module content:
Innovative teaching methods and teaching skills in Natural Science. Thematic planning, selection and use of multiple resources in Natural Science. Assessment practices; communication skills and classroom management in Natural Science. Teaching philosophy and reflective practices in Natural Science.
Module content:
Innovative teaching methods and teaching skills in Natural Science. Thematic planning, selection and use of multiple resources in Natural Science. Assessment practices; communication skills and classroom management in Natural Science. Teaching philosophy and reflective practices in Natural Science.
Module content:
Innovative and creative teaching methods and teaching skills in Intermediate Mathematics. Thematic planning. Selection and use of multiple resources in Intermediate Mathematics. Assessment practices. Communication skills. Classroom management. Pedagogical content knowledge of Intermediate Mathematics.
Module content:
Reflective practices and misconceptions in Intermediate Mathematics. Pedagogical content knowledge in Intermediate Mathematics.
Module content:
The module comprises the following themes: history of the different phases of education in South Africa and different teaching methods used in each phase; NCS and CAPS processing (scheme of work, schedule and assessment); multiple intelligences; facilitating grammar lessons; facilitating literature lessons; facilitating creative writing lessons and marking of letters and compositions; questioning skills for facilitating assessment (methods, techniques and tools); and using technology in teaching.
Module content:
Lesson design and application of design (continuing and applying second and third year methodology content); phase specific application; application, adaptation and integration of outcomes so that straddling can take place; subject specific principles of assessment and application; innovative teaching; thematic planning; finding, using and adapting resources for teaching; selection and assessment of authentic texts as well as textbooks; facilitating and mediating learning; multi-level teaching (adapting the curriculum to meet the needs of diverse learners); differentiation (learning styles and individual differences, multiple intelligences) and inclusive education; co-operative learning; electronic resource training, e-learning and micro teaching.
Module content:
This module aims to equip students with the necessary knowledge and skills regarding the following components of teaching Sepedi at schools: education policies and teaching methods; grammar; literature; creative writing; assessment; and e-learning. The module comprises the following themes: history of the different phases of education in South Africa and different teaching methods used in each phase; NCS and CAPS processing (scheme of work, schedule and assessment); multiple intelligences; facilitating grammar lessons; facilitating literature lessons; facilitating creative writing lesson and marking of letters and compositions; questioning skills for facilitating assessment (methods, techniques and tools); and using technology in teaching.
Module content:
Lesson design and application of design (continuing and applying second and third year methodology content); phase specific application; application, adaptation and integration of outcomes so that straddling can take place; subject specific principles of assessment and application; innovative teaching; thematic planning; finding, using and adapting resources for teaching; selection and assessment of authentic texts as well as textbooks; facilitating and mediating learning; multi-level teaching (adapting the curriculum to meet the needs of diverse learners); differentiation (learning styles and individual differences, multiple intelligences) and inclusive education; co-operative learning; electronic resource training, e-learning and micro teaching.
Module content:
This module aims to equip students with the necessary knowledge and skills regarding the following components of teaching Setswana at schools: education policies and teaching methods; grammar; literature; creative and composition writing; assessment; and e-learning. The module comprises the following themes: history of the different phases of education in South Africa and different teaching methods used in each phase; The NCS and CAPS processing (scheme of work; schedule and assessment); multiple Intelligences; facilitating grammar lessons; facilitating literature lessons; facilitating creative writing lessons and marking of letters and compositions; questioning skills for facilitating assessment (methods, techniques and tools); and using technology in teaching.
Module content:
Lesson design and application of design (continuing and applying second and third year methodology content); phase specific application; application, adaptation and integration of outcome so that straddling can take place; subject specific principles of assessment and application; innovative teaching; thematic planning; finding, using and adapting resources for teaching; selection and assessment of authentic texts as well as textbooks; facilitating and mediating learning; multi-level teaching (adapting the curriculum to meet the needs of diverse learners); differentiation (learning styles and individual differences, multiple intelligences) and inclusive education; co-operative learning; electronic resource training, e-learning and micro teaching.
Module content:
The module comprises the following themes: The NCS and CAPS processing (scheme of work, schedule and assessment ); multiple Intelligences; facilitating grammar lessons; facilitating literature lessons; facilitating creative writing lessons and the marking of letters and compositions; questioning skills for facilitating assessment (methods, techniques and tools); and using technology in teaching.
Module content:
Lesson design and application of design (continuing and applying second and third year methodology content); phase specific application; application, adaptation and integration of outcomes so that straddling can take place; subject specific principles of assessment and application; innovative teaching; thematic planning; finding, using and adapting resources for teaching; selection and assessment of authentic texts as well as textbooks; facilitating and mediating learning; multi-level teaching (adapting the curriculum to meet the needs of diverse learners); differentiation (learning styles and individual differences, multiple intelligences) and inclusive education; co-operative learning; electronic resource training, e-learning and micro teaching.
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