| Code | Faculty | Department |
|---|---|---|
| 09133011 | Faculty of Education | Department: Early Childhood Education |
| Credits | Duration | NQF level |
|---|---|---|
| Minimum duration of study: 4 years | Total credits: 529 | NQF level: 07 |
Important information for all prospective students for 2025
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.
Applicants currently in Grade 12 must apply with their final Grade 11 (or equivalent) results.
Applicants who have completed Grade 12 must apply with their final NSC or equivalent qualification results.
Please note that meeting the minimum academic requirements does not guarantee admission.
Successful candidates will be notified once admitted or conditionally admitted.
Unsuccessful candidates will be notified after 30 June.
Applicants should check their application status regularly on the UP Student Portal at click here.
Applicants with qualifications other than the abovementioned should refer to the International undergraduate prospectus 2025: Applicants with a school leaving certificate not issued by Umalusi (South Africa), 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 |
|
|
|
Literacies in education | JLZ 110, 120 or JLZ 111, 121 |
12 |
|
|
|
Professional Practice | JFP 471 |
|
|
| 3 |
Core modules | |||||
Conversational Competence: One of: IsiZulu, or Sepedi, or Setswana (An exemption exam can be written) | CCZ 100, or CCI 100, or CCW 100 | 12 |
|
|
|
Education | OPV 112, 122 OPV 212, 222 OPV 312, 322 | 24 |
40 |
60 |
|
Classroom literacies | JLZ 300 |
|
| 12 |
|
Research project | JNM 461, 464 |
|
|
| 24 |
Teaching practice | PRO 280 PRO 380 PRO 452, 453 |
| 6 |
6 |
56 |
Health and safety | JGV 210 |
| 6 |
|
|
Foundation phase mathematics
| JGS 121 JGS 211 JGS 212 | 6 |
12 12 |
|
|
Literacy practices: English or Literacy Practices: Afrikaans (Geletterheidspraktyke) | JGL 110 or JGL 113 JGL 200 or JGL 213 JGL 311, or JGL 313 JGL 461 JGL 464 | 6 |
12 |
6 |
6 6 |
Human movement studies | JMB 124 | 6 |
|
|
|
Learning support | JLD 220 |
| 12 |
|
|
ECD-studies | JVK 130 | 12 |
|
|
|
Professional practice
| JFP 111 JFP 451 | 6 |
|
|
12 |
Arts and culture | JLK 110, 120 | 12 |
|
|
|
NS and technology | JST 320 |
|
| 12 |
|
Life skills programme | JLP 220 |
| 12 |
|
|
Methodology of learning support | JMD 351 |
|
| 6 |
|
ECD-studies or Learning support | JVK 400 or JLD 400 |
|
|
| 24 24 |
| Teaching and learning of coding and robotics | JVK 300 | 12 | |||
Elective modules One of the following Languages must be chosen at first-year level and should also be taken at second-year level. | |||||
IsiZulu | ZUL 111, AFT 121 ZUL 211, AFT 220 | 24
| 40 |
|
|
Sepedi | SEP 111, AFT 121 SEP 211, AFT 220 | 24 | 40 |
|
|
Setswana | STW 111, AFT 121 STW 211, AFT 220 | 24 |
40 |
| |
IsiNdebele | NDE 110, AFT 121 NDE 210, AFT 220 | 24
|
40 |
| |
Afrikaans
| AFR 110, 120 AFR 214, 220 | 24 |
40 |
|
|
English
| ENG 110, 120 ENG 210, 220 | 24
|
40 |
| |
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).
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.
Minimum credits: 120
Additional information
Only one of CCZ 100, CCI 100 or CCW 100 must be selected. An exemption exam can also be written for one of the Conversational competence modules.
Students who wish to specialise in African Languages (Home Language or First Additional Language) should choose either JGL 121, JGL 122 or JGL 123 instead of JGL 110 or JGL 113.
Elective modules:
One of the following Languages must be chosen at first-year level and should also be taken at second–year level
isiZulu: ZUL 111, AFT 121
Sepedi: SEP 111, AFT 121
Setswana: STW 111, AFT 121
IsiNdebele: NDE 110, AFT 121
English: ENG 110, 120
Afrikaans: AFR 110, 120
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:
To design and develop teaching skills, strategies, resources and material. To assist the development of student teachers’ own handwriting and chalkboard skills and support the development of the learner handwriting. To prepare the student to select, plan, prepare and use media in the learning environment that enhance the learners’ perceptual skills and stimulate critical thinking and problem-solving skills. This module forms the foundation of the 4th year module JFP 451.
Module content:
Equips the student through English home language with the knowledge, skills, attitudes and values to develop and enhance the young child’s literacy through the use of children’s literature. It has a holistic approach to emergent literacy as part of the English home language development of the 0-9 - year- old child.
Module content:
Die module rus die student deur die medium van Afrikaans huistaal, toe met die nodige kennis, vaardighede, houding en waardes om vroeë geletterdhed aan die jong leerder te fasiliteer. Dit geskied deur die gebruik van kinderliteratuur. Die fasilitering van vroeë geletterdheid in Arikaans as huistaal, is deel van die taalontwikkeling van die 0-9 jarige kind.
Module content:
Go neela baithuti kitso ya go dirisa Setswana Puo ya Gae go ruta dikgono, boitshwaro, le mesola ya go godisa tshimologo ya puiso le go kwala ya bana (litheresi). Lenaane thuto leno le dirisa mokgwa wa tsweleletso kakaretso, e le karolo ya Setswana Puo ya Gae go tsweleletsa kgolo ya bana ba mengwaga 0 – 9.
Module content:
E fa moithuti tsebo ya Sepedi leleme la gae, maitshwaro, maikutlo le ditekanetšo go hlahla le go ntlafatša tsebo ya go bala le go ngwala gotšwa ditemaneng tša bana. E na le hlahlo ye e feleletšego ya go bala le go ngwala yeo e lego karolo ye kgolo ya polelo yeo e nepagetšego Sepedi sa ngwana wa mengwaga ye 0-9.
Module content:
Ukuhlomisa umfundi ngokusebenzisa isiZulu ulimi lwasekhaya ngolwazi, amasu nonkungamagugu, nezimiso ezibekiwe ukuthuthukisa kwe zincwadi zezingane. Inendlela ephelele yokufunda nokubhala okusafufusa njengengxenyeyentuthuko isiZulu ulimi lwasekhaya.
Module content:
The facilitating and acquisition of early mathematics pedagogy (for children 0-6 years).
Module content:
Students acquire teaching skills to facilitate group music making activities with learners in the foundation phase. Three components are balanced in this programme: basic knowledge (music concepts and theoretical content); music skills (singing, playing instruments, listening, moving, applying music notation and creating); and didactical skills. The value of music in a culturally diverse society is emphasized.
Module content:
This module assists students to explore various methods of stimulating creativity in the classroom environment. They are familiarised with basic art making skills and processes that can be used in the Foundation Phase. The module allows students to explore their own creative thinking through various art mediums and processes, while being guided through theoretical lectures and practical demonstrations. A practical portfolio is compiled by every student, containing examples of art works and theoretical research. The portfolio serves as a manual for future reference in the classroom.
Module content:
The module equips the student to understand and participate in activities that promote movement and physical development. Creative movement on music to promote rhythm and dance patterns is part of the different ways that a learner use to explore different parts of the body. Different motor development is looked at– motor control, body awareness and perceptual motor abilities. Movement skills in early childhood development- use a combination of body parts, to loco mote, rotate, evaluate and balance, with or without equipment. The focus is on spatial perception, kinaesthetic perception, strength and stamina. It includes throwing and striking and rolling, bouncing and moving with a ball or similar equipment. Movement activities include games play to promote running, chasing and dodging are playing a part.
Module content:
Planning, implementation and evaluation of the Early childhood curriculum to promote learning and development in the early years.
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:
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 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:
*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:
*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.
Minimum credits: 120
Additional information:
Students who wish to specialise in African Languages (Home Language or First Additional Language) should choose either JGL 221, JGL 222 or JGL 223 instead of JGL 200 or JGL 213.
Elective modules:
Students continue with one of the following Languages as selected on first-year level:
isiZulu: ZUL 211, AFT 220
Sepedi: SEP 211, AFT 220
Setswana: STW 211, AFT 220
IsiNdebele: NDE 210, AFT 220
English: ENG 210, 220
Afrikaans: AFR 210, 220
Module content:
This module introduces the concepts of language and literacies, highlighting the importance of these for learning in English as home language. Various themes relate to the teaching and learning of the basic communicative skills with a strong focus on children’s literature education and writing. The module aims to prepare students with the necessary English home language skills as a follow-up module to JGL 110. A goal of the module is to support young learners in their language development so that they become confident learners and competent communicators in English.
Module content:
Hierdie module bied 'n inleiding tot taal en geletterdhede en beklemtoon die belangrikheid hiervan vir die leerproses in Afrikaans as huistaal. Daar is 'n verskeidenheid van temas wat fokus op die onderrrig en aanleer van basiese kommunikatiewe vaardighede, met klem op skryfvaardigheid en kinderliteratuur. Die module inhoud rus voornemende onderwysers toe in Afrikaans as huistaal, as ‘n opvolg module vir JGL 113. Die doel van die module is om jong leerders se taalontwikkeling te stimuleer sodat hulle met selfvertroue in Afrikaans kan kommunikeer.
Module content:
Mmojulo o o kaya dikgopolo tsa dipolelwana le diratswana go gatelela boleng jwa tsona mo go ithuteng Setswana Puo ya Gae. Mekgatlho e e farologaneng, e e leng ka ga thuta puo e rotloetsa bokwadi ba dibukana tsa baithuti. Mmojulo o o ikaeletse go fa baithuti kitso e e tlhokegang ya Setswana Puo ya Gae le Seesimane e le tsweleletso ya ntlha ya mmojulo wa JGL 110. Maikaelelo a mmojulo ke go rotloetsa baithuti go ipela le go nna dibui tsa maleba tsa Setswana.
Module content:
Mojule wo o hlagiša megopolo ya polelo le ditemana go gatelela bohlokoa bja tšona mabapi le go ithuta ka Sepedi e le polelo ya leleme la gae. Mekgahlo yeo e farologanego ya go amana le thuto le gorutwa poledišano ya maleba ka maikemešetšo a go fahlela thuto ya dipukwana tša baithuti. Mojule wo o ikemišeditše go hlophelela baithuti ka tsebo yeo e hlokagalago ya polelo ya leleme la gae la Seisimane ele tšweletšo pele ya mojule wa JGL 110. Maikemešetšo a mojule ke go thekga baithuti ka maleme a ga bo bona gore ba be le boikgantšho le go re ba kgone go ba diboledi tše hlwahlwa tša Sepedi.
Module content:
Lemojuli yethula imiqondo yolimi kanye nezindlela zokubhala, igqamisa ukubaluleka kwalokhu ekufundeni ngesiZulu ngengolimi lwasekhaya. Izindikimba ezahlukahlukene ziphathelene nokufundiswa nokufundwa kwamakhono ayisisekelo okuxhumana kugxilwe kakhulu ekufundisweni nasekubhaleni kwezincwadi zezingane. i-Mojuli ihlose ukulungiselela abafundi ngamakhono adingekayo esiNgisi solimi lwasekhaya njengemojuli yokulandelela eya ku-JGL 110. Inhloso yalesi sigaba ukuxhasa abafundi abasebasha ekukhuleni kwabo kolimi ukuze babe ngabafundi abazethembayo nabanolwazi lokuxhumana nabantu ngesiZulu.
Module content:
The facilitating and acquisition of foundation phase mathematics pedagogy (grades 1-3).
Module content:
The purpose of the course is to develop a deeper understanding of critical elements of mathematics, including the natural number system, its properties and the four number operations. The transition to the rational number system is explored with attention to its properties and operations. Number patterns and relationships between numbers are explored to develop greater fluency in mathematics computations. Attention is given to pictorial, verbal, diagrammatic and symbolic representations. The development of major topics, measurement, geometry, statistics and probability are explored with a view to providing insights into teaching and learning. Throughout the course attention is given to problem solving and algebraic reasoning.
The methodology of the course will include hands-on activities which promote confidence and agency in the classroom. While some attention is given to teaching in the Foundation Phase, this outcome is not central to the course.
Module content:
The module has a holistic approach to the aspects of health, safety and nutrition of the young child, including knowledge about HIV/Aids. It is a field of knowledge that will equip you with the necessary knowledge, skills, values and attitudes needed to create and promote a safe environment in which the young child can grow and develop. The main focus of this field of knowledge is the Life Orientation Learning area, which forms part of the Life Skills Learning Programme in Early Childhood Development and Education (ECD).
Module content:
The purpose of this module is to equip the student with knowledge about inclusion and inclusive education in South Africa. We focus on the causes of learning barriers, skills a teacher needs to support learners with learning barriers, as well as ways to accommodate these learners in the classroom. The causes of barriers to learning are examined and we distinguish between intrinsic and extrinsic factors that can cause learning problems. Multidisciplinary and systemic approaches are introduced. The family as primary educational institution is discussed, as well as the effect of the different parenting styles and child rearing errors on the development and academic progress of the child.
Module content:
Life skills is central to the holistic development of learners. It is concerned with the social, personal, intellectual, emotional and physical growth of learners, and with the way in which these are integrated. The module Life skills addresses the personal and social development of the child, as well as a Social studies component which addresses the child as citizen and the relationship between the child and its environment.
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:
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:
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:
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:
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.
Minimum credits: 120
Additional information:
Module content:
The module focuses on the practical application of the theory gained in the first and second-year literacy practices modules (JGL 110, 200) in terms of the teaching of reading and writing to learners in grades 1-3 in English as home language.
Module content:
Die module fokus op die praktiese toepassing van die teorie wat verwerf is in die eerste en tweede jaar geletterdheidspraktyk modules (JGL 113, 213), in terme van die lees en skryf vaardighede van grade 1-3 leerders in Afrikaans as huistaal.
Module content:
Mmojulo o, o itebagantse le tiriso ya kgopolo e eithutilweng mo ngwageng wa ntlha le wa bobedi wa katiso ya ya kitsokwalo le puiso (JGL 112, 212) go ya ka thuto ya go buisa le go kwala mo mephatong ya 1 – 3, Setswana Puo ya Gae.
Module content:
Mojule wo o hlahla ditiragatšo go tšwa go tsebo ya megopolo yeo o ithutilego yona ka ngwaga wa pele le wa bobedi (JGL 110. 200) mabapi le thuto ya go bala le go ngwala go barutwana ba mphato wa 1-3 ka Sepedi leleme la gae.
Module content:
Le mojula igxile ekusetshenzisweni ngokoqobo kwethiyori etholakale kumamojula ezinqubo zokufunda nokubhala zonyaka wokuqala nowesibili maqondana nokufundiswa kokufunda nokubhala kwabafundi emabangeni 1-3 esiZulwini njengolimi lwasekhaya.
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:
This module will focus on the learning readiness of the school beginner, including physical, intellectual, perceptual, emotional and social readiness, as well as the learning difficulties that might occur due to a lack of learning readiness. The knowledge and skills obtained will prepare the student for JLD 400 where the focus will be on early identification of learning difficulties and intervention in the Foundation Phase. Community Engagement / Service Learning.
Module content:
This module equips students to understand and present Natural Science and Technology in the ECD and Foundation Phase. General guidelines, thinking and specific skills, concepts, content knowledge, problem solving, design process, planning and presentation of appropriate activities.
Module content:
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.
Minimum credits: 131
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:
To develop students' competence in foundation phase practices. This module aims at preparing students to implement effective classroom practices in the foundation phase. The module focuses on aspects such as planning and assessment, creating an environment that is conducive to learning, innovative teaching strategies, and classroom management.
Module content:
This is a compulsory module for all Foundation Phase teaching students. The purpose of the module is to equip students with the necessary language skills to teach in Afrikaans, Sepedi, isiZulu or Setswana as an additional language in the Foundation Phase, for communication purposes. The student will gain the necessary skills for Afrikaans, Sepedi, isiZulu and Setswana in order to use the language skills and structure as a well as the ability to teach those skills. The module is informed by the principles of additional language teaching. The module will be presented by using Afrikaans, Sepedi, isiZulu and Setswana children’s literature such as stories and poems.
Module content:
This is a compulsory module for all Foundation Phase students. The aim of the module is to equip students with the skills and knowledge to teach English as additional language in the Foundation Phase. The student will acquire the knowledge of English language use and structure as well as the skills to teach it as additional language; adhering to the principles of teaching an additional language. Attention to children’s literature is offered in this regard.
Module content:
This module will focus on the early identification of learning problems, diagnostic assessements to determine the underlying causes thereof, as well as intervention strategies in order to successfullly address learning barriers in the Foundation Phase. The student will learn how to adapt the curriculum for learners experiencing problems with language as well as Mathematics and how to support these learners in building a positive self esteem by providing opportunities for learning success and in doing so letting the learners believe in their own abilities.
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 module is designed to develop the student teachers' understanding of different theories, approaches and challenges relating to early childhood education for children from birth to six years old. In this module student teachers explore and incorporate the importance of culture and contexts within various early learning centres in South Africa and beyond. The programme therefore aims to create an awareness towards the positive, long-term impact of quality education during the early childhood years. Student teachers will also be equipped to become competent, knowledgeable, reflective and committed teachers, which will enable them to contribute towards the holistic development and learning of young children. Community Engagement / Service Learning.
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.
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