Under Graduate Studies - North-West University

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1 CALENDAR 2015 FACULTY OF EDUCATION AND TRAINING SCHOOL OF TEACHER EDUCATION AND TRAINING Mafikeng Campus 2015

2 NOTICE Students are asked to note that this Calendar is valid for 2015 only. Rules and Curricula may be changed in 2016 or in any subsequent year. Irrespective of the year of first registration, a student must fulfil the requirements for the diploma/degree as set out in the Calendar for the year of current registration, unless Senate determines otherwise.

3 ADDRESS ALL CORRESPONDENCE TO The Campus Registrar North West University, Mafikeng Campus Private Bag X2046 MMABATHO 2735 Tel: 018 3892140 Fax: 018 3892189 Internet: http://www.nwu.ac.za PLEASE MENTION YOUR STUDENT NUMBER IN ALL CORRESPONDENCE The General Academic Rules of the University, to which all students have to subject themselves and which apply to all the qualifications offered by the University, appear in a separate publication and are available on the web page at http://www.nwu.ac.za/export/sites/default/nwu/gov_man/policy/7P- Academic_Rules_e.pdf WARNING AGAINST PLAGIARISM: Assignments are individual tasks and not group activities (unless explicitly indicated as group activities). For further details see: http://www.nwu.ac.za/WARNING_AGAINST_PLAGIARISM.pdf SELECTION FOR ADMISSION TO CERTAIN FIELDS OF STUDY: Please take cognizance of the fact that, owing to specific capacity constraints, the university reserves the right to select candidates for admission to certain fields of study. This means that prospective students who comply with the minimum requirements may not necessarily be admitted to the relevant courses. Please Note: Although the information in this Calendar has been compiled with the utmost care and accuracy, the Council and the Senate of the University accepts no responsibility whatsoever for errors that may occur. Before students finally decide on the selection of modules, they must consult the School Director and check the timetable. If a clash occurs in the planned selection of a student, the module combination will not be permitted. 3

4 ADDRESSES AND TELEPHONE NUMBERS Addresses: Executive Dean Faculty of Education and Training North West University Private Bag X2046 MMABATHO 2735 Tel: 018 389 2340/2191 E-mail: [email protected] Faculty Administrator (Ms Inonge Kakula) North West University Private Bag X2046 MMABATHO 2735 Tel: 018 389 2214 E-mail: [email protected] Telephone: 018 389 2000 Mafikeng Campus Fax: 018 389 2038 and 018 392 5775 Internet: http://www.nwu.ac.za School Address: School of Teacher Education and Training Director: Prof A Oduaran North-West University - Mafikeng Campus Private Bag X2046 MMABATHO 2735 Tel: 018 389 2208/2362 Fax: 018 389 2038 4

5 TableofContents M.1 OFFICEBEARERS..........................................................................................9 M.2 GENERALINFORMATION...........................................................................10 M.2.1. MISSIONSTATEMENT.....................................................................................10 M.2.2. AIMSANDOBJECTIVES...................................................................................10 M.2.3. TEACHINGPOLICY...........................................................................................10 M.2.4. RESEARCHPOLICY...........................................................................................11 M.2.4.1 RESEARCHFOCUSAREA..................................................................................11 M.2.5. SCHOOLSANDFOCUSAREASINTHEFACULTY...............................................11 M.2.6. QUALIFICATIONSANDPROGRAMMESINFACULTYOFEDUCATION..............12 M.2.6.1 NEWPOLICYONTHEMINIMUMREQUIREMENTSFORTEACHEREDUCATION QUALIFICATIONS............................................................................................12 M.2.7. MODULESANDCREDITS.................................................................................14 M.2.8. RECOGNITIONOFPRIORLEARNING...............................................................14 M.2.9. REGISTRATION................................................................................................15 M.2.10. QUALIFICATIONSAWARDEDANDPROGRAMMESOFFEREDINTHE...............15 M.2.10.1.1. BACHELORSOFEDUCATION(BEd)..................................................................15 M.2.10.2 POSTGRADUATECERTIFICATEINEDUCATION(PGCE)....................................16 M.2.10.3 INSERVICEANDFUTHERTRAININGPROGRAMMES......................................17 M.2.10.3.1. ADVANCEDCERTIFICATEINEDUCATION(ACE)..............................................17 M.2.10.3.2. NATIONALPROGESSIONALDIPLOMAINEDUCATION(NPDE)........................17 M.3 PROGRAMMESPECIFICATIONS..................................................................18 M.3.1. Bed.................................................................................................................18 M.3.1.1 AdmissionRequirements................................................................................18 M.3.1.1.1. GeneralAdmissionRequirements..................................................................18 M.3.1.1.2. OTHERREQUIREMENTS(B.EdUpgradingprogramme).................................19 M.3.1.2 EXAMINATIONS..............................................................................................21 M.3.1.2.1. AdmissiontoExaminations............................................................................21 M.3.1.2.2. ParticipationMarks........................................................................................21 M.3.1.2.3. ModuleMarks................................................................................................21 M.3.1.2.4. Progressandpassrequirementsofacurriculum...........................................21 M.3.1.2.5. RepetitionofModules....................................................................................21 M.3.1.3 OTHERRULES..................................................................................................22 M.3.1.3.1. LanguageCompetency...................................................................................22 M.3.1.3.2. ScienceandMathematicsCompetencies.......................................................22 M.3.1.3.3. CompulsoryCertificates.................................................................................22 M.3.1.3.4. OnlynonmothertonguespeakerscanchooseAFKF123/413orSECF123/413 asCommunicationModule.............................................................................22 M.3.1.3.5. PracticalTeaching...........................................................................................22 5

6 M.3.1.4 CurriculumOutcomes(BEd:FoundationPhase,SeniorandFurtherEducation andTrainingPhase)........................................................................................23 M.3.1.4.1. GeneralExitLevelOutcomes..........................................................................23 M.3.1.4.2. ArticulationPossibilities.................................................................................23 M.3.1.4.3. MajorCombinations.......................................................................................23 M.3.1.4.3.1 BEdFoundationPhase(SeeM.4.1.1)..............................................................23 M.3.1.4.3.2 BEdSeniorandFurtherEducationandTrainingPhase(SeeM.4.1.2to M.4.1.10)........................................................................................................24 M.3.2. POSTGRADUATECERTIFICATEINEDUCATION(PGCE)....................................24 M.3.2.1 METHODOFPRESENTATION:.........................................................................24 M.3.2.2 NATUREANDAIMSOFTHECERTIFICATE.......................................................24 M.3.2.3 PROGRAMMEOUTCOMES.............................................................................25 M.3.2.4 DURATIONOFSTUDIES...................................................................................25 M.3.2.5 ADMISSIONREQUIREMENTS..........................................................................25 M.3.2.6 ADMISSIONTOEXAMINATIONS.....................................................................26 M.3.2.7 PARTICIPATIONMARKS..................................................................................26 M.3.2.8 EXAMINATIONMARKS....................................................................................26 M.3.2.9 MODULE(FINAL)MARKS................................................................................27 M.3.2.10 PASSREQUIREMENTSOFAPROGRAMME.....................................................27 M.3.2.11 ARTICULATIONPOSSIBILITIES.........................................................................27 M.3.3. ADVANCEDCERTIFICATEINEDUCATION(ACE)..............................................27 M.3.3.1 Purpose..........................................................................................................27 M.3.3.2 Articulation.....................................................................................................28 M.3.3.3 Durationstudy................................................................................................28 M.3.3.4 Admissionrequirements................................................................................28 M.3.3.5 Specificrequirements.....................................................................................29 M.3.3.5.1. Passrequirements..........................................................................................29 M.3.3.5.2. Terminationofstudies...................................................................................29 M.3.3.5.3. Repetitionofmodules....................................................................................29 M.3.3.5.4. ProofofParticipation.....................................................................................29 M.3.3.5.5. Modulemark..................................................................................................29 M.3.3.5.6. Admissiontoexaminations............................................................................30 M.3.3.5.7. Numberofexaminationopportunities...........................................................30 M.3.4. NATIONALPROFESSIONALDIPLOMAINEDUCATION(NPDE).........................30 M.3.4.1 Durationstudy................................................................................................30 M.3.4.2 Articulation.....................................................................................................30 M.3.4.3 Admissionrequirements................................................................................31 M.3.4.4 Specificrequirements.....................................................................................31 M.3.4.4.1. Admissiontoexaminations............................................................................31 6

7 M.3.4.4.2. Proofofparticipation.....................................................................................31 M.3.4.4.3. Modulemark..................................................................................................31 M.3.4.4.4. Passrequirements..........................................................................................31 M.3.4.4.5. Repetitionofmodules....................................................................................32 M.3.4.4.6. Terminationofstudy......................................................................................32 M.3.4.4.7. ChangeofCurriculum.....................................................................................32 M.3.4.5 Qualificationoutcomes..................................................................................32 M.3.4.5.1. GenericOutcomes..........................................................................................32 M.3.4.5.2. Specificoutcomes...........................................................................................33 M.4 LISTSOFCURRICULA..................................................................................36 M.4.1. BEdCURRICULA..............................................................................................36 M.4.1.1 BEdFoundationPhase....................................................................................36 M.4.1.1.1. CURRICULUM0300M:FoundationPhase.......................................................36 M.4.1.2 B.EdSENIOR&FET.........................................................................................38 M.4.1.2.1. CURRICULUMO181M:LIFESCIENCESFOREDUCATION.................................38 M.4.1.3 CURRICULUMO183M:ENGLISHFOREDUCATION.........................................40 M.4.1.4 CURRICULUMO186M:GEOGRAPHYFOREDUCATION...................................44 M.4.1.5 CURRICULUMO190M:PHYSICALSCIENCESFOREDUCATION........................46 M.4.1.6 CURRICULUMO191M:BUSINESSSTUDIESFOREDUCATION.........................48 M.4.1.7 CURRICULUMO192M:ACCOUNTINGFOREDUCATION.................................50 M.4.1.8 CURRICULUMO194M:MATHEMATICSFOREDUCATION...............................52 M.4.1.9 CURRICULUMO196M:SETSWANAFOREDUCATION(M)...............................54 M.4.2. PGCECURRICULUM........................................................................................56 M.4.3. CURRICULAOFACEPROGRAMMES................................................................57 M.4.3.1 ACEinEnglishEducation(423122)................................................................57 M.4.3.1.1. Curriculumoutcomes.....................................................................................57 M.4.3.1.2. CompilationofCurriculumO433M.................................................................57 M.4.3.2 ACEinProjectManagement(423140)...........................................................57 M.4.3.2.1. Curriculumoutcomes.....................................................................................57 M.4.3.2.2. CompilationofCurriculumO504M.................................................................58 M.4.3.3 ACEinTechnologyEducation(423136).........................................................58 M.4.3.3.1. Curriculumoutcomes.....................................................................................58 M.4.3.3.2. CompilationofCurriculumO426M.................................................................58 M.4.3.4 ACEinLifeOrientation(423129)...................................................................59 M.4.3.4.1. Curriculumoutcomes.....................................................................................59 M.4.3.4.2. CompilationofCurriculumO447M.................................................................59 M.4.3.5 ACEinMathematicalLiteracy(423129).........................................................59 M.4.3.5.1. Curriculumoutcomes.....................................................................................59 M.4.3.5.2. Facultyspecificrules.......................................................................................60 7

8 M.4.3.5.3. CompilationofCurriculumO444P/V/M.........................................................60 M.4.3.6 ACEinLearnerSupport(423130)..................................................................61 M.4.3.6.1. Curriculumoutcomes.....................................................................................61 M.4.3.6.2. CompilationofCurriculumO430P/V/M.........................................................61 M.4.3.7 ACEinSetswanaEducation(423131)............................................................61 M.4.3.7.1. CurriculumOutcomes.....................................................................................61 M.4.3.7.2. CompilationofCurriculum(0439)..................................................................62 M.4.3.8 ACEinSchoolManagement&Leadership(423138)......................................62 M.4.3.8.1. Curriculumoutcomes.....................................................................................62 M.4.3.8.2. Facultyspecificrules.......................................................................................62 M.4.3.8.3. CompilationofCurriculumO432P/M.............................................................63 M.4.4. CurriculaofNPDE...........................................................................................64 M.4.4.1 NPDEinFoundationPhase.............................................................................64 M.4.4.1.1. Curriculumcomposition.................................................................................64 M.4.4.1.2. Compilationofcurriculum:FoundationPhaseO100M..................................65 M.4.4.2 NPDEinIntermediate&SeniorPhase............................................................66 M.4.4.2.1. Curriculumcomposition.................................................................................66 M.4.4.2.2. Compilationofcurriculum:Intermediate&SeniorPhaseO101M.................67 M.4.4.3 NPDEinFurtherEducation&TrainingPhase(Nonewintake).......................68 M.4.4.3.1. Curriculumcomposition.................................................................................68 M.4.4.3.2. Compilationofcurriculum:FurtherEducation&TrainingPhaseO102P/M...69 M.5 LISTOFMODULES,NAMESANDCREDITS...................................................70 M.5.1. BEd(FOUNDATIONPHASE,SENIORANDFURTHEREDUCATIONANDTRAINING PHASE):...........................................................................................................70 M.5.2. PGCE:..............................................................................................................75 M.5.3. ACE.................................................................................................................76 M.5.4. NPDE...............................................................................................................78 M.5.5. NPDE:Coremodulegroups(major)...............................................................79 M.6 LISTSOFMODULESOUTCOMES.................................................................80 M.6.1. BEDMODULESOUTCOMES(FoundationPhase,SeniorandFurtherEducation andTrainingPhase):.......................................................................................80 M.6.2. PGCEMODULEOUTCOMES..........................................................................117 M.7 M.6.3ACEMODULEOUTCOMES..............................................................126 M.7.1. M6.4NationalProfessionalDiplomainEducation.......................................135 8

9 M.1 OFFICEBEARERS MEMBERSOFTHEFACULTYBOARD EXECUTIVEDEAN ProfDHGericke DIRECTORS SchoolofEducationalLeadershipDevelopment ProfPduToit SchoolofTeacherEducationandTraining ProfAOduaran CentreforTeacherDevelopment DrAduToit PROGRAMMECOORDINATORS BEd PGCE BEdHons MEd&PhD ACE NPDE PROFESSORSANDASSOCIATEPROFESSORS ALLFULLTIMELECTURERS STUDENTREPRESENTATIVE LIBRARYREPRESENTATIVE FACULTYMANAGER(exofficio)(minutekeeper) 9

10 M.2 GENERALINFORMATION M.2.1. MISSIONSTATEMENT The Faculty of Education and Training aims to utilize available expertise to contributetowardsthedevelopmentofhumanresourcesthatmeettheneeds andchallengesofpreuniversityeducationinSouthAfrica.Themainthrustof the teaching and research in the Faculty focuses on the production of high qualityteachers,curriculumdevelopers,educationalplanners,administrators, counsellorsandresearchers. M.2.2. AIMSANDOBJECTIVES To prepare graduate teachers for secondary and primary schools in the Republic of South Africa and the Southern African region by offering both undergraduateandpostgraduatecoursesofstudy. TodevelopnewcoursestomeetthechangingeducationneedsofRSAwith specialreferencetoinnovationssuchasoutcomesbasededucation. To prepare nongraduate specialist teachers for primary and secondary schoolsandwherespecificareasofneedareidentified. To assist in the preparation and upgrading of teacher educators through specialized programmes in Education e.g. the teaching of Maths, Science, TechnologyandCommerceEducation. Toprovideinserviceeducationforteachersatalllevels. Topromote,coordinateandconductresearchintoeducationalproblemsat all levels through the prescribed courses and programmes offered by the Faculty. Toshiftemphasistotheprovisionofpostgraduatetraininginvariousareas ofEducation. To advance knowledge in the discipline of Education by conducting research. To provide programmes in Continuing Education and Community Development. To provide programmes in literacy and organizational skills in effective schoolgovernanceandvocationalcooperation. M.2.3. TEACHINGPOLICY TheteachingpolicyoftheSchoolofTeacherEducationandTraining(STET)is aligned with the vision and mission of the NorthWest University and the FacultyofEducationandTraining.Thepolicydeterminesthefollowingaspects thatbearonteachingintheFaculty: 10

11 Effectiveteaching Education,teaching,andtraining Mediumofinstruction Qualityassurance Supportforstaff Modesofdelivery Assessment Technologyandteaching M.2.4. RESEARCHPOLICY The activities in the School of Teacher Education and Training (STET) are in accordance with both the mission of the NorthWest University and the strategic management plan of the Research Focus Area. The objectives of researchdoneintheSTETare: (i) exploitingnewknowledgeintheeducationareasthatarethefocusof researchintheSTET; (ii) interpreting, systematising and utilising in practice existing knowledge inviewoftheeducationtask; (iii) investigatingteachingmethodstypicalofasubject; (iv) evaluatingexistingtheoriesandmethods,developingnewtheoriesand developingnewmethods; (v) exploiting existing and new sources of knowledge in order to be of servicetothecommunity; (vi) investigatingallthoseactivitiesenablingmoreeffectiveeducation,such as activities concerning education administration, law and systems, curriculumdesignanddevelopment. M.2.4.1 RESEARCHFOCUSAREA TheresearchfocusareaoftheFaculty,whichistheareainwhichtheFaculty conducts research, is known as School Improvement and Effectiveness. The research programme of the Faculty covers various aspects of School Improvement and Effectiveness whether in the area of management, curriculum development, teaching and learning or foundations of education. AllMEdandPhDstudentsjointhevariousaspectsoftheprogramme. M.2.5. SCHOOLSANDFOCUSAREASINTHEFACULTY The Faculty of Education was restructured at the beginning of 2013. The name of the faculty was changed to the Faculty of Education and Training, the School of Postgraduate Studies was renamed the School of Educational LeadershipDevelopment(SELD),whiletheSchoolof UndergraduateStudies 11

12 andtheSchoolofContinuingEducationwerejoinedintheSchoolofTeacher Education and Training (STET). A new entity for the development of short learning programmes, CPTD as well as year programmes, was also founded, namelytheCentreforTeacherDevelopment(CTD). TheprogrammesofeachSchool: TheSchoolofEducationalLeadershipDevelopment(SELD)isresponsiblefor providing postgraduate training by means of the Hons BEd, MEd and PhD programmes. The School of Teacher Education and Training (STET) is responsible for providing preservice training (teachers) by means of the Bachelor of Education(BEd)andPostgraduateCertificateinEducation(PGCE).TheSchool isalsoresponsiblefortheupgradingofunderandunqualifiedteachersaswell as the further inservice training of practising teachers. The different programmes are presented on campus and ensure that the teacher can further his/her studies whilst continuing with his/her daily task. The qualifications that can be obtained (ACE and NPDE) enable teachers to contribute in a responsible and meaningful way to the promotion of education in South Africa. (Please see M.2.6.1 regarding the phasing out of theseprogrammes). M.2.6. QUALIFICATIONSANDPROGRAMMESINFACULTYOFEDUCATION In the Faculty of Education and Training different qualifications can be obtained.IneverySchoolthereareoneormoreprogrammeseachofwhich has a fixed curriculum. A potential student must, therefore, initially decide whichqualificationh/shewishestoobtain.Afterastudenthasdecidedwhich qualification he/she wishes to obtain, a direction of study must be chosen, after which he/she must make a selection from the different programmes presentedinthatdirection. M.2.6.1 NEWPOLICYONTHEMINIMUMREQUIREMENTSFORTEACHEREDUCATION QUALIFICATIONS Itisofutmostimportanceforpast,presentandfuturestudentsinEducation tonotethattheDepartmentofHigherEducationandTrainingissuedthrough GovernmentNoticesNo583of15July2011andNo1040of2012,intermsof Section8(2)(c)oftheNationalQualificationsFrameworkAct,2008(Act67of 2008), a new policy on the minimum requirements for teacher education qualifications.Thispolicyalignsqualificationsforteachereducationwiththe HigherEducationQualificationsFramework,2007,anditreplacedtheNorms andStandardsforEducatorsinSchooling,2000,initsentirety. 12

13 Foryourconvenience,thefollowingtablesetsoutthecurrentNQFlevelsand thenewNQF(HEQF)levelsofthepresentandthefuture(neworredesigned) qualificationsinEducation: NEW NQF CURRENT CURRENT NEW (HEQF) NQFLEVELS QUALIFICATIONS QUALIFICATIONS LEVELS 1 8b PhD 10 PhD 2 8a Med 9 Med 3 7 HonsBEd 8 HonsBEd 4 New New 8 PGDE 5 6 Bed 7 Bed 6 6 PGCE 7 PGCE 7 New New 7 ADE 8 New New 6 ACT Tobe Tobe 9 6 ACE phasedout phasedout Tobe Tobe 10 6 NPDE phasedout phasedout Foreachoftheabovequalificationtypestherearespecialisationsintermsof minimumadmissionrequirements,minimumtotalcredits,NQF(HEQF)levels, prescribed credit values at various NQF (HEQF) levels, its purpose and characteristics,andprogressionpossibilities[Notethatallthecurriculaofthe presentqualificationsasreflectedinabovetablewillbeupdatedtofulfilthe requirementsofthenewNQF(HEQF)levels]. ThetraditionalqualificationsBEd,HonsBEd,MEdandPhDandthePGCEwill still be offered. The new qualifications Postgraduate Diploma in Education (PGDE)andtheAdvancedDiplomainEducation(ADE)willonlybeconsidered onthePQMafteranindepthneedsanalysisin2013toestablishifitwillbe sustainableandviableprogrammesinthefuture.TheAdvancedCertificatein Teaching (ACT) is not considered as a future programme in the near future. The present programmes Advanced Certificate in Education (ACE) and the National Professional Diploma in Education (NPDE) will be phased out from 2015.. RegardingthePGDE,ADEandACTitisimportanttoascertainyourselfofthe rolesofthesesqualificationsinthefuture.ThePGDEwillofferspecialisation furtherinthenewroletosupportteachingandlearningaswellasinthenew learningspecialisationphaseorsubjectdevelopment.Itisonthesamelevel as the Hons BEd but a sustained research project may not be required; holdersofthePGDEmayberequiredtoundertakeadditionalmodulesofat least30creditstoobtainadmissiontotheMEd.TheADEisaimedforfurther specialisationinthenewspecialisationphaseorsubjectdevelopedpreviously 13

14 intheACTaswellasinthenewroletosupportteachingandlearning.Itisa prerequirementtoenrolforthePGDE.TheACTisaimedondevelopinganew teachingspecialisationphaseorsubject.Itisaprerequirementforenrolment fortheADE. Itistheresponsibilityofeverypersonwhoisstudyingeducationorisplanning to study it at this faculty, to ascertain himself/herself of the terms of GovernmentNoticesNo583of15July2011andNo1040of2012. M.2.7. MODULESANDCREDITS Subjects are presented according to modules to which specific credit values havebeenassigned. M.2.8. RECOGNITIONOFPRIORLEARNING The NorthWest University accepts the principle underlying outcomes based, sourcebased and lifelong learning, in which considerations of articulationandmobilityplayasignificantrole,andsubscribestotheview that recognition of priorlearning, whether it has been acquired by formal education programmes at this or other institutions, or informally (by experience), is an indispensable element in deciding on admission to, and awarding credits in, an explicitly chosen teachinglearning programme of theuniversity. The recognition of prior learning concerns the provable knowledge and learning that an applicant acquired, whether by having completed formal educationprogrammes,orbyexperience.Atalltimesthequestionwillbe whatthelevelofskillsare,andskillswillbejudgedinthecontextoftheexit level skills required for the intended teachinglearning programme, or modules in the programme, of the status for which the applicant applies, and not merely by virtue of the experience recorded by the applicant; recognition of prior learning will therefore take place in terms of applied competenciesdemonstratedbytheapplicantinhis/herapplication,taking into consideration the exit level outcomes that have to be obtained by meansoftheselectedteachinglearningprogramme. The NorthWest University accepts that recognition of prior learning must take place within the normal existing policy on the admission of potential and existing students whether from this or another institution with regardtoawardingcreditsinavalid,trustworthyandfairway. For processing an application for recognition of prior learning a non refundable administrative fee determined by the university from time to timeispayable. 14

15 M.2.9. REGISTRATION Registrationisaprescribedcompleteprocessthatastudenthastogothrough tobecomeenrolledasastudentattheuniversity. The process starts with Application to the University on the official application. If accepted, the student receives on Admission letter. An admittedstudentregistersannuallyforthedurationofthestudyforaspecific study programme at the place and time determined by the university. The processcomprisespaymentofprescribedregistrationfeeandcompletionof thenecessaryregistrationform. The registration form is submitted at the registration section, whereupon a proofofregistrationisissued. Onlyregisteredstudentsareallowedtouseuniversityfacilities. M.2.10. QUALIFICATIONSAWARDEDANDPROGRAMMESOFFEREDINTHE SCHOOLOFTEACHEREDUCATIONANDTRAINING Theuniversityisauthorisedtoawardthefollowingdegreesandcertificatesin theSTET: M.2.10.1.1. BACHELORSOFEDUCATION(BEd) Qualification ProgrammeCode Curriculum Method of NQF Code Delivery Level Bachelor of FoundationPhase O300M Fulltime 6/7 Education (Grades13)422100 (BEd) Senior and Further 0181M Fulltime/ 6/7 Education and 0183M Parttime Training Phase 0184M (Grades712) 0186M 422102 0190M 0191M 0192M 0194M 0196M *PleasenotethatNQFandHEQFarethesame **Permissionispendingtodeliverprogrammeparttimefrom2015 15

16 M.2.10.2 POSTGRADUATECERTIFICATEINEDUCATION(PGCE) Curriculum Methodof NQF Qualification ProgrammeCode Code Delivery level Postgraduate SeniorandFurther Certificatein EducationandTraining Fulltime/ 0160M 6/7 Education Phase(Grades712) Parttime (PGCE) 424107 An alignment process of the BEd degree and the PGCE between the three campusesoftheNWUregardingcurriculaandPQMlistingwereapprovedin 2007 for implementation, starting in 2008. The aligned, new qualifications wereintroducesasfollowsattheMafikengcampus:In2007thePGCE,in2010 theBEd:FoundationPhaseandin2011theBEd:SeniorandFurtherEducation and Training Phase. New students are only allowed to enrol for the aligned, new programmes. The old qualifications for the PGCE were phased out in 2007, the BEd: Foundation Phase in 2009, and the BEd: Senior and Further Education and Training Phase in 2010. For a detailed description of the phasedout BEd programme, please consult the 2010 Calendar for Under graduate Programmes of the Faculty of Education. No new students were allowed into the old BEd: Senior and Further Education and Training Phase from2011,onlythepresentstudentsenrolledwillbeallowedtocompletethe oldBEdprogrammes. 16

17 M.2.10.3 INSERVICEANDFUTHERTRAININGPROGRAMMES M.2.10.3.1. ADVANCEDCERTIFICATEINEDUCATION(ACE) Curriculumand Methodof NQF Qualifcation ProgrammeandCode Code Delivery level Advanced ProjectManagement ProjectManagement Parttime 6 Certificate 423140 O504M InEducation MathematicalLiteracy Mathematical (Bursary) 6 (ACE) 423129 LiteracyO444M Parttime LearnerSupport: LearnerSupport Parttime 6 423130 O430M EnglishEducation EnglishEducation (Bursary) 6 423122 O433M Parttime LifeOrientation LifeOrientation (Bursary) 6 423129 O447M Parttime TechnologyEducation: Technology Fulltime, 6 423136 Education parttime O426M andbursary SchoolManagement& School (Bursary 6 Leadership: Management& Education) 423138 Leadership: Parttime O432M SetswanaEducation SetswanaEducation Parttime 6 423131 O439M M.2.10.3.2. NATIONALPROGESSIONALDIPLOMAINEDUCATION(NPDE) National FoundationPhase FoundationPhase Parttime 5 Professional (GradesR3): (GradesR3): Bursary Diplomain 469100 O100M Provincial Education (NPDE) Intermediate& Intermediate& Parttime 5 SeniorPhase SeniorPhase Bursary (Nonewintake (Grades49): (Grades49): Provincial from2015) 469101 O101M Senior&Further Senior&Further 5 Educationand Educationand TrainingPhase TrainingPhase (Grades712): (Grades712): 469102 O102M 17

18 M.3 PROGRAMMESPECIFICATIONS M.3.1. Bed M.3.1.1 AdmissionRequirements M.3.1.1.1. GeneralAdmissionRequirements Universityadmissionrequirements: Additional admission requirements are also set by the university, and these include the Admission Point Score (APS) and the levels of the different subjects. (Please note that the university, due to capacity constraints, reserves the right to limit the number of students admitted intocertainfieldsofstudy,andtoselectcandidatesfromamongstthose whosatisfytheminimumrequirements). The Academic Board of the Faculty of Education and Training recommendedtotheCampusSenatethatmeton7May2013thatfrom 2014 the Admission Point Score (APS), aligned to the levels of the differentsubjectsfortheBEd,willbeasfollows: DEGREE CODE SUBJECT LEVEL APS BachelorofEducation 422100 English 4 24 (FoundationPhase) BachelorofEducation (Senior&Further Englishor 4 422102 24 Education&Training) Setswana 3 LanguageEducation English 4 BachelorofEducation Accounting 4 (Senior&Further Economics 4 Education&Training) 422102 24 Mathematicsor 3 EconomicSciences Mathematics 5 Education Literacy BachelorofEducation (Senior&Further English 4 Education&Training) Mathematics 5 422102 24 Mathematics,Physical PhysicalSciences 4 SciencesandLife LifeSciences 5 SciencesEducation BachelorofEducation (Senior&Further English 4 422102 24 Education&Training) Geography 4 SocialSciencesEducation 18

19 APSScore: TheresultsobtainedinfourdesignatedandtworecognisedNSCsubjects are used to calculate the APS score. The results obtained in Life OrientationwillnotbeusedinthecalculationoftheAPSscore.TheAPSis scoredasfollows: CALCULATIONOFTHEAPS(ACHIEVEMENTPOINTSCORE) NSCRatingCode APSScore 8(90100%) 8 7(8089%) 7 6(7079%) 6 5(6069%) 5 4(5059%) 4 3(4049%) 3 2(3039%) 2 1(029%) 1 M.3.1.1.2. OTHERREQUIREMENTS(B.EdUpgradingprogramme) A student who has studied at another recognised higher education institution or a student who has acquired a qualification from the university or any other recognised higher education institution and who appliestoregisterforoneofthe10BEdspecialisations(seeM.2.10.1)at the university, may apply in writing to the Dean for recognition or exemption of modules required for the BEd programme, provided that the Dean may grant recognition or exemption for no more than half of the credits, preferably regarding the modules in the junior levels of the BEdprogrammeconcerned(A.3.3.2.1andA.3.3.2.2).Recognitionand/or exemption of modules will be done in accordance with the guidelines/instructions of Government Notices No 583 of 15 July 2011 and No 1040 of 2012 as well as rules A.3.3.2.1 and A.3.3.2.2. [See subparagraph 10: Articulation of historical educator qualifications with new teacher education qualifications in the 10level National QualificationsFramework(NQF)]. Grade R teachers holding a level 5 ECD Certificate for Diploma may applyinthefutureforassessmenttogainentryfortheBEd(Foundation Phase)ifentryrequirementsaremet.Amaximumof180creditsmaybe recognised(A.3.3.2.1andA.3.3.2.2). Holders of the present BEd (NQF level 6) may apply in the future for assessmenttogainentrytothenewHonsBEd(NQFlevel8). 19

20 M3.1.1.1 NEWBEdPROGRAMMESREQUIREMENTS The present 10 specialisations BEd programmes (See M.2.10.1) are in a processtobephasedoutandtobereintroducedasnewprogrammesin terms ofGovernmentNoticeNo 583of 15 July 2011 (See:Policyonthe minimumrequirementsforteachereducationqualifications).Thepresent statusoftheBEd willbeupgradedfromacurrentNQF6leveltoanew NQF (HEQF) 7 level in 20132014. This implies that the Admission Requirements(M.3.1.1)willalsobechangedin20132014.Thesechanges and requirements will be reflected in the 2014 Calendar of STET. The phasingoutofthepresentBEdwillstartin2014.ThenewBEddegreewill be, with the new PGCE, in terms of the new national policy of teacher qualifications (See Government Notices No 583 of 15 July 2011 and No 1040 of 2012 as well as M.2.6.1) the only qualifications in future recognisedforInitialTeacherEducationinSouthAfrica. M3.1.1.2 DURATIONOFSTUDIES Depending on the level of entry, the minimum duration for this qualificationisfour(4)yearsandthemaximumdurationissix(6)years. (SeeARules) M3.1.1.3 METHODOFPRESENTATION Fulltimeandparttimecontact. Permissionispendingtodelivertheprogrammeonaparttimebasisfrom 2015. 20

21 M.3.1.2 EXAMINATIONS M.3.1.2.1. AdmissiontoExaminations Admissiontoexaminationsinanymoduleinwhichexaminationsarewrittenis gainedbyobtainingaparticipationmarkofnotlessthan40%.Thismeansthat afteryouhavegivenproofthattheteachinglearninginstructionshavebeen executedaccordingtothecurriculumprescriptionsinthestudyguide. M.3.1.2.2. ParticipationMarks (a) Participationmarksforamodulearecompiledfromtests,assignments andpracticalworkwhereapplicable. (b) The relation between theory and practical work in calculating the participationmarksisexplainedinthestudyguideconcerned. M.3.1.2.3. ModuleMarks Modulemarksforamoduleinwhichexaminationsarewrittenarecalculated according to the prescriptions of the Arules in accordance with the relation betweentheparticipationmarksandtheexaminationmarks.Therelationfor aspecificmoduleisindicatedbytherelevantmoduleoutcomesattheendof thefacultyrulesinthiscalendar,e.g.1:1 M.3.1.2.4. Progressandpassrequirementsofacurriculum Thesubminimumforallmodulesinwhichexaminationsarewrittenis40%. Thepassrequirementforamoduleis50%. Themodulemarksofastudentwhoisregisteredatthisuniversityforthefirst timeandfailsafirstlevelmoduleofthefirstsemestermaybechangedtoa pass mark of 50% if he/she obtains an examination mark of at least 50% in thatmodule. Passingalltheseparatemodulesofwhichthecurriculumiscompiledpassesa curriculum. TheBEdqualificationispassedwithdistinctionifaweightedaveragemarkof atleast75%isattainedinallthemodules(firstyeartofourthyearofstudy) prescribedforthespecificcurriculumenrolledandthequalificationispassed inthemaximumperiodofeightsemesters(fouryears)ofstudy. M.3.1.2.5. RepetitionofModules Astudentmay,atthemost,inanymodule,taketheexaminationtwicewithin the twelve months following the date of the students first registration for suchamodule,afterwhichthemoduleconcernedmustberepeated. 21

22 M.3.1.3 OTHERRULES M.3.1.3.1. LanguageCompetency Allstudentsmustobtaintwolanguageendorsements.Students(nonmother tonguespeakers)automaticallyobtainanA,Eandanyotherofficiallanguage on the grounds that they have passed matric. Nonmother tongue speakers wishingtoqualifyforanA,EorTmustreportforalanguagecompetencytest for which an additional payment must be made. Mother tongue speakers mustreportfortheconfermentofanA,EorT. Anannualdatewillbesetforlanguagecompetencytests,aswellasreporting fortheawardingofAETetcetera. M.3.1.3.2. ScienceandMathematicsCompetencies Entrance requirements for the Science programmes are level 4 Physical Sciencesandlevel4Mathematics(notMathematicsLiteracy). Entrance requirements for the Mathematics programmes are level 4 Mathematics(notMathematicsLiteracy). M.3.1.3.3. CompulsoryCertificates Obtaining an accredited first aid certificate is compulsory for the following module:LIFF121. Acertificaterelatedtoasport(e.g.athleticsofficial,rugbycoach,etc.)aswell asacertificaterelatedtoculture(e.g.choirtraining,etc.)mustbeobtained. M.3.1.3.4. OnlynonmothertonguespeakerscanchooseAFKF123/413orSECF123/413 asCommunicationModule Only mother tongue speakers can choose AFKF122/412 or SECF 122/412 or anyotherapprovedmothertongueascommunicationmodule.ENGFcanbe chosenbybothnonmothertongueandmothertonguespeakers. M.3.1.3.5. PracticalTeaching InasmuchastheBEdqualificationisvocational,studentsmustacquirefield experienceduringeachyearofstudy.Forthefirsttothirdyearstudentsthis period of practice teaching amounts to 3 weeks per semester (6 weeks per year)andforthefourthyearstudentsitamountsto6weekspersemester(12 weeksperyear).PracticalTeachingisacompulsorymodule.Assessmentisby meansofobservationofthestudentandbysubmissionofaportfolio. 22

23 M.3.1.4 CurriculumOutcomes(BEd:FoundationPhase,SeniorandFurtherEducation andTrainingPhase) M.3.1.4.1. GeneralExitLevelOutcomes On completing this degree students will possess knowledge, skills and attitudesregarding: problemidentification,problemsolvingandtheimplementationofcritical andcreativethinkingwithregardtoalleducationalmatters; cooperation in groups with the community and the Department of Educationinmattersrelatingtoeducation; organisingandmanagingthemselvesaswellastheiractivities; gaining, analysing, organising and critically evaluating knowledge in the differentsubjectareasaswellasgeneralknowledgerelatedtoeducation; communication by means of different language media in several situations; effective application of technological and scientific information; by so doingalsoshowingrespectfortheenvironmentandhealthofothers; theholisticnatureoftheworldasconsistingofintegratedsystems,which impliesthatproblemsolvingdoesnottakeplaceinisolation; therolesoftheeducator,i.e.asfacilitator,mediatoroflearning,lifelong learner, curriculum designer, leader, administrator and manager, assessor, specialistinhis/herselectedsubject/area/phaseandmemberofaspecific orgeneralcommunity; the specialized nature of teaching, learning and development in the foundation, intermediate, senior or further education and training phases; and allissuesrelatingtoeducation. M.3.1.4.2. ArticulationPossibilities Vertically,theBEdgrantsadmissiontoHonsBEd.Interfacultystudentscan applyforapprovalwiththeDeansofotherFacultiesforassessmenttogain admissiontotheHonsBA,HonsBComorHonsBSc.Horizontally,students may, where applicable, move into existing related undergraduate programmeaswellasthenewundergraduateteachersqualificationstobe developed. M.3.1.4.3. MajorCombinations M.3.1.4.3.1 BEdFoundationPhase(SeeM.4.1.1) The core modules (compulsory majors) for this programme are fixed and cannotbeinterchangedaswiththeSeniorandFurtherEducationandTraining Phaseprogramme. 23

24 Please note that Curriculum 0171M was phased out from 2012; no new enrolmentsonlevelonewereallowedin2012.From2014nonewenrolments onlevelthreewillbeallowed. Curriculum0171MwasreplacedbyCurriculum0300Min2012,startingwith theofferingoflevelone. Foradetaileddescriptionofthe0171Mprogramme,pleaseconsultthe2011 CalendarforUndergraduateProgrammesoftheFacultyofEducation. M.3.1.4.3.2 BEd Senior and Further Education and Training Phase (See M.4.1.2 to M.4.1.10) Thisprogrammeisofferedinnine(9)specialisations(curricula),directedbya specific first major, namely Life Sciences, English, Economics, Geography, Physical Sciences, Business Studies, Accounting, Mathematics and Setswana. Eachspecialisationislistedintermsofanalignedcode(SeeM.2.10.1).Specific combinations, by the selecting of a second major, are allowed within each specialisation as described in M.4.1.2 to M.4.1.10. No deviation from the prescribedcombinations,asreflectedinM.4.1.2toM.4.1.10,willbeallowed. Atotalof33combinationsareofferedfor2014. M.3.2. POSTGRADUATECERTIFICATEINEDUCATION(PGCE) M.3.2.1 METHODOFPRESENTATION: FullTimeandParttimeContact M.3.2.2 NATUREANDAIMSOFTHECERTIFICATE 1. ThePGCEservesasaprofessionalcappingqualificationforcandidates who have completed an appropriate 360 or 480 credit Bachelors degree. 2. The PGCE provides students with a classroom focus that will enable themtofulfilallthecontextualrolesandcompetenciesofaneffective educator. 3. The offering of the present PGCE programme is in a process to be updated. The PGCE will be on the status of NQF level 7 (previously PGCE NQF level 6) This implies that the General Admission Requirements (M.3.2.5) may change in 2016. The 2016 Calendar of STET will reflect these changes and requirements. The phasing out of thepresentPGCE willstartin2015. ThenewPGCE,togetherwiththe new BEd, will in future be, in terms of the new national policy for TeacherEducation(GovernmentNoticesNo583of15July2011andNo 1040of2012aswellasM.2.6.1)theonlyqualificationsrecognizedfor InitialTeacherEducationinSouthAfrica. 24

25 M.3.2.3 PROGRAMMEOUTCOMES develop and demonstrate a deep knowledge and understanding of educationtheoryandpractice; integrateeducationtheoryandpracticewithappliedcompetence; demonstrateandassesstheknowledgebasethatunderpinstheplanning, development and implementation of learning programmes in the Senior andFETphasesandactaslearningfacilitator; developanddemonstrateskills,attitudesandvaluestobecome responsible,independentandcontributingmembersoftheprofessional educationalcommunityinadiverseandchangingnationaland internationalcontext; developanddemonstratecritical,creativeandreflectiveproblemsolving skillswithineducationalandsocietalcontext. M.3.2.4 DURATIONOFSTUDIES The attention of all candidates is drawn to the General Rules of the university.Theminimumdurationofthestudiesforthiscertificateisone(1) year and the maximum duration for completing the certificate is three (3) years.Thecurriculumshallextendoveraminimumperiodoftwosemesters forfulltimestudy.Inthecaseofparttime,thecurriculumshallextendover aminimumperiodoffoursemesters. M.3.2.5 ADMISSIONREQUIREMENTS A first university degree with two school subjects or a recognised qualificationthatamountsto360creditsatNQFlevel6andincludesatleast two recognisedlearningareasandorschoolsubjectsaslistedinM.5. Studentsmustalsobeabletotakefour(4)methodologymodulesinorder toobtainthequalification.Thecurriculumofthedegreemaybestructured inoneofthefollowingways: a) Recognisedschoolsubject/learningareaatlevel3+recognised schoolsubject/learningareaatlevel1; b) Recognisedschoolsubject/learningareaatlevel2+recognised schoolsubject/learningareaatlevel2; c) Recognisedschoolsubject/learningareaatlevel2+recognised schoolsubject/learningareaatlevel1+recognisedschool subject/learningareaatlevel1; d) Inthecaseofalanguage,itisrecommendedthatthecandidate hasatleastcompletedlevel2; e) Inthecaseofacademicsubjectsalreadypassedfor 25

26 apriorqualificationlearnersmusttakethesubjectin whichhe/sheobtainedthehighestqualification. A student who included only Botany and Zoology (one at least as main subject) and no other school subject in his undergraduate course will receivefullrecognitionforhisdegreeandthePGCEwithMethodologiesof BiologyandtheLearningAreaPhysicalSciences.Thestudentsmustregister forLIFD511andLAND521. A student who included only Physics and Chemistry (one at least as main subject) and no other school subject in his undergraduate course will receivefullrecognitionforhisdegreeandthePGCEwithMethodologiesof Physics and Chemistry and Methodologies of the Learning Area Physical Sciences. Studentswhohaveasyetnotcompletedtheirfirstdegreemaybeadmitted bywayofexception.Theyhaveto makeaspecialapplicationtotheDean forthisadmission. Professionally unqualified graduate teachers holding a degree or a 360C level6Diplomaindisciplines/subjectsthatunderpinateachingsubject,may stillapplyinthefutureforassessmenttogainentrytoPGCE.(Note:Ifthe underpinningsubjectsinthepriordegreedonotprovidesufficientsubject matter knowledge, additional modules must be taken either prior to admissionorconcurrently). M.3.2.6 ADMISSIONTOEXAMINATIONS Admissiontoexaminationsinanymoduleinwhichexaminationsaretaken takes place by obtaining a proof of participation from the school director after the student proof that learning activities have been executed accordingtotheprogrammeprescriptions. M.3.2.7 PARTICIPATIONMARKS Participationmarksforamodulearecompiledfromtests,assignmentsand practicalworkwhereapplicable.Therelationbetweentheoryandpractical work in calculating the participation marks is explained in the study guide concerned; The sub minimum of the participation marks for entry to examination is 40%. M.3.2.8 EXAMINATIONMARKS Thesubminimumforamoduleinwhichexaminationsaretaken,is40%. 26

27 M.3.2.9 MODULE(FINAL)MARKS Therequirementsforpassingamoduleinwhichexaminationsaretakenare a module (final) mark of 50%. In calculating the module mark the participation mark carries a weight of 50% and the examination mark a weightsof50%. M.3.2.10 PASSREQUIREMENTSOFAPROGRAMME Passing all the separate modules of which the curriculum is compiled, passesacurriculum; The PGCE qualification is passed with distinction if an average weighted markofatleast75%isattainedinallthemodulesprescribedforthespecific curriculumenrolledandthequalificationispassedinamaximumperiodof twosemesters(oneyear)forfulltimestudyorinamaximumperiodoffour semesters(twoyears)forparttimestudy. M.3.2.11 ARTICULATIONPOSSIBILITIES HoldersofthepresentPGCEmayapplyinthefutureforassessmenttogain entrytothenewHonsBEd(NQFlevel8)aswellasthevariousothernew educationqualificationsstilltobedeveloped[AdvancedDiplomain Education(ADE)andPostgraduateDiplomainEducation(PGDE)]. M.3.3. ADVANCEDCERTIFICATEINEDUCATION(ACE) M.3.3.1 Purpose Thepurposesofthecertificateare: a) equippinglearnerswithanadvancedandspecialisedcompetencyina specificschoolsubject/learningarea/disciplineorschoolphase; b) providing retraining for educators in a different school subject or specialisinginadifferenteducationalrole(e.g.theroleofmanagerof education); c) providing an advanced educational qualification as a finishing touch toinitialtrainingorageneraleducationalqualification;and d) equippinglearnersforfurtherstudiesatNQFlevel7; e) TheofferingoftheACEqualificationisinaprocesstobephasedout asafurtherteachersqualificationintermsofGovernmentNoticeNo 583 of 15 July 2011 (See: Policy on the minimum requirements for TeachersEducationQualifications). 27

28 M.3.3.2 Articulation To allow ACEqualified teachers a qualification pathway to embark on an education planning, research or policy development career trajectory or to embark on a management and leadership career trajectory,qualifiedteachersholdinganACE(NQFlevel6),mayapplyin the future for assessment of prior learning to gain midway entry into the new BEd (NQF level 7) programmes, cognate with the original specialisation.Thisrecognitionorexemptionmaybefornomorethan half the credits, preferably regarding the modules in the junior year levelsoftheBEd(A.3.3.2.1andA.3.3.2.2). To allow ACEqualified teachers a qualification pathway to maintain a teaching and learning career trajectory, qualified teachers holding an ACE(NQFlevel6),mayapplyinthefutureforassessmenttogainentry intothenewAdvancedDiplomaEducation(ADE),ifinacognateareaor extendedrole.(Note:thiskindofenrolmentwillonlybepermittedfor aninterimperiodtobedeterminedbytheMinistryofHigherEducation andTrainingandonlyifthisnewqualificationisavailableinthefuture onthePQMoftheMafikengCampus.Aftertheinterimperiodstudents have first to pass the ACT to obtain entry to the ADE, a qualification thatwillnotbeofferedinthenearfutureinthefaculty). For a detailed description of the new policy on the minimum requirementsforteacherqualifications,seealsoM.1.1.1. M.3.3.3 Durationstudy a) The minimum duration of the studies is one (1) year, unless stated otherwise,orthetimerequiredacquiring128credits.Themaximum duration of the studies is a period of two years for an ACE specialisationwhichisofferedoveroneyear. b) The maximum duration for the ACE specialisations which run over two(2)years,isthree(3)years.(A.1.5.8A.2.6) M.3.3.4 Admissionrequirements TobeadmittedtotheAdvancedCertificateinEducationthestudentmust beinpossessionofatleastanapprovedafterschoolteachingqualification ofthree(3)years,evaluatedatREQV13(M+3)level. 28

29 M.3.3.5 Specificrequirements M.3.3.5.1. Passrequirements WiththeexceptionofafewProgrammes,thefollowingarevalid: a) Thesubminimumforallmodulesinwhichexaminationsaretakenis 40%(A.3.3.3). b) The requirement for passing a module in which examinations are takenisamodulemarkof50%(A.3.3.3). c) Passing all the separate modules, of which the Programme is compiled,asindicatedinA.3.3.3,passesaProgramme. d) TheACEqualificationispassedwithdistinctionifaweightedaverage markofatleast75%isattainedinallthemodulesprescribedforthe specific curriculum enrolled and the qualification is passed in the maximumperiodoftwosemesters(oneyear)ofstudy. M.3.3.5.2. Terminationofstudies ThestudiesofastudentcanbeterminatedintermsofA.3.4.8ifthelearner exceedsthemaximumdurationofthestudyperiod. M.3.3.5.3. Repetitionofmodules AccordingtoA.3.4.5thefollowingrulesarevalid: a) Within the maximum study period of two (2) years a student may once repeatmodulesnotexceeding25%ofthetotalProgramme. b) Astudentrepeatingmodulesmustregisteragainforthesemodulesand obtainparticipationmarksorfulfilotherrequirementsasdetermined bytheschooldirectorinordertobegrantedadmissiontoexaminations inthesemodules. c) Ifastudentthatrepeatsmodulesdoesnotpassthosespecificmodules in the next examination period, the student must again put in an applicationtothefacultycouncilconcerned. M.3.3.5.4. ProofofParticipation a) For every teachinglearning activity (assignments, exercises, etc.) executed marks are allocated by means of formative assessment in a module. b) Astudentsproofofparticipationistheaverageofthesemarksandcan be compiled of marks assigned for theoretical work and for practical workifapplicable. M.3.3.5.5. Modulemark Incalculatingthemodulemarktheparticipationmarkcarriesaweightof 50%andtheexaminationaweightof50%. 29

30 M.3.3.5.6. Admissiontoexaminations Admissiontoexaminationsinanymoduleinwhichexaminationsaretaken takes place by obtaining a proof of participation from the school director afterthestudenthasgivenproofthattheteachinglearningactivitieshave beenexecutedaccordingtotheprogrammeprescriptions. M.3.3.5.7. Numberofexaminationopportunities Students can write any module during the first or second semester examination.Examinationopportunitieswillbecommunicatedtostudents throughtherelevantInformationBookletandexaminationletter. Students may use one or both examination opportunities in terms of A.3.4.4. When using both opportunities, the mark obtained during the second examination will determine the examination mark. Students who write the exam during the second opportunity have to pay a fee per module. M.3.4. NATIONALPROFESSIONALDIPLOMAINEDUCATION(NPDE) M.3.4.1 Durationstudy Depending on the level of entry, the minimum duration for this qualification is three years and the maximum duration is four years. Recognition of prior learning must be obtained for year level 1 (first semester 48 credits), as well as for year level 2 (first and second semester,128credits.) TheofferingoftheNDPEqualificationisinaprocesstobephasedoutas ateachersqualificationintermsofGovernmentNoticeNo583of15July 2011 (See: Policy on the minimum requirements for Teachers Education Qualifications).ThephasingoutoftheNPDEwillstartin2015. M.3.4.2 Articulation To allow NDPEqualified teachers a qualification pathway to embark on aneducationplanning,researchorpolicydevelopmentcareertrajectory or to embark on a management and leadership career trajectory, qualifiedteachersholdinganNDPE(NQFlevel5),mayapplyinthefuture for assessment of prior learning togain midway entry into the new BEd (NQF level 7) programmes. A maximum of 180 credits could be recognised(A.3.3.2.1andA.3.3.2.2). To allow NDPEqualified teachers a qualification pathway to maintain a teachingandlearningcareertrajectory,theNDPEqualifiedteachersmay applyforassessmenttogainentrytotheACT.(Thisqualificationwillnot beofferedinthenearfutureinthefaculty). 30

31 For a detailed description of the new policy on the minimum requirementsforteacherqualifications,seealsoM.1.1.1. M.3.4.3 Admissionrequirements AMatriculationCertificate(Grade12,REQV10)withapplicableteaching experience(35years)tostartinthefirstyearoftheNPDE. AstudentwithaMatriculationCertificateplusoneyeartertiarytraining (REQV11)willthenautomaticallyenteratthesecondyearlevel. M.3.4.4 Specificrequirements M.3.4.4.1. Admissiontoexaminations Admission to examinations in any module in which examinations are taken is obtained by presenting a proof of participation issued by the school director after the student has complied with the particular requirementsasstatedinthestudyguide. M.3.4.4.2. Proofofparticipation Theproofofparticipationforamoduleismadeupfromtheassignments and teachinglearning activities in accordance with the prescriptions in thestudyguide. Anassignmentmarkmayonlycontributetowardstheparticipationmark for two consecutive examination opportunities, where after a new assignmentmustbesubmittedforanewparticipationmark. M.3.4.4.3. Modulemark Incalculatingthemodulemarktheparticipationmarkcarriesaweightof 50%andtheexaminationaweightof50%. M.3.4.4.4. Passrequirements a) Thesubminimumforallmodulesinwhichexaminationsaretakenis 40%(A.3.3.3). b) The requirement for passing a module in which examinations are takenisamodulemarkof50%. c) Passing all the separate modules, of which the curriculum is compiled,asindicatedinA.3.3.3,passesacurriculum. d) The NPDE qualification is passed with distinction if a weighted averagemarkofatleast75%isattainedinallthemodulesprescribed forthespecificcurriculumenrolledandthequalificationispassedin themaximumperiodoftwosemesters(oneyear)ofstudy. 31

32 M.3.4.4.5. Repetitionofmodules InaccordancewithA.3.4.5thefollowingruleisapplicable: a) i)Withinthetwelvemonthsfollowingthedateofthestudents'first registrationforamodulethestudenthastwoopportunitiestositfor examinationinsuchamodule. b) ii)Astudentwho,afterbothexaminationopportunities,hasfaileda module,irrespectiveofwhetheroneorbothoftheseopportunities wereutilised,mustrepeatthemodule. c) iii)Anystudentwhorepeatsmodulesmustreregisterforthemand mustqualifyanewbyacquiringaproofofparticipation. M.3.4.4.6. Terminationofstudy Thestudiesofanystudentmaybeterminated(accordingtoA.3.4.8), a) ifthemaximumdurationofthestudyisexceeded, b) ifthestudent,inanytwoconsecutivestudyyears,failstoacquireat leasthalfofthecreditsprescribedforthosetwostudyyearsandhas previouslyreceivedadeanswarning. M.3.4.4.7. ChangeofCurriculum Studentsmayonlychangethe curriculumforwhichtheyhave registered or bring about changes in the curriculum for which they have registered withthewrittenpermissionoftheschooldirector. A student who chooses a new major, must complete all relevant subject contentandsubjectdidacticmodulesofthefirstandthirdyearofstudy. M.3.4.5 Qualificationoutcomes M.3.4.5.1. GenericOutcomes After completion of the Diploma, the students will demonstrate knowledge,skillsandvaluesregarding a) Problemidentification,problemsolvingandtheapplicationofcritical andthinkingregardingalleducationalmatters; b) Cooperation in education groupings, with the community and the DepartmentofEducationregardingpracticeteaching; c) Theorganizationandmanagementofthemselvesandtheiractivities; 32

33 d) The acquisition, analysis, organization and critical evaluation of information in their field of specialization as well as generic educationfocusedinformation; e) Communicationviavariousmediumsandinvariouscontexts; f) The effective application of technological and scientific information to demonstrate respect for the environment and the health of others; g) The holistic nature of the world as integrated systems that implies thatproblemsolvingdoesnotoccurinisolation; h) The roles of the educator, viz. facilitator, mediator of learning, life long learner, curriculum designer, leader, administrator and manager, assessor, specialist regarding the preferred subject/learningarea/field/phase,aswellasmemberofthesmaller andbroadercommunity;and i) Thespecializednatureofeducation,learninganddevelopmentinthe Foundation,Intermediate&Seniorphases. M.3.4.5.2. Specificoutcomes After completion of the Programme the students will be able to implement fundamental knowledge, skills and values regarding the followingrolesoftheeducator: The role of facilitator of learning, that implies that the students will be ableto a) Facilitatelearninginsuchawaythatthedifferentneedsoflearners, including those with learning disabilities and problems, as well as emotional and behavioural problems, are taken into account within theframeworkofinclusiveeducation; b) Create and maintain a learning environment that is conducive to effectivelearning; c) Promoteandapplyclassroomcommunicationinsuchawaythatthe differencesbetweenlearnersarerecognizedandrespected; d) Demonstrate thorough knowledge regarding their subject, teaching principles, strategies, methods, skills and teachinglearning resourcesasapplicableintheSouthAfricancontext; e) Demonstrate competence in reading, writing and speaking the language(s)ofinstructioninwaysthatfacilitatetheirownacademic learningandabilitytofacilitatelearningintheclassroom;and 33

34 f) Demonstrate competence in interpreting and using numerical and elementary statistical information to facilitate their own academic learningandabilitytoadministerteaching,learningandassessment. Theroleofinterpreteranddesigneroflearningcurriculumandteaching learningresourcesthatimpliesthatthestudentswillbeableto a) InterpretexistinglearningProgrammesandcriticallyevaluatethem; b) Design new learning Curriculum, taking into regard the ordination principlesandvaryinglearningtemposoflearners; c) Determinetherequirementsforcertainlearningcontexts; d) Select and/or create suitable written and audiovisual learning resources in such a way that they suit the specific learning requirementsoflearners;and e) Demonstrate competence in their own area(s) of specialization regardingtheplanningandreflectingonappropriateProgrammesfor learnersandtheirlearningcontext. The role of leader, administrator and manager that implies that the studentswillbeableto a) Demonstrate basic knowledge and perspective regarding the South African education system, especially with regards to further educationandtraining; b) Actprofessionallyasrequiredbyexistingeducationallegalprinciples; c) Demonstrate a respect for and commitment to the educator profession;and d) Participate in a responsible and democratic manner in the decision makingprocessesoftheinstitutioninwhichtrainingisprovided. Theroleofcommunitymember,citizenandpastor,thatimpliesthatthe studentswillbeableto a) Be a living example of a critical, dedicated and ethical person who showsregardforthedemandsthateducation,theschoolandother stakeholders (viz. the government, church, parents and learners) make on them in such a way that learning contexts that promote healtharecreated; b) Demonstrateandpromoterespectandresponsibility; c) PromotetheConstitutionanddemocraticvaluesandpractices; 34

35 d) PromotelearnersknowledgeandunderstandingoftheBible;and e) Assistlearnersinstudyandoccupationalchoices. Theroleoflearner,researcherandlifelonglearner,thatimpliesthatthe learners will be able to keep developing through study and research on personal,academic,professionalandoccupationallevel. Theroleofassessor,thatimpliesthatthestudentswillbeabletomonitor andevaluatelearnersprogressinajustandreasonablemanner. Theroleofsubjectspecialist,thatimpliesthatthestudentswillbeableto a) Apply thorough knowledge, insight and perspective regarding the contents,skills,valuesandmethodsoftheirparticularlearningareas, subjects, disciplines and phases during the implementation of learningProgrammes;and b) Apply their knowledge, insight and perspective of teaching and learning strategies, methods, skills during the design and implementationoflearningProgrammesfortheirparticularlearners. 35

36 M.4 LISTSOFCURRICULA M.4.1. BEdCURRICULA M.4.1.1 BEdFoundationPhase M.4.1.1.1. CURRICULUM0300M:FoundationPhase YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER ModuleCode Cr ModuleCode Cr ModuleCode Cr ModuleCode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory CMPF111 8 ENGF211 8 WVOS311 12 RESF411 8 EDCC112 8 EDCC212 8 EDCC312 8 EDCC411 8 EDCC113 8 EDCC412 8 ChooseONE AGLE111 12 SECF412(M)or 8 SECF413(NM) CoreModules CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory Compulsory LSFP112 8 LSFP212 8 LSFP312 8 MFPF111 8 MFPD211 8 MFPF311 8 MFPD411 8 LITG211 8 LSKA311 8 LSKN211 8 LSKN312 8 LITG413 16 LSKP311 8 PPSE211 8 PPSE411 8 ChooseONE LITA313(E)or 8 LITA314(T) ChooseONE ChooseONE LITH113(E)or 16 LITH313(E)or 8 LITH114(T) LITH314(T) TotalFirst TotalFirst TotalFirst TotalFirst 68 56 76 64 Semester Semester Semester Semester 36

37 CURRICULUMO300M:FoundationPhase(continued) YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER Module Module Module ModuleCode Cr Cr Cr Cr Code Code Code FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory LIFF121 8 WVOS221 12 RESF421 8 ENGF121 8 EDCC123 8 EDCC321 8 EDCC421 8 EDCC124 1 EDCC223 1 EDCC322 1 EDCC422 1 ChooseONE ENTB521 SECF122(M)or 8 2 TWTB521 SECF123(NM) AGLE121 12 CoreModules CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory Compulsory LSFP122 8 LSFP222 16 LSFP321 12 RSTO421 8 MFPF121 8 MFPD221 8 MFPF321 16 MFPD421 12 LSKM121 8 LSKH221 8 LSKE321 12 PPSE221 8 PPSE422 12 ChooseONE ChooseONE ChooseONE LITA223(E) LITG323(E) LITA123(E)or 8 8 16 or or LITA124(T) LITA224(T) LITG324(T) ChooseONE ChooseONE LITH223(E) LITH423(E) 8 8 or or LITH224(T) LITH424(T) Total2nd Total2nd Total2nd Total2nd 77 69 65 59 Semester Semester Semester Semester TotalLevel1 145 TotalLevel2 125 TotalLevel3 141 TotalLevel4 123 TOTALFORTHECURRICULUM 534 37

38 M.4.1.2 B.EdSENIOR&FET M.4.1.2.1. CURRICULUMO181M:LIFESCIENCESFOREDUCATION YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER Module Module Module Cr Cr Cr ModuleCode Cr Code Code Code Fundamental Fundamental Fundamental FundamentalModules Modules Modules Modules Compulsory Compulsory Compulsory Compulsory CMPF111 8 ENGF211 8 MATF311 8 RESF411 8 ChooseONE AGLE111 12 WVOS311 12 SECF412(M)or 8 SECF413(NM) CoreModules CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory Compulsory EDCC112 8 EDCC212 8 EDCC312 8 EDCC411 8 EDCC113 8 EDCC213 8 EDCC313 8 EDCC412 8 Continuationof Continuationof MethodologyofCore CoreModule1 CoreModulesand CoreModules Modules Methodology LIFE211 16 LIFE111 16 LIFE311 16 LIFD411 16 LAND211 8 Continuationof CoreModule2 Continuationof MethodologyofCore CoreModule2and ChooseOne CoreModule2 Module2 Methodology ENGE212 16 ENGE111 16 ENGE311 16 ENGD417 16 ENGD212 8 GEOE211 16 GEOE111 16 GEOE311 16 GEOD411 16 LASD211 8 MATE211 16 MATE111 16 MATE311 16 MATD411 16 MATD211 8 PHSE211 16 PHSE111 16 PHSE311 16 PHSD411 16 ADSD211 8 SEME211 16 SEME111 16 SEME311 16 SEMD411 16 SEMD211 8 TotalFirst TotalFirst TotalFirst TotalFirst 68 72 68 64 Semester Semester Semester Semester 38

39 CURRICULUMO181M:LIFESCIENCESFOREDUCATION(CONTINUED) YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER Modulecode Cr Modulecode Cr Modulecode Cr Modulecode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory ENGF121 8 MATF221 8 EDTM321 8 RESF421 8 LIFF121 8 WVOS221 12 ChooseONE SECF122(M) ENTB521 or 2 8 TWTB521 SECF123 (NM) ChooseONE AGLE121 12 RSTO421or 8 SMLO421 CoreModules CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory Compulsory EDCC123 8 EDCC222 8 EDCC321 8 EDCC421 8 EDCC124 1 EDCC223 1 EDCC322 1 EDCC422 1 ContinuationofCore Continuationof Continuationof MethodologyofCore Module1and CoreModule1 CoreModule1 Module1 Methodology LIFE321 16 LIFE121 16 LIFE221 16 LAND421 16 LIFD321 8 ContinuationofCore Continuationof Continuationof MethodologyofCore Module2and CoreModule2 CoreModule2 Module2 Methodology ENGE321 16 ENGE122 16 ENGE221 16 ENGD427 16 ENGD322 8 GEOE321 16 GEOE121 16 GEOE221 16 LASD421 16 GEOD321 8 MATE321 16 MATE121 16 MATE221 16 MATD421 16 MATD321 8 PHSE321 16 PHSE121 16 PHSE221 16 LAND421 16 PHSD321 8 SEME321 16 SEME121 16 SEME221 16 SEMD421 16 SEMD321 8 nd nd nd nd Total2 Total2 Total2 Total2 77 61 65 59 Semester Semester Semester Semester TotalLevel1 145 TotalLevel2 133 TotalLevel3 133 TotalLevel4 123 TOTALFORTHECURRICULUM 534 *Thisisanew,alignedprogramme,startedin2011.***SelectsecondmajorwithLifeSciencesfromoneofthefollowing: English,Geography,Mathematics,PhysicalSciencesorSetswana. 39

40 M.4.1.3 CURRICULUMO183M:ENGLISHFOREDUCATION YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER Module Module Module Cr Cr Cr ModuleCode Cr Code Code Code FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory CMPF111 8 ENGF211 8 MATF311 8 RESF411 8 ChooseONE AGLE111 12 WVOS311 12 SECF412(M)or 8 SECF413(NM) CoreModules CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory Compulsory EDCC112 8 EDCC211 8 EDCC312 8 EDCC411 8 EDCC113 8 EDCC212 8 EDCC313 8 EDCC412 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule1 Model1and Module1 Module1 Methodology ENGE212 16 ENGE111 16 ENGE311 16 ENGD417 16 ENGD212 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule2 Module2and Module2 Module2 Methodology LIFE211 16 LIFE111 16 LIFE311 16 LIFD411 16 LAND211 8 MATE211 16 MATE111 16 MATE311 16 MATD411 16 MATD211 8 SEME211 16 SEME111 16 SEME311 16 SEMD411 16 SEMD211 8 TotalFirst TotalFirst TotalFirst TotalFirst 68 72 68 64 Semester Semester Semester Semester 40

41 CURRICULUMO183M:ENGLISHFOREDUCATION(CONTINUED) YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER Modulecode Cr Modulecode Cr Modulecode Cr Modulecode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory ENGF121 8 MATF221 8 EDTM321 8 RESF421 8 LIFF121 8 WVOS221 12 ChooseONE ENTB521 SECF122(M))or 2 8 TWTB521 SECF123(NM) ChooseONE AGLE121 12 RSTO421or 8 SMLO421 CoreModules CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory Compulsory EDCC123 8 EDCC222 8 EDCC321 8 EDCC421 8 EDCC124 1 EDCC223 1 EDCC322 1 EDCC422 1 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule1 Module1and Module1 Module1 Methodology ENGE321 16 ENGE122 16 ENGE221 16 ENGD427 16 ENGD322 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule2 Module2and Module2 Module2 Methodology LIFE321 16 LIFE121 16 LIFE221 16 LAND421 16 LIFD321 8 16 MATE321 16 MATE121 16 MATE221 MATD421 16 MATD321 8 SEME321 16 SEME121 16 SEME221 16 SEMD421 16 SEMD321 8 Total2nd Total2nd Total2nd Total2nd 77 61 65 59 Semester Semester Semester Semester Totallevel1 145 Totallevel2 133 Totallevel3 133 Totallevel4 123 TOTALFORTHECURRICULUM 534 *Thisisanew,alignedprogramme,startedin2011. ***Select second major with English from one of the following: Economics, Geography, Life Sciences, Mathematics, PhysicalSciencesandSetswana. 41

42 CURRICULUMO184M:ECONOMICSFOREDUCATION YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER Modulecode Cr Modulecode Cr Modulecode Cr Modulecode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory CMPF111 8 ENGF211 8 MATF311 8 RESF411 8 ChooseONE AGLE111 12 WVOS311 12 SECF412(M)or 8 SECF413(NM) CoreModules CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory Compulsory EDCC112 8 EDCC211 8 EDCC312 8 EDCC411 8 EDCC113 8 EDCC212 8 EDCC313 8 EDCC412 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule1 Module1and Module1 Module1 Methodology ECOE211 16 ECOE111 16 ECOE311 16 ECOD411 16 LABD211 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule2 Module2and Module2 Module2 Methodology ACCE211 16 ACCE111 16 ACCE311 16 ACCD411 16 ADSD211 8 BSTE211 16 BSTE111 16 BSTE311 16 BSTD411 16 ADSD211 8 LIFE211 16 LIFE111 16 LIFE311 16 LIFD411 16 LAND211 8 TotalFirst TotalFirst TotalFirst TotalFirst 68 72 68 64 Semester Semester Semester Semester 42

43 CURRICULUMO184M:ECONOMICSFOREDUCATION(CONTINUED) YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER Modulecode Cr Modulecode Cr Modulecode Cr Modulecode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory ENGF121 8 MATF221 8 EDTM321 8 RESF421 8 LIFF121 8 WVOS221 12 ChooseONE ENTB521 SECF122(M))or 2 8 TWTB521 SECF123(NM) Choose1 AGLE121 12 RSTO421or 8 SMLO421 CoreModules CoreModules CoreModulesCompulsory CoreModules Compulsory Compulsory Compulsory EDCC123 8 EDCC222 8 EDCC321 8 EDCC421 8 EDCC124 1 EDCC223 1 EDCC322 1 EDCC422 1 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule1 Module1and Module1 Module1 Methodology ECOE321 16 ECOE121 16 ECOE221 16 LABD421 16 ECOD321 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule2 Module2and Module2 Module2 Methodology ACCE321 16 ACCE121 16 ACCE221 16 ADSD421 16 ACCD321 8 BSTE321 16 BSTE121 16 BSTE221 16 ADSD421 16 BSTD321 8 LIFE321 16 LIFE121 16 LIFE221 16 LAND421 16 LIFD321 8 Total2nd Total2nd Total2nd Total2nd 77 61 65 59 Semester Semester Semester Semester TotalLevel1 145 TotalLevel2 133 TotalLevel3 133 TotalLevel4 123 TOTALFORTHECURRICULUM 534 *Thisisanew,alignedprogramme,startedin2011. ***SelectsecondmajorwithEconomicsfromoneofthefollowing:Accounting,BusinessStudies,English,Geography,Life SciencesorPhysicalSciences. 43

44 M.4.1.4 CURRICULUMO186M:GEOGRAPHYFOREDUCATION YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER Modulecode Cr Modulecode Cr Modulecode Cr Modulecode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory CMPF111 8 ENGF211 8 MATF311 8 RESF411 8 ChooseONE AGLE111 12 WVOS311 12 SECF412(M)or 8 SECF413(NM) CoreModules CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory Compulsory EDCC112 8 EDCC211 8 EDCC312 8 EDCC411 8 EDCC113 8 EDCC212 8 EDCC313 8 EDCC412 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule1 Module1and Module1 Module1 Methodology GEOE111 16 GEOE211 16 GEOE311 16 GEOD411 16 LASD211 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule2 Module2and Module2 Module2 Methodology BSTE211 16 BSTE111 16 BSTE311 16 BSTD411 16 LABD211 8 ENGE212 16 ENGE111 16 ENGE311 16 ENGD417 16 ENGD212 8 LIFE211 8 LIFE111 16 LIFE311 16 LIFD411 16 LAND211 8 MATE211 16 MATE111 16 MATE311 16 MATD411 16 MATD211 8 SEME211 16 SEME111 16 SEME311 16 SEMD411 16 SEMD211 8 TotalFirst TotalFirst TotalFirst TotalFirst 68 72 68 64 Semester Semester Semester Semester 44

45 CURRICULUMO186M:GEOGRAPHYFOREDUCATION(CONTINUED) YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER Modulecode Cr Modulecode Cr Modulecode Cr Modulecode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory ENGF121 8 MATF221 8 EDTM321 8 RESF421 8 LIFF121 8 WVOS221 12 ChooseONE ENTB521 SECF122(M))or 2 8 TWTB521 SECF123(NM) ChooseONE AGLE121 12 RSTO421or 8 SMLO421 CoreModulesCompulsory CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory EDCC123 8 EDCC222 8 EDCC321 8 EDCC421 8 EDCC124 1 EDCC223 1 EDCC322 1 EDCC422 1 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule1 Module1and Module1 Module1 Methodology GEOE321 16 GEOE121 16 GEOE221 16 LASD421 16 GEOD321 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule2 Module2and Module2 Module2 Methodology BSTE321 16 BSTE121 16 BSTE221 16 LABD421 16 BSTD321 8 ENGE321 16 ENGE122 16 ENGE221 16 ENGD427 16 ENGD322 8 LIFE321 16 LIFE121 16 LIFE221 16 LAND421 16 LIFD321 8 MATE321 16 MATE121 16 MATE221 16 MATD421 16 MATD321 8 SEME321 16 SEME121 16 SEME221 16 SEMD421 16 SEMD321 8 nd nd nd nd Total2 Total2 Total2 Total2 77 61 65 59 Semester Semester Semester Semester TotalLevel1 145 TotalLevel2 133 TotalLevel3 133 TotalLevel4 123 TOTALFORTHECURRICULUM 534 *Thisisanew,alignedprogramme,startedin2011. ***SelectsecondmajorwithGeographyfromoneofthefollowing:BusinessStudies,Economics,English,LifeSciences, Mathematics,PhysicalSciencesorSetswana. 45

46 M.4.1.5 CURRICULUMO190M:PHYSICALSCIENCESFOREDUCATION YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER Modulecode Cr Modulecode Cr Modulecode Cr Modulecode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory CMPF111 8 ENGF211 8 MATF311 8 RESF411 8 ChooseONE AGLE111 12 WVOS311 12 SECF412(M)or 8 SECF413(NM) CoreModules CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory Compulsory EDCC112 8 EDCC212 8 EDCC312 8 EDCC411 8 EDCC113 8 EDCC213 8 EDCC313 8 EDCC412 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule1 Module1and Module1 Module1 Methodology PHSE211 16 PHSE111 16 PHSE311 16 PHSD411 16 LAND211 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule2 Module2and Module2 Module2 Methodology LIFE211 16 LIFE111 16 LIFE311 16 LIFD411 16 ADSD211 8 MATE211 16 MATE111 16 MATE311 16 MATD411 16 MATD211 8 TotalFirst TotalFirst TotalFirst TotalFirst 68 72 68 64 Semester Semester Semester Semester 46

47 CURRICULUMO190M:PHYSICALSCIENCESFOREDUCATION(CONTINUED) YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER Modulecode Cr Modulecode Cr Modulecode Cr Modulecode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory ENGF121 8 MATF221 8 EDTM321 8 RESF421 8 LIFF121 8 WVOS221 12 ChooseONE ENTB521 SECF122(M))or 2 8 TWTB521 SECF123(NM) ChooseONE AGLE121 12 RSTO421or 8 SMLO421 CoreModulesCompulsory CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory EDCC123 8 EDCC222 8 EDCC321 8 EDCC421 8 EDCC124 1 EDCC223 1 EDCC322 1 EDCC422 1 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule1 Module1and Module1 Module1 Methodology PHSE321 16 PHSE121 16 PHSE221 16 LAND421 16 PHSD321 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule2 Module2and Module2 Module2 Methodology 16 LIFE321 16 LIFE121 16 LIFE221 ADSD421 16 LIFD321 8 16 MATE321 16 MATE121 16 MATE221 MATD421 16 MATD321 8 nd nd nd nd Total2 Total2 Total2 Total2 77 61 65 59 Semester Semester Semester Semester TotalLevel1 145 TotalLevel2 133 TotalLevel3 133 TotalLevel4 123 TOTALFORTHECURRICULUM 534 *Thisisanew,alignedprogramme,startedin2011. ***SelectsecondmajorwithPhysicalSciencesfromoneofthefollowing:Economics,English,Geography,Life SciencesorMathematics. 47

48 M.4.1.6 CURRICULUMO191M:BUSINESSSTUDIESFOREDUCATION YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER Modulecode Cr Modulecode Cr Modulecode Cr Modulecode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory CMPF111 8 ENGF211 8 MATF311 8 RESF411 8 ChooseONE AGLE111 12 WVOS311 12 SECF412(M)or 8 SECF413(NM) CoreModules CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory Compulsory EDCC112 8 EDCC212 8 EDCC312 8 EDCC411 8 EDCC113 8 EDCC213 8 EDCC313 8 EDCC412 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule1 Module1and Module1 Module1 Methodology BSTE211 16 BSTE111 16 BSTE311 16 BSTD411 16 LABD211 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule2 Module2and Module2 Module2 Methodology ACCE211 16 ACCE111 16 ACCE311 16 ACCD411 16 ADSD211 8 ECOE211 16 ECOE111 16 ECOE311 16 ECOD411 16 ADSD211 8 ENGE212 16 ENGE111 16 ENGE311 16 ENGD417 16 ENGD212 8 GEOE211 16 GEOE111 16 GEOE311 16 GEOD411 16 LASD211 8 TotalFirst TotalFirst TotalFirst TotalFirst 68 72 68 64 Semester Semester Semester Semester 48

49 CURRICULUMO191M:BUSINESSSTUDIESFOREDUCATION(CONTINUED) YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER Modulecode Cr Modulecode Cr Modulecode Cr Modulecode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory ENGF121 8 MATF221 8 EDTM321 8 RESF421 8 LIFF121 8 WVOS221 12 ChooseONE ENTB521 SECF122(M))or 2 8 TWTB521 SECF123(NM) ChooseONE AGLE121 12 RSTO421or 8 SMLO421 CoreModules CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory Compulsory EDCC123 8 EDCC222 8 EDCC321 8 EDCC421 8 EDCC124 1 EDCC223 1 EDCC322 1 EDCC422 1 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule1 Module1and Module1 Module1 Methodology BSTE321 16 BSTE121 16 BSTE221 16 LABD421 16 BSTD321 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule2 Module2and Module2 Module2 Methodology ACCE321 16 ACCE121 16 ACCE221 16 ADSD421 16 ACCD321 8 ECOE321 16 ECOE121 16 ECOE221 16 ADSD421 16 ECOD321 8 ENGE321 16 ENGE122 16 ENGE221 16 ENGD427 16 ENGD322 8 GEOE321 16 GEOE121 16 GEOE221 16 LASD421 16 GEOD321 8 nd nd nd nd Total2 Total2 Total2 Total2 77 61 65 59 Semester Semester Semester Semester TotalLevel1 145 TotalLevel2 133 TotalLevel3 133 TotalLevel4 123 TOTALFORTHECURRICULUM 534 *Thisisanew,alignedprogramme,startedin2011. ***SelectsecondmajorwithBusinessStudiesfromoneofthefollowing:Accounting,Economics, English,Geography,MathematicsorSetswana. 49

50 M.4.1.7 CURRICULUMO192M:ACCOUNTINGFOREDUCATION YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER Modulecode Cr Modulecode Cr Modulecode Cr Modulecode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory CMPF111 8 ENGF211 8 MATF311 8 RESF411 8 ChooseONE AGLE111 12 WVOS311 12 SECF412(M)or 8 SECF413(NM) CoreModules CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory Compulsory EDCC112 8 EDCC212 8 EDCC312 8 EDCC411 8 EDCC113 8 EDCC213 8 EDCC313 8 EDCC412 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule1 Module1and Module1 Module1 Methodology ACCE211 16 ACCE111 16 ACCE311 16 ACCD411 16 LABD211 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule2 Module2and Module2 Module2 Methodology BSTE211 16 BSTE111 16 BSTE311 16 BSTD411 16 ADSD211 8 ECOE211 16 ECOE111 16 ECOE311 16 ECOD411 16 ADSD211 8 ENGE212 16 ENGE111 16 ENGE311 16 ENGD417 16 ENGD212 8 MATE211 16 MATE111 16 MATE311 16 MATD411 16 MATD211 8 TotalFirst TotalFirst TotalFirst TotalFirst 68 72 68 64 Semester Semester Semester Semester 50

51 CURRICULUMO192M:ACCOUNTINGFOREDUCATION(CONTINUED) YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER Modulecode Cr Modulecode Cr Modulecode Cr Modulecode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory ENGF121 8 MATF221 8 EDTM321 8 RESF421 8 LIFF121 8 WVOS221 12 ChooseONE ENTB521 SECF122(M))or 2 8 TWTB521 SECF123(NM) ChooseONE AGLE121 12 RSTO421or 8 SMLO421 CoreModules CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory Compulsory EDCC123 8 EDCC222 8 EDCC321 8 EDCC421 8 EDCC124 1 EDCC223 1 EDCC322 1 EDCC422 1 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule1 Module1and Module1 Module1 Methodology ACCE321 16 ACCE121 16 ACCE221 16 ACCD321 8 LABD421 16 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule2 Module2and Module2 Module2 Methodology BSTE321 16 BSTE121 16 BSTE221 16 ADSD421 16 BSTD321 8 ECOE321 16 ECOE121 16 ECOE221 16 ADSD421 16 ECOD321 8 ENGE321 16 ENGE122 16 ENGE221 16 ENGD427 16 ENGD322 8 MATE321 16 MATE121 16 MATE221 16 MATD421 16 MATD321 8 nd nd nd nd Total2 Total2 Total2 Total2 77 61 65 59 Semester Semester Semester Semester TotalLevel1 145 TotalLevel2 133 TotalLevel3 133 TotalLevel4 123 TOTALFORTHECURRICULUM 534 *Thisisanew,alignedprogramme,startedin2011. ***SelectsecondmajorwithAccountingfromoneofthefollowing:BusinessStudies,Economics,Englishor Mathematics. 51

52 M.4.1.8 CURRICULUMO194M:MATHEMATICSFOREDUCATION YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER Modulecode Cr Modulecode Cr Modulecode Cr Modulecode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory CMPF111 8 ENGF211 8 MATF311 8 RESF411 8 ChooseONE AGLE111 12 WVOS311 12 SECF412(M)or 8 SECF413(NM) CoreModules CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory Compulsory EDCC112 8 EDCC212 8 EDCC312 8 EDCC411 8 EDCC113 8 EDCC213 8 EDCC313 8 EDCC412 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule1 Module1and Module1 Module1 Methodology MATE211 16 16 MATE111 16 MATE311 16 MATD411 MATD211 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule2 Module2and Module2 Module2 Methodology ACCE211 16 ACCE111 8 ACCE311 16 ACCD411 16 LABD211 8 ENGE212 16 ENGE311 ENGE111 16 16 ENGD417 16 ENGD212 8 GEOE211 16 GEOE111 16 GEOE311 16 GEOD411 16 LASD211 8 LIFE211 16 LIFE111 16 LIFE311 16 LIFD411 16 LAND211 8 PHSE211 16 PHSE111 16 PHSE311 16 PHSD411 16 LAND211 8 TotalFirst TotalFirst TotalFirst TotalFirst 68 72 68 64 Semester Semester Semester Semester 52

53 CURRICULUMO194M:MATHEMATICSFOREDUCATION(CONTINUED) YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER Modulecode Cr Modulecode Cr Modulecode Cr Modulecode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory ENGF121 8 MATF221 8 EDTM321 8 RESF421 8 LIFF121 8 WVOS221 12 ChooseONE ENTB521 SECF122(M))or 2 8 TWTB521 SECF123(NM) ChooseONE AGLE121 12 RSTO421or 8 SMLO421 CoreModulesCompulsory CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory EDCC123 8 EDCC222 8 EDCC321 8 EDCC421 8 EDCC124 1 EDCC223 1 EDCC322 1 EDCC422 1 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule1 Module1and Module1 Module1 Methodology MATE321 16 MATE121 16 MATE221 16 MATD421 16 MATD321 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule2 Module2and Module2 Module2 Methodology ACCE321 16 ACCE121 16 ACCE221 16 LABD421 16 ACCD321 8 ENGE321 16 ENGE122 16 ENGE221 16 ENGD427 16 ENGD322 8 GEOE321 16 GEOE121 16 GEOE221 16 LASD421 16 GEOD321 8 LIFE321 16 LIFE121 16 LIFE221 16 LAND421 16 LIFD321 8 PHSE321 16 PHSE121 16 PHSE221 16 LAND421 16 PHSD321 8 nd nd nd nd Total2 Total2 Total2 Total2 77 61 65 59 Semester Semester Semester Semester TotalLevel1 145 TotalLevel2 133 TotalLevel3 133 TotalLevel4 123 TOTALFORTHECURRICULUM 534 *Thisisanew,alignedprogramme,startedin2011. ***SelectsecondmajorwithMathematicsfromoneofthefollowing:Accounting,BusinessStudies, English,Geography,LifeSciencesorPhysicalSciences. 53

54 M.4.1.9 CURRICULUMO196M:SETSWANAFOREDUCATION(M) YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER FIRSTSEMESTER Modulecode Cr Modulecode Cr Modulecode Cr Modulecode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory CMPF111 8 ENGF211 8 MATF311 8 RESF411 8 ChooseONE AGLE111 12 WVOS311 12 SECF412(M)or 8 SECF413(NM) CoreModules CoreModules CoreModules CoreModules Compulsory Compulsory Compulsory Compulsory EDCC112 8 EDCC212 8 EDCC312 8 EDCC411 8 EDCC113 8 EDCC213 8 EDCC313 8 EDCC412 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule1 Module1and Module1 Module1 Methodology SEME211 16 SEME111 16 SEME311 16 SEMD411 16 SEMD211 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule2 Module2and Module2 Module2 Methodology ENGE212 16 ENGE111 16 ENGE311 16 ENGD417 16 ENGD212 8 GEOE211 16 GEOE111 16 GEOE311 16 GEOD411 16 LASD211 8 LIFE211 16 LIFE111 16 LIFE311 16 LIFD411 16 LAND211 8 TotalFirst TotalFirst TotalFirst TotalFirst 68 72 68 64 Semester Semester Semester Semester 54

55 CURRICULUMO196M:SETSWANAFOREDUCATION(M)(CONTINUED) YEARLEVEL1 YEARLEVEL2 YEARLEVEL3 YEARLEVEL4 SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER SECONDSEMESTER Modulecode Cr Modulecode Cr Modulecode Cr Modulecode Cr FundamentalModules FundamentalModules FundamentalModules FundamentalModules Compulsory Compulsory Compulsory Compulsory ENGF121 8 MATF221 8 EDTM321 8 RESF421 8 LIFF121 8 WVOS221 12 ChooseONE ENTB521 SECF122(M))or 2 8 TWTB521 SECF123(NM) ChooseONE AGLE121 12 RSTO421or 8 SMLO421 CoreModules CoreModulesCompulsory CoreModules CoreModules Compulsory Compulsory Compulsory EDCC123 8 EDCC222 8 EDCC321 8 EDCC421 8 EDCC124 1 EDCC223 1 EDCC322 1 EDCC422 1 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule1 Module1and Module1 Module1 Methodology SEME321 16 SEME121 16 SEME221 16 SEMD421 16 SEMD321 8 ContinuationofCore ContinuationofCore MethodologyofCore CoreModule2 Module2and Module2 Module2 Methodology ENGE321 16 ENGE122 16 ENGE221 16 ENGD427 16 ENGD322 8 GEOE321 16 GEOE121 16 GEOE221 16 LASD421 16 GEOD321 8 LIFE321 16 LIFE121 16 LIFE221 16 LAND421 16 LIFD321 8 nd nd nd Total2 Total2 Total2 77 Total2ndSemester 61 65 59 Semester Semester Semester 13 TotalLevel1 145 TotalLevel2 TotalLevel3 133 TotalLevel4 123 3 TOTALFORTHECURRICULUM 534 *Thisisanew,alignedprogramme,startedin2011. ***SelectsecondmajorwithSetswanafromoneofthefollowing:BusinessStudies,English,GeographyorLife Sciences. 55

56 M.4.2. PGCECURRICULUM FIRSTSEMESTER SECONDSEMESTER ModuleCode Credits ModuleCode Credits Fundamentalmodules Fundamentalmodules COMF511 8 LIFF521 12 TGNO511 8 TGNO521 8 CoreModules CoreModules EDCC511 8 EDCC521 12 EDCC512 8 EDCC522 12 EDCC513 8 EDCC523 8 TWOofthefollowingmethodologies TWOofthefollowingmethodologies ACCD511 12 LABD521 12 ARTD511 12 LAAD521 12 BSTD511 12 TECD521 12 CATD511 12 ENGD521 12 ECOD511 12 LASD521 12 ENGD511 12 LAND521 12 GEOD511 12 LLOD521 12 HISD511 12 MATD521 12 INTD511 12 SEMD521 12 LIFD511 12 LLOD511 12 MATD511 12 PHSD511 12 RSVD511 12 SEMD511 12 TRVD511 12 TOTAL1stsemester 64 Total2ndsemester 76 TOTALFORTHECURRICULUM 140 56

57 M.4.3. CURRICULAOFACEPROGRAMMES M.4.3.1 ACEinEnglishEducation(423122) M.4.3.1.1. Curriculumoutcomes After completing the advanced Certificate in Education in English Educationthestudentwill: a) possessscientificknowledgeofandinsightintoEnglishEducation; b) demonstratecertainskillsandcompetencies(amongstotherscritical problem solving, functioning in groups and integrating acquired knowledge effectively into the education situation) in English Education; c) striveforcertainvalues(amongstothersexcellenceineducationand integrityintheeducationsituation)onthegroundsofhis/herstudies inEnglishEducation. M.4.3.1.2. CompilationofCurriculumO433M Firstsemester Secondsemester Modulecode Cr Modulecode Cr ORAK511 8 ORAK521 8 FSET511 8 NVMI521 8 ORLK511 8 ORLK521 8 EUCE511 8 HIVA521 8 CDEK511 16 SDEK522 16 ATEK511 16 ASDK522 16 st nd Total1 semester 64 Total2 semester 64 Totalcreditsforthecurriculum128 M.4.3.2 ACEinProjectManagement(423140) M.4.3.2.1. Curriculumoutcomes After completing the Advanced Certificate in Project Management the student will: possess scientific knowledge of and insight into Project Management; a) demonstratecertainskillsandcompetencies(amongstotherscritical problem solving, functioning in groups and integrating acquired knowledge effectively into the education situation) in Project Management; b) strive after certain values (amongst others excellence in education and integrity in the education situation) on the grounds of his/her studiesinProjectManagement. 57

58 M.4.3.2.2. CompilationofCurriculumO504M Firstsemester Secondsemester Modulecode Cr Modulecode Cr EUCE511 8 EDDM522 24 EDDM511 12 EDDM523 12 EDDM513 16 EDDM524 12 EDDM514 12 EDDM571(Yearmodule)24 st nd Total1 semester 48 Total2 semester 72 Totalcreditsforthecurriculum 120 M.4.3.3 ACEinTechnologyEducation(423136) M.4.3.3.1. Curriculumoutcomes After completing the Advanced Certificate in Technology Education the studentwill: a) demonstrate conceptual understanding of technology concepts in thecontextsoftherequirementsoftherelevantnationalcurriculum. b) demonstrate certain skills and competencies, including critical problem solving, functioning in groups and integrating acquired knowledgeeffectivelyintotheeducationsituation. c) strive towards certain values, including excellence and integrity in teachingtechnologybasedonhisorherstudy. M.4.3.3.2. CompilationofCurriculumO426M FirstYear SecondYear Modulecode Cr Modulecode Cr ETTM511 12 EDDM521 12 EDIM513 12 EDIM524 12 EDIM511 12 EDIM525 12 EDIM512 12 EDIM526 24 EDIM579(YearModule)24 st nd Total1 Year 48 Total2 Year 84 Totalcreditsforthecurriculum132 58

59 M.4.3.4 ACEinLifeOrientation(423129) M.4.3.4.1. Curriculumoutcomes AftercompletingtheAdvancedCertificateinEducationinLifeOrientation thestudentwill: a) PossessscientificknowledgeofandinsightintoLifeOrientation; b) Demonstrate certain skills and capacities (amongst others critical problem solving, functioning in groups and integrating acquired knowledge effectively into the education situation) in Life Orientation;and c) Striveforcertainvalues(amongstothersexcellenceineducationand integrityintheeducationsituation)onthegroundsofhis/herstudies intheLifeOrientation. M.4.3.4.2. CompilationofCurriculumO447M FirstYear Modulecode Cr ORAK511 8 FSET511 8 ORLK511 8 EUCE511 8 LOHA571 32 LOCK571 32 LOBO571 32 Totalcreditsforthecurriculum 128 M.4.3.5 ACEinMathematicalLiteracy(423129) M.4.3.5.1. Curriculumoutcomes After completing the Advanced Certificate in Education in Mathematical Literacystudentswill: a) possess scientific knowledge of and insight into the Mathematical Literacyintheschoolcurriculum; b) demonstrate certain skills and competencies (amongst others critical problem solving, functioning in groups and integrating acquired knowledge effectively into the education situation) in Mathematical Literacy;and c) strive after certain values (amongst others excellence in education and integrity in the education situation) on the grounds of his/her studiesintheMathematicalLiteracy. 59

60 M.4.3.5.2. Facultyspecificrules IfastudentisNOTinpossessionofafouryearteachersqualification,32 creditsofthegenericmodules(asprescribedfortheACEinMathematical Literacy programme for learners with 360 previously attained credits) mustbetaken. If a student does not possess Mathematics Gr 12 HG/SG, an admission course of 20 credits must first be obtained in order to comply with the expectedlevelofmathematicalcompetency. DurationofstudyforMathematicalLiteracycurriculumis2years. M.4.3.5.3. CompilationofCurriculumO444M Curriculumforstudentswith480credits (studentswitha4yearteacherqualification) Year1 Year2 Modulecode Cr Modulecode Cr MLED575 32 MLED576 32 MLED572 32 MLED574 32 st nd Total1 year 64 Total2 year 64 Totalcreditsforthecurriculum128 Curriculumforstudentswith360credits (studentswitha3yearteacherqualification) Year1 Year2 Modulecode Cr Modulecode Cr FSET511 8 MLED576 32 ORLK511 8 MLED574 32 EUCE511 8 ORAK511 8 MLED575 32 MLED572 32 st nd Total1 year 96 Total2 year 64 Totalcreditsforthecurriculum160 60

61 M.4.3.6 ACEinLearnerSupport(423130) M.4.3.6.1. Curriculumoutcomes AftercompletingtheAdvancedCertificateinEducationinLearnerSupport thelearnerwill: a) possessscientificknowledgeofandinsightintolearnersupport; b) demonstrate certain skills and competencies (amongst others critical problem solving, functioning in groups and integrating acquired knowledgeeffectivelyintotheeducationsituation)inlearnersupport; and c) strive after certain values (amongst others excellence in education and integrity in the education situation) on the grounds of his/her studiesinlearnersupport. M.4.3.6.2. CompilationofCurriculumO430M Firstsemester Secondsemester Modulecode Cr Modulecode Cr ORAK511 8 ORAK521 8 FSET511 8 NVMI521(EDFM523) 8 ORLK511 8 ORLK521 8 EUCE511 8 HIVA521 8 LSIE518 16 LSSH528 16 LSED518 16 LSDL528 16 st nd Total1 semester 64 Total2 semester 64 Totalcreditsforthecurriculum128 M.4.3.7 ACEinSetswanaEducation(423131) M.4.3.7.1. CurriculumOutcomes AftercompletionoftheACEinSetswanaEducation,thestudentwill: a) demonstrate theoretical knowledge of and insight into relevant aspectsofteachingandlearningintheareaofSetswanaEducation; b) demonstraterelevantprofessionalskillsandcompetencies(amongst others, critical problem solving, sound judgement and decision making,effectivefunctioningingroupsandeffectivedidacticalskills) inthefieldofSetswanaEducation; c) strive to implement certain values (amongst others, excellence in education practice, continuous professional development and 61

62 integrity in the education environment) within his/her area of specialisationandclassroompractice. M.4.3.7.2. CompilationofCurriculum(0439M) Firstsemester Secondsemester Modulecode Cr Modulecode Cr ORAK511 8 ORAK521 8 FSET511 8 NVMI521 8 ORLK511 8 ORLK521 8 EUCE511 8 HIVA521 8 SWHK511 16 SWHK521 16 SVDK511 16 SVDK521 16 st nd Total1 semester 64 Total2 semester 64 Totalcreditsforthecurriculum128 M.4.3.8 ACEinSchoolManagement&Leadership(423138) M.4.3.8.1. Curriculumoutcomes After completing the Advanced Certificate in Education in School Leadershipthecandidates(aspirantandpracticingprincipals)willbeable to: a) demonstrate the skills, knowledge, and values needed to lead and manage schools effectively and contribute to improving the delivery ofeducationacrosstheschoolsystem b) criticallyengageandbeselfreflectivepractitioners. c) managetheirorganizationsaslearningorganizationsandinstilvalues supportingtransformationintheSouthAfricancontext. d) provide leadership and management to enable the school to give everylearnerqualityeducation. e) strengthenandsupporttheroleofSchoolLeadership M.4.3.8.2. Facultyspecificrules OnlycandidatesidentifiedbytheprovincialDepartmentofEducationcan enrolforthisparticularprogramme. 62

63 M.4.3.8.3. CompilationofCurriculumO432M Yearlevel1 Yearlevel2 Firstsemester Firstsemester Modulecode Cr Modulecode Cr PCLM521 10 PFCL521 10 Yearmodules Yearmodules PCMP571 20 PCSR571 20 PCTL572 20 PCDG572 20 Secondsemester Secondsemester Modulecode Cr Modulecode Cr PCPO522 10 PEMM512 12 PFLS511 6 Totalyearlevel1 66 Totalyearlevel2 62 Totalcreditsforthecurriculum128 63

64 M.4.4. CurriculaofNPDE M.4.4.1 NPDEinFoundationPhase M.4.4.1.1. Curriculumcomposition A curriculum is composed from the compulsory modules and ONE major chosenfromthecoremodulegroups. StudentsspecialisingintheFoundationPhaseacquirethefollowingcredits: YearLevel1: a) 104creditsfrommodulesinthecompulsorysectionand b) 24creditsfromcoremodules. FoundationPhaseStudiesarecompulsoryfortheFoundationPhase. YearLevel2: RPLL271(128credits) YearLevel3: 64 credits in the first semester and 64 credits in the secondsemester. The language of communication selected in the Year Level 1, semester 2, is automatically the language of communicationforYearLevel3,semester2. A different language of communication must be selectedforYearLevel3,semester1. Mother tongue speakers of Afrikaans/Setswana may NOTchoosethe(nm)Nonmothertonguemodules. 64

65 M.4.4.1.2. Compilationofcurriculum:FoundationPhaseO100M Yearlevel1 Yearlevel2 Yearlevel3 Firstsemester First&Secondsemester Firstsemester Modulecode Cr Modulecode Cr Modulecode Cr RPLL111 48 RPLL271 128 Oneofthefollowing CLFE115 8 TSCN315 8 TSNN315 8 AKPN315 8 AKPN316 8 ESPN315 8 Plus EDMN315 8 OPAN315 8 FPUN315 8 Plus3ofthefollowing HSCN319 8 LOCN319 8 NWCN319 8 TECK315 8 Plusmodulefrom 8 chosencoremodule group Total1stsemester 56 Total1stsemester 64 Yearlevel1 Yearlevel3 Secondsemester Secondsemester Modulecode Cr Modulecode Cr Oneofthefollowing Oneofthefollowing TSCN125 8 TSCN325 8 TSNN125 8 TSNN325 8 AKPN125 8 AKPN325 8 AKPN126 8 AKPN326 8 ESPN125 8 ESPN325 8 Plus Plus WAPN125 8 WAPN325 8 FPUN125 8 FPUN325 8 AGDN125 16 AGDN325 16 EDVN125 8 Pluscoremodules Pluscoremodules Coresubject 8 Coresubject 8 Didactics 16 Didactics 16 Total2ndsemester 72 Total2ndsemester 64 Totalyearlevel1 128 Totalyearlevel2 128 Totalyearlevel3 128 Totalcreditsforthecurriculum 384 65

66 M.4.4.2 NPDEinIntermediate&SeniorPhase M.4.4.2.1. Curriculumcomposition StudentschooseTWOmajorsfromthecoremodulegroupsthatincludes coresubject[2(3x8)credits]plustherelevantdidactics[2(2x16credits)]. Students specialising in the Intermediate and Senior Phase acquire the followingcredits: YearLevel1: a)80creditsfrommodulesinthecompulsorysectionand b)48creditsfromthecoremodulegroups(2majors). YearLevel2: RPLL271(128credits) YearLevel3: 64creditsinthefirstsemesterand64creditsinthesecondsemester. ThelanguageofcommunicationselectedintheYearLevel1,semester2, isautomaticallythelanguageofcommunicationforYearLevel3,semester 2. AdifferentlanguageofcommunicationmustbeselectedforYearLevel3, semester1. Mother tongue speakers of Afrikaans/ Setswana may NOT choose the (nm)Nonmothertonguemodules. 66

67 M.4.4.2.2. Compilationofcurriculum:Intermediate&SeniorPhaseO101M Yearlevel1 Yearlevel2 Yearlevel3 Firstsemester First&Secondsemester Firstsemester Modulecode Cr Modulecode Cr Modulecode Cr RPLL111 48 RPLL271 128 Oneofthefollowing CLFE115 8 TSCN315 8 TSNN315 8 AKPN315 8 AKPN316 8 ESPN315 8 Plus EDMN315 8 OPAN315 8 Plus3ofthefollowing HSCN319 8 LOCN319 8 NWCN319 8 TECK315 8 Plus1moduleeachfrom 2coremodulegroups Modulegroup1 8 Modulegroup2 8 Total1stsemester 56 Total1stsemester 64 Yearlevel1 Yearlevel3 Secondsemester Secondsemester Modulecode Cr Modulecode Cr Oneofthefollowing Oneofthefollowing TSCN125 8 TSCN325 8 TSNN125 8 TSNN325 8 AKPN125 8 AKPN325 8 AKPN126 8 AKPN326 8 ESPN125 8 ESPN325 8 Plus Plus WAPN125 8 WAPN325 8 EDVN125 8 Plus2moduleseachfrom Plus2moduleseachfrom 2coremodulegroups 2coremodulegroups Group1:Coresubject 8 Group1:Coresubject 8 Group1:Didactics 16 Group1:Didactics 16 Group2:Coresubject 8 Group2:Coresubject 8 Group2:Didactics 16 Group2:Didactics 16 Total2ndsemester 72 Total2ndsemester 64 Totalyearlevel1 128 Totalyearlevel2 128 Totalyearlevel3 128 Totalcreditsforthecurriculum 384 67

68 M.4.4.3 NPDEinFurtherEducation&TrainingPhase(Nonewintake) M.4.4.3.1. Curriculumcomposition AcurriculumiscomposedfromthecompulsorymodulesandTWOmajors chosenfromthecoremodulegroupsthatincludescoresubject[2(3x8) credits]plustherelevantdidactics[2(2x16credits)]. StudentsspecialisingintheFETPhaseacquirethefollowingcredits: YearLevel1: a)80creditsfrommodulesinthecompulsorysectionand b)48creditsfromcoremodules. YearLevel2: RPLL271(128credits) YearLevel3: 64creditsinthefirstsemesterand64creditsinthesecondsemester. ThelanguageofcommunicationselectedintheYearLevel1,semester2, isautomaticallythelanguageofcommunicationforYearLevel3,semester 2. AdifferentlanguageofcommunicationmustbeselectedforYearLevel3, semester1. MothertonguespeakersofAfrikaans/SetswanamayNOTchoosethe(nm) Nonmothertonguemodules. 68

69 M.4.4.3.2. Compilationofcurriculum:FurtherEducation&TrainingPhaseO102P/M Yearlevel1 Yearlevel2 Yearlevel3 Firstsemester First&Secondsemester Firstsemester Modulecode Cr Modulecode Cr Modulecode Cr RPLL111 48 RPLL271 128 Oneofthefollowing CLFE115 8 TSCN315 8 TSNN315 8 AKPN315 8 AKPN316 8 ESPN315 8 Plus ENTN315 8 OPAN315 8 Plus3ofthefollowing HSCN319 8 LOCN319 8 NWCN319 8 TECK315 8 Plus1moduleeachfrom 2coremodulegroups Modulegroup1 8 Modulegroup2 8 Total1stsemester 56 Total1stsemester 64 Yearlevel1 Yearlevel3 Secondsemester Secondsemester Modulecode Cr Modulecode Cr Oneofthefollowing Oneofthefollowing TSCN125 8 TSCN325 8 TSNN125 8 TSNN325 8 AKPN125 8 AKPN325 8 AKPN126 8 AKPN326 8 ESPN125 8 ESPN325 8 Plus Plus WAPN125 8 WAPN325 8 EDVN125 8 Plus2moduleseachfrom Plus2moduleseachfrom 2coremodulegroups 2coremodulegroups Group1:Coresubject 8 Group1:Coresubject 8 Group1:Didactics 16 Group1:Didactics 16 Group2:Coresubject 8 Group2:Coresubject 8 Group2:Didactics 16 Group2:Didactics 16 Total2ndsemester 72 Total2ndsemester 64 Totalyearlevel1 128 Totalyearlevel2 128 Totalyearlevel3 128 Totalcreditsforthecurriculum 384 69

70 M.5 LISTOFMODULES,NAMESANDCREDITS M.5.1. BEd(FOUNDATIONPHASE,SENIORANDFURTHEREDUCATIONAND TRAININGPHASE): PRE MODULE MODULENAME CR REQUISITES ACCD321 AccountingMethodology:FETphase 8 ACCD411 AccountingMethodology:FETphase 16 ACCE111 AccountingforEducation 16 ACCE121 AccountingforEducation 16 ACCE211 AccountingforEducation 16 ACCE221 AccountingforEducation 16 ACCE311 AccountingforEducation 16 ACCE321 AccountingforEducation 16 ADSD211 AdditionalSubjectMethodology 8 ADSD421 AdditionalSubjectMethodology 16 AGLE111 IntroductiontoAcademicLiteracy 12 AGLE121 Academic Literacy 12 BSTD321 BusinessStudiesMethodology:FETphase 8 BSTD411 BusinessStudiesMethodology:FETphase 16 BSTE111 BusinessStudiesforEducation 16 BSTE121 BusinessStudiesforEducation 16 BSTE211 BusinessStudiesforEducation 16 BSTE221 BusinessStudiesforEducation 16 BSTE311 BusinessStudiesforEducation 16 BSTE321 BusinessStudiesforEducation 16 CMPF111 ComputerLiteracyforEducators 8 ECOD321 EconomicsMethodology:FETphase 8 ECOD411 EconomicsMethodology:FETphase 16 ECOE111 EconomicsforEducation 16 ECOE121 EconomicsforEducation 16 ECOE211 EconomicsforEducation 16 ECOE221 EconomicsforEducation 16 ECOE311 EconomicsforEducation 16 ECOE321 EconomicsforEducation 16 EDCC112 ProfessionalStudies 8 EDCC113 BasicIntroductiontoEducation 8 EDCC123 CurriculumDevelopmentforEducators 8 EDCC124 PracticalTeaching 1 EDCC212 ProfessionalStudies 8 EDCC213 EducationalPsychology 8 70

71 PRE MODULE MODULENAME CR REQUISITES EDCC222 EducationalPsychology 8 EDCC223 Practical Teaching 1 EDCC312 ProfessionalStudies 8 EDCC313 InclusiveEducation 8 EDCC321 Educationmanagement 8 EDCC322 PracticalTeaching 1 EDCC411 Educationlaw 8 EDCC412 ProfessionalStudies 8 EDCC421 EducationalSystems 8 EDCC422 PracticalTeaching 1 EDTM321 IntroductiontoEnvironmentalEducation 8 ENGD212 EnglishMethodology:IntandSnrphase 8 ENGD322 EnglishMethodology:SnrandFETphase 16 ENGD417 EnglishMethodology:SnrandFETphase 16 ENGD427 EnglishMethodology:Snrand FETphase 16 ENGE111 EnglishforEducation 16 ENGE122 EnglishforEducation 16 ENGE212 EnglishforEducation 16 ENGE211 EnglishforEducation 16 ENGE311 EnglishforEducation 16 ENGE321 EnglishforEducation 16 ENGF121 EnglishmediumofInstruction 8 ENGF211 EnglishmediumofInstruction 8 ENTB521 EnglishLanguageProficiency 1 GEOD321 GeographyMethodology:FETphase 8 GEOD411 GeographyMethodology:FETphase 16 GEOE111 GeographyforEducation 16 GEOE121 GeographyforEducation 16 GEOE211 GeographyforEducation 16 GEOE221 GeographyforEducation 16 GEOE311 GeographyforEducation 16 GEOE321 GeographyforEducation 16 LearningAreaEconomicManagementScience LABD211 8 Methodology:Snrphase Learning AreaEconomicManagementScience LABD421 16 Methodology:Snrphase LAND211 LearningAreaNaturalScienceMethodology:Snrphase 8 LAND421 LearningAreaNaturalScienceMethodology:Snrphase 16 71

72 PRE MODULE MODULENAME CR REQUISITES LASD211 LearningAreaSocialScienceMethodology:Snrphase 8 LASD421 LearningAreaSocialScienceMethodology:Snrphase 16 LIFE111,121, LIFD321 LifeSciencesMethodology:FETphase 8 LAND211 LIFD411 LifeSciencesMethodology:FETphase LIFD321 16 LIFE111 LifeSciencesforEducation 16 LIFE121 LifeSciencesforEducation 16 LIFE211 LifeSciencesforEducation 16 LIFE221 LifeSciencesforEducation 16 LIFE311 LifeSciencesforEducation 16 LIFE321 LifeSciencesforEducation 16 LIFF121 LifeSkills:Fundamental 8 LITA123 Literacy:1st AdditionalLanguage:English 8 LITA223 Literacy:1st AdditionalLanguage:English 8 LITA313 Literacy:1st AdditionalLanguage:English 8 LITG211 Literacy:VisualArts 8 LITG323 AcademicEnglish:Foundationphase 16 LITG413 AcademicEnglish:Foundationphase 16 LITH113 LiteracyHomeLanguage:English 8 LITH114 LiteracyHomeLanguage:Setswana 8 LITH223 LiteracyHomeLanguage:English 8 LITH224 LiteracyHomeLanguage:Setswana 8 LITH313 LiteracyHomeLanguage:English 8 LITH314 LiteracyHomeLanguage:Setswana 8 LITH423 LiteracyHomeLanguage:English 8 LITH424 LiteracyHomeLanguage:Setswana 8 LSFP112 LearningSupport:Foundationphase 8 LSFP121 LearningSupport:Foundationphase 8 LSFP212 LearningSupport:Foundation phase 8 LSFP221 LearningSupport:Foundationphase 8 LSFP311 LearningSupport:Foundationphase 8 LSKA311 LifeSkills:Art 8 LSKE321 LifeSkills:EnvironmentalStudies 8 LSKH221 LifeSkills:HealthEducation 8 LSKM121 Foundationphase:Music 8 LSKM211 Foundationphase:Music 8 LSKN312 LifeSkills:Nutrition 8 LSKP311 LifeSkills:PhysicalEducation 8 72

73 PRE MODULE MODULENAME CR REQUISITES LSKR111 LifeSkills:Religion 8 MATD211 MathematicsMethodology:Snrphase 8 MATD321 MathematicsMethodology:Int/FETphase 8 MATD411 MathematicsMethodology:Int/FETphase 16 MATD421 MathematicsMethodology:Snrphase 16 MATE111 MathematicsforEducation 16 MATE121 MathematicsforEducation 16 MATE211 MathematicsforEducation 16 MATE221 MathematicsforEducation 16 MATE111 MATE311 MathematicsforEducation 16 MATE221 MATE321 MathematicsforEducation MATE221 16 MATF221 MathematicsinPractice 8 MATF311 MathematicsinPractice 8 MFPF111 Mathematics for Foundation phase 8 MFPD211 Mathematics for Foundation phase: Methodology 8 MFPD221 Mathematics for Foundation phase: Methodology 8 MFPD411 MFPD421 NFPD311 NumeracyMethodology 8 MFPF311 Mathematics for Foundation phase 8 MFPF121 Mathematics for Foundation phase 8 MFPF321 Mathematics for Foundation phase 8 NFPF411 Numeracy 8 LAND211 PHSD321 PhysicalSciencesMethodology:FETphase PHSE111 8 PHSE121 PHSD411 PhysicalSciencesMethodology:FETphase 16 PHSE111 PhysicalSciencesforEducation 16 PHSE121 PhysicalSciencesforEducation 16 PHSE211 PhysicalSciencesforEducation PHSE121 16 PHSE221 PhysicalSciencesforEducation PHSE111 16 PHSE311 PhysicalSciencesforEducation PHSE111 16 PHSE321 PhysicalSciencesforEducation PHSE111 16 PPSE211 PreprimarySchoolEducation 8 73

74 PRE MODULE MODULENAME CR REQUISITES PPSE221 PreprimarySchoolEducation 8 PPSE411 PreprimarySchoolEducation 8 PPSE421 PreprimarySchoolEducation 8 RESF411 ResearchinEducation 8 RESF421 ResearchProject 8 RSTO421 ReligiousStudies:IntroductiontoWorldReligions 8 SECF122 SetswanaTlhaeletsanoyaSetswana(M) 8 SECF123 SetswanaCommunication(NM) 8 SECF412 SetswanaTlhaeletsanoyaSetswana(M) 8 SECF413 SetswanaCommunication(NM) 8 SEMD211 SetswanaDidaktikiyaSetswana(M) 8 SEMD321 SetswanaDidaktikiyaSetswana(M) 8 SEMD411 SetswanaDidaktikiyaSetswana(M) 16 SEMD421 SetswanaDidaktikiyaSetswana(M) 16 SEME111 SetswanaforEducation(M) 16 SEME121 SetswanaforEducation(M) 16 SEME211 SetswanaforEducation(M) 16 SEME221 SetswanaforEducation(M) 16 SEME311 SetswanaforEducation(M) 16 SEME321 SetswanaforEducation(M) 16 SMLO421 SchoolMediaLibrarianship 8 TFPF321 TechnologicalLiteracyforFoundationphase 8 TWTB521 SetswanaLanguageProficiency 1 WVOS221 UnderstandingtheEducationalWorld 12 WVOS311 MaincurrentsinthePhilosophyofEducation 12 74

75 M.5.2. PGCE: Remark:ThePM40%indicatesparticipationmarksof40%duringthesemester. MODULECODE MODULENAME PREREQUISITES CR ACCD511 AccountingMethodology 12 ARTD511 ArtMethodology 12 BSTD511 BusinessStudiesMethodology 12 ComputerApplicationTechnology CATD511 12 Methodology COMF511 ComputerinEducation 8 ECOD511 EconomicsMethodology 12 EDCC511 EducationTheory 8 EDCC512 Assessment 8 EDCC513 ProfessionalStudies 8 EDCC521 EducationalPsychology 12 EDCC522 EducationLaw,SystemsandAdministration 12 EDCC523 ProfessionalStudies 8 ENGD511 EnglishMethodology 12 ENDG521 EnglishMethodology 12 GEOD511 GeographyMethodology 12 HISD511 HistoryMethodology 12 INTD511 InformationTechnologyMethodology 12 LAAD521 LearningArea:ArtsandCultureMethodology 12 LearningArea:EconomicandManagement LABD521 12 SciencesMethodology LAND521 LearningArea:NaturalSciencesMethodology 12 LASD521 LearningArea:SocialSciencesMethodology 12 Studentswhoonlyhave Physiology,BotanyorZoology asamajorsubjectare provisionallyadmittedtothe LIFD511 LifeSciencesMethodology PGCEuntiltheycanprovide 12 proofthatthebasicknowledge withregardtobotany, physiology,ecologyandzoology hasbeenacquired LIFF521 LifeSkills 12 LLOD511 LearningArea:LifeOrientationMethodology 12 LLOD521 LearningArea:LifeOrientationMethodology 12 MATD511 MathematicsMethodology 12 MATD521 MathematicsMethodology 12 PHSD511 PhysicalSciencesMethodology 12 RSVD511 ReligionStudiesMethodology 12 SEMD511 SetswanaMethodology(MotherTongue) 12 SEMD521 SetswanaMethodology(MotherTongue) 12 TECD521 TechnologyMethodology 12 TGNO511 Technology 8 TGNO521 Technology 8 TRVD511 TourismMethodology 12 75

76 M.5.3. ACE Module DescriptiveName Prerequisites Cr code AdvancedCertificateinEducation ASDK522 AppliedsubjectdidacticsofEnglish None 16 ATEK511 AdvancedThematicStudiesforEnglishinEducation None 16 CDEK511 ConstructionandDeconstructioninEnglishTeaching None 16 EDDM511 BasicClassroomResearch None 12 EDDM513 ProjectDesignandPlanning1 None 16 EDDM514 Projectmanagement1 None 12 EDDM522 Projectimplementation:Strategiesandproblems None 24 EDDM523 ProjectEvaluation None 12 EDDM524 LeadershipinProjectManagement None 12 EDDM571 GuidedFieldProject None 24 EDDM521 Basicclassroomresearch None 12 EDIM511 FamiliaritywithTechnologyEducation None 12 EDIM512 ResourceandTechnology None 12 EDIM513 Materials,GraphicsandTechnology None 12 EDIM524 Technology,PeopleandSociety None 12 EDIM525 EnergyandTechnology None 12 TeachingandLearningStrategiesforTechnology None EDIM526 24 Education EDIM579 Guidedfieldproject None 24 ETTM511 BasicComputerLitreracy None 12 EUCE511 EndUserComputingforEducators None 8 FSET511 FoundationsinEducation None 8 HIVA521 HIV/AIDS:LegislationCounsellingandSupport None 8 LOBO571 CitizenshipEducation None 32 LOCK571 PersonalWellBeing:PhysicalHealthandRecreation None 32 LOHA571 PersonalWellBeing:HealthandAids None 32 LSDL528 DisabilitiesandLearningDifficultiesinEducation None 16 LSED518 EmotionalandotherdifficultiesinEducation None 16 LSIE518 InclusiveEducation:APolicyPerspective None 16 LSSH528 SocialandHealthIssuesinEducation None 16 MLED572 DidacticsofmathematicalLiteracy None 32 MLED574 MathematicalLiteracyincontext None 32 76

77 Module DescriptiveName Prerequisites Cr code MLED575 MathematicsincontextI None 32 MLED576 MathematicsincontextII None 32 NVMI521 Introductiontoresearchmethods None 8 ORAK511 EducationLaw,SystemsandManagementA None 8 ORAK521 EducationLaw,SystemsandManagementB None 8 ORLK511 TeachingandLearningA None 8 ORLK521 TeachingandLearningB None 8 PCDG572 ManagePolicy,Planning,SchoolDevelopmentand None 20 Governance PCLM521 Understandingschoolleadershipandmanagementin None 10 theSouthAfricancontext PCMP571 LeadandmanagePeople None 20 PCPO522 PortfoliotoDemonstrateSchoolManagementand None 10 Leadership PCSR571 Manageorganisationalsystems,physicalandfinancial None 20 resources PCTL572 ManageTeachingandLearning None 20 PEMM512 Mentorschoolmanangers None 15 PEPA512 PlanandConductAssessment None 15 PFCL521 BasicComputerLiteracyinSchoolManagement None 4 PFLS511 LanguageSkillsinSchoolManagementandLeadership None 6 SDEK522 SubjectDidacticalAspectofEnglishTeaching None 16 SVDK511 MabakaaThutoleDidaktikitsediDirisitswengmo None 16 Setswaneng:KgatoyaMagarengleeKgolo SVDK521 MabakaaThutoleDidaktikitsediDirisitswengmo None Setswaneng:KgatoeKgololeyaKatisoleThutoee 16 Tseneletseng. SWHK511 ThutoyaSetswanaeeTsweletseng None 16 SWHK521 ThutoyaDitlhangwaeeTsweletsengmoThutongya None 16 Setswana 77

78 M.5.4. NPDE Module Pre DescriptiveName Cr code requisites Compulsorymodules AGDN125 SchoolreadinessandPerceptualskillsintheFoundation None 16 Phase AGDN325 FoundationPhaseStudies AGDN125 16 CLFE115 ComputerLiteracyforEducators None 8 EDMN315 EducationalManagementDevelopment None 8 EDVN125 AntiracismandEducationalLawsandValues None 8 ENTN315 TheTeacherandEntrepreneurship None 8 ESPN125 EnglishCommunication None 8 ESPN315 EnglishCommunication ESPN125 8 ESPN325 EnglishCommunication ESPN315 8 FPUN125 FoundationPhaseStudies:Literacy None 8 FPUN315 FoundationPhaseStudies:Numeracy FPUN125 8 FPUN325 FoundationPhaseStudies:LifeSkills FPUN315 8 HSCN319 SocialScience:LearningArea None 8 LOCN319 LifeOrientation:LearningArea None 8 NWCN319 NaturalScience:LearningArea None 8 OPAN315 TeachingStudies None 8 RPLL111 RecognitionofPriorLearning None 48 RPLL271 RecognitionofPriorLearning None 12 TECK315 TheLearningArea:Technology None 8 TSCN125 SetswanaCommunication(m) None 8 TSCN315 SetswanaCommunication(m) TSCN125 8 TSCN325 SetswanaCommunication(m) TSCN 8 TSNN125 SetswanaCommunication(nm) None 8 TSNN315 SetswanaCommunication(nm) TSNN125 8 TSNN325 SetswanaCommunication(nm) TSNN315 8 WAPN125 GeneralMathematics None 8 WAPN325 GeneralMathematics WAPN125 8 Coremodules EDSN125 EnglishDidactics None 16 EDSN325 EnglishDidactics EDSN125 16 78

79 Module Pre DescriptiveName Cr code requisites EGPN125 English None 8 EGPN315 English EGPN125 8 EGPN325 English EGPN315 8 LBAR125 UnderstandingBarrierstoLearning None 8 LDIS315 LearnerswithPhysicalDisabilities LBAR125 8 LIEP125 LearnerSupport None 16 EmotionalandSocioeconomicProblemsasBarriersto LDIS315 LPRO325 8 Learning LREM325 LearningImpairments&DifficultiesasBarrierstoLearning LIEP125 16 TSMN125 Setswana None 8 TSMN315 Setswana TSMN125 8 TSMN325 Setswana TSMN315 8 TVXN125 SetswanaDidactics None 16 TVXN325 SetswanaDidactics TVXN125 16 M.5.5. NPDE:Coremodulegroups(major) Modulecode Modulename Credits English EGPN125 English 8 EDSN125 EnglishDidactics 16 EGPN315 English 8 EGPN325 English 8 EDSN325 EnglishDidactics 16 Setswana TSMN125 Setswana 8 TSCN125 Setswana 8 TVXN125 SetswanaDidactics 16 TSMN315 Setswana 8 TSMN325 Setswana 8 TSCN325 Setswana 8 TVXN325 SetswanaDidactics 16 LearnerSupport LBAR125 UnderstandingBarrierstoLearning 8 LIEP125 LearnerSupport 16 LDIS315 LearnerswithPhysicalDisabilities 8 LPRO325 Emotional&SocioeconomicProblemsasBarrierstoLearning 8 LREM325 LearningImpairments&DifficultiesasBarrierstoLearning 16 79

80 M.6 LISTSOFMODULESOUTCOMES M.6.1. BEDMODULESOUTCOMES(FoundationPhase,SeniorandFurtherEducation andTrainingPhase): Module Code: ACCD321 Semester 2 8 Credits NQF-Level: 6 Title: Accounting Methodology: FET phase After completing this module, the student should be able to: have a well-rounded and systematic knowledge base regarding lesson planning, learner programme development, teaching aids and teaching management of the subject didactics of Accounting; have an informed base of understanding of key terms, rules, concepts, established principles and theories regarding the presentation of Accounting with reference to the National Curriculum Statement; have the ability to utilise unknown and abstract information in theoretical-driven arguments, IT skills to effectively gather, organise, make a critical analysis and interpret information regarding related concepts, be able to communicate information coherently and reliably, individually or as part of a group according to general accepted accounting practices (GAAP). Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: ACCD411 Semester 1 16 Credits NQF-Level: 6 Title: Accounting Methodology: FET phase After completing this module, the student should be able to: have a well-rounded and systematic knowledge base regarding lesson planning, learner programme development, teaching aids and teaching management of the subject didactics of Accounting; have an informed base of understanding of key terms, rules, concepts, established principles and theories regarding the presentation of Accounting; be able to gather, organise, make a critical analysis and interpret information, to communicate information coherently and reliably, individually or as part of a group; be able to select information and develop the necessary presentation skills using appropriate technologies according to general accepted accounting practice (GAAP). Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: ACCE111 Semester 1 16 Credits NQF-Level: 5a Title: Accounting for Education: Application of Accounting Systems After completing this module, the student should be able to: display a fundamental knowledge of the purpose and function of accounting by designing an accounting system as desired by need for a specific application/ approach to an accounting practice; analyse, identify, define and indicate the functions of the linked elements of an accounting system/practice such as the documentation of transactions, various books (journal, ledgers), bill transactions, internal control and reconciliation, wages and salary journals, support ledgers and control accounts as theoretical basis for the use of procedures and processes, conventions and formats in practically related examples/situations; deal with elementary problems by means of research and information acquisition skills, obtain information and integrate as a whole to form part of a solution and deliver it to both a lay and professional audience by making use of the appropriate technology; be ethically motivated and value-driven in all operational circumstances and forms of communication, written and verbal. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: ACCE121 Semester 2 16 Credits NQF-Level: 5a Title: Accounting for Education: Financial Reporting Sole Proprietor After completing this module, the student should be able to: display a fundamental knowledge of the purpose and function of display a fundamental knowledge of financial reporting by designing an accounting system as desired by need for a specific application/approach to an accounting practice; collect, analyse, present, decipher, report and interpret the linked elements of an accounting system/practice such as the trial balances, settlements, final accounts, ten column work sheets, financial statements and ratios in principle with theoretical basis, the use of procedures and processes in practice-related examples/situations; be able to deal with elementary problems by means of research and information-acquisition skills, to obtain information and integrate it as a whole to form part of a solution and to deliver it to both a lay and professional audience by making use of the appropriate technology; behave ethically and be value-driven in all operational circumstances and forms of communication, written and verbal. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % 80

81 Module Code: ACCE211 Semester 1 16 Credits NQF-Level: 5b Title: Accounting for Education: Asset Disposal, Partnership and Departments After completing this module, the student should be able to: display a fundamental knowledge of asset purchasing, partnerships and departments by designing an accounting system as desired by need for a specific application/approach to an accounting practice; be able to analyse critically, note and interpret the linked elements of an accounting system/practice such as the sale of any property, plant or equipment, daily transactions of a partnership admission, withdrawal of partner and dissolution of a partnership, transactions according to departments and annual financial statements in principle with theoretical basis, the use of procedures and processes in practically related examples/situations; be able to deal with well-formulated yet unknown problems by means of research and information-acquisition skills, to obtain information and integrate it as a whole to form part of a solution and to deliver it to both a lay and professional audience by making use of the appropriate technology; behave ethically and be value-driven in all operational circumstances and forms of communication, written and verbal. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: ACCE221 Semester 2 16 Credits NQF-Level: 5b Title: Accounting for Education: Manufacturing, Non-trading Enterprises and Budgets After completing this module, the student should be able to: display a fundamental knowledge of manufacturing, non-profit organizations and budgets by designing an accounting system as desired by need for a specific application/approach to an accounting practice; be able to analyse critically, evaluate, control, note and interpret the linked elements of an accounting system/practice such as the manufacturing and non-trading businesses, financial data for budgets and the tracing and correction of errors with theoretical basis, the use of correct procedures and formats in practically related examples/situations; be able to deal with well-formulated but unknown problems by means of research and information acquisition skills, to obtain information and integrate it as a whole to form part of a solution and to deliver it to both a lay and professional audience by making use of the appropriate technology; behave ethically and be value-driven in all operational circumstances and forms of communication, written and verbal. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: ACCE311 Semester 1 16 Credits NQF-Level: 6 Title: Accounting for Education: Close Corporations and Companies After completing this module, the student should be able to: display basic and systematic knowledge of close corporations and companies by designing an accounting system as desired by need for a specific application/approach to an accounting practice; analyse, interpret and translate the linked elements of an accounting system/practice such as accounting entries in the various books (journal, ledgers) regarding close corporations and companies as business forms, closed accounts and financial year-end statements in principle with theoretical basis, and the use of procedures and processes in practically related examples/situations; deal with unknown concrete and abstract problems by means of research and information acquisition skills, to obtain information and integrate as a whole to form part of a solution and to deliver it to both a lay and professional audience by making use of the appropriate technology; behave ethically and be value-driven in all operational circumstances and forms of communication, written and verbal. forms of communication, written and verbal. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: ACCE321 Semester 2 16 Credits NQF-Level: 6 Title: Accounting for Education: Financial Statement, Branches and Incomplete Records After completing this module, the student should be able to: display fundamental and systematic knowledge of financial statements, branch accounts and conversion of incomplete records by designing an accounting system as desired by need for specific application/approach to an accounting practice; analyse, interpret, define as well as indicate and interpret the functions of the final statements from the linked elements of an accounting system/practice such as preparation of accounting books and statements from incomplete information and incomplete records, cash flow statement and cash budgeting, account records for head office and branches in principle with theoretical basis, and the use of procedures and processes, conventions and format in practically related examples/situations; deal with unknown concrete and abstract problems by means of research and information acquisition skills, to obtain information and integrate it as a whole to form part of a solution and to deliver it to a lay and professional audience by making use of the appropriate technology; behave ethically and be value-driven in all operational circumstances and forms of communication, written and verbal. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % 81

82 Module Code: ADSD211 Semester 1 8 Credits NQF-Level: 5 Title: Additional Subject Methodology After completing this module, the student should be able to: have a solid knowledge base of general creativity, creative teachers, creative learners, creative classrooms and creative problem solving, with an informed notion of key terms, rules, concepts, principles and theories; identify themes relevant to creativity and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules; use unknown and abstract information by using graphs and theory-driven arguments; effectively use IT skills to collect, organise, analyse critically and to interpret; demonstrate problem-solving abilities to plan and present lessons, using appropriate technologies, unknown and abstract information, graphs and theory-driven arguments and IT skills to collect, organise, critically analyse and to interpret, giving evidence of theoretical underpinning; effectively communicate creativity ethically, coherently and reliably to learners in the classroom situation, using individual or group methods. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: ADSD421 Semester 2 16 Credits NQF-Level: 6 Title: Additional Subject Methodology After completing this module, the student should be able to: have a comprehensive, in-depth and systematic knowledge base of general creativity, creative teachers, creative learners, creativity classrooms and creative problem solving, with an informed notion of key terms, rules, concepts, principles and theories; identify themes relevant to creativity and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules use unknown and abstract information by using graphs and theory-driven arguments and effectively use IT skills to collect, organise, analyse critically and interpret; demonstrate problem-solving abilities to plan and present lessons, using appropriate technologies, unknown and abstract information, graphs and theory-driven arguments and IT skills to collect, organise, critically analyse and to interpret, giving evidence of theoretical underpinning; and effectively communicate creativity ethically, coherently and reliably to learners in the classroom situation when using individual or group methods. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: AGLE111 Semester 1 12 Credits NQF-Level: 5a Title: Introduction to Academic Literacy After completing this module, the student should be able to: demonstrate basic knowledge of learning strategies, academic vocabulary and register as well as the reading and writing of academic texts in order to function effectively in the academic environment; communicate effectively orally and in writing in an appropriate manner in an academic environment; understand, interpret, and evaluate basic academic texts and write appropriate academic genres in a coherent manner by making use of accurate and appropriate academic conventions; and listen, speak, read and write accurately, fluently and appropriately in an ethical framework. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60 % 1x2 hour written examination 40 % Module Code: AGLE121 Semester 1 8 Credits NQF-Level: 5 Title: Academic Literacy After completing this module, the student should be able to: demonstrate fundamental knowledge of appropriate computer programs, as well as apply learning, listening reading and writing strategies, academic language register and the reading and writing of academic texts, in order to function effectively in the academic environment. as an individual and a member of a group communicate effectively and in writing in an ethically responsible and acceptable manner in an academic environment; and as an individual and a member of a group find and collect scientific knowledge in a variety of study fields, analyse, interpret, and evaluate the texts and in a coherent manner synthesize and propose solutions in appropriate genres by making use of linguistic conventions used in formal language registers. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60 %, 1x2 hour written examination 40 % 82

83 Module Code: BSTD321 Semester 2 8 Credits NQF-Level: 6 Title: Business Studies Methodology: FET phase After completing this module, the student should be able to: have a well-rounded finishing and systematic knowledge base of basic Business Studies didactical aspects, including lesson planning and learning programme development, with an informed notion of key terms, rules, concepts, principles and theories; identify themes relevant to Business Studies and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules; use unknown and abstract information by using graphs and theory-driven arguments; effectively use IT skills to collect, organise, critically analyse and to interpret; demonstrate problem-solving abilities to plan and present lessons and learning programme development for specific application to Business Studies, using appropriate technologies, unknown and abstract information, graphs and theory-driven arguments and IT skills to collect, organise, critically analyse and to interpret, giving evidence of theoretical underpinning; and effectively communicate Business Studies didactical aspects ethically, coherently and reliably to learners in the classroom situation, using individual or group methods. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2-hour written examination 50 % Module Code: BSTD411 Semester 1 16 Credits NQF-Level: 7 Title: Business Studies Methodology: FET phase On completing this module, the student should be able to: have a comprehensive, in-depth and systematic knowledge base of the National Curriculum Statement applicable to Business Studies in the FET phase, teacher portfolios, learning programmes and assessment, with an informed notion of key terms, rules, concepts, principles and theories; identify themes relevant to the national curriculum statement applicable to Business Studies in the FET phase and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules; use unknown and abstract information by using graphs and theory driven arguments; effectively use IT skills to collect, organise, critically analyse and to interpret, demonstrate problem-solving abilities to plan and present lessons for specific application to Business Studies, using appropriate technologies, unknown and abstract information, graphs and theory driven arguments and IT skills to collect, organise, critically analyse and to interpret giving evidence of theoretical underpinning; and effectively communicate Business Studies didactical aspects ethically, coherently and reliably to learners in the classroom situation, using individual or group methods. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2-hour written examination 50 % Module Code: BSTE111 Semester 1 16 Credits NQF-Level: 5a Title: Business Studies: Developing Business Ideas, Business Plan and Entrepreneurial Challenges After completing this module, the student should be able to: have a comprehensive, fundamental knowledge base of important terms, principles and theories with reference to the concept of entrepreneurship and the development of business plans; gather, organise, interpret and present information related to concepts of marketing and financing; demonstrate an informed understanding of the business environment and business studies as well as the operating of a business enterprise in the South African economy; and present related information coherently and reliably, and effectively executes assignments individually or as part of a group, and creatively solve problems in future-orientated business fields in accordance with business ethics. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: BSTE121 Semester 2 16 Credits NQF-Level: 5a Title: Business Studies: Entry Strategies and managing an existing business After completing this module, the student should be able to: have a comprehensive fundamental knowledge base of important terms, principles and theories with reference to entering the formal business sector, the concept of management and the development of management styles; gather, organise, interpret and present information related to international business plan and the concepts of management; demonstrate an informed understanding of the e-business and the business environment to be able to address theoretical issues surrounding Business studies, but also to use this to solve practical scenarios; and to present related information coherently and reliably, and effectively execute assignments individually or as part of a group and creatively solve problems in future orientated business fields in accordance with business ethics. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % 83

84 Module Code: BSTE211 Semester 1 16 Credits NQF-Level: 5b Title: Business Studies: Introduction to Management After completing this module, the student should be able to: have a sound understanding of key terms, rules, concepts, established principles and theories with reference to the business environment and business management with a solid knowledge base regarding entry strategies of a business; gather, organise, make a critical analysis and also interpret information about forms of ownership; communicate information coherently and reliably, individually or as part of a group; and select information and develop the necessary presentation skills using appropriate technologies according to the social environment he/she operates in, as well as practice sound business ethics. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: BSTE221 Semester 2 16 Credits NQF-Level: 5b Title: Business Studies: General Management Principles After completing this module, the student should be able to: have a sound understanding of key terms, rules, concepts, established principles and theories with reference to general management, have a solid knowledge base regarding basic planning principles and organizing; gather, organise, make a critical analysis and interpret information; communicate information coherently and reliably, individually or as part of a group; select information and develop the necessary presentation skills using appropriate technologies. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: BSTE311 Semester 1 16 Credits NQF-Level: 6 Title: Business Studies: Introduction to Functional Management After completing this module, the student should be able to: have a well-rounded finishing and systematic knowledge base of the marketing function, marketing instruments, the integrated marketing strategy, external relations, the financial function and management and asset management, with an informed notion of key terms, rules, concepts, principles and theories with regard to functional management; identify themes relevant to Business Studies and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules; use unknown and abstract information in this regard by using graphs and theory-driven arguments; effectively use IT skills to collect, organise, critically analyse and to interpret; demonstrate problem-solving abilities to plan and present lessons for specific application to Business Studies, using appropriate technologies, unknown and abstract information, graphs and theory driven arguments and IT skills to collect, organise, critically analyse and to interpret, giving evidence of theoretical underpinning; and effectively communicate Business Studies ethically, coherently and reliably to learners in the classroom situation, using individual or group methods. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: BSTE321 Semester 2 16 Credits NQF-Level: 6 Title: Business Studies: Functional Management (Continued) and Contemporary Issues After completing this module, the student should be able to: have a well-rounded finishing and systematic knowledge base of financial decisions, the operational function and management, procurement management and activities and the challenges in business management, have an informed notion of key terms, rules, concepts, principles and theories with regard to functional management, identify themes relevant to Business Studies and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules; use unknown and abstract information by using graphs and theory driven arguments; effectively use IT skills to collect, organise, critically analyse and to interpret; demonstrate problem-solving abilities to plan and present lessons for specific application to Business Studies, using appropriate technologies, unknown and abstract information, graphs and theory driven arguments and IT skills to collect, organise, critically analyse and to interpret, giving evidence of theoretical underpinning; and effectively communicate Business Studies ethically, coherently and reliably to learners in the classroom situation, using individual or group methods. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % 84

85 Module Code: CMPF111 Semester 1 8 Credits NQF-Level: 5 Title: Computer Literacy for Educators After completing this module, the student should be able to: demonstrate fundamental knowledge of personal computer systems, application programs and information and communication skills; demonstrate practical skills regarding the use of a word processing programme, spreadsheet programme and presentation programme as it is applied in education and teaching; demonstrate problem-solving abilities to plan and apply the practical use of the application programs in the teaching- learning environment; and demonstrate and evaluate ethical aspects regarding the use of computers in the teaching-learning environment. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 70% 1x2-hour written examination 30% Module Code: ECOD321 Semester 2 8 Credits NQF-Level: 6 Title: Economics Methodology: FET phase After completing this module, the student should be able to: have a well-rounded and systematic knowledge base of lesson planning, learner programme development, teaching aids and teaching management of the subject didactics of Economics and have a sound understanding of key terms, rules, concepts, established principles and theories regarding the presentation of Economics according to the National Curriculum Statement; gather, organise, make a critical analysis and interpret information regarding didactic concepts of Economics and have the ability to deal with unfamiliar concrete and abstract information using theory-driven arguments and IT skills appropriately; communicate coherently and reliably in individual or group context about the steps in economic development through the ages and to present information effectively with the aid of IT skills; and use the knowledge and skills that have been mastered in this module effectively to teach future learners according to ethically established norms and values. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: ECOD411 Semester 1 16 Credits NQF-Level: 6 Title: Economics Methodology: FET phase After completing this module, the student should be able to: illustrate and apply comprehensive and systematic knowledge of the National Curriculum Statement and other related educational policy documents for grades 10-12 and display an informed and critical understanding of the principles and theories with regard to classroom management, creative teaching and active learning in the economics classroom; execute critical analyses, syntheses and evaluations of quantitative and qualitative information with regard to classroom administration, classroom organization and record-keeping; effectively and professionally present academic information with regard to assessment of Economics teaching as well as planning and preparation of Economics lessons using IT-skills and coherently and reliably communicate as an individual or as part of a group; and use the knowledge and skills mastered in this module effectively to present the subject Economics to grade 10-12 learners using the Outcomes-Based Educational approach and implement norms and values prescribed by the Education Department. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: ECOE111 Semester 1 16 Credits NQF-Level: 5a Title: Economics for Education: Introduction to Economics (Part 1) After completing this module, the student should be able to: have a comprehensive fundamental knowledge base of important terms, principles and theories with reference to the concept of economics, the economic problem and the measuring of the performance of the economy, and be able to demonstrate an informed understanding of the consumer and the producer, the production and distribution issue, as well as the mutual dependence between the important sectors, markets and flows in a mixed economy, as well as the development and performance of the South African economy; gather, organise, interpret and present information related to this and related concepts of scarcity, choice, opportunity costs, micro- and macro-economics, positive and normative economics, national income, determining national income, the uses of national income figures and the methods of increasing national income; effectively execute assignments with regard to the prescribed learning content individually or as part of a group and creatively solve problems in relevant economic fields with the aid of appropriate technology; and present related information coherently and reliably in order to, in the future, use the knowledge and skills mastered in this module to effectively and, according to ethical established values, instruct future learners. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % 85

86 Module Code: ECOE121 Semester 2 16 Credits NQF-Level: 5a Title: Economics for Education: Introduction to Economics (Part 2) After completing this module, the student should be able to: have a comprehensive fundamental knowledge base of important terms, principles and theories with reference to recent economic related topics and problems such as privatisation, deregulation, nationalisation, division of labour, mass production, the population and labour force of the RSA, price formation, elasticity and economic stability and demonstrate an informed understanding of the reading and interpretation of graphs and the concepts of business cycles and inflation; gather, organise, interpret and present information related to this and strategic resources in South Africa and the related concepts of need, utility, value, demand, supply and market equilibrium; effectively execute assignments individually or as part of a group and creatively solve problems in relevant economic fields with the aid of appropriate technology; and present related information coherently and reliably, and to use the knowledge and skills gained in this module to teach Economics effectively and according to established ethical norms and values. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: ECOE211 Semester 1 16 Credits NQF-Level: 5b Title: Economics for Education: Micro-Economics After completing this module, the student should be able to: have a sound understanding and a solid knowledge base of key terms, rules, concepts, established principles and theories with reference to demand and supply in action, interference from government, perfect and imperfect competitive markets, and also be able to indicate changes in demand and supply, the theory of consumer choice and economic and regional development; gather, organise, make a critical analysis and also interpret information regarding utility, consumer equilibrium, the monopoly, monopolistic competition, the oligopoly and market equilibrium; communicate information regarding the theory of production, cost, urbanisation and the informal sector coherently and reliably, individually or as part of a group, and to select information regarding basic cost and profit concepts and production and cost on both the short and long term and develop the necessary presentation skills using appropriate technologies; and use the knowledge and skills you have mastered in this module in future to teach it effectively and according to ethically established norms and values. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: ECOE221 Semester 2 16 Credits NQF-Level: 5b Title: Economics for Education: From Micro- to Macro-Economics After completing this module, the student should be able to: have a sound understanding and a solid knowledge base of key terms, rules, concepts, established principles and theories with reference to the labour market, labour as a production factor, perfect and imperfect competitive labour markets, wage differences, macro-economic aspects of the labour market, the public sector, taxation and fiscal policy, labour relations, market and government failure, public and private ownership and functions of the state; to gather, organise, make a critical analysis and interpret information regarding the labour problem, trade unions in the RSA, the role of the state in production, government expenditure and the financing of government expenditure; communicate information with reference to the monetary sector, the concepts of tax, requirements of a good tax system and types of tax coherently and reliably, individually or as part of a group, and to select information with reference to money and money-associated instruments, the South African Reserve Bank, the monetary policy framework in South Africa and the budget, and develop the necessary presentation skills using appropriate technologies; and use the knowledge and skills gained in this module to teach Economics effectively and according to established ethical norms and values. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: ECOE311 Semester 1 16 Credits NQF-Level: 6 Title: Economics for Education: Macro-Economics Problems (Part 1) After completing this module, the student should be able to: show an informed understanding of key terms, rules, concepts, principles and theories with reference to international trade, poverty, economic integration and productivity and dispose of a finished and systematic knowledge basis of economically related questions, elementary Keynesian macro-economic models and macro-economic theory and policy; to gather, organise, critically analyse and interpret information with reference to economic integration, international trade, poverty, productivity and the economic policy of the state and possess the ability to deal with unfamiliar and abstract information in connection with elementary Keynesian macro-economic models by making use of graphs and theory-driven arguments; communicate coherently and reliably in the abovementioned regard in individual or group context and to present information effectively with the aid of IT skills; and use the knowledge and skills that you mastered in this module in the future to effectively teach it to your learners according to ethically established norms and values. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % 86

87 Module Code: ECOE321 Semester 2 16 Credits NQF-Level: 6 Title: Economics for Education: Macro-Economics Problems (Part 2) After completing this module, the student should be able to: have a well-rounded and systematic knowledge base of unemployment and economic growth and development and demonstrate an informed understanding of key terms, rules, concepts, principles and theories with regard to the causes, effects and measurement of inflation; interact with unfamiliar and abstract information in respect of the nature and calculation of price indices by using unfamiliar calculation methods and theory-driven arguments and to collect, organise, critically analyse and interpret information with regard to the importance of tourism in a countrys economy; communicate coherently and reliably in individual or group context about the steps in the economic development through the ages and to present information effectively with the aid of IT skills; and use the knowledge and skills mastered in this module effectively to teach it according to ethically established norms and values. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: EDCC112 Semester 1 8 Credits NQF-Level: 5a Title: Professional Studies After completing this module, the student should be able to: demonstrate a fundamental knowledge of the relationship between education, teaching and learning as it is manifested in classroom activities (instructional planning and implementation); use prepared observational instruments to identify major school and routine administrative activities and communicate observational findings on selected aspects in a written report, as well as in an oral presentation; demonstrate knowledge and understanding of teaching as a profession; design and implement educational media/technologies for this level of study. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: EDCC113 Semester 1 8 Credits NQF-Level: 5a Title: Basic Introduction to Education After completing this module, the student should be able to: demonstrate fundamental knowledge of what philosophy/ philosophy of education is by identifying the essential questions to be considered when developing a philosophy of education and describing the purposes of a philosophy of education; identify and explain the perennial categories of philosophy, namely ontology, cosmology, anthropology and epistemology; demonstrate fundamental knowledge of the philosophical foundations of outcomes-based education; formulate an own philosophy of life/education; describe the historical framework of the South African education system and to write down lessons learned; demonstrate the ability of problem solving through dialogue to clarify own values and beliefs and analyse moral and spiritual issues and dilemmas in education. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: EDCC123 Semester 2 8 Credit NQF-Level: 5 Title: Curriculum Development for Educators. On completing this module, the student should be able to: motivate the necessity of curriculum change against the South African background; demonstrate fundamental knowledge with regard to the philosophical underpinnings and principles of the outcomes based curriculum; identify and explain the components of an outcomes based curriculum; discuss the interdependence and interaction between the components of the curriculum developmental process; interpret the outcomes based National Curriculum Statement and other curricula; demonstrate the skills of developing learning programmes, work schedules and lesson plans; to describe the role of the educator as dynamic agent of curriculum development. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2-hour written examination 50 % Module Code: EDCC124 Semester 2 1 Credit NQF-Level: 5 Title: Professional Studies: Work-related training After completing this module, the student should be able to: apply the theoretical knowledge they have obtained in the different professional studies modules in work-related training; describe an awareness of the complexity of the teachers roles in enabling learning in a complex educational environment; demonstrate the ability to form professional relationships; develop and use observational skills, analyse observation data and reflect on the work-related training experience; demonstrate the ability to be a professional teacher in SA; 87

88 coach a sport (Potchefstroom campus). Mode of Delivery: Full-time Assessment Mode: Continuous assessment in the first and second semester. The student must comply with all requirements: visit schools (2x3 weeks); class attendance; handling in of documentation and passing of sport course. There are no marks - only a C or NC (Credit and No Credit) is applied. Module Code: EDCC212 Semester 1 8 Credits NQF-Level: 5b Title: Professional Studies After completing this module, the student should be able to: have a sound understanding of the behaviourist and information-processing theories, in particular, and ensuing principles underpinning teaching, learning and assessment processes, procedures, methods, strategies and skills in general; have a solid knowledge base in teaching and learning within a structured and formal outcomes-based environment, with reference to different learning facilitation skills and strategies, have a solid knowledge regarding outcomes-based assessment; demonstrate, individually and in group work, the ability to present a theory based motivation for teaching and assessment strategies suitable to a specific learning environment and school phase; have the ability to plan and present a lesson in accordance with a given format and assessment criteria, and using the most effective instructional skills for a specific teaching-learning environment; integrate of a personal value system into lesson-planning, assessment strategies and instructional skills. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: EDCC213 Semester 1 8 Credits NQF-Level: 5/6 Title: Educational Psychology After completing this module, the student should be able to: demonstrate a fundamental knowledge of global perspectives in community educational psychology; demonstrate a fundamental knowledge of theoretical underpinnings of community educational psychology; understand the practical applications of community educational psychology in South African school and classroom contexts with specific reference to Inclusive Education and Health promoting schools; demonstrate fundamental knowledge and understanding of human development from birth to late adolescence; demonstrate fundamental knowledge of physical, neurological and intellectual barriers to learning; demonstrate the competence to apply the knowledge to identify physical, neurological and intellectual barriers to learning. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: EDCC222 Semester 2 8 Credits NQF-Level: 5b Title: Educational Psychology After completing this module, the student should be able to: demonstrate solid knowledge of the theoretical underpinnings for the development of health promoting schools; demonstrate a solid knowledge and understanding of the psycho-social dynamics of a classroom; demonstrate competencies to apply knowledge,skills & attitudes for development of supportive classroom environments; demonstrate fundamental knowledge of emotional, behavioural and social barriers to learning; and demonstrate competencies to identify emotional, behavioural and social barriers. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: EDCC223 Semester 2 1 Credit NQF-Level: 5/6 Title: Professional Studies: Work-related training After completing this module, the student should be able to: apply the theoretical knowledge they have obtained in the different professional studies modules in work-related training; describe an awareness of the complexity of the teachers roles in enabling learning in a complex educational environment; demonstrate the ability to form professional relationships; develop and use observational skills, analyse observation data and reflect on the work-related training experience; demonstrate the ability to be a professional teacher in SA; coach a cultural activity (Potchefstroom campus). Mode of Delivery: Full-time Assessment Mode: Continuous assessment in the first and second semester. The student must comply with all requirements: visit schools (2x3 weeks); class attendance; handling in of documentation and passing of sport course. There are no marks - only a C or NC (Credit and No Credit) is applied Module Code: EDCC312 Semester 1 8 Credits NQF-Level: 6 Title: Professional Studies After completing this module, the student should be able to: demonstrate a well-rounded and systematic knowledge of the social cognitive and constructivist learning theories and ensuing principles, underpinning teaching, learning and assessment processes, procedures, methods, strategies and skills; demonstrate a well-rounded knowledge of and ability to take into consideration the variables that influence learner performance such as prior knowledge, environmental variables, motivational variables, cognitive and meta-cognitive reflection, behavioural variables and task variables; 88

89 demonstrate a well-rounded knowledge and ensuing skills in the choice, planning and implementation of indirect teaching strategies; plan and conduct outcomes-based assessment strategies; and develop outcomes-based learning materials. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: EDCC313 Semester 1 8 Credits NQF-Level: 6 Title: Inclusive Education After completing this module, the student should be able to: demonstrate well-rounded knowledge of the practical implications of the implementation of inclusive education and of strategies for the accommodation of learners with specific barriers to learning in different classroom contexts; implement the SIAS-process; to collaborate with parents and other support professionals in the support process and to integrate and apply well-rounded knowledge, basic skills and accommodating attitudes developed through reflective, creative thinking to support learners with specific barriers in different classroom contexts; understand the value of inclusive education for the enhancement of an inclusive society and the provision of quality education for all and demonstrate an appropriate attitude and understanding towards learners, educators and parents involved in the support process. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: EDCC321 Semester 2 8 Credits NQF-Level: 6 Title: Educational Management After completing this module, the student should be able to: prove insight into the concept and relevance of education management; analyse and discuss the various management tasks of an educator; demonstrate an understanding of the nature and practice of classroom management; demonstrate expertise concerning the concept and related themes of leadership in education. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: EDCC322 Semester 2 1 Credit NQF-Level: 6/7 Title: Professional Studies: Work-related training After completing this module, the student should be able to: apply the theoretical knowledge they have obtained in the different professional studies modules in work-related training; describe an awareness of the complexity of the teachers roles in enabling learning in a complex educational environment; demonstrate the ability to form professional relationships; develop and use observational skills, analyse observation data and reflect on the work-related training experience; demonstrate the ability to be a professional teacher in SA; display thorough knowledge of and appropriate skills with regard to administrative and management requirements. Know the basic principles of school organisation and administration (Potchefstroom campus). Mode of Delivery: Full-time Assessment Mode: Continuous assessment in the first and second semester. The student must comply with all requirements: visit schools (1x2 weeks observation at a school of their choice and 2x3 weeks); class attendance; handing in of documentation and mastering of general organisation and administration principles of school activities. There are no marks - only a C or NC (Credit and No Credit) is applied Module Code: EDCC411 Semester 1 8 Credits NQF-Level: 6 Title: Education Law After completing this module, the student should be able to: be acquainted with legislation as a source of Education Law and be able to act in accordance with legal specifications; be acquainted with specifications of the Professional Code of Ethics (SACE) and be able to act professionally; be able to interpret and correctly apply the rights explicated in the Bill of Rights of the South African Constitution, protect and promote childrens rights in schools, as well as to teach learners a positive attitude towards their own rights and obligations, and respect the rights of others; be able to maintain discipline in accordance with the principles and prescriptions of Education Law; be able to understand and correctly apply the educators duty of care; and be acquainted with relevant aspects of labour law in education. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % 89

90 Module Code: EDCC412 Semester 1 8 Credits NQF-Level: 6 Title: Professional Studies After completing this module, the student should be able to: demonstrate the competence to provide effective feedback on assessments; demonstrate the competence to review assessments; demonstrate effective and advanced strategies as mediator of authentic learning situations and reflect on own teaching; develop his/her own strategic teaching-learning approach; design, plan, select and interpret relevant learning materials; and demonstrate a well-rounded and systematic knowledge of the social cognitive and constructivist learning theories and ensuing principles, underpinning teaching, learning and assessment processes, procedures, methods, strategies and skills; Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: EDCC421 Semester 2 8 Credits NQF-Level: 6 Title: Educational Systems After completing this module, the student should be able to: define and analyse the nature and aims of the education system; outline the historical development of the South African education system; explain the structure of the education system by distinguishing the four components; demonstrate the influence and implications of various determinants on the education system; and describe and critically analyse relevant debates and controversies in contemporary education systems. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: EDCC422 Semester 2 1 Credit NQF-Level: 7 Title: Professional Studies: Work-related training After completing this module, the student should be able to: apply the theoretical knowledge they have obtained in the different professional studies modules in work-related training; describe an awareness of the complexity of the teachers roles in enabling learning in a complex educational environment; demonstrate the ability to form professional relationships; develop and use observational skills, analyse observation data and reflect on the work-related training experience; demonstrate the ability to be a professional teacher in SA; identify problems related to discipline and take appropriate steps to solve these problems; display thorough knowledge of and appropriate skills with regard to administrative and management requirements; have basic knowledge of mentoring and be able to demonstrate it (Potchefstroom campus). Mode of Delivery: Full-time Assessment Mode: Continuous assessment in the first and second semester. The student must comply with all requirements: visit schools (2x4 weeks); class attendance; handing in of documentation mastering of general principles of mentorship. There are no marks - only a C or NC (Credit and No Credit) is applied% Module Code: EDTM321 Semester 2 8 Credits NQF-Level: 6/7 Title: Environmental Education: Introduction to Environmental Education After completing this module, the student should be able to: demonstrate a well-developed and systematic knowledge of environmental education within the context of the National Curriculum; through the use of well-structured arguments, present their ideas and opinions regarding specific problems in the context of sustainable development, using evidence-based solutions and theory-driven arguments; conduct themselves in an ethically correct and value-driven manner in all operational circum-stances and forms of communication, whether written or verbal; and integrate the principles and dimensions of environmental education in various learning areas/levels. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: ENGD212 Semester 1 8 Credits NQF-Level: 5/6 Title: English Methodology: Didactical Aspects of English After you have completed this module, you should: demonstrate fundamental knowledge on the theories of SLA; demonstrate understanding of approaches, methods and techniques in ESL; name and describe OBE principles in design and selection of learning material; and interpret and select learning outcomes and assessment standards for effective teaching and learning of the four language 90

91 skills. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: ENGD322 Semester 2 8 Credits NQF-Level: 6/7 Title: English Methodology: Didactical Aspects of English On completion of this module the student should be able to: understand and select appropriate outcomes and assessment standards from the NCS for First Additional Language; apply didactical principles and teaching strategies in lesson planning and assessment; and apply appropriate knowledge and skills to design a lesson according to OBE principles with all necessary requirements and support. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: ENGD417 Semester 1 16 Credits NQF-Level: 7 Title: English Methodology: Didactical Aspects: Snr- and FET phase After you have completed this module, you should: demonstrate the ability to apply knowledge of learning theory, teaching strategies and methods to design phase appropriate lessons; analyse and interpret Learning Outcomes and Assessment Standards for the Senior and Further Education and Training Phase; interpret the NCS to plan lessons by clustering the Learning Outcomes and Assessment Standards; as well as integration with other Learning Areas and Subjects and to apply sound OBE principles; plan a Learning Programme Framework; Work Schedule and Lessons for each phase driven by a Communicative and Task-based approach; and be able to deliver a complex and dynamic curriculum to students of every socioeconomic, linguistic and cultural background. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: ENGD427 Semester 2 16 Credits NQF-Level: 7 Title: English Methodology: Snr and FET phase After you have completed this module, you should: demonstrate ability to apply knowledge of learning theory, teaching strategies and methods to design phase appropriate lessons; analyse and interpret Learning Outcomes and Assessment Standards for the Intermediate and Senior phase; interpret the NCS to plan lessons by clustering the Learning Outcomes and Assessment Standards, as well as integration with other Learning Areas and Subjects and to apply sound OBE principles; plan a Learning Programme Framework, Work Schedule and Lessons for each phase driven by a Communicative and Task-based approach; and be able to deliver a complex and dynamic curriculum to students of every socioeconomic, linguistic and cultural background. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: ENGE111 Semester 1 16 Credits NQF-Level: 5a Title: English for Education After you have completed this module, you should: demonstrate a solid knowledge and understanding of the literary genres of film, drama and novel; demonstrate the necessary skills to analyse and critically evaluate literary texts; have the knowledge and skills needed to identify and evaluate the values explored in literary texts; have the knowledge and skills needed to identify literary themes for a multicultural society related to the real life experiences of learners and focus on the role literature study can play in advancing recognition of and respect for all people in a democratic society; demonstrate the solid knowledge and necessary skills to communicate effectively, both individually and in groups, in English in general and specifically regarding all aspects of the teaching-learning situation; demonstrate solid knowledge of stylistic aspects of literary texts in order to use literature for the teaching of language and grammar skills; and demonstrate fundamental knowledge and understanding of didactic skills and approaches and apply this to the teaching of language and literature. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: ENGE122 Semester 2 16 Credits NQF-Level: 5 Title: English for Education: Linguistics for Language Teachers 91

92 After you have completed this module, you should: demonstrate a fundamental knowledge and understanding of the field of linguistics and its application in the language classroom; critically analyse the knowledge bases of the four language skills as they pertain to the English classroom; demonstrate competence in the four language skills and their application in the language classroom; access, evaluate and apply technological information in the classroom; successfully create and maintain a learning environment that is conducive to effective learning; and successfully select, create and evaluate suitable learning resources. Mode of Delivery: Full-time Assessment Mode: 1x3 hour written examination 50 % Module Code: ENGE212 Semester 2 16 Credits NQF-Level: 5/6 Title: English for Education: SA Literacy Contexts in Education After you have completed this module, you should: demonstrate solid knowledge and understanding of the literary genres of poetry, short stories and young adult literature in a variety of Afrocentric texts; demonstrate well established competence in identifying, tracing and interpreting themes in literary genre; apply knowledge of stylistic aspects of literary texts in the teaching of language and grammar skills; analyse and critically evaluate Afrocentric literary texts in n multicultural environment; identify and evaluate the values explored in Afrocentric literary texts; communicate effectively, both individually and in groups, in English in general and specifically regarding all aspects of the teaching-learning situation; and demonstrate fundamental knowledge and understanding of didactic skills and approaches and apply this to the teaching of language and literature. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: ENGE211 Semester 2 16 Credits NQF-Level: 5b Title: English for Education: Respect as Educational Principle in Literary Texts After you have completed this module, you should: demonstrate knowledge and understanding of representative selections from different literary traditions; demonstrate knowledge and understanding of literary theory and genre; trace the development of major literary movements in historical periods; identify, trace, interpret and critically comment on themes in a literary genre; demonstrate the skills and knowledge required to analyse and critically evaluate literary texts; demonstrate fundamental knowledge of stylistic aspects of literary texts; demonstrate ability to identify and evaluate the values explored in literary texts and films; demonstrate understanding of didactic skills and approaches and apply this to the teaching of literature. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: ENGE311 Semester 1 16 Credits NQF-Level: 6 Title: English for Education: Advanced Thematic Studies for English in Education After you have completed this module, you should: demonstrate profound knowledge and insight regarding the literary genres of drama novel and poetry in a variety of texts; identify, trace interpret and critically comment on themes in a literary genre; demonstrate the skills and knowledge required to analyse and critically evaluate literary texts; demonstrate fundamental knowledge of stylistic aspects of literary texts in order to use literature for the teaching of language and grammar skills; demonstrate the profound knowledge and skills needed to identify and evaluate the values explored in literary texts and films; demonstrate a fundamental understanding of didactic skills and approaches and apply this to the teaching of language and literature; demonstrate a profound knowledge of the cognitive academic language skills required for teaching English; and demonstrate an ample ability to identify themes and situations which learners can identify and learn from, thus aiding them in dealing with similar situations in their personal lives. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: ENGE321 Semester 2 16 Credits NQF-Level: 6 Title: English for Education: Construction and Deconstruction as an Educational Tool After you have completed this module, you should: demonstrate profound knowledge and insight of the deconstructive view of literature; demonstrate judicious ability for deconstructive reading pertaining to the multiple meanings of words, exclusions, substitutions, intertextuality, filiations among meanings and signs, the play of meaning, and repetition; 92

93 demonstrate the skills and knowledge required to analyse and critically evaluate relations of texts to each other; demonstrate fundamental knowledge of the construction, communication, and reception of texts within a cultural and educational context; demonstrate judicious knowledge of stylistic aspects of literary texts in order to use literature for the teaching of language and grammar skills; demonstrate the basic knowledge and skills required for the construction of meaning in cinema and the development of film language and the understanding of the major of structural components of the narrative film text, such as narrative structure, miser-en-scene, the camera eye, editing and sound; demonstrate the profound knowledge and skills needed to identify and evaluate the values exploded in literary texts and films; demonstrate a fundamental understanding of didactic skills and approaches and apply this to the teaching of language and literature; demonstrate a profound knowledge of the cognitive academic language skills required for teaching English; and demonstrate an ample ability to identify themes and situations to which learners can identify and learn from, thus aiding them in dealing with similar situations in their personal lives. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: ENGF121 Semester 2 8 Credits NQF-Level: 5a Title: English Medium of Instruction After you have completed this module, you should: demonstrate a solid knowledge of the methodology of effective second language medium of instruction; demonstrate a fundamental knowledge of the principles of second language acquisition; demonstrate basic competence in the four language skills and their application in the content classroom; use medium of instruction to convey content of area of specialisation by employing holistic language skills and successfully applying principles of language across the curriculum; demonstrate ability to monitor and evaluate own and learners progress; and match the profile of an ideal, second language medium of instruction content teacher to successfully create and maintain a learning environment that is conducive to effective learning. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: ENGF211 Semester 1 8 Credits NQF-Level: 5b Title: English Medium of Instruction After you have completed this module, you should: demonstrate advanced competence in the four macro language skills (listening, speaking, reading and writing) of Classroom English. This is underpinned by profound knowledge of and skills in the Interpersonal, Pedagogical and General aspects of the medium of instruction; demonstrate fundamental knowledge of and competence in presentational skills such as loudness of voice, rate of delivery, variation in tone and pitch, articulation and fluency, as well as appropriate gestures and body language. Presentational skills also entail the use of contextual cues that will help learners to link background content, language, and cultural knowledge to new knowledge; and demonstrate profound knowledge of the principles underpinning competence in the methodological skills that teacher- trainees require for effective L2MI. These include the ability to: - plan both content and language objectives for each learning task; - design suitable and appropriate materials; - design and introduce contextual clues; - encourage purposeful interaction; - create a classroom atmosphere and attitudes that promote language acquisition and conceptual development, and - employ fair and appropriate assessment strategies. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60 % 1x2 hour written examination 40 % Module Code: GEOD321 Semester 2 8 Credits NQF-Level: 6/7 Title: Geography Methodology: FET phase After you have completed this module, you should: demonstrate a well-rounded and systematic knowledge of Geography education with special reference to the design and implementation of a Geography lesson, assessment methods, teaching and learning styles, methods and techniques, as well as relevant resources; exercise a coherent and critical understanding of Geography educations terms, rules, concepts, principles and theories as well as indicating an ability to map new knowledge onto a given body of theory; deal with unfamiliar concrete and abstract problems and issues in Geography education using evidence-based solutions and theory-driven arguments in the planning of Geography lessons, as well as being able to present and communicate information and their own ideas and opinions on themes related to Geography education in the FET phase; and 93

94 act in an ethically correct and value-driven manner in all operational circumstances and forms of communication, written and verbal. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: GEOD411 Semester 1 16 Credits NQF-Level: 7 Title: Geography Methodology: FET phase After you have completed this module, you should: demonstrate a comprehensive and systematic knowledge of Geography education with special reference to different teaching and learning styles, strategies, methods, techniques as well as curriculum development, design and the effective implementation of learning experiences; demonstrate the skills to evaluate which of these elements are the most effective concerning specific learning content in Geography, and subsequently implementing these in a creative, logical and systematic manner; demonstrate an ability to deal with unfamiliar concrete and abstract problems and issues in Geography education using evidence-based solutions and theory-driven arguments, as well as demonstrating an ability to engage with journal articles, scholar reviews and primary resources and be able to present and communicate information and their own ideas and opinions on themes related to Geography education in a well-structured argument; and act in an ethical and value-driven manner in all operational circumstances and all forms of communication, both written and verbal. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: GEOE111 Semester 1 16 Credits NQF-Level: 5a Title: Geography for Education: Physical, Economical and Population Background of Africa and the RSA After you have completed this module, you should: demonstrate a fundamental knowledge regarding the location, political distribution, physical features and economical trends of Africa and South Africa within a global context; make correct geographical interpretations, analyses, evaluations and deductions regarding physical, economical and population aspects of the RSA and Africa; demonstrate sound and extensive knowledge and understanding regarding the general concepts in Population Geography and make correct analyses and meaningful interpretations in this regard, as well as recognise, explain and evaluate the interrelationship between topographic, climatologic and man-made phenomena in the RSA; evaluate the developing economies in Africa, show insight and understanding concerning the problems in African countries and also evaluate these within the framework of their own view of life and the world as well as demonstrate the ability to apply acquired knowledge in such a way as to display an ethically responsible attitude toward Africa/South Africa and its people; and PRACTICAL: demonstrate a fundamental knowledge, skills, understanding and insight of map skills, cartography and representation techniques and be able to apply it in practice. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: GEOE121 Semester 2 16 Credits NQF-Level: 5a Title: Geography for Education: Planetary Geography, Climatology and Oceanography After you have completed this module, you should: demonstrate a fundamental knowledge of Planetary Geography, Climatology and Oceanography in context of the National Curriculum; identify themes relevant to Planetary Geography, Climatology and Oceanography that support the coherent understanding of concepts, ideas, theories, principles and rules; demonstrate an ability to use their knowledge to solve common problems within a familiar context and be able to teach it to learners at school using appropriate technology; act in an ethical and value-driven manner in all operational circumstances and forms of communication, written and verbal; PRACTICAL: demonstrate a fundamental knowledge, skills, understanding and insight into map projections as well as synoptic weather maps and be able to apply it in practice. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: GEOE211 Semester 1 16 Credits NQF-Level: 5b Title: Geography for Education: Urban and Economics Geography After you have completed this module, you should: demonstrate a solid knowledge base of Urban and Economic Geography in the context of the National Curriculum; identify themes relevant for a diverse society related to personal, community and economic areas and plan activities supporting coherent understanding of concepts, ideas, theories, principles and rules; 94

95 demonstrate an ability to solve well-defined but unfamiliar problems in Urban and Economic Geography using correct procedures and appropriate evidence as well as the use of basic information technology to present information; act in an ethical and value-driven manner in all operational circumstances and forms of communication, written and verbal; AND PRACTICAL: demonstrate practically, a solid knowledge, skills, understanding and insight on land usage in cities as well as quantitative calculations and be able to apply these in practice. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: GEOE221 Semester 2 16 Credits NQF-Level: 5b Title: Geography for Education: Geomorphology and Environmental Geography After you have completed this module, you should: demonstrate a solid knowledge base of Urban and Economic Geography in the context of the National Curriculum; identify themes relevant for a diverse society related to personal, community and economic areas and plan activities supporting coherent understanding of concepts, ideas, theories, principles and rules; demonstrate an ability to solve well-defined but unfamiliar problems in Urban and Economic Geography using correct procedures and appropriate evidence as well as basic information technology to present information; act in an ethically and value-driven manner in all operational circumstances and forms of communication, both written and verbal. demonstrate, in practice, a solid knowledge, skills, understanding and insight on land usage in cities with quantitative calculations, and be able to apply these in practice; and Practical: Cartography and Aerial photos and Stereoscopy. Environmental fieldwork: learners will be able to demonstrate sound knowledge, insight and perspectives with regard to the content, skills, values and methods of environmental geography, undertake an environmental impact analysis in the Potchefstroom area and write a subsequent report and have the necessary knowledge and skills to represent relief features, draw cross-section sketches and calculate and interpret gradient on topographic maps, integrating these in appropriate themes of geography. The student should also be able to interpret aerial photographs using stereoscopes and stereo-pairs and calculate scales on aerial photographs. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: GEOE311 Semester 1 16 Credits NQF-Level: 6 Title: Geography for Education: Advanced Population and Urban Geography After you have completed this module, you should: of a Global Positioning System (demonstrate a well-rounded and systematic knowledge of Population and Urban Geography in the context of the National Curriculum; demonstrate a coherent and critical understanding of Population and Urban Geographys terms, rules, concepts, principles and theories as well as indicating an ability to map new knowledge onto a given body of theory; an ability to deal with unfamiliar concrete and abstract problems and issues in Population and Urban Geography using evidence-based solutions and theory-driven arguments as well as being able to present and communicate information and their own ideas and opinions on themes related to Population and Urban Geography, in a well structured argument; act in an ethically and value-driven manner in all operational circumstances and forms of communication, both written and verbal; and PRACTICAL: demonstrate, in a practical way, a well-rounded, systematic knowledge, skills, understanding and insight of quantitative map techniques to present data visually, as well as the functioning GPS) and be able to apply these in practice. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: GEOE321 Semester 2 16 Credits NQF-Level: 6 Title: Geography for Education: Advanced Geomorphology and Climatology After you have completed this module, you should: demonstrate a comprehensive knowledge and insight regarding concepts and the application possibilities of South Africas Geological History and resulting landscapes, soils and hydrology, and should also display a systematic knowledge of advanced climatological phenomena on a global and South African context; analyse land forms, landscapes and climatic phenomena, which reflect the environmental conditions over time during their origin, and evaluate these within the geological time context; discuss and critically evaluate the conditions which lead to the global geologic and climatic phenomena; be able to work with other individuals in group context in an ethically accountable and responsible manner during the solving of problems characteristic of the learning contents of this module, and should undertake small scale research regarding relevant subjects as expressed in the module; PRACTICAL: Demonstrate a fundamental knowledge, skills, understanding and insight of GIS and be able to apply it in practice (Practical: GIS and GIS in teaching). Mode of Delivery: Full-time 95

96 Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: LABD211 Semester 1 8 Credits NQF-Level: 5b Title: Learning Area Economic Management Science Methodology: Snr phase After you have completed this module, you should: have a solid knowledge base of the learning outcomes and assessment standards applicable to EMS in the Senior phase, and assessment, with an informed notion of key terms, rules, concepts, principles and theories; identify themes relevant to the National Curriculum Statement applicable to EMS in the Senior phase and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules; use unknown and abstract information by using graphs and theory-driven arguments; effectively use IT skills to collect, organise, critically analyse and to interpret; demonstrate problem-solving abilities to plan and present lessons for specific application to EMS, using appropriate technologies, unknown and abstract information, graphs and theory driven arguments and IT skills to collect, organise, critically analyse and interpret, giving evidence of theoretical underpinning; effectively communicate EMS didactical aspects ethically, coherently and reliably to learners in the classroom situation by using individual or group methods. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 % Module Code: LABD421 Semester 2 16 Credits NQF-Level: 7 Title: Learning Area Economic Management Science Methodology: Senior phase After you have completed this module, you should: have a comprehensive, in-depth and systematic knowledge base of the National Curriculum Statement applicable to EMS in the Senior phase and assessment, with an informed notion of key terms, rules, concepts, principles and theories; identify themes relevant to the National Curriculum Statement applicable to EMS in the Senior phase and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules, use unknown and abstract information by using graphs and theory-driven arguments, effectively use IT skills to collect, organise, critically analyse and to interpret; demonstrate problem-solving abilities to plan and present lessons for specific application to EMS, using appropriate technologies, unknown and abstract information, graphs and theory-driven arguments and IT skills to collect, organise, critically analyse and to interpret, giving evidence of theoretical underpinning; and effectively communicate EMS didactical aspects ethically, coherently and reliably to learners in the classroom situation by using individual or group methods. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written exam 50 % Module Code: LAND211 Semester 1 8 Credits NQF-Level: 5b Title: Learning Area Natural Science Methodology: Senior phase After you have completed this module, you should: demonstrate a comprehensive and systematic knowledge of the learning area Natural Sciences in the context of OBE, concerning the following: the nature and structure of Natural Sciences, outcomes for Natural Sciences and the Natural Sciences lesson plan; identify and solve problems within the themes mentioned above, and plan activities which support a comprehensive understanding of ideas, theories, principles and rules within these themes; act in a problem-solving manner, concerning the planning and presentation of lessons and practical sessions in context of the abovementioned theoretical themes by using applicable technological resources; and demonstrate an appreciation of the contribution made by indigenous knowledge systems to educational issues concerning the abovementioned content as well as demonstrate an ethically professional attitude and behaviour towards the content of Natural Science. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 % Module Code: LAND421 Semester 2 16 Credits NQF-Level: 7 Title: Learning Area Natural Science Methodology: Senior phase After you have completed this module, you should: demonstrate a comprehensive and systematic knowledge of the learning area Natural Science in context of OBE, concerning the following: facilitation in the Intermediate phase, didactic principles of Natural Science education and the learning area Natural Sciences laboratory; identify and solve problems within the themes mentioned above, and plan activities which support a comprehensive understanding of ideas, theories, principles and rules within these themes; act in a problem-solving manner, concerning the planning and presentation of lessons and practical sessions in context of the abovementioned theoretical themes by using applicable technological resources; and demonstrate an appreciation of the contribution made by indigenous knowledge systems to educational issues concerning the abovementioned content as well as demonstrate an ethically professional attitude and behaviour towards the content of Natural Science. 96

97 Mode of Delivery: Full-time, SBET Assessment Mode: Continuous assessment 50 % 1x3 hour written exam 50 % Module Code: LASD211 Semester 1 8 Credits NQF-Level: 5b Title: Learning Area Social Science Methodology: Snr phase After you have completed this module, you should: demonstrate a solid and sound knowledge of Social Sciences as a learning area in context of the National Curriculum Statement; demonstrate basic skills of planning and designing an elementary lesson; demonstrate the competency to plan, design and present lessons utilizing different kinds of sources; demonstrate values of an ethical-professional nature with regard to human and environmental rights which are in compliance with the Manifesto on Values, Education and Democracy. Mode of Delivery: Full-time Assessment Mode: 1x2 hour written exam 50 % Module Code: LASD421 Semester 1 16 Credits NQF-Level: 7 Title: Learning Area Social Science Methodology: Senior phase After you have completed this module, you should: demonstrate a comprehensive and coherent knowledge of Geography and History as a learning area in the context of the National Curriculum Statement; demonstrate comprehensive skills of planning and designing and presenting a lesson; demonstrate the competency to plan, design and present lessons utilizing all available teaching strategies, methods, strategies, instruments and learning and teaching support material; demonstrate values of an ethical-professional nature in the design of learning experiences and practical teaching with regard to human and environmental rights which are in compliance with the Manifesto on Values, Education and Democracy. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written exam 50 % Module Code: LIFD321 Semester 2 8 Credits NQF-Level: 6/7 Title: Life Sciences Methodology: FET phase After you have completed this module, you should: demonstrate a well-developed and systematic knowledge of the following themes: The nature and structure of Life Sciences (LS); Policy documents relevant to LS; apply the scientific method with emphasis on hypothesizing. be able to identify and solve problems within the above themes as well as plan activities that support the comprehensive comprehension of ideas, theories and principles and rules within the themes; be able to use problem solving abilities regarding the planning and presentation of lessons and practical sessions within the context of the theoretical themes mentioned above by amongst others the use of suitable technological aids; display an appreciation for the contribution native knowledge systems play in pharmacology, bio-ethical issues in the above content and the ethical accountability towards the content of the Life Sciences. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written exam 50 % Module Code: LIFD411 Semester 1 16 Credits NQF-Level: 7 Title: Life Sciences Methodology: FET phase After you have completed this module, you should: demonstrate a well-developed and systematic knowledge of the following themes: Designing a learning programme (subject framework, work schedule and lesson plans); Assessment; Laboratory techniques and Environmental Education. Be able to identify and solve problems within the above themes as well as plan activities that support the comprehensive comprehension of ideas, theories and principles and rules within the themes; Be able to use problem solving abilities regarding the planning and presentation of lessons and practical sessions within the context of the theoretical themes mentioned above by amongst others the use of suitable technological aids; Display an appreciation for the contribution native knowledge systems play in pharmacology, bio-ethical issues in the above content and the ethical accountability towards the content of the Live Sciences. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written exam 50 % 97

98 Module Code: LIFE111 Semester 1 16 Credits NQF-Level: 5a Title: Life Sciences for Education: Biochemistry, Cell and Cell Activities After you have completed this module, you should: demonstrate a well-developed and systematic knowledge of the following themes: the scientific method, basic chemistry and bio-chemistry, the cell and cell activities (cell division, nucleic acids, photosynthesis and cell respiration); be able to identify and solve problems within the above themes as well as plan activities that support the comprehensive understanding of ideas, theories and principles and rules within the themes; be able to use problem-solving abilities regarding the planning and presentation of lessons and practical sessions within the context of the theoretical themes mentioned above by, amongst others, the use of suitable technological aids; display an appreciation for the contribution indigenous knowledge systems play in pharmacology, bio-ethical issues in the above content and apply an ethical accountability towards the content of the Life Sciences. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written exam 50 % Module Code: LIFE121 Semester 2 16 Credits NQF-Level: 5a Title: Life Sciences for Education: Bacteria, Archea and Plantea After you have completed this module, you should: have a finished and systematic knowledge in the following themes in Life Sciences: the classification of living things characteristics of viruses and organisms in the domains Bacteria and Archaea, the evolutionary development of the domain Eucarya (including the animal kingdom), a comparison of various plant phyla, the morphology and anatomy of Angio Spermatophyta, physiology with reference to water and nutrient absorption in plants and the analysis and comparison of the reproduction, growth and development of plants; be able to identify and solve problems within the above themes as well as plan activities that support the comprehensive understanding of ideas, theories and principles and rules within the themes; be able to use problem-solving abilities regarding the planning and presentation of lessons and practical sessions within the context of the theoretical themes mentioned above by, amongst others, the use of suitable technological aids; display an appreciation for the contribution indigenous knowledge systems play in pharmacology and bio-ethical issues in the above content and apply an ethical accountability towards the content of the Life Sciences. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written exam 50 % Module Code: LIFE211 Semester 1 16 Credits NQF-Level: 5b Title: Life Sciences for Education: Protista, Animalia, Physiology of Man After you have completed this module, you should: a basic knowledge of the following themes Domain Eucarya (Ryke Protista and Animalia), dichotomous keys, Histology (mammal tissue), Anatomy and Physiology of man (terminology, cardio-vascular- lymph and immune systems); be able to identify and solve problems within the above themes as well as plan activities that support the comprehensive understanding of ideas, theories and principles and rules within the themes; be able to use problem-solving abilities regarding the planning and presentation of lessons and practical sessions within the context of the theoretical themes mentioned above by, amongst others, the use of suitable technological aids; display an appreciation for the contribution indigenous knowledge systems play in pharmacology and bio-ethical issues in the above content and apply an ethical accountability towards the content of the Life Sciences. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written exam 50 % Module Code: LIFE221 Semester 2 16 Credits NQF-Level: 5b Title: Life Sciences for Education: Physiology of Man After you have completed this module, you should: demonstrate a well-founded knowledge of the following systems of the human anatomy and physiology - locomotion-, muscle-, nutrition-, gaseous exchange-, excretion- and osmo-regulation, co-ordination and thermo-regulatory systems; be able to identify and solve problems within the above themes as well as plan activities that support the comprehensive understanding of ideas, theories and principles and rules within the themes; be able to use problem-solving abilities regarding the planning and presentation of lessons and practical sessions within the context of the theoretical themes mentioned above by, amongst others, the use of suitable technological aids; display an appreciation for the contribution indigenous knowledge systems play in pharmacology and bio-ethical issues in the above content and apply an ethical accountability towards the content of the Life Sciences. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written exam 50 % 98

99 Module Code: LIFE311 Semester 1 16 Credits NQF-Level: 6 Title: Life Sciences for Education: Ecology and Sustainable Life After you have completed this module, you should: have a finished and systematic knowledge in the following themes in Life Sciences eco-systems, population dynamics and the human impact on eco-forms and quantitative ecology; be able to identify and solve problems within the above themes as well as plan activities that support the comprehensive understanding of ideas, theories and principles and rules within the themes; be able to use problem-solving abilities regarding the planning and presentation of lessons and practical sessions within the context of the theoretical themes mentioned above by, amongst others, the use of suitable technological aids; display an appreciation for the contribution indigenous knowledge systems play in pharmacology and bio-ethical issues in the above content and apply an ethical accountability towards the content of the Life Sciences. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written exam 50 % Module Code: LIFE321 Semester 2 16 Credits NQF-Level: 6 Title: Life Sciences for Education: Evolution, Physiology of Man, Reproduction and Genetics After you have completed this module, you should: have a finished and systematic knowledge in the following themes in Life Sciences - reproduction of mankind, genetics and the evolution theory; be able to identify and solve problems within the above themes as well as plan activities that support the comprehensive understanding of ideas, theories and principles and rules within the themes; be able to use problem-solving abilities regarding the planning and presentation of lessons and practical sessions within the context of the theoretical themes mentioned above by, amongst others, the use of suitable technological aids; display an appreciation for the contribution indigenous knowledge systems play in pharmacology and bio-ethical issues in the above content and apply an ethical accountability towards the content of the Life Sciences. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written exam 50 % Module Code: LIFF121 Semester 2 8 Credits NQF-Level: 5a Title: Life Skills Fundamental After you have completed this module, you should: demonstrate a fundamental knowledge base of the terminology, rules, concepts, principles, and theories of Life Skills for educators pertaining to self-concept, self-management, setting of personal goals, HIV/AIDS awareness and national HIV/ AIDS policy; demonstrate an ability to interpret, convert, evaluate and apply essential theories and text pertaining to the value and meaning of teaching Life Skills, regard themselves and others in a positive light, function as unique individuals within their own environment, regard barriers in ones life in a new light, promote HIV/AIDS awareness as well as the national HIV/ AIDS policy; demonstrate the ability to use the attained knowledge to solve common problems within a familiar context of Life Skills for educators pertaining to self-concept, self-management, setting of personal goals, HIV/AIDS awareness as well as the national HIV/ AIDS policy, using appropriate technological skills and giving evidence of theoretical underpinning; act ethically responsible and be value-driven in all circumstances and forms of communication, written as well as oral, related to the value and meaning of teaching Life Skills as well as the concepts of ubuntu, HIV/AIDS and the national HIV/ AIDS policy. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 % Module Code: LITA123 Semester 2 8 Credits NQF-Level: 5b Title: Literacy 1st Additional Language (English) After you have completed this module, you should: demonstrate a fundamental knowledge of various aspects of teaching Literacy, specifically English as a first additional language in the Foundation phase including the principles and outcomes as specified by the RNCS specifications regarding first additional language acquisition the Total Literacy Model and principles on which to build language learning activities aspects of cooperative learning the development and extension of vocabulary and designing lesson plans based on OBE principles; identify and solve common problems within a familiar context of the abovementioned themes and plan activities based on the understanding of ideas and theoretical principles of the themes; demonstrate a fundamental knowledge of planning and presenting a lesson in accordance with a given format and assessment criteria, and use the most effective instructional skills and assessment strategies for a specific teaching- learning environment; demonstrate the basic principles of literacy in an ethically responsible manner during group work, in the classroom and in the community. 99

100 Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: LITA223 Semester 2 8 Credits NQF-Level: 5b Title: Literacy 1st Additional Language (English) After you have completed this module, you should: demonstrate a solid knowledge base and an informed understanding of Literacy, specifically English as a first additional language in the Foundation phase including various language teaching strategies, methods and techniques and their correct application; the development of listening and speaking skills and their application; the creation of barriers to effective listening and how these can be avoided; assessment standards for listening and speaking and their application; and the teaching of word recognition and vocabulary instruction; use your knowledge to solve well-defined problems that are both routine and unfamiliar within the context of the abovementioned themes and plan activities based on the understanding of ideas and theoretical principles of the themes; demonstrate an ability to plan and present a lesson in accordance with a given format and assessment criteria, and use the most effective instructional skills for selected teaching and assessment strategies for a specific teaching-learning environment; demonstrate the basic values of literacy in an ethically responsible manner during group work, in the classroom and in the community. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50% Module Code: LITA313 Semester 1 8 Credits NQF-Level: 6 Title: Literacy 1st Additional Language (English) After you have completed this module, you should: demonstrate an well-rounded knowledge base and sound understanding of Literacy, specifically English as a first additional language in the Foundation Phase including: the assessment standards of reading and writing and the application thereof; phonics and the teaching of spelling, fluency and comprehension; and the development of reading and writing skills and the application of suitable methods; demonstrate an ability to solve well-defined but unfamiliar problems using correct procedures and appropriate evidence based on the above mentioned themes and plan activities based on the understanding of ideas and theoretical principles of the themes; demonstrate the ability to solve problems in relation to the planning and presentation of lessons and practical sessions within the context of the above mentioned by using basic information technology; demonstrate own ideas and opinions in well-structured arguments in a professional manner. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: LITG211 Semester 1 8 Credits NQF-Level: 5b Title: Literacy: Visual Arts After you have completed this module, you should: demonstrate a solid knowledge base and sound understanding of visual literacy to describe art concept, principles, styles, content, materials and techniques; demonstrate an understanding of the process of critical analysis and provide reasons for aesthetic judgements; critically analyse and synthesize information on visual literacy in fine arts as applicable to EDUCATIONAL ART, explore writing and research skills in the study of educational art in the Foundation phase; demonstrate an ability to solve well-defined but unfamiliar problems in planning appropriate teaching and learning activities in the Foundation phase using the informal approach to lesson presentation in art; demonstrate ethically responsible behaviour while reflecting on the diversity of childrens art in the Foundation phase, within the context of a multi-cultural society. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 % Module Code: LITG323 Semester 2 16 Credits NQF-Level: 6 Title: Literacy Academic English: First Additional Language After you have completed this module, you should: demonstrate fundamental knowledge of the characteristics of childrens, young adult and adult literature. This knowledge should enable them to select suitable teaching and learning materials for the Foundation phase. analyse and evaluate prose relevant to the Foundation phase. identify and appreciate linguistic, conceptual and aesthetic elements in rhymes and verses relevant to the Foundation phase. apply literary theory and use relevant subject terminology in an independent analysis of prescribed English poems. apply knowledge of phonetics, morphology and syntax effectively in their own written and spoken communication and facilitate effective language acquisition in the Foundation Phase. Mode of Delivery: Full-time 100

101 Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: LITG324 Semesetara 2 16 Credits Tekanyo Ya NQF: 6/7 Title: Litheresi ya Puo ya Gae: Setswana Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: kgona go supa kitso e e tseneletseng, e e rulaganeng ka tlhaloganyo e e tseneletseng ya nonofiso ya temosi, go nna mo maemong a go ka buisa le teori ya puiso mo Puong ya Gae (Setswana); kgona go supa ditiriso le ditirego tse di diregang le go tlhokega mabapi le nonofiso ya temosi, go nna mo maemong a go ka buisa, le teori ya puiso Puong ya Gae (Setswana; kgona go supa ditlhopho tse di nonofileng le tiriso ya mekgwa. tsamaiso le dithekeniki tse di tlhokegang gore o rute nonofiso ya temosi, go nna mo maemong a go ka buisa le teori ya puiso mo Puong ya Gae (Setswana); go kgona go supa dikamano tse di bonalang tse di siameng le mekgwa mabapi le botlhokwa jwa bokgoni jwa go buisa le go peleta sentle ga moithuti jaaka moithuti wa leruri. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50 % Module Code: LITG413 Semester 1 16 Credits NQF-Level: 6 Title: Literacy Academic English: First Additional Language After you have completed this module, you should: demonstrate fundamental knowledge of the characteristics of childrens, young adult and adult literature. This knowledge should enable them to select suitable teaching and learning materials for the Foundation phase. analyse and evaluate prose relevant to the Foundation phase. identify and appreciate linguistic, conceptual and aesthetic elements in rhymes and verses relevant to the Foundation phase. apply literary theory and use relevant subject terminology in an independent analysis of prescribed English poems. apply knowledge of phonetics, morphology and syntax effectively in their own written and spoken communication and facilitate effective language acquisition in the Foundation Phase. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: LITH113 Semester 1 8 Credits NQF-Level: 5 Title: Literacy in the Home Language: English After you have completed this module, you should: be able to demonstrate a fundamental knowledge of outcomes based education, as well as relevant teaching and learning strategies in English Home Language within the context of the learning area Languages, as prescribed by the National Curriculum Statement; be able to demonstrate facilitation skills of methods, procedures and techniques relating to the teaching of Listening (Learning Outcome 1), Speaking (Learning Outcome 2), as well as Language Structure and Use (Learning Outcome 6); be able to demonstrate problem solving skills by means of planning and presenting lessons during the teaching of Listening (Learning Outcome 1), Speaking (Learning Outcome 2), as well as Language Structure and Use (Learning Outcome 6); be able to show appreciation for the contribution that outcomes based education and the National Curriculum Statement makes in order to strive to provide quality education to all learners in South Africa. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % / 1x2 hour written examination 50 % Module Code: LITH114 Semesetara 1 8 Credits Tekanyo Ya NQF: 5 Title: Litheresi ya Puo ya Gae: Setswana Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: nna le kitso e e tseneletseng ka ga Thuto ya thuto-tota-dipoelo ya Puo ya Gae mo Kgatong ya Motheo le mekgwa ya go ithuta le go ruta le go ka bontsha bokgoni ka mo lekaleng la thuto la Dipuo jaaka go tlhagelela mo Pegelong ya Kharikhulamo ya Bosethaba; bontsha bokgoni jwa mekgwa, tsamaiso le dithekeniki tse di amanang le go ruta, go Reetsa (Poelothuto ya 1), Bua (Poelothuto ya 2), le Popegopuo le tiriso(Poelothuto ya 6); bontsha bokgoni jwa go rarabolola mathata ka go loga maano, go ruta dithuto ka nako ya go ruta ka ga go Reetsa (Poelothuto ya 1) le go Bua(Poelothuto ya 2), Popegopuo le tiriso (Poelothuto ya 6); bontsha kgatlhegelo ya seabe sa Thuto ya thuto-tota-dipoelo le go tlhagisetsa Pegelo ya Kharikhulamo ya Bosethaba ka maikaelelo a go neela baithuti ba mo Aforikaborwa thuto ya boleng. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50% Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50% Module Code: LITH223 Semester 2 8 Credits NQF-Level: 5/6 Title: Literacy in the Home Language: English After you have completed this module, you should: demonstrate fundamental knowledge with a good understanding of the principles and theories concerning the acquisition of handwriting and written communication, as well as thinking and reasoning skills of the Foundation Phase learners, and be 101

102 able to apply it in the learning area Languages as prescribed in the National Curriculum Statement; demonstrate knowledge of the key aspects, theories and principles in the teaching of handwriting, written communication, enhancement of thinking and reasoning skills of the Foundation Phase learners and be able to apply it in teaching practice; plan and apply a suitable selection of teaching and learning strategies, methods and techniques to be used for individuals, or in groups, in lessons for teaching handwriting, written communication as well as thinking and reasoning activities; be able to analyse, evaluate and support lesson planning, as well as the application thereof, according to given criteria for effective outcomes based teaching, which includes interaction, media and values. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % / 1x2 hour written examination 50 % Module Code: LITH224 Semesetara 2 8 Credits Tekanyo Ya NQF: 5b Title: Litheresi ya Puo ya Gae: Setswana Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: nna le kitso e e tseneletseng, e e rulaganeng ka go tlhaloganya sentle nonofiso ya temosi, go nna mo maemong a go ka buisa le litheresi e e simololang go tlhagelela mo Puong ya Gae (Setswana); ditiriso le ditirego tse di diregang le go tlhokega mabapi le nonofiso ya temosi, go nna mo maemong a go ka buisa, le litheresi e e simololang go tlhagelela mo Puong ya Gae (Setswana); ditlhopho tse di nonofileng le tiriso ya mekgwa. tsamaiso le dithekeniki tse di tlhokegang go netefatsa go ruta go go nonofileng ga nonofiso ya temosi, go nna mo maemong a go ka buisa le litheresi e e simololang go tlhagelela mo Puong ya Gae (Setswana); go nna le tshisimogo go ngwana jaaka motho ka tlhaloso ya thulaganyo e e siameng ya setho le maitsholo. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % / Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50 % Module Code: LITH313 Semester 1 8 Credits NQF-Level: 6 Title: Literacy in the Home Language: English After you have completed this module, you should: be able to demonstrate a well-rounded and systematic knowledge, with good insight, of perceptual development, emergent literacy, reading readiness and reading theory in English Home language; be able to demonstrate essential and practice orientated procedures and processes in relation to perceptual development, emergent literacy, reading readiness and reading theory in English Home language; be able to demonstrate effective choices and the application of essential methods, procedures and techniques in order to teach perceptual development, emergent literacy, reading readiness and reading theory in English Home language; be able to demonstrate sensitivity towards the child as a unique human being by taking ethics and the value system into consideration. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: LITH314 Semesetara 1 8 Credits Tekanyo Ya NQF: 6/7 Title: Litheresi ya Puo ya Gae: Setswana Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: kgona go supa kitso e e tseneletseng, e e rulaganeng ka tlhaloganyo e e tseneletseng ya nonofiso ya temosi, go nna mo maemong a go ka buisa le teori ya puiso mo Puong ya Gae (Setswana); kgona go supa ditiriso le ditirego tse di diregang le go tlhokega mabapi le nonofiso ya temosi, go nna mo maemong a go ka buisa, le teori ya puiso Puong ya Gae (Setswana; kgona go supa ditlhopho tse di nonofileng le tiriso ya mekgwa. tsamaiso le dithekeniki tse di tlhokegang gore o rute nonofiso ya temosi, go nna mo maemong a go ka buisa le teori ya puiso mo Puong ya Gae (Setswana); go kgona go supa dikamano tse di bonalang tse di siameng le mekgwa mabapi le botlhokwa jwa bokgoni jwa go buisa le go peleta sentle ga moithuti jaaka moithuti wa leruri. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50 % Module Code: LITH423 Semester 2 8 Credits NQF-Level: 6 Title: Literacy in the Home Language: English After you have completed this module, you should: be able to demonstrate a well-rounded and systematic knowledge with thorough understanding of Reading and viewing (Learning Outcome 3) in English Home language as well as assessment thereof, within the context of the learning area Languages as prescribed by the National Curriculum Statement; demonstrate effective choices and the application of essential procedures and techniques during the teaching of reading (Learning Outcome 3: Reading and viewing) and the assessment thereof in practice; be able to demonstrate effective choices and the application of essential procedures and techniques during the teaching of reading (Learning Outcome 3: Reading and viewing) and the assessment thereof; and be able to demonstrate ethically concrete relations and behaviour in relation to the importance of good reading and spelling 102

103 ability by the learner as a lifelong learner. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: LITH424 Semesetara 2 8 Credits Tekanyo Ya NQF: 6 Title: Litheresi ya puo ya Gae: Setswana Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: kgona go supa kitso e e tseneletseng, e e rulaganeng ka tlhaloganyo e e tlhololo ya Go buisa le go bogela (Poelothuto ya 3) mo puong ya Gae ya Setswana le tekanyetso ya yona go teng ka diteng tsa lekala la thuto ya Dipuo jaaka le tlhagisiwa mo Pegelo ya Kharikhulamo ya bosethaba; kgona go supa ditlhopho tse di nonofileng le tiriso ya ditsamaiso le dithekeniki tse di nonofileng ka nako ya thuto ya Go buisa le go bogela (Poelothuto ya 3) le tekanyetso ya yona; go kgona go supa dikamano tse di bonalang tse di siameng le mokgwa mabapi le botlhokwa jwa bokgoni jwa go buisa le go peleta sentle ga moithuti jaaka moithuti wa leruri MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50% Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50% Module Code: LSFP112 Semester 1 8 Credits NQF-Level:5a Title: Learner support: Identification of barriers to learning On completion of this module, learners should demonstrate fundamental knowledge of the theory and practice of learning support in local and global contexts; demonstrate fundamental knowledge of the barriers to learning from an ecosystem perspective; and demonstrate the competencies to identify individual and social barriers to learning. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 % Module Code: LSFP122 Semester 2 8 Credits NQF-Level: 5a Title: Learner support: Supporting barriers to learning in the classroom contexts On completion of this module, learners should demonstrate fundamental knowledge of the challenges in the inclusive education classroom; demonstrate fundamental knowledge of strategies to support barriers to learning in classroom contexts; and apply fundamental knowledge, basic skills and attitudes to develop a classroom support plan for specific barriers to learning. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 % Module Code: LSFP212 Semester 1 8 Credits NQF-Level: 5/6 Title: Learner support: Assessment for learning support After completion of this module the student will be able to: demonstrate with competence knowledge and insight regarding social factors that can cause barriers to learning amongst with learners; demonstrate solid knowledge and understanding regarding strategies that can be applied to overcome socio- economic barriers to learning; demonstrate insight and knowledge regarding the different approaches to early intervention with the young child; act with competence and understanding toward gifted learners and their learning needs. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 % Module Code: LSFP221 Semester 2 8 Credits NQF-Level: 5b Title: Learner support: Individual support for barriers to learning On completion of this module, learners should demonstrate solid knowledge of different approaches to individual support for barriers to learning. demonstrate solid knowledge, skills and attitudes to develop Individual Educational Plans and provide individual support to learners with specific barriers to learning, within the educators scope of practice. demonstrate competence to identify individual support for learners who experience barriers to learning within the macro context. demonstrate solid knowledge, skills and attitudes to collaborate effectively with parents, caregivers and support professionals in the provision of individual support for learners who experience barriers to learning. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 % Module Code: LSFP312 Semester 1 8 Credits NQF-Level: 6/7 103

104 Title: Learner support: Applied learning support On completion of this module the student should: demonstrate the competence to integrate well-rounded knowledge skills and attitudes with critical reflective thinking skills to develop an Individual Educational Plan for a learner who experience a specific barrier to learning and facilitate the implementation of the plan. demonstrate the competence to integrate well-rounded knowledge skills and attitudes with critical reflective thinking skills to develop a classroom intervention plan and facilitate the implementation of the plan. demonstrate the competence to integrate well-rounded knowledge, skills and attitudes to critically evaluate the applicability of the process in the South African context. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 % Module Code: LSKA311 Semester 1 8 Credits NQF-Level: 6 Title: Life Skills Art After you have completed this module, you should: demonstrate a well-rounded and systematic knowledge base of the visual language in art as applicable to the facilitation of creative art activities in the Foundation phase, and knowledge of the National Curriculum Statement for the learning area Arts and Culture in the Foundation phase; identify age-appropriate activities and techniques relevant for child art development and the connection with the facilitation of creative art activities in the Foundation phase; and plan practical activities supporting the coherent and critical understanding of the subject didactics of art, with regard to the practice of art-teaching in the Foundation phase; demonstrate applied knowledge in curriculation in learning area Arts and Culture in Foundation phase to present and communicate information, ideas and opinions in well-structured arguments, giving evidence of visual research results directed at facilitation of learners through integration of information technologies and informal approach to lesson presentation in art; demonstrate ethically responsible behaviour while reflecting on the diversity within the National Curriculum for Arts and Culture in the Foundation phase, through communication and behaviour. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 % Module Code: LSKE321 Semester 2 8 Credits NQF-Level: 6 Title: Life Skills Environmental Studies After you have completed this module, you should: demonstrate well-rounded and systematic knowledge base of environment & detailed knowledge of areas of environment; explain and apply essential procedures and processes with regard to the nature and field of environmental studies; demonstrate teaching/learning principles applicable to environmental studies and their application in the planning and facilitation of learning experiences for Foundation Phase learners; demonstrate sensitivity towards nature and a sense of responsibility for the important role people play in the conservation of the environment by expressing ones own value system. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 % Module Code: LSKH221 Semester 2 8 Credits NQF-Level: 5b Title: Life Skills Health Education After you have completed this module, you should: demonstrate a well-rounded & systematic knowledge base of environment and detailed knowledge of areas of environment; explain and apply essential procedures and processes with regard to the nature and field of environmental studies; demonstrate teaching learning principles applicable to environmental studies and the application thereof in the planning and facilitation of learning experiences for Foundation phase learners; demonstrate sensitivity towards nature and a sense of responsibility for the important role people play in the conservation of the environment by expressing your own value system. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 % Module Code: LSKM121 Semester 2 8 Credits NQF-Level: 5a Title: Life Skills: Music After you have completed this module, you should: demonstrate fundamental knowledge and informed understanding of some of the music concepts, such as rhythm, melody, form, texture, tempo, timbre and dynamics; analyse and apply some music activities and skills in which young learners can be involved such as singing, movement, listening, instrumental play, improvisation and reading and writing music, and accompanying school learners on the guitar or African percussion instruments; demonstrate ability to solve well-defined problems in planning appropriate music activities & lessons in Foundation Phase; demonstrate ethically responsible behaviour, while constantly developing your role as a Foundation phase music teacher. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 %, 1x2 hour written exam + 1 practical exam 50 % Module Code: LSKM221 Semester 2 8 Credits NQF-Level: 5b Title: Life Skills: Music 104

105 After you have completed this module, you should: demonstrate a solid knowledge base and sound understanding of music, dance and drama concepts and activities for the Foundation Phase and apply the grouping and clustering of assessment standards in Foundation Phase lessons to demonstrate a better understanding of the application of the NCS; critically analyse and synthesise information on the implications of the development of the young learner for music training, apply various didactic principles in music, read and write music, apply these skills creatively in various suitable music activities, play recorder or melodika and accompany more advanced Foundation Phase songs on the guitar or African percussion instruments; demonstrate an ability to solve well-defined but unfamiliar problems in planning appropriate music, dance and drama activities and lessons in the Foundation Phase; and compare world views and demonstrate own world view while continuously developing their role as Foundation Phase music teacher. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 %, 1x2 hour written exam + 1 practical exam 50 % Module Code: LSKN312 Semester 1 8 Credits NQF-Level: 6 Title: Life Skills: Nutrition After you have completed this module, you should: demonstrate a well-rounded knowledge base and sound understanding of nutrition for children as a component of Life Skills, including various aspects of nutrition, foods, under-nutrition, over-nutrition, malnutrition and special diets for young learners; various problems regarding aspects of nutrition in the South African context; the impact that nutrition has on the development of the child and an awareness of correct nutrition and a healthy lifestyle; demonstrate an ability to solve well-defined but unfamiliar problems using correct procedures and appropriate evidence based on the abovementioned themes, and to plan activities based on the understanding of ideas and theoretical principles of the themes; demonstrate the ability to solve problems in relation to the planning and presentation of lessons and practical sessions within the context of the abovementioned theory by using basic information technology; demonstrate ones own ideas and opinions in well-structured arguments in a professional manner. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 % Module Code: LSKP311 Semester 1 8 Credits NQF-Level: 6 Title: Life Skills: Physical Education After you have completed this module, you should: demonstrate a well-rounded and systematic knowledge of the perceptual and gross motor development of the Foundation phase learner; identify and plan a variety of movement activities supporting the coherent understanding of concepts, ideas, theories, principles and rules of movement development; demonstrate the ability to solve well-defined but unfamiliar problems to plan and present scientific and creative movement development lessons for specific application to different age and developmental groups in the Foundation phase, and to identify and address perceptual and gross motor problems and other medical conditions related to movement; act ethically responsible and be value-driven in all circumstances and forms of communication, written as well as oral, related to movement development in the Foundation Phase. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 % Module Code: LSKR111 Semester 1 8 Credits NQF-Level: 5a Title: Life Skills: Culture and Religion After you have completed this module, you should: demonstrate fundamental knowledge of Life Orientation as learning area of the Foundation phase; demonstrate the ability to apply life skills methods, procedures and techniques to facilitate personal and social skills; apply knowledge of different and diverse religious groups to solve problems within a familiar context; demonstrate ethically professional conduct and values of tolerance towards the cultural and religious diversity in our society. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written exam 50 % Module Code: MATD211 Semester 1 8 Credits NQF-Level: 5b Title: Mathematics Methodology: Snr phase After you have completed this module, you should: demonstrate a solid knowledge of teaching/learning approaches in mathematics; identify and motivate the role of assessment of and for mathematics learning; apply different teaching strategies to plan and present mathematics lessons for Senior phase learners; illustrate an appreciation for the value of mathematics in real life. Mode of Delivery: Full-time 105

106 Assessment Mode: Continuous assessment 60 % 1x2 hour written exam 40 % Module Code: MATD321 Semester 2 8 Credits NQF-Level: 6 Title: Mathematics Methodology: Int phase/ FET phase After you have completed this module, you should: demonstrate a well-rounded and systematic knowledge of the structure and content of the school mathematics curriculum with respect to the specific school phase; apply key concepts and procedures learnt and taught in school mathematics to plan, and compile a work schedule for a specific grade of this school phase; use appropriate technologies to plan and present mathematics lessons for the specific phase learners, giving evidence of theoretical underpinning; demonstrate an appreciation for the value of mathematics in real life through communication and behaviour. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60 % 1x2 hour written exam 40 % Module Code: MATD411 Semester 1 16 Credits NQF-Level: 6 Title: Mathematics Methodology: Int phase / FET phase After you have completed this module, you should: Outcomes for Intermediate phase demonstrate a comprehensive and systematic knowledge of the teaching and learning of mathematics in multilingual Int phase mathematics classrooms; demonstrate an appreciation for the value of mathematics in real life through communication and behaviour. Outcomes for FET demonstrate a comprehensive and systematic knowledge of the structure and content of the Mathematical Literacy Curriculum; demonstrate the abilities to plan and compile a portfolio for Mathematical Literacy, including a work schedule for a specific grade, lesson plans, and self-developed learning materials; apply knowledge of mathematical literacy to plan and present mathematical literacy lessons; demonstrate an appreciation for the value of mathematics in real life through communication and behaviour in the class situation. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60 % 1x3 hour written exam 40 % Module Code: MATD421 Semester 2 16 Credits NQF-Level: 6 Title: Mathematics Methodology: Senior phase After completion of this module, student should: demonstrate a comprehensive and systematic knowledge of the structure and content of the school mathematics curriculum applicable to this school phase(s); demonstrate the effective use of technology (calculators, graphic calculators, computer programmes) and plan and present mathematics lessons; demonstrate an appreciation for the value of mathematics in the world of work in communication and behaviour in the class situation. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60 % 1x3 hour written exam 40 % Module Code: MATE111 Semester 1 16 Credits NQF-Level: 5a Title: Mathematics for Education: Functions After completion of this module, student should: demonstrate basic knowledge, understanding and insight with respect to the following functions: linear functions, quadratic functions, polynomial functions, absolute value functions, rational functions, trigonometric functions, exponential functions, logarithmic functions and hyperbolic functions; demonstrate skills to model real-world situations and related problems, using the functions mentioned both by pen-and- paper methods and by applying suitable computer software; be competent to interpret solutions produced by the abovementioned processes and be able to execute basic operations with the functions, apply compound functions and if possible, determine the inverse of the functions; use functions to model real-life situations and problems and to evaluate whether the mathematical solutions are valid. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60%, 1x3 hour written exam 40 % 1 hour practical exam Module Code: MATE121 Semester 2 16 Credits NQF-Level: 5a Title: Mathematics for Education: Elementary Statistics After completion of this module, student should: demonstrate basic knowledge and insight with respect to elementary statistics and probability; demonstrate the ability to determine the probability of an event using an appropriate definition, as well as the ability to gather, organise and represent data; apply the rules of probability and statistics to solve real-life problems and interpret data in order to draw conclusions with respect to the research questions, and make informed decisions using suitable computer software calculations and any other matter applicable to the teaching and facilitation of statistics and probability at school-level; 106

107 evaluate the validity of mathematical solutions within the context of real-world situations and to judge the value of the topics in this module with regard to how they fit into the broader framework of mathematics. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60 % 1x3 hour written exam 40 % Module Code: MATE211 Semester 1 16 Credits NQF-Level: 5b Title: Mathematics for Education: Spherical and Euclidean Geometry After completion of this module, student should: demonstrate solid knowledge, understanding and insight with respect to Euclidean and spherical geometry by studying geometry on the plane and on the sphere; demonstrate solid knowledge, understanding and insight with respect to defining and describing conic sections conceptually and algebraically; demonstrate skills to compare the spherical proofs and results of theorems and axioms with those of Euclidean geometry; comparing relationships between trigonometry and geometry on the sphere; demonstrate skills using suitable computer software to facilitate the modelling of real-word problems; be competent to investigate the relationship between spherical geometry and real life situations; be competent in applying the theory of conic sections in order to solve real-world problems; evaluate the validity of mathematical solutions to real life problems. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60%, 1x3 hour written exam 40 % 1 hour practical exam Module Code: MATE221 Semester 2 16 Credits NQF-Level: 5b Title: Mathematics for Education: Introductory Algebra After completion of this module, student should: demonstrate solid knowledge, understanding and insight with respect to number systems, mathematical induction, complex numbers, polynomial functions, partial fractions and sequences and series; demonstrate skill in performing calculations with the respective number systems and their properties, calculations with polynomial functions, resolving rational polynomial quotients into partial fractions, calculations with sequences and series and describing the behaviour of sequences and series; be competent to apply the properties of the respective number systems, prove relationships using mathematical induction, model real world situations using polynomials, use applicable computer software to investigate the behaviour of polynomial functions and series and to model real-world situations using sequences and series; be capable to evaluate the validity of mathematical solutions within the context of real-world situations and to judge the value of the topics in this module with regard to how they fit into the broader framework of mathematics. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60%, 1x3 hour written examination 40 % Module Code: MATE311 Semester 1 16 Credits NQF-Level: 6 Title: Mathematics for Education: Calculus After completion of this module, student should: demonstrate advanced knowledge, understanding and insight with respect to limits and continuity, the meanings of the derivative, the meanings of the integral, the midpoint rule, the properties of the definite integral, Riemann sums and the Fundamental Theorem of Differential and Integral Calculus; demonstrate skill in the calculation of the derivative from the definition, the derivation of certain differentiation rules, the calculation of a large variety of derivatives, the limit of a Riemann sum and a large variety of indefinite and definite integrals; be competent to apply differentiation and integration to analyse the behaviour of functions within real life situations and solve problems where rates of change, area, total change and volume are involved; be capable of evaluating the meaning and validity of their analysis or solutions within the context of real life situations. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60%, 1x3 hour written exam 40 % 1 hour practical exam Module Code: MATE321 Semester 2 16 Credits NQF-Level: 6 Title: Mathematics for Education: Linear Algebra After completion of this module, student should: demonstrate advanced knowledge, understanding and insight with respect to the solution of geometrical problems using geometrical vectors, vector operations, the linear dependency of vectors inside a three-dimensional space, bases for systems of vectors, solving systems of linear equations within real life contexts, non-linear equations and non-linear inequalities, algebraic operations with matrices and the application of these matters within the context of real-life situations; demonstrate skill in the use of applicable computer software to perform matrix operations and solve linear programs graphically; be competent to solve real-life problems using vectors, matrices and linear programming; be capable to evaluate the validity of mathematical solutions within the context of real life situations. Mode of Delivery: Full-time 107

108 Assessment Mode: Continuous assessment 60%, 1x3 hour written exam 40 % 1 hour practical exam Module Code: MATF221 Semester 2 8 Credits NQF-Level: 5/6 Title: Mathematics in Practice: Numbers, Calculations and Data Handling After completion of this module, student should: demonstrate solid knowledge of numbers, number patterns and operations, as well as elementary statistics and probability; identify number patterns in a variety of contexts, and be able to make generalisations and also be able to gather, organise, represent data; demonstrate the ability to apply this knowledge to solve real-life problems in a variety of contexts, and analyse data from a variety of contexts and use elementary statistics to communicate, critically interpret and draw conclusions from these findings, and make forecasts based on probability; demonstrate positive attitudes towards the teaching and learning of mathematics. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60%, 1x2 hour written examination 40 % 1 x 1 hours practical examination Module Code: MATF311 Semester 1 8 Credits NQF-Level: 6/7 Title: Mathematics in Practice: Geometry in Action After completion of this module, student should: demonstrate well-rounded and systematic knowledge with respect to the properties of and relationships between two- dimensional shapes and three-dimensional solids; demonstrate skills in the calculation of area of two-dimensional figures and surface area and volume of three-dimensional solids solution of real-life problems; solve real-life problems by implementing these skills, including the use of dynamic computer software (e.g. The Geometers Sketchpad); evaluate the validity of mathematical solutions within the context of real-life situations. Mode of Delivery: Full-time Assessment Mode: Continuous assessment 60%, 1x2 hour written examination 40 % Module Code: NFPD121 Semester 2 8 Credits NQF-Level: 5a Title: Numeracy Methodology After completion of this module, student should: be able to apply a refined and systematic knowledge of problem identification, critical and creative problem solutions and strategies as well as the practical implementation of numbers, calculations, patterns and forms during lesson presentation, as well as the various theories and the roles of the teacher; possess the skill to identify and analyse problems, to develop strategies and to apply effective communication in the classroom; demonstrate problem-solving skills concerning the planning and presentation of lessons and practical sessions within the context of the theory described above, employing applicable technological aids; and demonstrate the basic principles of numeracy in the classroom in an ethically accountable manner as well as the ability to communicate with learners and the community. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: NFPD211 Semester 1 8 Credits NQF-Level: 5b Title: Numeracy Methodology After completion of this module, student should: demonstrate a solid and systematic knowledge base concerning the way in which to implement and demonstrate concepts, principles and theories of the following: calculations, place values, fractions and geometry during didactic presentation of learning in Numeracy in the Foundation Phase; demonstrate the skill and competence to develop problem-solving techniques, related procedures, terminologies and strategies concerning abovementioned themes in order for effective, responsible communication skills to be applied in the classroom; acquire problem-solving skills regarding the planning and presentation of lessons during practical sessions in the context of the theory described above employing applicable technological resources; and demonstrate the basic values of numeracy that are required in the classroom context in an ethically professional manner, as well as the ability to communicate with learners and the community. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: NFPD311 Semester 1 8 Credits NQF-Level: 6 Title: Numeracy Methodology After completion of this module, student should: demonstrate a refined and thorough, systematic knowledge of problem identification, should be able to apply critical and creative strategies and solutions to problems to measurement, data handling, graphs and probability during lesson presentation; 108

109 have various skills in order to develop and implement didactic knowledge in a variety of learning strategies in order to establish effective communication in class; be able to develop further, integrated applications of knowledge and skills concerning the planning and implementation of suitable teaching strategies in order to suit the variety of learners in the classroom; and demonstrate their own ideas and opinions in an ethically accountable manner by means of well structured arguments. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: NFPD421 Semester 2 16 Credits NQF-Level: 6 Title: Numeracy Methodology After completion of this module, student should: demonstrate a refined and thorough, systematic knowledge of problem identification, demonstrate a complete knowledge and understanding of how to increase cooperative learning in Numeracy for the Foundation Phase as well as to equip learners with knowledge necessary to handle Numeracy by means of research; possess the skill to identify and analyse problems and to develop strategies to help learners with specific problems; apply knowledge and skills in an integrated manner so as to effectively apply research conducted in the area of Numeracy in order for teaching to occur; and demonstrate the ethically professional values required for Numeracy in the classroom as well as in the community. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: NFPF111 Semester 1 8 Credits NQF-Level: 5a Title: Numeracy: Introduction to Fundamental Mathematics After completion of this module, student should: have a sound and systematic knowledge of the learning Mathematics and, the necessity of higher order thinking skills in order to understand Mathematics and solve problems (in context),understand what Mathematics, number sense, classification, counting and our base-ten numeration system is teach/ facilitate Mathematics with confidence within the context of true-to-life problem solving in the Foundation Phase, interpret and assess the methods/ strategies , models and presentations of learners at school, as an interpreter and designer apply knowledge and insight on acquired teaching and learning strategies, methods and skills during the design of learning experiences in the Learning Program Numeracy in the Foundation Phase; apply teaching theories with confidence in his/ her own knowledge of Mathematics, and facilitate, interpret and mediate the solution, presentation and modeling of true-to-life problems, guide all learners at school to nurture the correct attitudes and values towards learning Mathematics. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: NFPF221 Semester 2 8 Credits NQF-Level: 5b Title: Numeracy: Fundamental Concepts in Number and Number Patterns After completion of this module, student should: demonstrate an in-depth knowledge and insight with respect to the construction of meaning, whole number, as well as fraction algorithms, representation of fractions, building understanding, estimating and application of the four main operations with whole numbers, and be able to predict the difficulties learners might experience; teach/facilitate through problem solving, in context, in the Foundation Phase, being able to understand interpret and assess learners strategies; be able to apply their knowledge of mathematics making use of learning theories, facilitating the solution of problems; accommodate all learners so that they gain positive attitudes and values towards mathematics; demonstrate how and where to implement appropriate technology to develop mathematical concepts and skills. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: NFPF321 Semester 2 16 Credits NQF-Level: 6 Title: Numeracy: More Fundamental Concepts in Number and Number Patterns and Data Handling After completion of this module, student should: demonstrate solid knowledge and insight with respect to the meaningful extension of concepts regarding fractions (common and decimal), ratios and percentages, to assist learners to develop techniques to solve real-life problems meaningfully; demonstrate solid knowledge and insight with respect to data handling and probability; teach/facilitate through problem solving, in context, in the Foundation Phase, being able to understand, interpret and assess learners strategies; be able to apply their knowledge of mathematics, making use of learning theories, facilitating the solution problems; be able to accommodate all learners so that they gain positive attitudes and values towards mathematics; demonstrate how and when to implement the pocket calculator to develop mathematical concepts and skills. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 109

110 1x3 hour written examination 50 % Module Code: NFPF411 Semester 1 8 Credits NQF-Level: 6 Title: Numeracy: More Fundamental Concepts in Number and Number Patterns and Data Handling After completion of this module, student should: demonstrate solid knowledge and insight with respect to measurement, space and shape and learning theories (e.g. Van Hieles levels of development) regarding geometry; demonstrate skills to teach/facilitate geometry through investigation and problem solving, in context, in the Foundation Phase, being able to understand, interpret and assess learners strategies and representations (models, pictures, and diagrams); be able to apply their knowledge of geometry, making use of learning theories, facilitating the solution of geometrical problems; be able to accommodate all learners so that they gain positive attitudes and values towards geometry; demonstrate how and when to implement appropriate technology (e.g., pocket calculator or computer programmes) to develop mathematical concepts and skills. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: PHSD321 Semester 2 8 Credits NQF-Level: 6 Title: Physical Sciences Methodology: FET Phase After completion of this module, student should: demonstrate a well-rounded and systematic knowledge of the following: the Physical Science teacher, policy documents applicable to the Physical Sciences, mastering of Physical Sciences, and the scientific method of investigation; identify and solve problems within the abovementioned themes and plan activities which support a comprehensive understanding of ideas, theories, principles and rules within these themes; acquire problem-solving skills concerning the planning and presentation of lessons and practical sessions within the context of the above theoretical themes by employing applicable technological resources; and demonstrate an appreciation of the ethically professional requirements for and responsibilities of the Physical Science teacher. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 %, 1x2 hour written examination 50 % Module Code: PHSD411 Semester 1 16 Credits NQF-Level: 6 Title: Physical Sciences Methodology : FET Phase After completion of this module, student should: have a comprehensive and systematic knowledge of the following: fundamental concepts, structure and logical development and coherence of the Physical Sciences; application of content and understanding of Physics and Chemistry in teaching Physical Sciences according to the national Curriculum Statement; planning (subject framework, working schedule and lesson plan); assessment and laboratory techniques; be able to identify and solve problems within these themes and to integrate these with relevant disciples, as well as plan activities that support the comprehensive understanding of ideas, theories, principles and rules within these themes in order to demonstrate insight regarding school learners alternative understanding of concepts of Natural Science and to adjust their teaching strategies accordingly; acquire problem-solving skills concerning the planning and presentation of lessons and practical sessions within the context of the above theoretical themes by employing applicable technological resources; and demonstrate an appreciation of the philosophical, ethical, moral and environmental perspectives and to apply these to contemporary issues related to the module outcomes. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 %, 1x3 hour written examination 50 % Module Code: PHSE111 Semester 1 16 Credits NQF-Level: 5a Title: Physical Sciences for Education: Basic Chemical Principles After completion of this module, student should: have a basic concept of the nature of chemistry and its position in the field of natural science, and should be able to apply and facilitate similar content contained in the school syllabus. They should also be able to interact with the content of the module by taking responsibility for their own learning, must plan and execute experiments with the necessary responsibility and safety, as well as communicate the results of experiments in report form. Student should also be able to identify various types of chemical reaction, perform stoichiometric calculations in a variety of situations, analyse matter, separate mixtures, and make ethical judgments concerning science and the environment. Method of Delivery: Full-time 110

111 Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: PHSE121 Semester 2 16 Credits NQF-Level: 5a Title: Physical Sciences for Education: Introductory Mechanics and Optics After completion of this module, student should: Outcomes of knowledge demonstrate a basic knowledge of motion, laws of motion, the energy associated with motion and the reflection and refraction of light; Outcomes of skills identify and solve relevant practical problems that are related to the motion of objects and the reflection and refraction of light; Outcomes of abilities follow a problem-solving approach in the context of the above content by using the correct technology in planning and execution of lessons and practicals; Outcomes of ethical behaviour demonstrate appreciation for the contribution of local knowledge systems to the Physical Sciences and maintain an ethically responsible attitude towards Physical Science content. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: PHSE211 Semester 1 16 Credits NQF-Level: 5b Title: Physical Sciences for Education: Advanced Mechanics and Electricity After completion of this module, student should: Outcome of knowledge demonstrate a basic knowledge of Newtons Universal Law of Gravity, rotational motion, electro-statics and electro-dynamics; Outcome of skills identify and solve relevant practical problems that are related to gravity, rotational motion of objects, electro-statics and electro-dynamics; Outcome of abilities follow a problem-solving approach in the context of the above content by using the correct technology in planning and execution of lessons and practicals; Outcome of ethical behaviour demonstrate appreciation for the contribution of local knowledge systems to the Physical Sciences and maintain an ethically responsible attitude towards Physical Science content. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: PHSE221 Semester 2 16 Credits NQF-Level: 5b Title: Physical Sciences for Education: Atom Structure and Chemical Bonding After completion of this module, student should: demonstrate a well-rounded knowledge of the following themes in Natural Science: atom structure, electron configuration, chemical bonding, intermolecular forces and the phases of matter and organic chemistry; identify and solve problems within the abovementioned themes and plan activities which support a comprehensive understanding of the ideas, theories and principles within the themes; acquire problem-solving skills concerning the planning of lessons and practicals in context of the above-mentioned theoretical themes by means of the using the correct technology; demonstrate appreciation of the contribution of indigenous knowledge systems in the pharmacological, bio-ethical issues relating to the abovementioned content and should demonstrate an ethically accountable attitude towards the content of Physical Sciences. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: PHSE311 Semester 1 16 Credits NQF-Level: 6 Title: Physical Sciences for Education: Control of Chemical Reactions After completion of this module, student should: have a fundamental knowledge of the following themes in the learning area Natural Sciences: thermodynamics and reaction rate, equilibrium, acids, bases and pH and electrochemistry, be able to identify and solve problems within these themes as well as plan activities that support the comprehensive understanding of ideas, theories, principles and rules within these themes; acquire problem-solving skills concerning the planning and presentation of lessons and practical sessions within context of the above theoretical themes by employing applicable technological resources; and demonstrate appreciation of the contribution of indigenous knowledge systems in the pharmacological, bio-ethical issues relating to the abovementioned content and should demonstrate an ethically accountable attitude towards the content of Physical Sciences. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: PHSE321 Semester 2 16 Credits NQF-Level: 6 Title: Physical Sciences for Education: Electricity and Magnetism, Oscillations and Waves After completion of this module, student should: 111

112 demonstrate a basic and systematic knowledge of magnetic fields and forces, electro-magnetic induction, oscillation and waves, interference phenomena and light quanta; identify and solve relevant practical problems that are related to electro-magnetism, oscillation and waves, interference phenomena and light quanta; follow a problem-solving approach in the context of the above, using the correct technology in planning and execution of lessons and practicals; demonstrate appreciation for the contribution of local knowledge systems to the Physical Sciences and maintain an ethically responsible attitude towards Physical Science content. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x3 hour written examination 50 % Module Code: PPSE211 Semester 1 8 Credits NQF-Level: 5b Title: Pre-Primary School Education: Literacy After completion of this module, student should: demonstrate basic knowledge, understanding and insight into the holistic development of the learner in the pre-school phase as well as the establishment of an environment at the nursery school which fosters learners maximum development; possess the skill necessary to facilitate learning in early literacy by means of stories, nursery rhymes and verses, as well as art; demonstrate competence in finding solutions in the case of learners experiencing problems in the acquisition of language; and realise the value of the development of language and art as part of early development. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: PPSE221 Semester 2 8 Credits NQF-Level: 5b Title: Pre-Primary School Education: Numeracy and Science After completion of this module, student should: demonstrate basic knowledge, understanding and insight regarding; demonstrate skills to facilitate learning with understanding; be competent to interpret and remediate solutions, models and representations when necessary; evaluate the validity. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: PPSE411 Semester 1 8 Credits NQF-Level: 6 Title: Pre-Primary School Education: Grade R After completion of this module, student should: have a well-rounded knowledge of the grade R learner and should know how to curriculate for these learners in an informal teaching/learning situation; demonstrate skills necessary to facilitate preparatory reading, writing, spelling and numeracy learning activities; demonstrate competences to find solutions in the case of learners experiencing problems relating to early literacy and numeracy; and demonstrate an appreciation of the informal approach in stimulating Grade R learners. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: PPSE421 Semester 2 8 Credits NQF-Level: 6 Title: Pre-Primary School Education: Organisation and Administration After completion of this module, student should: demonstrate a well-rounded knowledge of the following - the history of pre-school teaching and education (national and international), integration of the 8 learning areas in the development of effective programmes, assessment and parental involvement; demonstrate skills relating to the compilation and presentation of an integrated, day programme; demonstrate competence in facilitating teaching and learning events and in successfully assessing learners in the teaching learning situation; and demonstrate an appreciation of the development of pre-school education as well as the value of parental involvement. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: RESF411 Semester 1 8 Credits NQF-Level: 6 Title: Research in Education After completion of this module, student should: demonstrate systematic and comprehensive knowledge of research methodology relevant to the field of education; plan research applicable to the field of education, supported by the understanding of theoretical underpinnings; demonstrate the ability to plan and write a research proposal relevant to the field of education, giving evidence of theoretical underpinnings and using appropriate technology; demonstrate and apply basic ethical principles when conducting research in the field of education. Method of Delivery: Full-time 112

113 Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: RESF421 Semester 2 8 Credits NQF-Level: 6 Title: Research Project After completion of this module, student should: demonstrate their knowledge and skills in research that is based on a sound knowledge base of the subject theory and subject didactics principle to investigate the research problem as formulated in RESF411 by means of an applicable research design and method; the unlocking and collecting of information, the organizing and critical analysis of information to write a research report of limited scope; the final assessment of this module consists of the assessment of the research report and not the writing of a theoretical examination. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: RSTO421 Semester 2 8 Credits NQF-Level: 6 Title: Religion Studies: Introduction to world religions After completion of this module, student should: demonstrate a well-rounded and systematic knowledge of the national policy and curriculum Religion Studies; identify themes relevant for the understanding of a variety of religions, reflect critically and constructively on topical issues in a diverse religious society in South Africa and apply such insights ; research religion as a social phenomenon. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: SECF122 Semesetara 2 8 Credits Tekanyo Ya NQF: 5 Title: Setswana (M) Tlhaeletsana ya Setswana Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: supa motheo wa kitso ya melao ya mopeleto mo Setswaneng jaaka puo; supa bokgoni jwa go tlhama ditiragatso tse di nonofisang bokgoni jwa puo jwa baithuti ba kwa sekolong; supa motheo wa kitso ya teori ya ga Roman Jakobson le go e dirisa mo tlhaeletsanong ya letsatsi le letsatsi le mo sekolong; supa motheo wa kitso sa Batswana mo sethabeng sa setsontsi; supa bokgoni jwa go dirisa teori ya bokgoni jwa go reetsa le go bua. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50 % Module Code: SECF123 Semester 2 8 Credits NQF-Level: 5 Title: Setswana (NM) Communication After completion of this module, student should: demonstrate knowledge of basic vocabulary, functions, grammar and Setswana skills in selected situations and should construct knowledge of various aspects of Batswana culture; be able to apply basic vocabulary, functions, grammar and skills in order to form commands, requests and basic dialogues; demonstrate basic reading, listening, writing and speaking skills in Setswana within the school situation; and understand Batswana language and culture in order to understand and handle the multicultural situation in schools better and act in an ethically correct fashion in the teaching situation with the necessary sensitivity towards cultural differences. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: SECF412 Semesetara 1 8 Credits Tekanyo Ya NQF: 6 Title: Setswana (M) Tlhaeletsana ya Setswana Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: supetsa bokgoni jwa go tlhaeletsana ka matsetseleko mo mabakeng a a farologaneng; supa kitso e e lotaganeng ya teori ya thekesonomi ya ga Bloom le go e dirisa mo dithutong tsa sekolo tse farologaneng. supa kitso e e lotaganeng ya setso sa Batswana mo togamaanong ya sethaba se setsontsi. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50 % Module Code: SECF413 Semester 1 8 Credits NQF-Level: 6 Title: Setswana (NM) Communication After completion of this module, student should: demonstrate more advanced knowledge of basic school vocabulary, functions and skills of Setswana and must build up knowledge about different aspects of the Batswana Culture and must be able to communicate in Setswana at school; master more advanced vocabulary, functions and skills to be able to utilize them to form interrogatives and requests and basic dialogues in the school environment; have competent reading, listening, writing and speaking skills in Setswana within the school environment; grasp the Batswana language and culture to be able to understand and handle the multi-cultural situation at schools and to act ethically correct in the educational situation with the necessary sensitivity for cultural differences. Method of Delivery: Full-time 113

114 Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: SEMD211 Semesetara 1 8 Credits Tekanyo Ya NQF: 5b Title: Setswana (M) Didaktiki ya Setswana Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: supetsa kitso e e tletseng ya teori ya OBE mo phaposiborutelong; supetsa mekgwa ya go ruta le go ithuta puo ya SeAforika mo phaposiborutelong; rulaganya le go diragatsa maitemogelo a thuto mo mophatong o o rileng. supetsa go tlhaloganya dikarolo tse supa tsa morutabana. tlhama ditiragatso tsa go ithutela go nonofisa bokgoni jo bo farologaneng jwa puo; le supetsa pharologanyo magareng a puo ya gae, puo ya bobedi le ya boraro. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50 % Module Code: SEMD321 Semesetara 2 8 Credits Tekanyo Ya NQF: 6 Title: Setswana (M) Didaktiki ya Setswana Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: Go supetsa kitso e e tletseng e e rulaganeng ya mekgwa le ditsela tse di farologaneng tsa tekanyetso; Go supetsa go tlhoganya tiriso le tiragatso ya maemo a tekanyetso mo phaposiborutelong jwa thuto ya puo; Supetsa bokgoni jwa go tlhama le go tshola direkoto tsa tsotlhe tsa tekanyetso; Go supetsa bokgoni jwa rulaganya le go tlhama ditiragatso tse di nonofisang bokgoni jwa go akanya le go neela mabaka; le Go supetsa bokgoni jwa go tlhaeletsana ka Setswana se se siameng. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 %Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50 % Module Code: SEMD411 Semesetara 1 16 Credits Tekanyo Ya NQF: 6 Title: Setswana (M) Didaktiki ya Setswana Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: go supetsa kitso e e tletseng ya ditheo tsa OBE mo phaposiborutelong; go supetsa mekgwa ya go ruta le go ithuta puo ya Seaforika mo phaposiborutelong; go rulaganya le go diragatsa maitemogelo a thuto mo mophatong o o rileng; go supa go tlhaloganya dikarolo tse supa tsa morutabana; go tlhama ditiragatso tsa go ithuta go nonofisa bokgoni jwa puo mo dikgatong tse di farologaneng go supa pharologanyo magareng a puo ya gae, puo ya bobedi le ya boraro; go supetsa kitso e e lotaganeng e e rulaganeng ya mekgwa le ditsle atse di farologaneng tsa tekanyetso; go supa go tlhaloganya tiro le tiriso ya maemo a tekanyetso mo phaposiborutelong jwa puo; go supa bokgoni jwa go tlhama le go tshola direkoto tsa tekanyetso; go supa nokgoni jwa go rulaganya le tlhama ditiragatso tse di nonofisang bokgoni jwa go akanya le go neela mabaka; le supa bokgoni jwa go tlhaeletsana ka Setswana. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x3 ke 50 % Module Code: SEMD421 Semesetara 2 16 Credits Tekanyo Ya NQF: 6 Title: Setswana (M) Didaktiki ya Setswana Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: supetsa kitso e e lotaganeng e e rulaganeng ya lenaanethuto le sejulu ya tiro ya thuto ya puo ya Setswana; supetsa kitso e e lotaganeng e e rulaganeng ya diteori tsa go ruta thutapuo ka tiriso ya mekgwa ya OBE mo mophatong o o rileng; supetsa bokgoni jwa go fedisa bothata mo rulaganya maitemogelo a thuto le go dirisa didiriswa tse di maleba; supetsa le go tlhatlhoba mekgwa ya go ruta thutapuo ka tiriso ya ditlhangwa; supa bokgoni jwa go tshola thuto ya Setswana le go dirisa maemo a tekanyetso a a siameng go lekanyetsa thutapuo ya thutapuo ya Setswana le go dirisa mekgwa le ditsela tsa tekanyetso tse di maleba; supa bokgoni jwa go ruta thutapuo ka tiriso ya ditlhangwa; supetsa nonofo ya bokgoni jwa puo mo tirosong ya tlhaeletsano; supetsa bokgoni jwa go rulaganya maitemogelo a thuto a thutaitlhangwa le go a lekanyetsa; le supetsa go iteka go tsweletsa porojeke ya patlisiso mo go ruteng ditlhangwa. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x3 ke 50 % Module Code: SEME111 Semesetara 1 16 Credits Tekanyo Ya NQF: 5a Title: Setswana for Education (M) Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: Supetsa motheo wa kitso ya melebo ya ditlhangwa le go e tlhalosa; Supa melebo ya ditlhangwa e e maleba mo tshekatshekong ya setlhangwa se se rileng le go supetsa motheo wa bokgoni le bokgoni jwa go e tlhatlhoba; le Supetsa le go tlhatlhoba kgodiso ya nonofo ya history ya Setswana. MOKGWA WA GO RUTA: Full-time 114

115 MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x3 ke 50 % Module Code: SEME121 Semesetara 2 16 Credits Tekanyo Ya NQF: 5a Title: Setswana for Education (M) Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: supa kitso e e bonalang ya mefuta e e farologaneng ya dikanelo tsa ditlhangwa tsa setswana le ditema tsa tsona (tse di buiwang le tsa segompieno); supa ditema tse di maleba go setso sa Batswana mo sethabeng se se setsontsi le go di sekaseka ka go dirisa melebo e e maleba; le supetsa motheo wa kitso ya dipharologanyo magareng a kanelo e e buiwang le ya segompieno mo teng ga lemorago la setsontsi. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x3 ke 50 % Module Code: SEME211 Semesetara 1 16 Credits Tekanyo Ya NQF: 5b Title: Setswana for Education (M) Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: go supa kitso e e tletseng ya kgolo ya poko ya Setswana le go farologanya magareng a poko ya Setswana le dikanelo; go supa kitso e e tletseng ya dintlha tsa teori tsa poko le go di dirisa mo phaposiborutelong mo mephatong e e maleba; go supa bokgoni jwa go sekaseka le go tlhatlhoba poko ya Setswana ka tsenelelo ka go dirisa melebo ya ditlhangwa e e maleba; le go supa kitso e e tletseng ya mofoloji, semantiki le popapolelo ya Setswana le bokgoni jwa di ruta mo mophatong o o rileng. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x3 ke 50 % Module Code: SEME221 Semesetara 2 16 Credits Tekanyo Ya NQF: 5b Title: Setswana for Education (M) Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: go supa kitso e e tletseng ya dintlha tsa teori ya fonetiki le fonoloji ya Setswana; go bapisa le go farologanya mafoko a Setswana le dipuo tse dingwe tsa Sesotho ka sefonetiki le sefonoloji; supetsa bokgoni jwa go dumisa le go kwala mafoko a Setswana ka nepo le go a ruta mo phaposiborutelong mo mophatong o o rileng. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x3 ke 50 % Module Code: SEME311 Semesetara 1 16 Credits Tekanyo Ya NQF: 6 Title: Setswana for Education (M) Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: go supa kitso e e tletseng e e rulagantshweng ya kgolo ya nonofo ya terama ya Setswana le ditema tse farologaneng tsa dikgato tse di farologaneng tsa nonofo ya terama; go supa kitso e e tletseng e e rulagantshweng ya dintlha tsa teori terama; go supetsa bokgoni jwa go rarabolola bothata ka go rarabolola kgotlhang e e tlhagelelang mo setlhangweng sa terama; le go supetsa bokgoni jo bo tseneletseng mo go diriseng melebo ya ditlhangwa mo tshekatshekong ya ka tsenelelo ya diterama tsa Setswana. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x3 ke 50 % Module Code: SEME321 Semesetara 2 16 Credits Tekanyo Ya NQF: 6 Title: Setswana for Education (M) Morago ga go fetsa mojulu o, baithuti ba tshwanetse go: go supetsa kitso e e tletseng e e rulagantshweng ya mosola wa puo mo phaposiborutelong le mo sethabeng, bogolosegolo Setswana jaaka puo ya gae; go supetsa kitso e e tletseng e e rulagantshweng ya dintlha tsa puoloago ka go leba Setswana; go supetsa le go tlhatlhoba sebaka sa Setswana jaaka nngwe ya dipuo tsa Aforika Borwa; le go dirisa dintlha tsa teori ya melebo ya ditlhangwa mo go kwaleng dikanelo tse di khuthswane, terama kgotsa maboko a tema e e rileng. MOKGWA WA GO RUTA: Full-time MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50 % Diura tsa tlhatlhobo e e kwadiwang 1x3 ke 50 % Module Code: SMLO421 Semester 2 8 Credits NQF-Level: 6 Title: School Media Librarianship 115

116 After completion of this module, student should: demonstrate knowledge of the field, concepts, elements, roles and requirements of the school library within OBE; identify and explain the educational purposes of the school library with the focus on its integration within the OBE curriculum; use appropriate techniques in the administration, management and advocacy of a school library; design and evaluate a school library policy by using certain criteria. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: TFPF321 Semester 2 8 Credits NQF-Level: 6 Title: Technology Literacy for Foundation Phase After completion of this module, student should: demonstrate a solid knowledge of problem-solving skills by applying the design process to technological problems and needs; demonstrate a fundamental understanding of knowledge areas such as structure, processes and systems and control; demonstrate solid knowledge, understanding and values regarding the interrelationship between technology, society, economy and the environment; and demonstrate competence regarding appropriate use of information and communication technologies. Method of Delivery: Full-time Assessment Mode: Continuous assessment 50 % 1x2 hour written examination 50 % Module Code: WVOS221 Semester 2 12 Credits NQF-Level: 5b Title: Understanding the educational world On completion of this module, students should have a fundamental knowledge base of a selection of world views and ideologies and demonstrate their critical understanding through an ability to compare the nature and function, as well as different contemporary manifestations of these world views and ideologies; have the ability to understand the interrelatedness of phenomena such as occurs in natural and social systems, and from this vantage point, analyse and evaluate real life problems or case studies based on core issues of our time, such as poverty, constant change, human rights, HIV-AIDS, power abuse, corruption, racism, xenophobia, etc.; be able to articulate their personal world view and use it as a point of departure for arguing and communicating feasible solutions to core issues and problems of our time in a typical academic manner. Method of Delivery: Full-time Assessment Mode: Continuous assessment 60 % 1x2 hour written examination 40% Module Code: WVOS311 Semester 1 12 Credits NQF-Level: 6 Title: Main currents in the philosophy of Education On completion of this module, students should have a solid and systematic knowledge of the most important foundational issues in the relevant field of study and demonstrate a critical understanding of the meta-theoretical assumptions underscoring foundational issues; demonstrate knowledge and a critical understanding of specific forms of ethics that apply to the field of study, such as a personalised code of conduct or the general human rights charter, and be able to apply such forms of ethics discriminately to analyse, evaluate and pose possible solutions to some current themes or issues salient to the field of study; demonstrate the ability to analyse, synthesise and critique the assumptions on which a chosen theme or issue is based, formulate a personal opinion about the theme or issue that gives evidence of a personal coherent world view, and communicate the findings in a presentation making use of applicable technology, as well as in an evidence-based report written in a typically academic format Method of Delivery: Full-time Assessment Mode: Continuous assessment 60 % 1x2 hour written examination 40% 116

117 M.6.2. PGCEMODULEOUTCOMES ACCD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6 ACCOUNTING METHODOLOGY After completion of this module, the student should be able to: have a well-rounded and systematic knowledge base regarding lesson planning, learner programme development, teaching aids and teaching management of the methodologies of Accounting; have an informed base of understanding of key terms, rules, concepts, established principles and theories regarding the presentation of Accounting; be able to gather, organize, make a critical analysis and interpret information, to communicate information coherently and reliably, both individually or as part of a group; be able to select information and develop the necessary presentation skills using appropriate technologies according to generally accepted accounting practice (GAAP). MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3 hour written examination 50% ARTD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6 ART METHODOLOGY After completion of this module, the student should be able to: prove that he/she has reached a broad and significant knowledge of and insight into art-theoretical aspects and subject during the completion of his/her degree; apply this knowledge and insight to all areas of art history and theory, in a teaching and learning environment in a critical, sensible and integrated way, in both the Senior Phase/FET and the learning area Arts and Culture. critically evaluate and analyse different models of art education, and apply these models in a competent and independent way in order to contribute to the comprehension and enjoyment of the subject (Micro lessons, class presentations and practical teaching); prove that he/she has reached an advanced level of technical and practical skills and knowledge, and that he/she can apply this knowledge to the advantage of the practical assignments and products of learners, and also prove that he/she can plan and manage such tasks within a realistic time span, using available space and materials within the context of a teaching/learning situation in the Senior Phase; show an ability to apply the specific didactical details of Art (Senior Phase) in a lesson, and to prove an ability to plan and use integrated and relevant components of Art in the FET/Senior Phase and to use it within the context of the NCS (Class presentations, assignments, exams, micro-lessons and practical teaching). evaluate art works, theories and models of art analysis, according to a sound value system, taking into account the sensitivity of certain components of art, cultural differences and actualities; proving a capacity and competency to choose subject content and lessons based on ethical and responsible behaviour, in Senior Phase/FET as well as learning area Arts and Culture. prove that he/she has a well-established outlook on life and on the world that will be reflected in their ability to apply an inclusive and integrated method of art teaching within a culturally and linguistically diverse education system (micro-lessons, practical teaching, class presentations, exams, research and assignments). MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% BSTD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6 BUSINESS STUDIES METHODOLOGY After completion of this module, the student should be able to: demonstrate a comprehensive and systematic knowledge base of the National Curriculum Statement applicable to Business Studies in the FET phase, teacher portfolios, learning programmes and assessment; identify themes relevant to the National Curriculum Statement applicable to Business Studies in the FET phase and plan activities supporting the coherent understanding of concepts, ideas, theories, principles and rules; use unknown and abstract information in this regard by using graphs and theory driven arguments; effectively use IT skills to collect, organize, critically analyse and to interpret; demonstrate problem-solving abilities to plan and present lessons for specific application to Business Studies, using appropriate technologies, unknown and abstract information, graphs and theory driven arguments and IT skills to collect, organize, critically analyse and to interpret, giving evidence of theoretical underpinning; and effectively communicate Business Studies didactical aspects ethically, coherently and reliably to learners in the classroom situation by using individual or group methods MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% CATD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6 COMPUTER APPLICATION TECHNOLOGY METHODOLOGY After completion of this module, the student should be able to: 117

118 demonstrate comprehensive and systematic knowledge of appropriate policy documents of Computer Application Technology in the FET phase; demonstrate profound practical skills in the planning, presentation and assessment of both theoretical and practical CAT lessons; demonstrate the ability to facilitate teaching and learning OBE Computer Application Technology in the FET phase; demonstrate and evaluate the ethical use of different learning material for CAT MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% COMF511 SEMESTER: 1 CREDITS: 8 NQF-LEVEL: 6 COMPUTERS IN EDUCATION Upon completion of this module, the student should be able to: demonstrate a sound knowledge of e-Education and the Policy on e-Education; demonstrate knowledge and practical skills of ICT integration in schools; demonstrate profound problem-solving abilities to plan computer-integrated lessons; and demonstrate and evaluate ethical and moral aspects regarding the use of computers in education. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x2-hour written examination 50% ECOD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6 ECONOMICS METHODOLOGY Upon completion of this module the learner should be able to: illustrate and apply comprehensive and systematic knowledge of the National Curriculum Statement and other related educational policy documents for grades 10-12 and display an informed and critical understanding of the principles and theories with regard to classroom management, creative teaching and active learning in the Economics classroom in the context of postgraduate education; execute critical analyses, syntheses and evaluations of quantitative and qualitative information with regard to classroom administration, classroom organisation and record-keeping; effectively present academically professional information with regard to assessment of Economics teaching, as well as plan and prepare Economics lessons using his/her IT-skills and communicate coherently and creditably as an individual or as part of a group; and use the knowledge and skills mastered in this module effectively to present the subject Economics to grade 10-12 learners using the Outcomes-based Educational approach and implement norms and values prescribed by the Education Department. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% EDCC511 SEMESTER: 1 CREDITS: 8 NQF-LEVEL: 6 EDUCATION THEORY After completion of this module the student should be able to: develop a broad understanding of the range of education theories, ideas and concepts that mark the current social science and educational landscape; develop a basic level of competence to apply the major education theories, ideas and concepts within their future educational practices as professional educators working in various contexts (schools, clinics, colleges, universities, parastatals, NGOs, developmental organizations and government); develop an ability to apply theoretical understanding to the conduct of basic research in education and to extend their theoretical insights based on the results of empirical inquiry. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x2-hour written examination 50% EDCC512 SEMESTER: 1 CREDITS: 8 NQF-LEVEL: 6 ASSESSMENT After completion of this module the student should be able to: demonstrate an understanding of outcomes-based assessment theoretical underpinning; demonstrate understanding and application of integrated assessment; demonstrate understanding of inclusively mainstream curriculum and the ordinary classroom environment; demonstrate an ability to plan for teaching, learning and assessment within an OBE approach; demonstrate the ability to conduct outcomes-based assessment; demonstrate an understanding and application of recording, recordkeeping and reporting within an OBE approach; demonstrate the ability to review assessment. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% Portfolio assessment 50% 118

119 EDCC513 SEMESTER: 1 CREDITS: 8 NQF-LEVEL: 6 PROFESSIONAL STUDIES After completion of this module, the student should be able to: demonstrate fundamental knowledge regarding the theoretical underpinnings and principles of an outcomes-based curriculum; identify and explain the components of an outcomes-based curriculum cycle; interpret the outcomes-based National Curriculum Statement and other related policies; design a learning programme, work schedule and lesson plan using OBE principles; demonstrate fundamental knowledge and skills in the selection, planning and implementation of direct and indirect teaching strategies and related instructional skills and teaching methods; develop his/her own strategic teaching-learning approach; develop and manage professional portfolios; apply appropriate knowledge, skills and attitudes in teaching practice. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x2-hour written examination 50% EDCC521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6 EDUCATIONAL PSYCHOLOGY After completion of this module, the student should be able to: demonstrate fundamental knowledge of the theoretical underpinnings of educational and community psychology as well as the ecosystemic perspective; act as an agent of change by integrating the theoretical underpinnings of educational and community psychology as well as the ecosystemic perspective in their education practice; demonstrate well-rounded (fundamental & in-depth) knowledge of health promotion in diverse educational settings; demonstrate fundamental knowledge of Inclusive Education and integrate this knowledge to create environments that value all learners; understand the learner as a developing person from the ecosystemic perspective; critically reflect on interpersonal dynamics in educational settings MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% EDCC522 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6 EDUCATION LAW, SYSTEMS AND ADMINISTRATION After completion of this module, the student should be able to: contribute to quality education in a diverse community; have a deep knowledge and understanding of the nature and aims of the South African education system; function within this education system to the advantage of the South African community and to contribute to the solution of challenges; have the ability to integrate education management theory and practice to develop professional classroom management skills in a diverse and changing national and international context; demonstrate knowledge and understanding of education law principles, and the ability to interpret and apply legislation and policy correctly in order to become responsible, independent and a contributing member of the professional education community; have the ability to assess external influences on the education system and the classroom in order to develop critical, creative and reflective problem-solving skills within an educational and societal context by assessing external influences on the education system and the classroom. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% EDCC523 SEMESTER: 2 CREDITS: 8 NQF-LEVEL: 6 PROFESSIONAL STUDIES After completion of this module, the student should be able to: Apply theoretical knowledge, practical skills and the required attitudes in teaching practice; demonstrate knowledge of & insight into ethical aspects of the teaching profession and the SACE Code of Conduct; demonstrate knowledge and understanding of the complexity of classroom discipline; and identify, make, integrate and evaluate media in the teaching-learning situation. MODE OF DELIVERY: Full-time Participation mark 30 % Practical Teaching 40 % ASSESSMENT MODE: Theoretical examination 30 % ENGD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6 ENGLISH METHODOLOGY 119

120 After completion of this module, the student should be able to: apply OBE principles (outcome of the generic module EDCC512) in the different phases at school level for teaching English and to interpret learning outcomes for the outcomes of each phase; demonstrate systematic and comprehensive skills in the planning and execution of English lessons, integration with other learning areas and interpretation of the NCS; demonstrate sophisticated competence as educator and in the selection of appropriate learning material and teaching strategies for all phases; demonstrate refined and cultivated values regarding the English language teaching profession, and showing responsibility towards learners and the community. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% ENGD521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6 ENGLISH METHODOLOGY After completion of this module, the student should be able to: demonstrate comprehensive knowledge of principles regarding the planning of lessons for teaching of English First Additional Language for Senior and FET Phases; demonstrate systematic and comprehensive skills in the planning and execution of English lessons and learning programmes; integration of other subjects; interpretation of the NCS with regard to the learning outcomes and assessment standards set per grade in the Senior and FET Phases; demonstrate sophisticated competence as educator and in the selection of appropriate learning material and teaching strategies for Senior and FET Phases; demonstrate refined and cultivated values regarding the English language teaching profession and show responsibility towards learners and the community MODE OF DELIVERY: Full-time Continuous assessment 50% ASSESSMENT MODE: 1x3-hour written examination 50% GEOD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6 GEOGRAPHY METHODOLOGY After completion of this module, the student should be able to: have thorough and systematic knowledge to apply integrated, specific skills to design and effectively implement Geography learning experiences; integrate theory and practical components with regard to curriculum development and act as a curriculum planner; distinguish between the different teaching and learning approaches, styles, strategies, methods and techniques and to evaluate which of these are specifically the most effective learning content in Geography, and subsequently implementing these in a creative, logical and systematic manner; demonstrate a thorough and systematic knowledge in applying integrated critical skills to ensure that correct summative and formative continuous assessment methods, techniques, testing and examining of Geography knowledge are correctly implemented; analyse and implement the effective management and organization of a Geography classroom, as well as the management and evaluation of the Geography department and personnel. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50%; 1x3-hour written examination 50% HISD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6 HISTORY METHODOLOGY After completion of this module, the student should be able to: demonstrate extended & systematic knowledge of methodology of History in context of National Curriculum Statement; demonstrate extended skills in the analysis and synthesis of sources, the planning, design and implementation of various assessment strategies, the design of tests, examination papers and memoranda, as well as year planning (learning programmes and working schedules); demonstrate competence in analysing and synthesising sources and the ability to plan practically, to design and implement various assessment strategies, to set tests, examination papers and memoranda as well as to conduct year planning (learner programmes and working schedules); and demonstrate values of an ethically professional nature with regard to the interpretation of historical facts, which should always be true and contextual, in accordance with the Manifesto on Values, Education and Democracy. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50%; 1x3-hour written examination 50% INTD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6 INFORMATION TECHNOLOGY METHODOLOGY After completion of this module, the student should be able to: demonstrate comprehensive knowledge of departmental policy documents on Information Technology in the FET 120

121 phase, learning programmes and work schedules in applicable learning contexts, a variety of assessment techniques, methods and instruments applicable to Information Technology, as well as learning material for Information Technology and the organisation and administration of a computer centre; demonstrate profound skills in analysing, interpreting and applying departmental policy documents to Information Technology in the FET phase, the planning, presentation and evaluation of both theoretical and practical lessons and the planning, implementation and evaluation of the principles of assessment in IT; demonstrate the ability to implement and apply learning contexts and learning programmes to enhance effective learning in Information Technology and to develop applicable learning activities to measure learners attainment of specific assessment standards; and demonstrate the ability to evaluate and debate the profile of the ideal Information Technology facilitator. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% LAAD521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6 LEARNING AREA ARTS AND CULTURE METHODOLOGY After completion of this module, the student should be able to: demonstrate a comprehensive and systematic knowledge base and a coherent and critical understanding of integrated arts education, multicultural arts education and inclusive arts education; critically analyse, synthesize and independently evaluate different models for integrating the Arts in the learning area Arts and Culture in the Senior Phase; demonstrate an ability to identify, analyse and deal with complex and/or real world problems in applying genres, which are inherently integrated, such as theatre and musical storytelling; evaluate all opinions from ones own well-established worldview while teaching inclusive arts education in the learning area Arts and Culture during micro-lessons and in practical teaching and be aware of social and ethical implications of applying knowledge in a certain context. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% LABD521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6 LEARNING AREA ECONOMIC AND MANAGEMENT SCIENCES METHODOLOGY After completion of this module, the student should be able to: demonstrate in-depth knowledge and understanding of the National Curriculum Statement applicable to the learning area Economic and Management Science in the Senior Phase with regards to key terms, rules, concepts, principles and theories in this regard; identify themes, plan activities supporting the coherent understanding of concepts, ideas, theories, principles ; rules; use known and abstract information by using graphs and theory driven arguments, and effectively use IT skills to collect, organize, critically analyse and to interpret; demonstrate problem-solving abilities to plan and present lessons for specific application to EMS; effectively communicate EMS didactical aspects ethically, coherently and reliably to learners in the classroom situation by using individual or group methods; to plan, prepare and present a lesson according to the learning outcomes and assessment standards included in the National Curriculum statement for the senior phase. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% LAND521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6 LEARNING AREA NATURAL SCIENCES METHODOLOGY After completion of this module, the student should be able to: demonstrate a comprehensive and systematic knowledge of the learning area Natural Science in the context of OBE concerning the following: facilitation in the Intermediate Phase, didactic principles of Natural Science education and the learning area Natural Sciences laboratory; identify and solve problems within the themes mentioned above, and plan activities which support a comprehensive understanding of ideas, theories, principles and rules within these themes; act in a problem-solving manner, in the planning and presentation of lessons and practical sessions within the context of the abovementioned theoretical themes by using applicable technological resources; and demonstrate an appreciation of the contribution made by indigenous knowledge systems to educational issues concerning the abovementioned content as well as demonstrate an ethical professional attitude and behaviour towards the content of Natural Science. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x2-hour written examination 50% LASD521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6 LEARNING AREA SOCIAL SCIENCES METHODOLOGY After completion of this module, the student should be able to: understand the place of Social Sciences within OBE, and explain the place of History and Geography respectively 121

122 within the Social Sciences; creatively apply a source-based approach in the learning area of Social Sciences; demonstrate knowledge and skills to implement a learning experience in Geography and History as sub-disciplines of Social Sciences and prove that they are skilled to use different teaching techniques, including information and communications technology in Social Sciences; demonstrate general teaching approaches in learning experiences of Social Sciences; explain the role of environmental value education in the school curriculum and indicate how this can contribute towards the moral development of individual learners and the community as well as the implementation of this in learning experiences of Social Sciences; creatively design suitable learning experiences, work sheets, assessment rubrics, tests/exams and memoranda regarding synoptic weather maps, topographic maps and aerial maps according to OBE and geographical didactical principles, as well as efficiently integrating other learning areas GEOD 511 en HISD 511. have the necessary knowledge and skills to construct and use graphs and diagrams in Social Sciences and integrate these in suitable themes in Social Sciences. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x2-hour written examination 50% LIFD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6 LIFE SCIENCES METHODOLOGY After completion of this module, the student should be able to: design a learning programme (subject framework, work schedule and lesson plans) and assessment instruments, apply laboratory techniques in Life Sciences and apply Environmental Education in Life Sciences; identify and solve problems within the above themes as well as plan activities that support the comprehensive understanding of ideas, theories and principles and rules within the themes; use problem-solving abilities regarding the planning and presentation of lessons and practical sessions within the context of the theoretical themes mentioned above by, amongst others, the use of suitable technological aids; display an appreciation for the contribution that indigenous knowledge systems play in pharmacology, bio-ethical issues in the above content and the ethical accountability towards the content of the Living Sciences. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% LIFF 521 SEMESTER 2 CREDITS: 12 NQF-LEVEL: 6 LIFE SKILLS After completion of this module, the student should be able to: Demonstrate fundamental knowledge of issues relating to delivery, HIV/AIDS, values and environmental education . Demonstrate an understanding of appropriate skills, attitude and values to contribute and maintain a healthy environment. Integrate HIV/AIDS, diversity, values and environmental education in the classroom. MODE OF DELIVERY Full-time ASSESSMENT MODE Continuous assessment 50% 1x2-hour written examination 50% LLOD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6 LEARNING AREA LIFE ORIENTATION METHODOLOGY After completion of this module, the student should be able to: Demonstrate a comprehensive & systematic knowledge base of terminology, rules, concepts, principles, theories, methods and strategies pertaining to presentation of the four focus areas of Life Orientation in Senior& FET phase. Demonstrate an ability to interpret, convert, evaluate and apply essential theories, text, methods and strategies pertaining to the presentation of Life Orientation in the Senior and FET phase. Demonstrate the ability to attained knowledge to solve unfamiliar, concrete and abstract problems pertaining to the planning and implementation of Life Orientation learning programmes for the Senior and FET Phase, using appropriate technological skills and giving evidence of theoretical underpinning; act ethically responsible and value-driven in all circumstances and forms of communication, written as well as orally, related to the planning and presentation of Life Orientation in the Senior and FET phase. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% LLOD521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6 LEARNING AREA LIFE ORIENTATION METHODOLOGY After completion of this module, the student should be able to: Apply the outcomes for social development and citizenship in such a way that it will encourage learner-centred and activity-based learning activities and to identify the critical as well as the specific outcomes for the grades you are being trained for and motivate the rationale for them; motivate self-knowledge and career knowledge as the two major components of career planning, indicate the process of obtaining information on job opportunities and evaluate these aspects in learners by means of questionnaires and self-help instruments; apply and practise health promotion and personal wellbeing so as to promote learner-centred and associated 122

123 activity in the classroom situation; evaluate inclusive teaching on the basis of personality traits and personal development aspects; apply and practice physical development and physical education so as to encourage learner-centred and associated activities in the classroom situation. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% MATD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6 MATHEMATICS METHODOLOGY After completion of this module, the student should be able to: demonstrate comprehensive knowledge, insight and skills regarding the learning and teaching of mathematics worldwide, assessment of and for the learning of mathematics, the effective use of technology in the teaching and learning of school mathematics, the value of mathematics in real life. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% MATD521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6 MATHEMATICS METHODOLOGY After completion of this module, the student should be able to: apply conceptual and pedagogical knowledge, insight and skills regarding the content and structure of the Mathematics Curriculum applicable to the Senior Phase and FET band; the implementation of Mathematical Literacy as a compulsory subject in the FET band; the effective teaching of mathematics in multilingual classrooms; the value of mathematics in real life. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% PHSD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6 PHYSICAL SCIENCES METHODOLOGY After completion of this module, the student should be able to: demonstrate the knowledge and skills they have acquired with regard to the integration of pedagogical content knowledge and physical sciences content knowledge, progression of content knowledge and process skills of Physical Science from grade 7 to 12, Nature of Science and its relationships to technology, society and the environment, learning theories and teaching strategies as implemented in Physical Sciences, assessment models in Physical sciences, and laboratory management. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% RSVD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6 RELIGION STUDIES METHODOLOGY After completion of this module, the student should be able to: identify relevant theories for the comparison and comprehension of various religions; reflect upon essential questions critically and constructively for the diverse religious community within South Africa and the practical implementation thereof in the classroom. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x2-hour written examination 50% SEMD511 SEMESETARA: 1 CREDITS: 12 TEKANYO YA NQF: 6 SETSWANA METHODOLOGY (MOTHER TONGUE) Kwa bokhutlong jwa mojulu o, moithuti o tshwanets go: go tlhama ditiragatso tsa go ithuta go nonofisa bokgoni jwa puo mo dikgatong tse di farologaneng; go supetsa kitso e e lotaganeng e e rulaganeng le go bopa lenaanethuto le sejulu ya tiro ya thuto ya Setswana ya mephato e e farologaneng; go supetsa le go tlhalosa mekgwa e e farologaneng e e maleba ya tekanyetso ya thuto ya Puo; go tlhama le go tshola direkoto tsa tekanyetso; go go sekaseka le go anaanela ditokomane tsa Lefapha la thuto tse di maleba le thuto ya Dipuo; go supetsa go tlhaloganya dikarolo tse supa tsa morutabana, bogolosegolo yo o rutang Dipuo. MOKGWA WA GO RUTA: Ka Kopano mo khampaseng MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50%Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50% SEMD521 SEMESETARA: 2 CREDITS: 12 TEKANYO YA NQF: 6 SETSWANA METHODOLOGY (MOTHER TONGUE) 123

124 Kwa bokhutlong jwa mojulu o, moithuti o tshwanets go: go tlhama ditiragatso tsa go ithuta go nonofisa bokgoni jwa puo mo dikgatong tse di farologaneng; go supetsa kitso e e lotaganeng e e rulaganeng le go bopa lenaanethuto le sejulu ya tiro ya thuto ya Setswana ya mephato e e farologaneng; go supetsa le go tlhalosa mekgwa e e farologaneng e e maleba ya tekanyetso ya thuto ya Puo; go tlhama le go tshola direkoto tsa tekanyetso; go go sekaseka le go anaanela ditokomane tsa Lefapha la thuto tse di maleba le thuto ya Dipuo; go supetsa go tlhaloganya dikarolo tse supa tsa morutabana, bogolosegolo yo o rutang Dipuo. MOKGWA WA GO RUTA: Ka Kopano mo khampaseng MEKGWA YA GO TLHATLHOBA: Tlhatlhobo e e tswelelang 50%Diura tsa tlhatlhobo e e kwadiwang 1x2 ke 50% TECD521 SEMESTER: 2 CREDITS: 12 NQF-LEVEL: 6 LEARNING AREA TECHNOLOGY METHODOLOGY After completion of this module, the student should be able to: demonstrate fundamental knowledge of NCS document with regard to learning area Technology; apply interpretation & designing skills in development & planning of learning programmes, work schedules & lesson planning; show a comprehensive understanding of different teaching-learning and assessment strategies that are appropriate for the learning area Technology; demonstrate an understanding of the nature of organizing and managing a practical technology class room and workshop, including safety aspects relevant to practical technology tasks; apply relevant knowledge and skills in the practical teaching of the learning area Technology. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% TGNO511 SEMESTER: 1 CREDITS: 8 NQF-LEVEL: 6 TECHNOLOGY After completion of this module, the student should be able to: demonstrate problem-solving skills, critical and creative thinking during the application of the design process to technological problems and needs in real life; demonstrate a fundamental understanding of, and the ability to apply appropriate technological knowledge, skills and values; demonstrate a critical understanding and appreciation of the interrelationship of technology, society, economy and the environment ; demonstrate the application of the attained knowledge and skills and fulfil the role of technology learning mediator. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x2-hour written examination 50% TGNO521 SEMESTER: 1 CREDITS: 8 NQF-LEVEL: 6 TECHNOLOGY After completion of this module, the student should be able to: demonstrate a basic knowledge of the learning area Technology in the South African School system; demonstrate a comprehensive knowledge of all the three outcomes and assessment standards in the Senior Phase, including structures, systems and control and processing; demonstrate the principles of outcomes-based assessment in the learning area Technology for the Senior Phase; apply the problem-solving and creative approach to the learning area Technology and the unique methodology thereof in the Senior Phase. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x2-hour written examination 50% TRVD511 SEMESTER: 1 CREDITS: 12 NQF-LEVEL: 6 TOURISM METHODOLOGY After completion of this module, the student should be able to: demonstrate knowledge of OBE principles; the content of the NCS Tourism; the interpretation of learning outcomes and assessment standards of Tourism in the FET phase; demonstrate skills in the planning of lessons as part of the learning programme of Tourism, in developing learning and assessment activities; integration with other learning areas; interpretation of the NCS; demonstrate competence in the selection of appropriate learning material and teaching strategies for the FET phase; in designing assessment activities in line with the assessment standards; demonstrate ethical values and norms regarding the community, and demonstrate responsibility towards the environment and respect for cultural diversity. MODE OF DELIVERY: Full-time ASSESSMENT MODE: Continuous assessment 50% 1x3-hour written examination 50% 124

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126 M.7 ACEMODULEOUTCOMES Module code: ASDK 522 Semester 2 16 credits NQF level: 6 Title: Applied Subject Didactical Aspects of English Module outcomes: After successful completion of this module the student should: demonstrate knowledge and understanding of the theories that explain how each of the language skills develops; interpret and implement a variety of teaching methods and techniques to teach the language arts; design instructional language activities and materials that provide learners with adequate experiences to achieve the learning outcomes; order instructional language activities into coherent lesson plans; identify and formulate learning outcomes to teach the language arts; know and implement assessment standards, tools and techniques to assess the language arts; develop teaching programmes within the framework of OBE; and project professional and ethical values in all educational operations. Method of delivery: Open Distance Learning, Cedar College, APEE Methods of Assessment: Formative (40%) and Summative (examination) 60% Module code: ATEK 511 Semester 1 16 credits NQF level: 6 Title: Advanced Thematic Studies for English in Education Module outcomes: After successful completion of this module the student should: demonstrate advanced knowledge and skills regarding English as an academic subject; demonstrate ability to read and analyse literary texts from different genres and construct coherent and logical arguments in his/her discussion of these works; and demonstrate understanding of the role played by literature in the life of citizens in South African society and integrate knowledge of literature and the grammar of English in the teaching of English as a first or additional language. Method of delivery: Open Distance Learning, Cedar College, APEE Methods of Assessment: Formative (40%) and Summative (examination) 60% Module code: CDEK 511 Semester 1 16 credits NQF level: 6 Title: Construction and Deconstruction in English Education Module outcomes: After successful completion of this module the student should: demonstrate advanced knowledge of the grammar and linguistics of the English language; as subject specialist, apply knowledge of syntax, semantics, phonology and morphology of English to teach English as a first or additional language; and demonstrate ability to construct meaning and form opinions by critically examining different meanings of literary texts and to integrate this knowledge in their teaching of English as a first or additional language. Method of delivery: Open Distance Learning, Cedar College, APEE Methods of Assessment: Formative (40%) and Summative (examination) 60% Module code: EDDM 511/521 Semester 1 or 2 12 credits NQF level: 6 Title: Basic classroom research Learning outcomes: On successful completion of this module students will be able to: Identify and explain the basic principles regarding research generally and classroom research in particular. Demonstrate knowledge understanding of common problems that teachers face in their daily tasks. Isolate classroom problems that demand research and understanding Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: EDIM 511 Semester 1 12 credits NQF level: 6 Title: Familiarity with technology education Learning outcomes: Students should be able to: Define technology and its goals within the educational system. Define the design process and how to develop technological capability. Describe technology as a system. List and describe the parts of a system Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: EDIM 512 Semester 1 12 credits NQF level: 6 Title: Resources and Technology 126

127 Learning outcomes: Students should be able to: Discuss humans as tool makers and tool users. Identify the difference between a tool, mechanism and machine. Describe the type of tools used in many areas of society. List, describe and give examples of major types of primary tools. Describe the use of the lever and wheel and axle as force multipliers. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: EDIM 513 Semester 1 12 credits NQF level: 6 Title: Materials, graphics and technology Learning outcomes: Students should be able to: Describe and identify natural materials in engineering. Describe the difference between renewable and exhaustible materials. Explain major ways to process raw material. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: EDIM 524 Semester 2 12 credits NQF level: 6 Title: Technology, people and society Learning outcomes: Students will know about: Characteristics of individuals in a technological world. Skills and how they may suit a person for a particular job. Technology, people and society. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: EDIM 525 Semester 2 12 credits NQF level: 6 Title: Energy and technology Learning outcomes: Learners should be able to demonstrate a broad general knowledge of energy sources and the use of controlled energy (power). Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: EDIM 526 Semester 2 24 credits NQF level: 6 Title: Teaching and learning strategies for Technology education Learning outcomes: Learners should be able to: OBE and the National Curriculum statement. Lesson planning and presentation. Developing teaching strategies. Instructional skills for technology. Practical work in technology. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: EDIM 579 Semester 1 & 2 24 credits NQF level: 6 Title: Guided field project Technology education Learning outcomes: Students should be able to: Practise newly acquired knowledge. Develop and write out a mini project on technology education. Show improvement in their teaching. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: 1 Assignment & Examination Module code: ETTM 511 Semester 1 12 credits NQF level: 6 Title: Basic computer literacy Learning outcomes: On the successful completion of this module, students will: Demonstrate basic knowledge about the evolution of computers. Demonstrate the application of computers as instructional tools. Demonstrate basic knowledge of multimedia system. Demonstrate knowledge about computer professionals code of ethics. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination 127

128 Module code: EUCE 511 Title: End User Computing for Educators Learning outcomes: Learners should be able to: - Define a computer - Name and describe the various component of a computer - Demonstrate effective and efficient use of a word processor program - Demonstrate effective and efficient use of a spreadsheet program - Demonstrate effective and efficient use of a graphics program - Demonstrate effective and efficient use of an email program - Demonstrate effective and efficient use of a browser ans seacrh engines - Understand and explain the use of computers in education and - Understand and explain aspects regarding the safe ethical use of computers Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: FSET 511 Semester 1 8 credits NQF level: 6 Title: Foundation studies in education Learning outcomes: After completion of this module the student should: be able to relate his/her knowledge systematically to the micro and macro factors influencing the development of education throughout the course of history; demonstrate the ability to relate the history of education and the influencing factors to a personal philosophy of education, giving evidence by means of examples from the teaching practice; have the ability to research and report on the difference between political democracy and democratic education, and critically and independently evaluate the complexity of democratic education in the classroom with specific reference to discrimination in various forms; be able to interpret and offer solutions to complex problems relating to the demands placed by democracy on the moral capacity of teachers and students, their perception of their moral duty, and the complexities of establishing values in South African schools. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment 1 Assignment & Examination Module code: HIVA 521 Semester 2 8 credits NQF level: 6 Title: HIV/AIDS: Legislation, counselling and support Learning outcomes: After successfully completing the module the student should be able to: demonstrate an understanding regarding legislation relevant to the handling of HIV/AIDS in the school context, to know the rights and obligations of HIV/AIDS positive learners and teachers as well to promote the protection of learners and educators within the school context; display the skill in compiling guidelines for establishing an accountable healthy school environment for learners with HIV / AIDS; develop and demonstrate acquired knowledge and skills to become skilled in care and counselling of HIV/AIDS; and develop skills to be able to design and co-ordinate an individual educational support programme to support the learner with HIV/AIDS. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: LOBO 571 Semester 1 & 2 32 credits NQF level: 6 Title: Citizenship education Learning outcomes: On completion of this module the student should be able to demonstrate his/her understanding of responsible citizenship and the role of the community in learning and teaching and building an inclusive society. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: LOCK 571 Semester 1 & 2 32 credits NQF level: 6 Title: Personal well-being: Physical health and recreation Learning outcomes: After completion of this module the student should be able to establish a relationship between life skills and education, and demonstrate insight with regard to particular aspects of Personal Well- Being. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: LOHA 571 Semester 1 & 2 32 credits NQF level: 6 Title: Personal well-being: Health and AIDS 128

129 Learning outcomes: After completion of this module the student should be able to demonstrate knowledge, skills and sound educational values in the teaching of learners to understand and apply health awareness regarding sound nutrition, skin care, obesity, physical activity, drugs and sexual transmitted diseases and HIV/AIDS. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: LSDL 528 Semester 2 16 credits NQF level: 6 Title: Disabilities and learning difficulties in education Learning outcomes:Oncompletionofthismodule,thestudentshouldbeableto: demonstrate understanding of disabilities and learning difficulties as barriers to learning, such as physical and intellectual disabilities, reading difficulties, mathematical difficulties, etc.; recognize the learning differences that individual learners bring to the classroom and how these learning differences could facilitate learning and teaching support practices and processes; and realise the role of the educator, the school the family and the community in ensuring that all learners experiencing these and other barriers to learning have access to the curriculum. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: LSED 518 Semester 1 16 credits NQF level: 6 Title: Emotional and other difficulties in education Learning outcomes:Oncompletionofthismodule,thestudentshouldbeableto: demonstrate understanding of learners experiencing emotional and other difficulties such as, communication difficulties, challenging behaviour etc. realise the role of the educator, the school, the family, and the community in supporting learners experiencing these and other barriers to learning apply basic counselling principles and skills in supporting learners experiencing emotional and other barriers to learning. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: LSIE 518 Semester 1 16 credits NQF level: 6 Title: Inclusive education: A policy perspective Learning outcomes:Oncompletionofthismodule,thestudentshouldbeableto: demonstrate understanding of the inclusive education Policy (Education White Paper 6), with specific reference to the proposed support structures and the concept of barriers to learning and development; apply school-based support to learners experiencing barriers to learning by means of an integrated team approach; and understand and apply curriculum differentiation and assessment strategies in an inclusive classroom. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: LSSH 528 Semester 2 16 credits NQF level: 6 Title: Social and health issues in education Learning outcomes:Oncompletionofthismodule,thestudentshouldbeableto: demonstrate understanding of learners experiencing social and health barriers to learning such as the HIV/AIDS pandemic, violence in schools, etc.; apply a health promoting approach in school and class context to support learners experiencing barriers to learning; and realise the role of the educator, the school, the family, and the community in supporting learners experiencing these and other barriers to learning. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: MLED 572 Semester 1 & 2 32 credits NQF level: 6 Title: Didactics of Mathematical literacy Learning outcomes: After completion of this module the learner should be able to apply thorough knowledge and insight with respect to the content and structure of the mathematical literacy curriculum in the planning and execution of teaching-learning opportunities in outcomes-based classrooms, including the development and use of teaching-learning media, as well as integrated assessment. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative and summative assessment & Examination 129

130 Module code: MLED 574 Semester 1 + 2 32 credits NQF level: 6 Title: Mathematical literacy in context Learning outcomes: After completion of this module the student is expected to demonstrate thorough knowledge and acquired insight into mathematical literacy with respect to the historical development of mathematics, and the use of mathematics in the world of work, everyday life and in various cultures; including ethno mathematics. Method of delivery: Off-campus (Open Distance Learning) Module code: MLED 575 Sem 1 & 2 32 credits NQF level: 6 Title: Mathematics in Context I Module outcomes: After successful completion of this module the student should: demonstrate a well-rounded ability in and systematic approach to select relevant real-life and simulated contexts in which to embed a fundamental knowledge of numbers; demonstrate problem solving abilities by applying a fundamental knowledge of numbers in the mathematisation of real-life and simulated contexts; demonstrate appreciation for the role that a fundamental knowledge of numbers plays as a tool to make sense of real-life and simulated contexts; evaluate the validity and applicability of mathematical solutions within real-life and simulated contexts and express a value judgment regarding the place of numbers within the broader framework of mathematical literacy; demonstrate a well-rounded ability in and systematic approach to select relevant real-life contexts in which to embed a fundamental knowledge of statistics and probability; demonstrate problem solving abilities by applying a fundamental knowledge of statistics and probability in the mathematisation of real-life situations; demonstrate appreciation for the role that fundamental knowledge of statistics and probability play as a tool to make sense of real-life and simulated contexts; and evaluate the validity and applicability of mathematical solutions within real-life and simulated contexts and express a value judgment regarding the place of statistics and probability within the broader framework of mathematical literacy. Method of delivery: ODL, APEE Methods of Assessment: Formative (40%) and Summative (examination) 60% Module code: MLED 576 Sem 1 & 2 32 credits NQF level: 6 Title: Mathematics in Context II Module outcomes: After successful completion of this module the student should demonstrate a well-rounded ability in and systematic approach to select relevant real-life and simulated contexts in which to embed a fundamental knowledge of functions; demonstrate problem solving abilities by applying a fundamental knowledge of functions in the mathematisation of real-life and simulated situations; demonstrate appreciation for the role that a fundamental knowledge of functions plays as a tool to make sense of real-life and simulated contexts; evaluate the validity and applicability of mathematical solutions within the context of real world situations and express a value judgment regarding the place of functions within the broader framework of mathematical literacy; demonstrate a well-rounded ability in and systematic approach to select relevant real-life and simulated contexts in which to embed a fundamental knowledge of shape, space and measurement; demonstrate problem solving abilities by applying a fundamental knowledge of shape, space and measurement in the mathematisation of real-life and simulated contexts; demonstrate appreciation for the role that a fundamental knowledge of shape, space and measurement play as a tool to make sense of real-life and simulated contexts; and evaluate the validity and applicability of mathematical solutions within real-life and simulated contexts and express a value judgment regarding the place of shape, space and measurement within the broader framework of mathematical literacy. Method of delivery: ODL, APEE Methods of Assessment: Formative (40%) and Summative (examination) 60% Module code: NVMI 521 Semester 2 8 credits NQF level: 6 Title: Introduction to Research Methods Module outcomes: After successful completion of this module the student should: understand the concept of educational research and types of research; develop a research problem, purpose statement and formulate the significance of a study; conduct a review of the literature and formulate hypothesis; understand and apply qualitative and quantitative research approaches to educational research; develop a research design and procedures, select a population and apply sampling techniques; develop appropriate research tools/instruments and data collection procedures; 130

131 conduct data analysis including descriptive and inferential statistics; and demonstrate correct use of bibliographical references. Method of delivery: ODL, Upington College, Cedar College, APEE, Sediba Assessment modes: Formative and summative assessment & Examination Module code: ORAK 511 Semester 1 8 credits NQF level: 6 Title: Education law, systems and management A Learning outcomes: At the end of this module the student ought to demonstrate knowledge, skills and perspective with regard to the school as organisation and teaching as profession. Further the student must analyse the relation of the educator to his/her employer, especially by concentrating on the conditions of employment of the educator. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: ORAK 521 Semester 2 8 credits NQF level: 6 Title: Education law, systems and management B Learning outcomes: At the end of this module the student must demonstrate knowledge, skills and insight to act as manager in education. The student must also demonstrate the necessary knowledge of education law to act lawfully as educator at all times with regard to his/her obligations. Further, the student must also be aware of the special demands made upon the novice educator and he/she must be able to implement the necessary strategies to make his/her entrance into the profession as effective as possible. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: ORLK 511 Semester 1 8 credits NQF level: 6 Title: Teaching and learning A Learning outcomes: After completing this module students ought to demonstrate their knowledge, understanding and skills with regard to teaching and learning by describing and comparing to each other the information processing and constructivist approaches to learning respectively; by describing and analysing the cognitive, metacognitive and motivation variables that contribute to effective learning; by describing, analysing and illustrating the contribution of an interactive teaching approach to effective teaching-learning situations, including co-operative learning models, appropriate teaching-learning methods and media and continuous assessment. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: ORLK 521 Semester 2 8 credits NQF level: 6 Title: Teaching and learning B Learning outcomes: After completing this module students ought to demonstrate their knowledge, understanding and skills with regard to teaching, learning and the curriculum by: analysing effective learning according to a model of the effective learner; by being able to explain and analyse motivation according to the attribution theory and self-efficacy viewpoints; describing, analysing and illustrating the contribution of effective development of curricula to effective teaching, as manifested in the curriculum cycle. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: PCLM 521 Semester 2 10 credits NQF level: 6 Title: Understanding school leadership and management in the South African context Learning outcomes: After successfully completing the module the student must be able to: give an overview of the course; demonstrate a basic understanding of what is involved in school management and leadership in South Africa; and make an assessment of own abilities in management and leadership (in terms of current notions of competence and relevance in South Africa in relation to management and leadership). Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: PCTL 572 Semester 1 & 2 20 credits NQF level: 6 Title: Manage teaching and learning Learning outcomes: After successfully completing the module the student must be able to: demonstrate the personal and professional qualities necessary for effective management of teaching and learning; 131

132 manage the planning and implementation and monitoring/ evaluation of teaching (to ensure quality learning for all in the context of national, provincial and school policy); understand and be able to apply relevant content knowledge (in the design, implementation and evaluation of teaching and learning and the organisation of the school environment); and create, manage and sustain a safe, caring and disciplined environment (and show commitment to following this through in the way in which teaching and learning is organised). Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: PCMP 571 Semester 1 & 2 20 credits NQF level: 6 Title: Lead and manage people Learning outcomes: After successfully completing the module the student must be able to: demonstrate the personal qualities necessary for effective leadership and management of people; plan, allocate, support and evaluate work undertaken by groups, teams and individuals (ensuring clear delegation of tasks and devolution of responsibilities); develop the professional skills of self, groups and individuals to enhance their performance (and that of the school); create an environment conducive to collective bargaining, collaboration and negotiation (and conflict resolution); and understand and be able to apply relevant content knowledge in leading and managing people. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: PCPO 522 Year 2 10 credits NQF level: 5 Title: Develop a portfolio to demonstrate competence in school leadership and management Module outcomes: After successful completion of this module the student should: understand how the portfolio can be used as a flexible assessment instrument within the context of the outcomes-based assessment system in South Africa; understand the use of professional development portfolios in the professional development and developmental appraisal of educators, particularly those responsible for school leadership and management; draw up an action plan for compiling a portfolio of evidence relevant to the core exit level outcomes of the ACE qualification; and compile a portfolio, which will include relevant evidence, links between the evidence and the core exit level outcomes, reflective commentary, and a personal and organisational development plan. Method of delivery: ODL Methods of Assessment: Portfolio Module code: PCSR 571 Semester 1 & 2 20 credits NQF level: 6 Title: Manage organisational systems, physical and financial resources Learning outcomes: After successfully completing the module the student must be able to: demonstrate the personal and professional qualities and skills necessary for effective management of organisational systems and financial and physical resources; set up, implement, maintain and evaluate organisational systems for the school (where possible making use of appropriate information and communication technology ICT); manage the financial resources of the school in a transparent and accountable way; and understand and be able to apply relevant content knowledge and skills in the management of organisational systems, and physical and financial resources. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: PCDG 572 Semester 1 & 2 20 credits NQF level: 6 Title: Manage policy, planning, school development and governance Learning outcomes: After successfully completing the module the student must be able to: demonstrate the personal qualities necessary for effective management (policy, planning, school development and governance); develop and communicate school values, vision, mission, policies and plans (in a collaborative way and secure commitment to these); develop and maintain sound working relationships with the School Governing Body (as well as parents, learners, the community and the department and understand and be able to apply relevant content knowledge in leading and managing policy, planning, school development and governance. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination 132

133 Module code: PEPA 512 Semester 1 15 credits NQF level: 6 Title: Plan and conduct outcomes based assessment Learning outcomes: After successfully completing the module the student must be able to: demonstrate understanding of outcomes-based assessment; prepare for assessments; conduct assessments; provide feedback on assessments and review assessments. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: PFCL 521 Semester 2 4 credits NQF level: 6 Title: Basic computer literacy in school management Learning outcomes: After successfully completing the module the student must be able to: identify and describe the hardware and software of a computer use a word processor, spreadsheet, e-mail and browser effectively and efficiently use a data base programme (e.g. Microsoft Access) effectively demonstrate, effective and efficient use of a browser and search engines understand and explain the use of computers in education and understand and explain aspects regarding the safe and ethical use of computers. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: PFLS 511 Semester 1 6 credits NQF level: 6 Title: Language skills in school management and leadership Learning outcomes: After successfully completing the module the student must be able to demonstrate competence in reading, writing, listening, and speaking skills necessary for effective management in schools. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: PEMA 512 Year 1/2 10 credits NQF level: 6 Title: Moderate assessment Module outcomes: After successful completion of this module the student should demonstrate: an understanding of moderation within the context of an outcomes-based assessment system; the ability to plan and prepare for moderation; the ability to conduct moderation and to manage moderation processes and procedures; the ability to record and report moderation results in ways that support and develop educators ability to plan and conduct quality assessments; the ability to manage moderation at various institutional levels; and the ability to conduct reviews of own and others moderation systems and processes. Method of delivery: ODL Methods of Assessment: Formative (60%) and Summative (examination) 40% Module code: SDEK 522 Semester 2 16 credits NQF level: 6 Title: Subject didactical aspects of English education Learning outcomes: After successfully completing the module students should be able to: interpret second language acquisition theories and variables and understand the role they play in second language learning; understand and implement learner-centred principles in the language classroom; interpret and evaluate various methods of teaching English second language; demonstrate knowledge of the principles of outcomes-based teaching and in specific the teaching of language outcomes and skills; apply the basic didactical principles in planning for instruction; demonstrate knowledge and skills regarding the principles of assessment; structure language learning experiences using instructional technology; and project professional values in all educational operations. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: SVDK 511 Semester 1 16 credits NQF level: 6 Title: Leina: Mabaka a Thuto le Didaktiki tse di Dirisitsweng mo Setswaneng: Kgato ya Magareng le e Kgolo Dipoelo tsa Thuto: 133

134 Mo bofelong jwa mojulu o moithuti o tshwanetse go bontsha kitso, bokgoni le maitshwaro ka ga tiriso ya Kemo ya Kharikhulamo ya Bosethaba gore ba ne le bokgoni jwa go ruta puo ka mokgwa wa Thuto-tota-dipoelo le go dirisa mekgwa, ditiro, dethekeniki le poposewa ka go ruta go reetsa, go bua, go bala le go kwala, go dirisa le bokgoni jwa go tlhatlhoba, go loga maano a dithuto le go dirisa metswedi e e bothlhokwa Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: SVDK 521 Semester 2 16 credits NQF level: 6 Title: Mabaka a Thuto le Didaktiki tse di Dirisitsweng mo Setswaneng: Kgato e Kgolo le ya Katiso le Thuto e e Tseneletseng Dipoelo tsa Thuto: Mo bofelong jwa mojulu o moithuti o tshwanetse go bontsha kitso, bokgoni le maitshwaro ka ga go bopa le go ruta thoto (thuto e nnye), atlhola, tlhatlhoba, ruta mme tsamaisa metswedi ya thuto le go rulaganya Setswana e le serutwa. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: SWHK 511 Semester 1 16 credits NQF level: 6 Title: Thutapuo ya Setswana e e Tsweletseng Dipoelo tsa Thuto: Mo bofelong jwa mojulu o moithuti o tshwanetse go bontsha kitso, bokgoni le maitshwaro ka ga go tlhatlhamolola mafoko le dipolelo ka bokao, go kaela mefutafuta ya bokao, le go tlhatlhamolola mafoko le dipolelo ka mokgwa wa popapolelo le morofoloji Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination Module code: SWHK 521 Semester 16 credits NQF level: 6 Title: Thuto ya Ditlhangwa e e Tsweletseng mo Thutong mo Setswaneng Dipoelo tsa Thuto Mo bofelong jwa mojulu o moithuti o tshwanetse go bontsha kitso, bokgoni le matshawaro ka ga mefutafuta ya porose, maboko le terama mme tsepo e le mo Thutong. Method of delivery: Off-campus (Open Distance Learning) Assessment modes: Formative assessment & Examination 134

135 M.7.1. M6.4 NationalProfessionalDiplomainEducation Modulecode:AGDN125 Semester1 16credits NQFlevel:5 Title:Schoolreadinessandperceptualskillsinthefoundationphase Learningoutcomes:Oncompletionofthismodule,youshouldbeableto: showknowledgeofschoolreadinessconceptsandterminology; useschoolreadinessconceptsandterminologywithincontext; demonstrateyourknowledgeofhandwritingandreadingdevelopment; demonstrateyourabilitytoidentifyandteachthecorrectformsofnumbersandletters(inprintandcursivewriting); facilitatealearningprogramtostimulateandimprovetheperceptualskillsofschoolbeginners; demonstrateapositiveattitudetowardsdevelopingperceptualskillsoflearners. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:FormalAssessmentandExamination Modulecode:AGDN325 Semester2 16credits NQFlevel:5 Title:Foundationphasestudies Learningoutcomes:Oncompletionofthismodule,youshouldbeableto: demonstrateathoroughtheoreticalknowledgeofthekeyprinciplesformaximumlearning,classroomorganisation andstorage,planningforanewyear,handlinglearnerswithspecialneedsandproblems,planningforspecialdays andevents,parentalinvolvementandplanningforparentevenings,administrativemattersandvariousaspectsof inclusiveeducation; demonstrateaclearunderstandingandpracticalskillintheimplementationofthekeyprinciplesformaximum learning,classroomorganisationandstorage,planningforanewyear,handlinglearnerswithspecialneedsand problems,planningforspecialdaysandevents,parentalinvolvementandplanningforparentevenings, administrativemattersandvariousaspectsofinclusiveeducation;and identifyproblems,developproblemsolvingskillsandapplycriticalandcreativethinkingskillsinteachingpractice, withregardtotheimplementationofkeyprinciplesformaximumlearning,classroomorganisationandstorage, planningforanewyear,handlinglearnerswithspecialneedsandproblems,planningforspecialdaysandevents, parentalinvolvementandplanningforparentevenings,administrativemattersandvariousaspectsofinclusive education. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:CLFE115 Semester1 8credits NQFlevel:5 Title:Computerliteracyforeducators Learningoutcomes:Aftersuccessfullycompletingthemodulethestudentmustbeableto: nameandexplainthevisiblecomponentsofacomputer; demonstrateskillsinusingawordprocessorprogram; demonstrateskillsinusingaspreadsheetprogram; demonstrateskillsinusinginternet,emailandsearchengines;and understandanddescribethesafeandethicaluseofcomputers. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:PracticalExamination Modulecode:EDMN315 Semester1 8credits NQFlevel:5 Title:Educationmanagementanddevelopment Learningoutcomes:Studentsshouldbeabletodemonstrateknowledge,skillsandvaluesregardingadevelopmentplanning processwithinaqualityassuranceframeworkthatwillenablethemtosuccessfullycompleteschooldevelopmentplans;an understandingofhowaconsultativeprocessofdevelopingavisionandmissionstatementinschoolscanbuildschool communityandeffectiveness.Theywillstudywholeschooldevelopment,indicatorstomeasureandmanagechangein schools,qualityassuranceframeworks,schooldevelopmentplanning,keyvaluesinthecommunityofschoolstakeholders& theneweducationparadigm. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination 135

136 Modulecode:EDSN125 Semester2 16credits NQFlevel:5 Title:Englishdidactics Learningoutcomes:OnsuccessfulcompletionofEDSN125thestudentshouldbeableto: Understandandimplementlearnercentredprinciplesinthelanguageclassroom. InterpretandevaluatevariousmethodsofteachingEnglishsecondlanguage. Demonstrateknowledgeoftheprinciplesofoutcomesbasedteachingandinspecifictheteachingoflanguage outcomesandskills. Applythebasicdidacticalprinciplesinplanningforinstruction. Demonstrateknowledgeandskillsregardingtheprinciplesofassessment. Projectprofessionalvaluesinalleducationaloperations. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:EDSN325 Semester2 16credits NQFlevel:5 Title:Englishdidactics Learningoutcomes:OnsuccessfulcompletionofEDSN225thestudentshouldbeableto: Understandandimplementlearnercentredprinciplesinthelanguageclassroom. InterpretandevaluatevariousmethodsofteachingEnglishsecondlanguage. Demonstrateknowledgeoftheprinciplesofoutcomesbasedteachingandinspecifictheteachingoflanguage outcomesandskills. Applythebasicdidacticalprinciplesinplanningforinstruction. Demonstrateknowledgeandskillsregardingtheprinciplesofassessment. Projectprofessionalvaluesinalleducationaloperations. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:EDVN125 Semester2 8credits NQFlevel:5 Title:Antiracism,educationlawandvalues Learningoutcomes:Oncompletionofthismodulestudentsshoulddemonstrateknowledge,skillsandvaluesregardingthe questforgreaterequalityandequitytoestablishanonracialdemocraticeducationaldispensation.Thecontentsofthe modulefocusonincreasingpublicawarenessandsoundvaluesineducationanddealwitheducationalvalues,ethics,non racialismandprofessionalismwithguidelinestoevaluatetheconsequencesthereofonlearners,communitiesandsocietyin general. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:EGPN125 Semester2 8credits NQFlevel:5 Title:English:syntaxfortheteacherofEnglish Learningoutcomes:Studentsareexpectedtosynthesiseacademicknowledgeofpronunciation,inflexion,syntaxand meaninganddidacticknowledgeinordertoformulateanindividualapproachtotheteachingofEnglishasafirstandsecond languagethroughoutthedifferenteducationalphases.Theyshouldbeabletouseandteachtheappropriatecognitive academicEnglishrequiredforuseinthelanguageteachinglearningsituation. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:EGPN315 Semester1 8credits NQFlevel:5 Title:AnintroductiontoEnglishliterature Learningoutcomes:Aftercompletionofthismodule,studentsshouldbeableto: demonstrateknowledgeandinsightregardingtheliterarygenresofdramaandnovels. identify,traceandinterpretthemesinliterarygenreanddemonstratethenecessaryskillstoanalyseandcritically evaluateliterarytexts; communicateeffectively,bothindividuallyandingroups,inEnglishingeneralandspecificallyregardingallaspectsof theteachinglearningsituationandhavetheknowledgeandskillsneededtoidentifyandevaluatethevaluesexplored inliterarytexts; demonstrateknowledgeofstylisticaspectsofliterarytextsinordertouseliteraturefortheteachingoflanguageand 136

137 grammarskills;a demonstrateanunderstandingofdidacticskillsandapproachesandapplythistotheteachingoflanguageand literature.throughoutthedifferenteducationalphases. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:EGPN325 Semester2 8credits NQFlevel:5 Title:Englishliteraturefortheteacher Learningoutcomes:Aftercompletionofthismodule,studentsshouldbeableto: demonstrateknowledgeandinsightregardingtheliterarygenresofpoetry,shortstoriesandyoungadultliteratureina varietyofAfrocentrictexts; identify,traceandinterpretthemesinliterarygenre; demonstratethenecessaryskillstoanalyseandcriticallyevaluateAfrocentricliterarytexts; communicateeffectively,bothindividuallyandingroups,inEnglishingeneralandspecificallyregardingallaspectsof theteachinglearningsituation; havetheknowledgeandskillsneededtoidentifyandevaluatethevaluesexploredinAfrocentricliterarytexts; demonstrateknowledgeofstylisticaspectsofliterarytextsinordertouseliteraturefortheteachingoflanguageand grammarskills; demonstrateanunderstandingofdidacticskillsandapproachesandapplythistotheteachingoflanguageand literatureand demonstrateknowledge,skillsandvaluesregardingtheliterature,languageanddidacticsofEnglishasafirstand secondlanguagethroughoutthedifferenteducationalphases. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:ESPN125 Semester2 8credits NQFlevel:5 Title:Englishcommunication:TeachingEnglishacrossthecurriculum Learningoutcomes:Studentsshouldbeableto: touseandteachEnglishacrossthecurriculum.Thisinvolvestheabilitytouselanguageforinterpersonaland pedagogicalpurposesintheclassroominordertoperformteachingactivitiesinafluentandconfidentway; touseacademicwritingandreadingskillsrequiredfortheteachingoftheirsubjectanddemonstrateabilitytoinstruct andassesstheseskills.Theyshoulddemonstrateknowledgeoftechnicalvocabularyoftheirelectivesubjectaswellas abilitytosimplify,findsynonymsandexplainterminologyusingeffectiveteachingstrategies; torecognizeerrorsinbasicsyntax,semanticsandphonologyanddemonstrateabilitytointroduceinstructional materialtoalleviatebasicgrammarandlanguageerrors; tosimplifyareadingpassage,identifythegist,highlightkeynotes,andteachbasicreadingskillssuchasskimmingand scanning;and tointroducegroupactivitiesandcooperativelearningbydesigningmeaningfulgroupactivitiesthatgiveopportunityfor contentandlanguageacquisition. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:ESPN315/325 Semester1/2 8credits NQFlevel:5 Title:Englishcommunication:Theroleoflanguageinlearning Learningoutcomes:Aftercompletionofthismodule,studentsshouldbeableto: designmeasurableoutcomesforcontent,languageandacademicortaskskillsrequired; simplifyinputbyexplainingandsimplifyingsubjectcontent,identifyingproblemareasandvocabularyrequiredfor understandingcontentaswellassettingquestionsthatevoketherequiredresponsefromlearners.Aslanguageacross thecurriculumteacherstheyshoulddemonstratetheabilitytoemploystrategiestointervenewheregapsin backgroundknowledgeandlanguageskillsmaypreventlearnersfromacquiringnewknowledge; demonstrateabilitytopromotecontentareacomprehensionbyrepresentingcontentgraphically,designing supplementarymaterialtoexplaindifficultconceptstopupilsanddesigncontextualcluestoaidunderstanding, conceptualizeacademiclanguage(concretize)bysupplyingexamples,supplementarymaterial,demonstrationsof meaning. demonstrateknowledgeoftechnicalvocabulary,abilitytosimplify,findsynonymsandexplainterminologyusing effectiveteachingstrategiesbyalsoidentifyingandcorrectingerrorsinbasicsyntax,semanticsandpronunciationof theirlearners; Theyshouldbecapableofannotatingandexplainingsubjectmaterialfluentlyandinterestinglyusingvoiceandregister 137

138 appropriatelyandeffectively.; demonstrateabilitytointroducegroupactivitiesanddesignworksheetsthatgiveopportunityforcontentand languageacquisition;and applyanddesignavarietyofassessmentstrategiesinordertoallowlearnerstoprovecompetenceincontent knowledgeandlanguageinavarietyofways. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:FPUN125 Semester2 8credits NQFlevel:5 Title:Foundationphasestudies:Literacy Learningoutcomes:Studentsshouldbeabletodemonstrateknowledge,skillsandvaluesregardingallaspectsofLifeSkillsin theFoundationPhaseincludingmulticulturalintegrationandreligiousviewpoints. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:FPUN315 Semester1 8credits NQFlevel:5 Title:Foundationphasestudies:Numeracy Learningoutcomes:Studentsshouldbeabletodemonstrateknowledge,skillsandvaluesregardingallaspectsofLifeSkillsin theFoundationPhaseincludingmulticulturalintegrationandreligiousviewpoints. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:FPUN325 Semester2 8credits NQFlevel:5 Title:Foundationphasestudies:LifeskillsforFoundationphaselearners Learningoutcomes:Studentsshouldbeabletodemonstrateknowledge,skillsandvaluesregardingassessmentinthe FoundationPhaseaswellastheintegrationofalleightlearningareasinlearningexperiences. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:LBAR125 Semester2 8credits NQFlevel:5 Title:Understandingbarrierstolearning Learningoutcomes:Oncompletionofthismodulethestudentshouldbeableto: demonstrateanunderstandingoftheInclusiveEducationPolicy; understandingbarrierstolearninganddevelopskillstoidentifybarrierstolearning; criticallydiscusstherelevanceofOBEininclusiveeducation; useknowledgeandskillstoimplementstrategiesforaneffectiveinclusiveclassroom; emphasisetheholisticapproachtolearnersupport;and haveknowledgeonpreferreddisabilityterminology. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:LDIS315 Semester1 8credits NQFlevel:5 Title:Learnerswithphysicaldisabilities Learningoutcomes:Oncompletionofthismodulethestudentshouldbeableto: demonstrateanunderstandingofthevariousdisabilities/impairments; haveknowledgeofthefactorsthatcontributetophysicalandlearningproblemsoflearnerswithdisabilities; explaintheinclusionoflearnerswithdisabilitiesbydemonstratingtheimplementationofapracticalsupport programme; emphasisetheholisticapproachtolearnersupport;and haveknowledgeonpreferreddisabilityterminology. Methodofdelivery:Offcampus(OpenDistanceLearning) 138

139 Assessmentmodes:Formativeassessment&Examination Modulecode:LREM325 Semester2 16credits NQFlevel:5 Title:Learningimpairmentsanddifficultiesasbarrierstolearning Learningoutcomes:Oncompletionofthismoduleyoushouldbeableto: demonstrateanunderstandingofthevariouslearningimpairmentsandproblems; haveknowledgeofthefactorsthatcontributetothevariouslearningimpairments,learningdifficultiesandliteracy; explaintheinclusionoflearnerswithliteracybarriersbydemonstratingtheimplementationofapracticalsupport programme; knowandimplementtheholisticapproachtolearnersupport; demonstrateknowledgeandunderstandingofpreferreddisabilityterminology. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:LIEP125 Semester2 16credits NQFlevel:5 Title:Learnersupport Learningoutcomes:Oncompletionofthismodulethestudentshouldbeableto: demonstrateskillstoidentifyandassesslearnerneedsforindividuallearnersupportintheinclusiveclassroom; haveagoodknowledgeandunderstandingofthepracticalsupportprogramme; demonstrateskillstoimplementthepracticalsupportprogramme; criticallydiscusstherolesofthedifferentroleplayersinthepracticalsupportprogramme; emphasisetheholisticapproachtolearnersupport;and haveknowledgeonpreferreddisabilityterminology. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:LOCN319 Semester1 8credits NQFlevel:5 Title:Lifeorientation:Learningarea Learningoutcomes:Studentsmustdemonstrateelementaryandinitialknowledge,skillsandvalueswithregardtorelevant studythemesfromCurriculum2005.Thethemeswillincludeamongstothers:perspectivesregardingaspectsofbeliefand valuesystems,theimportanceofaviewofhumanrights,buildingrelationshipsandpersonalitydevelopment,acritical attitudeanddecisionmakingprocesses,vocationalguidanceandacquiringahealthylifestyleandphysicaldevelopment. Studentsshouldalsobeabletoshowbasicabilityofknowledge,skillsandvaluesinthesubjectmethodologyofLife Orientationintheintermediatephase. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:LPRO325 Semester2 8credits NQFlevel:5 Title:Emotionalandsocioeconomicproblemsasbarrierstolearning Learningoutcomes:Oncompletionofthismodulethestudentshouldbeableto: demonstrateanunderstandingofthevariousemotionalproblemsthatcontributelearningproblems; haveknowledgeofthefactorsthatcontributetothevariousemotionalproblems; explaintheinclusionoflearnerswithemotionalproblemsbydemonstratingtheimplementationofapracticalsupport programme; discusssocioeconomicbarrierstolearning; emphasisetheholisticapproachtolearnersupport;and haveknowledgeonpreferreddisabilityterminology. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:NWCN319 Semester1 8credits NQFlevel:5 Title:Naturalsciences:Learningarea Learningoutcomes:AnoutlinestudyoftheNaturalScienceswithinthecontextofthefollowingthemes:Laboratory Managementanddidactics;Matterandmaterials;Energyandchange;LifeandTheplanetearth.Studentsshoulddevelop 139

140 knowledge,skillsandvaluestowardstheestablishmentofaneffectivelearningcultureandlearningenvironmentinawell organizedlaboratory;scientificinvestigationsandtechniques;communicationofaccumulateddatathroughreporting; handlingofapparatusandtechnicalskills;understandingoftheearthasselfsupportingenvironmentwhichshouldbe effectivelymanaged. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:OPAN315 Semester1 8credits NQFlevel:5 Title:Teachingstudies Learningoutcomes:Bycompletingthismodule,studentswillgainthenecessarycriticaloutcomesandwillbeempoweredto applyitandliveuptoitasateacher(asdescribedbythesevenrolesoftheteacher),astheywillgaininsightintoand developskillsandvaluewithregardto: TheRevisedNationalCurriculumStatement Basicelementsofclassroommanagement Theroleoftheschoolwithregardtoyouthproblemsingeneralandthestreetchildrenprobleminparticular. Theteacherasaprofessionalperson. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:RPLL111 Semester1&2 48credits NQFlevel:5 Title:Recognitionofpriorlearning Learningoutcomes:Studentsteachingcompetenceofthefollowingcomponentsisrecognisedandassessed: Fundamentallearning,contentoflearningarea,teachingandlearningprocesses,aswellasschoolandprofession. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Portfolio Modulecode:RPLL271 Semester1&2 128credits NQFlevel:5 Title:Recognitionofpriorlearning Learningoutcomes: Component1:Competencesrelatingtofundamentallearning Exitleveloutcome1.1:Demonstratecompetenceinreading,writingandspeakingthelanguage/sofinstructioninwaysthat facilitateownacademiclearningandabilitytofacilitatelearningintheclassroom. Exitleveloutcome1.2:Demonstratecompetenceininterpretingandusingnumericalandelementarystatisticalinformation tofacilitateownacademiclearningandabilitytoadministerteaching,readingandassessment. Component2:Competencerelatingtothecontentoflearningarea Exitleveloutcome:Inarea/sofspecialization(phaseandsubject/learningarea),demonstratecompetenceinplanning, designing,andreflectingonlearningprogrammesappropriateforlearnersandlearningcontext. Component3:Competencesrelatingtoteachingandlearningprocesses Exitleveloutcome3.1:Intheareaofspecialization,demonstratecompetenceinselecting,usingandadjustingteaching strategiesinwayswhichmeettheneedsofthelearnersandthecontext. Exitleveloutcome3.2:Demonstratecompetenceinmanagingandadministeringlearningenvironmentsandreamersinways thataresensitive,stimulating,democraticandwellorganized. Exitleveloutcome3.3:Intheareaofspecialization,demonstratecompetenceinmonitoringandassessinglearnerprogress andachievement. Component4:Competencesrelatingtotheschoolandprofession Exitleveloutcome4.1:Demonstratetheabilitytofunctionresponsiblywithintheeducationsystem,theinstitutionwhere workisundertaken,andthecommunityinwhichtheinstitutionislocated. Exitleveloutcome4.2:Demonstratearespectforandcommitmenttotheeducatorprofession. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Portfolio Modulecode:TECK315 Semester1 8credits NQFlevel:5 140

141 Title:Thelearningarea:Technology Learningoutcomes:Oncompletionofthismodulethestudentshouldbeableto: demonstrateagoodknowledgeofthelearningareaTechnology; havegoodknowledgeandinsightregardingthetechnologicalprocess; demonstrateskillstoapplythetechnologicalprocessstepbystep; tosolveproblemsintheenvironment; showresponsibilitytowardssafetyandethicalresponsibilityintheTechnologyclassroom;and haveknowledgeonpreferredterminology. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:TSCN125 Semester2 8credits NQFlevel:5 Title:Setswanacommunication(m) Learningoutcomes:Onsuccessfulcompletionofthismodulestudentsshouldbeabletodemonstratetheuseofeffective languageskillsindifferentsituationsespeciallyinschool,knowledgeofcommunicationskills,knowledgeandskillsof communicationresources. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:TSCN315 Semester1 8credits NQFlevel:5 Title:Setswanacommunication(m) Learningoutcomes:Learnersareexpectedtodemonstrateeffectiveoralcommunicationskillsinschoolforcommunication purposeswithlearners,parents,andteachers;appreciatesomeculturalmythssothattheycancommunicatethemtothe learnersatschoolandtohelpthemcopewithmulticulturalsituationinschools.Theyshouldbeabletocommunicate effectivelyinSetswanaingeneralandspecificallyregardingallaspectsoftheteachinglearningsituation. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:TSCN325 Semester2 8credits NQFlevel:5 Title:Setswanacommunication(m) Learningoutcomes:Onsuccessfulcompletionofthismodulestudentsshouldbeabletodemonstrateeffectiveoral communicationskillsinschoolforcommunicationpurposeswithlearners,parents,andteachers;appreciatesomecultural mythssothattheycancommunicatethemtothelearnersatschoolandtohelpthemcopewithmulticulturalsituationin schools. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:TSMN125 Semester2 8credits NQFlevel:5 Title:Setswana Learningoutcomes:Onsuccessfulcompletionofthismodulestudentsshouldbeabletodemonstrateacademicknowledge regardinggrammaticalstructuresandliteraryworksofart.Theyshouldbeabletosynthesisedidacticandacademic knowledgeinordertoformulateanindividualapproachtotheteachingofSetswanaasafirstlanguagethroughoutthe differenteducationalphases.Studentsshouldbeabletodemonstratetheabilitytointegrateliteraryandothertextsforthe teachingoflanguageandgrammarskillsandapplydidacticskillsandapproachestotheteachingoflanguageandliterature. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:TSMN315 Semester1 8credits NQFlevel:5 Title:Setswana Learningoutcomes:Onsuccessfulcompletionofthismodulestudentsshouldbeabletodemonstrateknowledgewithregard toadvancedgrammaticalskillsanddifferentgenresofdramaandprose.Theyshouldbeabletosynthesisdidacticand academicknowledgeinordertoformulateanindividualapproachtotheteachingofSetswanaasfirstlanguagethroughout 141

142 theeducationalphases.TheyshouldbeabletocommunicateeffectivelyinSetswanaingeneralandespeciallyregardingall aspectsoftheteachinglearningsituation. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:TSMN325 Semester2 8credits NQFlevel:5 Title:Setswana Learningoutcomes:Onsuccessfulcompletionofthismodulestudentsshouldbeabletodemonstrateadvancedacademic anddidacticknowledgewithregardtothegrammaticalstructureofSetswanaandpoetry. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:TSNN125 Semester2 8credits NQFlevel:5 Title:Setswanacommunication(nm) Learningoutcomes:Onsuccessfulcompletionofthismodulestudentsshouldbeabletodemonstrateknowledgeof Setswanagrammaticalstructures,tousethevocabularythatiswithintheschoolcontextandtounderstandandtocertain extendrespondinSetswana. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:TSNN315 Semester1 8credits NQFlevel:5 Title:Setswanacommunication(nm) Learningoutcomes:Onsuccessfulcompletionofthismodulestudentsshouldbeabletodemonstrateknowledgeandskills withregardtothecorrectuseofSetswanavocabularybasedonschoolconceptsandtobeabletowritesentencesand communicateinSetswana. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:TSNN325 Semester2 8credits NQFlevel:5 Title:Setswanacommunication(nm) Learningoutcomes:Onsuccessfulcompletionofthismodulestudentsshouldbeabletodemonstrateknowledge,skillsand valuesofSetswanaculturalaspectssoastobeabletomanagemulticulturalvarietyatschoolandtobeabletocommunicate toabetterextendinSetswana. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:TVXN125 Semester2 16credits NQFlevel:5 Title:Setswanadidactics Learningoutcomes:Onsuccessfulcompletionofthismodulestudentsshouldbeabletodemonstrateknowledge,skillsand valuesofthepolicydocumentregardingLearningarealanguages(Setswana);tobeabletouseitinordertoapplyitinthe schoolcontext;knowledgeandunderstandingofOBEterminologyanditsrelatedareasandassessthroughoutthedifferent educationalphases;tobeabletofacilitateactivitiesoflanguageskills(listening,speaking,readingandwriting)andtobeable toselectanduseteachingandlearningresourceseffectively. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:TVXN325 Semester2 16credits NQFlevel:5 Title:Setswanadidactics Learningoutcomes:Onsuccessfulcompletionofthismodulestudentsshoulddemonstrateknowledgeandskillswithregard toassessmenttechniques,methodsandstrategies,tobeabletousemanageandfacilitategroupworkintheclassroom. Theyshouldalsodemonstrateknowledgeandskillstotheteachingofliteraryworksthroughouttheeducationalphases, Setswanaclassroomadministrationandmanagement;applicationofactivitiesforteachinglanguageskills. 142

143 Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:WAPN125 Semester2 8credits NQFlevel:5 Title:Generalmathematics Learningoutcomes:Aftercompletionofthemodulethestudentisexpectedtodemonstratebasicknowledge,understanding andskillsregardingoperationswithinthenumbersystems;reallifeapplicationsofproblemsolving(routineandnonroutine problems)whererationalnumbersandthecalculationofpercentagesareplayingarole;aswellassolvingproblemsrelated toratio,rate,directandindirectproportion. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Modulecode:WAPN325 Semester2 8credits NQFlevel:5 Title:Generalmathematics Learningoutcomes:Aftercompletionofthismodulethestudentisexpectedtodemonstratebasicknowledge,understanding andskillswithrespecttoelementarygeometry:points,lines,angles,triangles,quadrilateralsandpolygons,symmetryand tessellations,measurement,areaofregularandirregularplanefigures,volumeandcapacity. Methodofdelivery:Offcampus(OpenDistanceLearning) Assessmentmodes:Formativeassessment&Examination Original details: 12331368 2014-11-12 File reference: 7P/7.2.5/M-FES 143

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