CALENDAR 2007 · Web view4. Advanced certificate in education (ACE) NQF level 6 Mode of Delivery:...

CALENDAR 2008FACULTY OF EDUCATION

CONTINUING PROFESSIONAL EDUCATION PROGRAMMES

ACE & NPDE

Mafikeng Campus

NOTICE

Students are asked to note that this Calendar is valid for 2008 only. Rules and Syllabuses may be changed in 2009 or in any subsequent year.

Irrespective of the year of first registration, a student must fulfill the requirements for the diploma/degree as set out in the Calendar for the year of current registration, unless Senate determines otherwise.

Address all correspondence to:

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The Campus Registrar: Academic and Corporate Administration

North West University (Mafikeng Campus)

Private Bag X2046

MMABATHO

2735

Tel: 018 – 3892140

Fax: 018 – 3892189

Internet: http://www.nwu.ac.za

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

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http://www.nwu.ac.za/

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 relevant module combination is not permitted.

FACULTY OF EDUCATION

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Content Page

Notice.. ………………………………………….............……………………….......... ii

All Correspondence ……………………………………............………………........ iii

Selection for Admission …………………………………………............……........... iv

Addresses and Telephone Numbers ……………………………………................. 1

List of members of the Faculty Board …………………………………................... 2

Mission Statement ……………………………………………………..................... 3

Aims and Objectives ……………………………………………………................... 3

Schools in the Faculty of Education ……………………………………...................4

School of Continuing Education …………………..................……………………...4

School of Undergraduate Studies …………………………................……………..4 - 5

School of Postgraduate Studies ………………………………………................….6

Programmes offered in the Faculty ………...............………………………………7 - 9

Advanced Certificate in Education (ACE). NQF Level 6 ..................…………….10

Programmes in the School of Continuing Education …………............................11 - 19

Rules for the NPDE …………..............................................................................20 – 22

Change of Curriculum……………………............................………………………..22

NPDE Foundation Phase …………………………………….....................……......22 - 26

NPDE Intermediate Phase ………………………………………..............................27 – 28

NPDE Senior and Further Education and Training (FET)………...................……29 - 31

Examination …………………………………………………………..........................32

Detailed Curricula for ACE modules ……………………………….........................33 - 102

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ADDRESSES AND TELEPHONE NUMBERS

ADDRESSES:Executive Dean

Faculty of Education

North-West University

Private Bag X2046

Mmabatho

2735

Tel: 018 – 389 2340 / 2191

E-mail:[email protected]

Faculty Officer

North-West University

Private Bag X2046

Mmabatho

2735

Tel: 018 –389 2408 / 2191

E-mail: [email protected]

TELEPHONE: 018 – 389 2111 Mafikeng Campus

FAX: 018 – 389 2038

TEL: 018 389 2362/2334/2191

School AddressSchool of Continuing Education

Ag. Director: Dr E Mwenesongole

North-West University- Mafikeng Campus

Private Bax X 2046 MMABATHO, 2735

Fax: 018 389 2038

Tel: 018 389 2362/2443

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mailto:[email protected]

LIST OF MEMBERS OF THE FACULTY BOARD

1. Dr D.H. Gericke Executive Dean

2. Dr M.W. Lumadi Director : School of Postgraduate Studies

3. Dr. T.E.B. Assan Ag. Director: School of Undergraduate Studies

4. Dr E. Mwenesongole Ag. Director: School of Continuing Education

5. Professor M.W.Mwenesongole

6. Professor S.A.Awudetsey

7. Professor Mwakapenda

8. Dr. I.M. Loate

9. Dr. F.N. Kwayisi

10. Mr. M.M. Makaaye

11. Ms M.H. Thomas

12. Ms S.M. Sefotlhelo

13.Professor C van Wyk

14. Ms MA Molukanele

15. Ms NE. Maroja

16. Ms DS Nkosi(Librarian)

17. Mr AS Seloro

18. Senator, Education Student Council

19. Student

20 Student

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1. MISSION STATEMENT

The Faculty of Education aims to utilise available expertise to contribute towards the development of human resources that meet the needs and challenges of pre-university education in South Africa. The main thrust of the teaching and research in the Faculty focuses on the production of high quality teachers, curriculum developers, educational planners, administrators, counsellors and researchers.

2. AIMS AND OBJECTIVES

2.1 To prepare graduate teachers for secondary schools in the Republic of South Africa and the Southern African region by offering both undergraduate and postgraduate courses of study.

2.2 To develop new courses to meet the changing education needs of RSA with special reference to innovations such as Outcomes-Based Education.

2.3 To prepare non-graduate specialist teachers for primary and secondary schools and where specific areas of needs are identified.

2.4 To assist in the preparation and upgrading of teacher educators through specialised programmes in Education e.g. the teaching of Maths, Science, Technology and Commerce Education.

2.5 To provide in-service education for teachers at all levels.

2.6 To promote, co-ordinate and conduct research into educational problems at all levels through the prescribed courses and programmes offered by the Faculty.

2.7 To shift emphasis to the provision of postgraduate training and in-service training in various areas of Education.

2.8 To advance the knowledge in the discipline of Education by conducting research.

2.9 To provide programmes in continuing Education and Community Development.

2.10 To provide programmes in literacy for organisational skills in effective school governance and vocational co-operation.

SCHOOLS IN THE FACULTY OF EDUCATION

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The rest of the faculty is organised into 3 schools, each with a Director.

SCHOOL OF CONTINUING EDUCATION Ag. Director & Senior Lecturer Dr. M.E. Mwenesongole: Dip Ed.(Kabwe,

Zambia); B.A. (CUNY) M.A. (Columbia) Med(UNW), Ded(NWU)

Lecturer Ms E.N.Maroja BA Ed(UNW);B Ed;(UNW); PTC (Batswana TrainingCollege) M.Ed(UNW).

Lecturer Mr N. Shaikhnag B.Com (UDW), B.Ed,M.Ed (Unibo)

Lecturer Mr M. Makunye: BA Ed; (Unibo); BEd;(Wits); Med (NWU) Advanced Certificate in Computer Literacy: UniSchool University Pretoria.

Lecturer Mr G. P. Tshephe Certificate in Entrepreneurship;BA Ed; B.Ed, M.Ed (UNW)

ADMINISTRATIVE STAFF Faculty Administrative Assistant Mr M.M. Gent IT Project Management;

Comuser; Secretary

Mrs T.P. Mokawane Pitman Eng; Int, Typ,Graphic Designer (UNW) National Secretarial Diploma (Mmabatho Manpower Centre) Diploma in IT – Micro Technology

Secretary Mrs N.E. Senne ; Pitman Eng Int, Typ,Fundamental Management (UNW); Diploma in Human Rights (NWU)

SCHOOL OF UNDERGRADUATE STUDIESDirector & Senior Lecturer T.E.B.Assan: B.ComHons(CapeCoast);

Dip.Ed;(CapeCoast), B.Ed;( Unisa), M.A. (London) FSBT(Halifax); M.Ed (UNW); Phd(NWU)

Associate Professor Prof Mwakapenda

Senior Lecturer Dr F.N Kwayisi: BSC (Ed)(Ghana),BEd (UFN), MEd(Science Educ) (Rhodes Univ.), PhD(NWU)

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Senior Lecturer M.G. Sebego: B.A. (Unin), B.Ed (UCT), M.Ed (Wits)

Lecturer S.M.Sefotlhelo:HPTC; Dip.Ed,B.A.Ed(Unibo);B.Ed;(Wale)M.Ed (UNW)

Lecturer S. Gutta: B.A. (Unisa), B.Sc (Hon), M.Soc Sc (UNW)

Lecturer M.A. Molukanele: H Dip Ed (Wits),B.A. (UNIN), B.Ed (Pretoria), M.Ed (RAU)

Lecturer N.M. Morake: BA Ed; B.Ed. (Unibo); M.Ed. (UNW)

Lecturer M.S. Mampe B.A.Ed; B.Ed(Hons) UNW, M.Ed(NWU)

Lecturer S.K. Modisane: B.A. Unin B A (Hons); Vista PTC Tlhabane

Lecturer M. Ndandani: B.A. (Fort Hare), M.Ed (Texas)

Lecturer MH Thomas: BSC Hons(London), PGCE(Exeter)

Secretary M.J. Tlhabanyane: Pitman Eng Int,Typ Adv, WP Adv.

SCHOOL OF POST GRADUATE STUDIES

Director & Senior Lecturer Dr. M.W. Lumadi: STD (Veco); BA (Unisa); B.Ed Hons (Wits); BA Hons (Unisa); M.Ed. (RAU); FDE – Computer Literacy (RAU); D.Ed. (Unisa); DD (California), M.Admin (HRM – Cum Laude) NWU

Associate Professor Prof. M.W.A. Mwenesongole: Dip.Ed; Dip.Special Ed; BA. Ed (Zambia); M.A.; M.Ed; Ed.D (Columbia)

Associate Professor Prof. S.A. Awudetsey B.A.Ed; (Ghana), DASE (Cape Coast); M.A. Ed. D. (Columbia)

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Associate Professor Prof C van Wyk: BCom, Bed(PU For CHE), MEd, DEd (UNISA)

Senior Lecturer Dr. R.J. Monobe: Dip Paed (Unin); BA (Unin); B.Ed. (Unin), M.Ed., D.Ed. (RAU); Further Dip Ed – Media (Sacte)

Senior Lecturer Dr. I.M. Loate: B.A. Paed, B.Ed (Unin), M.Ed (Wits), Ph.D (Potch)

Dr.E.Mwenesongole: DipEd(Kabwe,Zambia);B.A(CUNY); M.A.(Columbia);B.Ed;(UNW)M.Ed (UNW).

Senior Lecturer Dr. F.N. Kwayisi: BSC (Ed)(Ghana), B.Ed(UFH), M.Ed(ScienceEduc)(Rhodes University) D.ED(NWU)

Lecturer Dr C Zulu: BA(UNISA) MA (Michigan),MA (Stellenbosch), Ded(UNISA)

Secretary Ms R Lekoane

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ACE PROGRAMMES :2008

3.1 SCHOOL OF CONTINUING EDUCATIONACE: Mathematics / Natural Science Education

ACE:Economic and Management Sciences Education

ACE: Technology Education

ACE: Education Management

ACE: Project Management in Education

ACE: Curriculum and Professional Development

ACE: Professional Education Development (Mathematical Literacy)

ACE: Education Management and Leadership Development: Principalship

ACE: Learner Support

**ACE: Guidance and Counselling

**ACE: Environmental Education

**ACE: Values and Human Rights in Education

NB: **For these courses no new students will be admitted in 2008.

3.1.1 NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION

NPDE: Foundation Phase

NPDE: Intermediate Phase

NPDE: Senior & F.E.T. Phase

3.2 PROGRAMMES OFFERED IN THE SCHOOL OF UNDERGRADUATE STUDIES

Bachelor of Education: Foundation Phase B.Ed Foundation Phase

Bachelor of Education: Intermediate Science and

Senior Phase BEd Inter & Senior Phase

Bachelor of Education: Senior and FET B.Ed SNR & FET

Postgraduat Certificate in Education PGCE

3.3 PROGRAMMES OFFERED IN THE SCHOOL OF POST GRADUATE STUDIES

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PhD

MEd: Environmental Education

MEd: Education Management

MEd: Guidance and Counselling

MEd: Special Education

MEd: Mathematics / Science Education

MEd Technology Education MEd: Curriculum Development

M.Ed: Educational Technology

MEd: Primary Education

MEd: Adult Education

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ADVANCED CERTIFICATE

IN

EDUCATION

(ACE)

PROGRAMME: 2008

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4. ADVANCED CERTIFICATE IN EDUCATION (ACE) NQF LEVEL 6Mode of Delivery: Flexi (=Contact and distance)Campuses and Collaborators in offering the ACE programme: -Potchefstroom Campus (Sediba, Flexi, OLG, IOL, Cedar College, Kimberley & Upington ) (P)- Vaal Triangle Campus (V)- Mafikeng Campus (M)

This qualification has NQF level 6 status and can be obtained in one of the Programmes in OO.1.4 .

4.1 NATURE AND OBJECTIVES OF THE ACEThe nature and objectives of the certificate are:

(i) equipping learners with an advanced and specialised competency in a specific school subject/learning area/discipline or school phase;

(ii) providing retraining for educators in a different school subject or specialising in a different educational role (e.g. the role of manager of education);

(iii) providing an advanced educational qualification as a finishing touch to initial training or a general educational qualification; and

(iv) equipping learners for further studies at NQF level 7.

4.2 DURATION OF STUDIES(i) The minimum duration of the studies is one (1) year, unless stated

otherwise, or the time required to acquire 128 credits. The maximum duration of the studies is a period of two years for an ACE specialisation which is offered over one year.

(ii) The maximum duration for the ACE specialisations which run over two years, is four years.(A-rules:A9)

4.3 ADMISSION REQUIREMENTSTo be admitted to the Advanced Certificate in Education the student must be in possession of at least an approved post-school teaching qualification of three years, evaluated at REQV 13 (M +3) level (Relative Education Qualification Value), plus two years teaching experience.

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ACE PROGRAMMES :2008

5.1.1 SCHOOL OF CONTINUING EDUCATIONACE: Mathematics /Natural Sciences Education

ACE: Economic and Management Sciences Education

ACE: Technology Education

ACE: Education Management

ACE: Project Management in Education

ACE: Curriculum and Professional Development

ACE: Professional Education Development (Mathematical Literacy

ACE: Education Management and Leadership Development:Principalship

ACE: Learner Support

**ACE: Guidance and Counselling

**ACE:Environmental Education

NB: **For these courses no new students will be admitted in 2008.

5.2 NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION

NPDE: Foundation Phase

NPDE: Intermediate Phase

NPDE: Senior & F.E.T. Phase

NB: * FOR THESE COURSES, NO NEW STUDENT WILL BE ADMITTED IN 2008.

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5.3 MAFIKENG CAMPUS: ADVANCED CERTIFICATE IN EDUCATION PROGRAMME

5.3.1 Programme: 423 115 ACE: Mathematics / Natural Sciences Education (O502M)NEW

CODECODEOLD

MODULE TITLE DURATION WEEKS

SEMESTER CREDITS NQFLEVE

LFUNDAMENTAL LEARNINGEDDM 511 EDT 412 Basic Classroom Research 16 1 12 5

CORE LEARNINGSEDM 511 EDS 641 Principles of Learning

Mathematics/ Natural Sciences – An Introduction

16 1 12 6

SEDM 512 EDS 642 Teaching and Learning Strategies for Mathematics/ Natural Sciences

16 1 24 6

SEDM 524 EDS 644 Computers in Mathematics/Natural Sciences Teaching/Learning

16 2 24 6

SEDM 516 / 526

EDS 646 Content Speciality (Mathematics/ Natural Sciences)

32 1 & 2 24 6

ELECTIVESEDM 571 EDS 689 Practical School Project 16 1 and 2 24 6

TOTAL CREDITS 120

5.3.2 Programme: 423 116 ACE: Economic and Management Sciences Education (O501M)

NEW CODE CODE

OLD MODULE TITLE DURATION WEEKS

SEMESTER

CREDITS

NQFLEVEL

FUNDAMENTAL LEARNINGEDDM 511 / 521

EDT 412 Basic Classroom Research 16 1 or 2 12 5

CORE LEARNINGEDEM 511 EDE 641 Psychology of Teaching and

Learning in Economics and Management Sciences

8 1 8 6

EDEM 512

EDE 642 Teaching/Learning Strategies for Economic and Managem. Sciences Education

16 1 12 6

EDEM 514 EDE 644 Education Assessment and Classroom Application in EMS

16 1 12 6

EDEM 526 EDE 646 Professionalism in EMS Teaching/ Learning 8 2 8 6

EDEM 578 Faculty of Admin and Man

Economics/Accounting/ Management/ C content: Year 1 or 2 or 3

32 1 and 2 48 6

ELECTIVE LEARNINGEDEM 571 EDE 689 School-based Project 32 1 and 2 24 6

TOTAL CREDITS 124

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5.3.3 Programme: 423 118 ACE: Human Rights and Values in Education (O503M)NEW

CODECODE OLD MODULE TITLE DURATION

WEEKSSEMEST

ER CREDITS NQF LEVEL

FUNDAMENTAL LEARNINGEDFM 519 EDF 659 Introduction to Research Methods 16 1 12 6

EDFM 511 EDF 301 Life Skills for Educators 16 1 12 6

CORE LEARNINGEDFM 513 EDF 633 Theories on Values, Ethics and

Human Rights16 1 12 6

EDFM 514 EDP 634 Managing Human Rights Learning Environment

16 1 12 6

EDFM 522 EDF 650 Principles and Practices of Inclusive Education

16 2 12 6

EDFM 527 EDP 637 Governance and School Community Relations

16 2 12 6

EDFM 521 EDP 651 Educational Law and Human Rights Education

16 2 12 6

EDFM 526 EDT 656 Curriculum Design, Instructional Strategies and Practices for Diversity

16 2 12 6

ELECTIVE LEARNINGEDPM 571 EDP/F/T

689Research Project 32 1 and 2 24 6

TOTAL CREDITS 120

5.2.4 Programme: 423 140 ACE: Project Management in Education (O504M)New Code CODE MODULE TITLE DURATION

WEEKS SEMESTER CREDITS NQF LEVEL

FUNDAMENTAL LEARNINGEDDM 512

EDT 101 Basic Computer Literacy 16 1 12 5

EDDM 511

EDT 412 Basic Classroom Research 16 1 12 5

CORE LEARNINGEDDM 513

EDT 641 Project Design and Planning 1 16 1 16 6

EDDM 522

EDT 642 Project Implementation Strategies 16 2 24 6

EDDM 514

EDT 643 Project Management 1 16 1 12 6

EDDM 523

EDT 644 Project Evaluation 1 16 2 12 6

EDTM EDT 645 Leadership in Project Management 16 2 12 6

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524

ELECTIVEEDDM 571

EDT 689 Guided Field Project 32 1 and 2 24 6

TOTAL CREDITS 124

5.2.5 Programme: 423 117 ACE: Technology Education (O505M)

NEW CODECODE OLD MODULE TITLE DURATION

WEEKS SEMESTER CREDITSNQF

LEVEL

FUNDAMENTAL LEARNINGETTM 511 EDT 101 Basic Computer Literacy 16 1 12 5

EDDM 511/521

EDT 412 Basic Classroom Research 16 1 or 2 12 5

CORE LEARNINGEDIM 511 EDI 641 Familiarity with Technology

Education16 1 12 6

EDIM 512 EDI 642 Resources & Technology 16 1 12 6

EDIM 513 EDI 643 Materials, Graphics and Technology 16 1 12 6

EDIM 524 EDI 644 Technology, People and Society 16 2 12 6

EDIM 525 EDI 645 Energy and Technology 16 2 12 6

EDIM 526 EDI 646 Teaching and Learning Strategies for Technology Education

16 2 24 6

ELECTIVE LEARNINGEDIM 571 EDI 689 Guided Field Project 32 1 and 2 24 6

TOTAL CREDITS 135

5.2.7 ACE: Guidance and Counselling (New intake only in 2009)CODE MODULE DURATION

WEEKSSEMESTER CREDITS NQF

LEVELFUNDAMENTAL LEARNING 12

EDCM 511 Basic Classroom Research 16 1 or 2 12 6

CORE LEARNING 84EDFM 515 Approaches to Counselling and

Vocational Development Theories16 1 12 6

EDFM 516 Introduction to Educational Psychology

16 1 12 6

EDFM 517 Critical Issues in Education and Society

16 1 12 6

EDFM 518 Personality Theories 16 1 12 6

EDFM 525 Educational Guidance Services: Vocational and Social

16 2 12 6

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EDFM 528 Tests in School Counselling 16 2 12 6

EDFM 527 Counselling of School Children 16 2 12 6

ELECTIVE LEARNING 24EDFM 571 Field Work and Report Writing 16 1 and 2 24 6

TOTAL CREDITS 120

5.2.8 Programme: 423 126 ACE: EDUCATION MANAGEMENT (O408M) SEMESTER 1 SEMESTER 2

Code Module Credits Code Module Credits

ORAK 511Educational Law, -Systems and Administration A

8 ORAK 521 Educational Law, -Systems and Administration B 8

ORLK 511 Teaching and Learning A 8 ORLK 521 Teaching and Learning B 8

GSTK 511 Foundation studies in education and teaching 8 GSTK 521 Applied Foundation studies:

Specialisation 8

RIDO 511 Computer technology in Education 8 RIDO 525 Computer principles in

Education 8

Plus Plus

OBTK 511 Education management tasks 16 OBAK 521 Educational management

areas 16

OSRK 511 Educational organisation 16 ORGK 522 Education Law (advanced) 16

5.2.9 Programme: 423 130 ACE: LEARNER SUPPORT (O416M) SEMESTER 1 SEMESTER 2


ORAK 511Educational Law, -Systems and Administration A

8 ORAK 521 Educational Law, -Systems and Administration B 8

ORLK 511 Teaching and Learning A 8 ORLK 521 Teaching and Learning B 8

GSTK 511 Foundation studies in education and teaching 8 GSTK 521

Applied Foundation studies:

Specialisation8

RIDO 511 Computer technology in Education 8 RIDO 525 Computer principles in

Education 8

Plus Plus

ORPK 517 Learner support for learning disabilities 16 KPOK 527 Supplementary teaching for

scholastic deficiencies 16

ORTK 517 Learner support for learning problems 16 RMPK 527 Practical corrective aid for

learning problems 16

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5.2.10* Programme: 423 129 PROFESSIONAL EDUCATOR DEVELOPMENTS:

MATHEMATICAL LITERACY (O428M)Curriculum for learners with 480 credits

Year 1 Year 2Code Module Credits Code Module Credits

MLED 571 Mathematics: Elementary 32 MLED 573

Methodology of Mathematical Literacy 32

MLED 572 Methodology of Mathematical Literacy 32 MLED

574Mathematical Literacy in

Context 32

* Credit not up to date

Curriculum Structure for learners with 360 creditsYear 1 Year 2


ORAK 511 Education Law, -system and –administration A 8

ORLK 511 Teaching and Learning A 8

GSTK 511 Foundation studies in education and teaching 8

RIDO 511 Computer technology in Education 8

MLED 571 Mathematics: Elementary 32 MLED 573 Mathematics:Applications 32

MLED 572 Methodology of Mathematical Literacy 32 MLED 574 Mathematical Literacy in

Context 32

5.2.11 ACE: Environmental Education ( New intake only in 2009)CODE MODULE DURATIO

NWEEKS

SEMESTER CREDITS NQF LEVEL

FUNDAMENTAL LEARNING 12 6

EDPM 511

Introduction to Research In Education Policy

16 1 12 6

CORE LREARNING 84EDPM 512

Introduction to Environmental Education 16 1 12 6

EDP M 513

Ecological Issues I Environmental Education

16 1 12 6

EDPM 514

Introduction to Environmental Management 16 1 12 6

EDPM 515 School/Community based Project in Environmental Education

16 1 12 6

EDPM 521

Environmental Education Implementation 16 2 12 6

ELECTIVE LEARNINGEDP M 571

Practical Project in Environmental Education

32 1 and 2 24 6

TOTAL CREDITS 120

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5.2.12 Programme: 423 137 ACE: CURRICULUM AND PROFESSIONAL DEVELOPMENT (O429M)

CODE MODULE TITLE DURATION WEEKS

SEMESTER

CREDITS NQF LEVEL

FUNDAMENTAL LEARNING 24EDSM 522

Leadership Communication and Service 16 2 12 6

EDSM 523

Education Management and Development

16 2 12 6

CORE LEARNING 78EDSM 524 School and Personnel Management 16 2 6 6EDSM 525 Decision- Making and Accountability 16 2 12 6EDSM 511

Professional Growth and Development 16 1 12 6

EDS M 526

Human Relations and school Development

16 2 12 6

EDSM 512

Assessment and Learner Achievement 16 1 12 6

EDS M 513

Knowledge of Curriculum and Learning Programmes

16 1 12 6

EDSM 514

Curriculum and Administration of Resources and Records

16 1 6 6

EDSM 515

Lesson Planning, Preparation and Presentation

16 1 6 6

ELECTIVE LEARNING 18EDSM 516 Creation of Positive Learning

Environment16 1 12 6

EDSM 529 Administration of and Participation in Extra- Curricular and Co- Curricular Activities

16 2 6 6

TOTAL 120NB: ACE CODES = 500 LEVEL.

5.2.13 Programme: 423 138 ACE School leadership O432MCurriculum structure: O432P//M

YEAR 1 YEAR 2

PCMP 571*PCDG 572*

2020

Semester 1PCLM 521PFLS 511

106

PCTL 572*PCSR 571*

2020

Semester 1ONE elective:PEPA 512PEMA512

1510

(*Year module, semesters 1 & 2: Assessment in November)

Semester 2PFCL 521 4

(*Year module, semesters 1 & 2: Assessment in November)

Semester 2PCPO 522 10

Credits 40 20 Credits 40 25Total of credits per semester 60 Total of credits per semester 65Total ACE programme credits 125

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NATIONAL PROFESSIONAL

DIPLOMA

IN

EDUCATON

NPDE

PROGRAMME IN 2008

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RULES FOR THE NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION (NPDE) FOUNDATION PHASE

Qualification Code: 469 100 –

INTERMEDIATE AND SENIOR PHASE

Qualification Code: 469 101 –

SENIOR AND FURTHER EDUCATION AND TRAINING (FET) PHASE

Qualification Code 469 102 –

This diploma is offered only as a flexi programme (i.e. an enriched programme with limited contact periods) at study centres with vacation schools at the Mafikeng campus, and others centres.

6.1 PURPOSE AND NATURE OF THE QUALIFICATION 6.1.1 Nature and general purpose

The nature of this diploma benefits practising teachers. It addresses current needs and issues through practice-based content and activities.

The general purpose of this diploma is to allow practising teachers to upgrade their qualifications.

6.2 DURATION OF THE STUDIES Depending on the level of entry, the minimum duration for this qualification is three years and the maximum duration is six 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, 128 credits.)

6.3 ENTRANCE REQUIREMENTSA Matriculation Certificate (Grade 12, REQV 10) with applicable teaching experience (3-5 years) to start in the first year of the NPDE.

A student with a Matriculation Certificate plus one year tertiary training (REQV 11) will then automatically enter at the second year level.

6.4 RECOGNITION OF PRIOR LEARNING (RPL)RPL as recognised by the Faculty Board.

6.5 QUALIFICATION OUTCOMES

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6.5.1 Generic Outcomes

After completion of the Diploma, the learners will demonstrate knowledge, skills and values regarding

a) Problem identification, problem solving and the application of critical and thinking regarding all educational matters

b) Cooperation in education groupings, with the community and the Department of Education regarding practice teaching

c) The organization and management of themselves and their activities

d) The acquisition, analysis, organization and critical evaluation of information in their field of specialization as well as generic education focused information

e) Communication via various media and in various contexts

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 that problem solving does not occur in isolation

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/learning area/field/ phase, as well as member of the smaller and broader community

i) The specialized nature of education, learning and development in the Foundation, Intermediate, Senior and FET phases.

6.5.2. Specific outcomes

After completion of the Programme the learners will be able to implement fundamental knowledge, skills and values regarding the following roles of the educator:

The role of facilitator of learning, that implies that the learners will be able to:

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a) Facilitate learning in such a way that the different needs of learners, including those with learning disabilities and problems, as well as emotional and behavioural problems, are taken into account within the framework of inclusive education

b) Create and maintain a learning environment that is conducive to effective learning

c) Promote and apply classroom communication in such a way that the differences between learners are recognized and respected

d) Demonstrate thorough knowledge regarding their subject, teaching principles, -strategies, -methods, -skills and teaching-learning resources as applicable in the South African context

e) Demonstrate competence in reading, writing and speaking the language(s) of instruction in ways that facilitate their own academic learning and ability to facilitate learning in the classroom

f) Demonstrate competence in interpreting and using numerical and elementary statistical information to facilitate their own academic learning and ability to administer teaching, learning and assessment.

The role of interpreter and designer of learning curricula and teaching- learning resources that implies that the learners will be able to

a) Interpret existing learning Programmes and critically evaluate them

b) Design new learning Curriculums, taking into regard the ordination principles and varying learning tempos of learners

c) Determine the requirements for certain learning contexts

d) Select and/or create suitable written and audiovisual learning resources in such a way that they suit the specific learning requirements of learners

e) Demonstrate competence in their own area(s) of specialization regarding the planning and reflecting on appropriate Programmes for learners and their learning context.

The role of leader, administrator and manager that implies that the learners will be able to

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a) Demonstrate basic knowledge and perspective regarding the South African education system, especially with regards to further education and training

b) Act professionally as required by existing educational legal principles

c) Demonstrate a respect for and commitment to the educator profession

d) Participate in a responsible and democratic manner in the decision-making processes of the institution in which training is provided.

The role of community member, citizen and pastor, that implies that the learners will be able to

a) Be a living example of a critical, dedicated and ethical person who shows regard for the demands that education, the school and other stakeholders (viz. the government, church, parents and learners) make on them in such a way that learning contexts that promote health are created

b) Demonstrate and promote respect and responsibility

c) Promote the Constitution and democratic values and practices

d) Assist learners in study- and occupational choices.

The role of learner, researcher and life-long learner, that implies that the learners will be able to keep developing through study and research on personal, academic, professional and occupational level.

The role of assessor, that implies that the learners will be able to monitor and evaluate learners’ progress in a just and reasonable manner.

The role of subject specialist, that implies that the learners will be able to

a) Apply thorough knowledge, insight and perspective regarding the contents, skills, values and methods of their particular learning areas, subjects, disciplines and phases during the implementation of learning Programmes

b) Apply their knowledge, insight and perspective of teaching and learning strategies, -methods, -skills during the design and implementation of learning Programmes for their particular learners.

7. CHANGE OF CURRICULUMLearners may only change the curriculum for which they have registered or bring about changes in the curriculum for which they have registered with the written permission of the school director.

23

7.1 ARTICULATION AND EXIT LEVELS7.1.1 Articulation

The NPDE provides access to an Advanced Certificate in Education.

7.1.2 Exit LevelsA learner who has completed the programme after entering with a Grade 12 qualification receives the NPDE (384 credits) at NQF level 5.

24

8. NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION (NPDE) FOUNDATION PHASE

QUALIFICATION CODE: 469 100

8.1 List of modules8.1.1 Compulsory modules

Module code

Module name (Foundation Phase) Credits

AGDN 125 Foundation Phase Literacy, Numeracy and Life Skills 16

AGDN 325 Foundation Phase Literacy, Numeracy and Life Skills 16

AKPN 125 Afrikaans 8






EDMN 315 Educational Management Development 8

EDVN 125 Anti-racism and Educational Laws and Values 8

ESPN 125 English Communication 8



HSCN 319 Social Science :Learning Area 8

FPUN 125 Foundation Phase Studies 8



LOCN 319 Life Orientation: Learning Area 8

NWCN 319 Natural Science: Learning Area 8

OPAN 315 Teaching Studies 8

RGLN 115 Computer Literacy 8

RPLL 111 Recognition of Prior Learning 48


TECN 319 Technology: Learning Area 8

TSCN 125 Setswana Communication (m) 8

25

Module code




TSNN 125 Setswana Communication (nm) 8



WAPN 125 General Mathematics 8


Core modules: Foundation Phase

Module code


AFDN 125 Afrikaans 16

AFDN 325 Afrikaans 16

AFRN 125 Afrikaans 8



EDSN 125 English 16

EDSN 325 English Methodology 16

EGPN 125 English Methodology 8

EGPN 315 English 8

EGPN 325 English 8

GFPN 125 Geography 8



GFXN 125 Geography Methodology 16


GSAN 125 History 8

GSAN 315 History 8

GSAN 325 History 8

GSXN 125 History Methodology 16

26

Module code



LSGN 125 Learner Support and School Guidance 8



LGVN 125 Learner Support and School Guidance Methodology 16

LGVN 325 Learner Support and School Guidance Methology 16

TSMN 125 Setswana 8

TSMN 315 Setswana 8

TSMN 325 Setswana 8

TVXN 125 Setswana Methodology 16


WIPN 126 Algebra: Elementary functions and number systems 8

WIPN 315 Mathematics 8


WSXN 125 Mathematics Methodology 16

WSXN 325 Mathematics Methodology 16

Curriculum compositionA curriculum is composed from the compulsory modules and by choosing ONE of the core module groups.

Learners specialising in the Foundation Phase acquire the following credits:

27

Year Level 1: a) 104 credits from modules in the compulsory section andb) 24 credits from core modules.

Foundation Phase Studies are compulsory for the Foundation Phase.

Year Level 2: RPL 128 credits

Year Level 3: 64 credits in the first semester and 64 credits in the second semester.

The language of communication selected in the Year Level 1, semester 2, is automatically the language of communication for Year Level 3, semester 2.

A different language of communication must be selected for Year Level 3, semester 1.

Mother tongue speakers of Afrikaans/Setswana may NOT choose the (nm) Non-mother tongue modules.

8.2.1 Compulsory modules: Foundation Phase 0100M

Compulsory modules (Foundation Phase)YEAR LEVEL 1 YEAR LEVEL 2 YEAR LEVEL 3

First semester Cr

Cr Firstsemester Cr

RPLL111 48 RPLL 271 128 One of the following:28

TSCN 315 8TSNN 315 8AKPN 315 8AKPN 316 8ESPN 315 8

Plus plusEDMN 315 8OPAN 315 8FPUN315 6

RGLN 115 8PlusThree of the following four:HSCN 319 8LOCN 319 8NWCN 319 8TECN 319 8

Total credits first semester :56 Total credits first semester : 56Second semester Cr Second semester CrOne of the following: One of the following:TSCN 125 8 TSCN 325 8TSNN 125 8 TSNN 325 8AKPN 125 8 AKPN 325 8AKPN 126 8 AKPN 326 8ESPN 125 8 ESPN 325 8

Plus plusWAPN 125 8 WAPN 325 8FPUN 125 8 FPUN 325 8AGDN 125 16 AGDN 325 16EDVN125 8Total creditssecond semester: 48

Total credits Year Level 2: 128

Total creditsSecond semester: 40

8.2.2 Core module Groups (Foundation Phase)Learners choose ONE of the following majors (3x8 credits) plus the relevant methodology (2x16 credits)

Afrikaans

YEAR LEVEL 1 YEAR LEVEL 2 YEAR LEVEL 3

First semester Cr First semester Cr

AFRN 315 8Second semester Cr Second semester Cr

29

AFRN 125 8 AFRN 325 8AFDN 125 16 AFDN 325 16

8.2.2.1 English



EGPN 315 8Second semester Cr Second semester Cr

EGPN 125 8 EGPN 325 8EDSN 125 16 EDSN 325 160100R/ ___ ___ to 0100m

Intermediate _____ 010 m

Snr

8.2.2.2 Setswana



TSMN 315 8Second semester Cr Second semester Cr

TSMN 125 8 TSMN 325 8TVXN 125 16 TVXN 325 16

30

8.2.2.3 Mathematics



WIPN 315 8Second semester Cr Second semester Cr

WIPN 126 8 WIPN 325 8WSXN 125 16 WSXN 325 16

8.2.2.4 History


First semester First semester Cr

GSAN 315 8Second semester Cr Second semester Cr

GSAN 125 8 GSAN 325 8GSXN 125 16 GSXN 325 16

8.2.2.5 Geography


First semester First semester Cr

GFPN 315 8Second semester Cr Second semester Cr

GFPN 125 8 GFPN 325 8GFXN 125 16 GFXN 325 16

8.2.2.6 Learner Support and School Guidance



LSGN 315 8Second semester Cr Second semester Cr

LSGN 125 8 LSGN 325 8LGVN 125 16 LGVN 325 16

9. CORE MODULE GROUPS FOR INTERMEDIATE AND SENIOR PHASE 0101M / 0102M

31

9.1 Afrikaans


First semester Cr First semester CrAFRN 315 8

Second semester Cr Second semester CrAFRN 125 8 AFRN 325 8AFDN 125 16 AFDN 325 16

9.2 English


First semester Cr First semester CrEGPN 315 8

Second semester Cr Second semester CrEGPN 125 8 EGPN 325 8EDSN 125 16 EDSN 325 16

9.3 Setswana


First semester Cr First semester CrTSMN 315 8

Second semester Cr Second semester CrTSMN 125 8 TSMN 325 8TVXN 125 16 TVXN 325 16

9.4 Mathematics


First semester Cr First semester CrWIPN 315 8

Second semester Cr Second semester CrWIPN 126 8 WIPN 325 8WSXN 125 16 WSXN 325 16

Only core modue available not electives

32

9.5 History


First semester Cr First semester CrGSAN 315 8

Second semester Cr Second semester CrGSAN 125 8 GSAN 325 8GSXN 125 16 GSXN 325 16

9.6 Geography


First semester Cr First semester CrGFPN 315 8

Second semester Cr Second semester CrGFPN 125 8 GFPN 325 8GFXN 125 16 GFXN 325 16

9.7 Learner Support and School Guidance


First semester Cr First semester CrLSGN 315 8

Second semester Cr Second semester CrLSGN 125 8 LSGN 325 8LGVN 125 16 LGVN 325 16

33

10. NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION (NPDE) INTERMEDIATE AND SENIOR PHASE

QUALIFICATION CODE: 469 101 - Curriculum Codes O101 P (Flexi, cooperation agreements)

O101 C (OLG Johannesburg)

10.1 List of modules10.1.1 Compulsory modules

Compulsory modules (Intermediate and Senior Phase)Module code Module name Credits

AKPN 125 Afrikaans Moedertaal-Kommunikasie 8

AKPN 126 Afrikaans Niemoedertaal-Kommunikasie 8





EDMN 315 Education Management and development 8

EDVN 125 Anti-racism, Education Law and values 8




HSCN 319 Social Sciences: Learning Area 8


NWCN 319 Natural Sciences: Learning Area 8












34

Compulsory modules (Intermediate and Senior Phase)Module code Module name Credits



10.1.2 Core modules: Intermediate and Senior Phase Learners choose TWO of the following majors [2 (3x8) credits] plus

the relevant methodology [2 (2x16 credits)]

Core modules (Intermediate and Senior Phase)Module code Module name Credits

AFDN 125 Vakdidaktiek Afrikaans 16







EGPN 125 English 8

EGPN 315 English 8

EGPN 325 English 8






GSAN 125 History 8

GSAN 315 History 8

GSAN 325 History 8







35



TSMN 125 Setswana 8

TSMN 315 Setswana 8

TSMN 325 Setswana 8






WSXN 125 Mathematics Methodology: Algebra 16

WSXN 325 Mathematics Methodology Geometry 16

10.1.3 Curriculum compositionA curriculum is composed from the compulsory modules and by choosing TWO of the core module groups.

Learners specialising in the Intermediate and Senior Phase acquire the following credits:





A different language of communication must be selected for Year Level 3, semester 1. Mother tongue speakers of Afrikaans/ Setswana may NOT choose the (nm) Non-mother tongue modules.

10.1.4 Compulsory modules: Intermediate and Senior Phase O101P

YEAR LEVEL 1 YEAR LEVEL 2 YEAR LEVEL 3First semester Cr Cr First semester CrRPLL 111 48 RPLL 271 128 One of the following:

TSCN 315 8TSNN 315 8AKPN 315 8AKPN 316 8

36

ESPN 315 8Plus plus

EDMN 315 8OPAN 315 8PlusThree out of Four:

RGLN 115 8 HSCN 319 8LOCN 319 8NWCN 319 8TECN 319 8

Total credits first semester: 56 Total credits first semester : 48

YEAR LEVEL 1 YEAR LEVEL 2 YEAR LEVEL 3Second semester Cr Second semester CrOne of the following: One of the following:TSCN 125 8 TSCN 325 8TSNN 125 8 TSNN 325 8AKPN 125 8 AKPN 325 8AKPN 126 8 AKPN 326 8ESPN 125 8 ESPN 325 8

Plus plusWAPN 125 8 WAPN 325 8EDVN 125 8Total creditssecond semester : 24


Total creditssecond semester : 16

10.1.5 Core module groups for Intermediate and Senior Phase 10.1.5.1 Afrikaans




37

10.1.5.2 English




10.1.5.3 Setswana




10.1.5.4 Mathematics




38

10.1.5.5 History




10.1.5.6 Geography








39

11. NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION (NPDE) SENIOR AND FURTHER EDUCATION AND TRAINING (FET) PHASE

QUALIFICATION CODE: 469 102 – Curriculum code

11.1 List of modules

11.1.1 Compulsory modules

Compulsory modules (Senior and FET Phase)Module code Module name Credits

AKPN 125 *Afrikaans Mother language Communication 8

AKPN 126 *Afrikaans Non-Mother language 8

AKPN 315 *Afrikaans Mother language Communication 8

AKPN 316 *Afrikaans Non- Mother language Communication 8

AKPN 325 *Afrikaans Mother – language Communication 8

AKPN 326 *Afrikaans Non-Mother language Communication 8

EDVN 125 Anti-Racism,Education Law and Values 8

ENTN 315 The teacher and Enterpreneurship 8




HSCN 319 Social Sciences: Learning Area 8


NWCN 319 Natural Sciences: Learning Area 8







TSCN 125 *Setswana Communication (m) 8



TSNN 315 *Setswana Communication (nm) 8


40

Compulsory modules (Senior and FET Phase)Module code Module name Credits




* (nm) (non-mother-language)

* (m) (mother- language)

11.2 Core modules11.2.1 Curriculum composition

A curriculum is composed from the compulsory modules and by choosing TWO of the core module groups.

Learners specialising in the FET Phase acquire the following credits:





A different language of communication must be selected for Year Level 3, semester 1.

Mother tongue speakers of Afrikaans/Setswana may NOT choose the (nm) Non-mother tongue modules.

11.2.2 Compulsory modules: FET Phase O102M

Compulsory modules (FET Phase)


First semester Cr First and Second semester Cr First semester Cr

41

RPLL 111 48 RPLL 271 128 One of the following:TSCN 315 8TSNN 315 8AKPN 315 8AKPN 316 8ESPN 315 8

YEAR LEVEL 1 YEAR LEVEL 2 YEAR LEVEL 3First semester Cr First and Second semester Cr First semester Cr

Plus plusENTN 315 8OPAN 315 8PlusThree of the following four:HSCN 319 8

RGLN 115 8 LOCN 319 8NWCN 319 8TECN 319 8


Second semester Cr Second semester CrOne of the following: One of the following:TSCN 125 8 TSCN 325 8TSNN 125 8 TSNN 325 8AKPN 125 8 AKPN 325 8AKPN 126 8 AKPN 326 8ESPN 125 8 ESPN 325 8

Plus plusWAPN 125 8 WAPN 325 8EDVN 125 8Total creditssecond semester : 24

Total creditsYear Level 2: 128


11.2.3 Core modules

Core modules (Senior and FET Phase)Module code Module name Credits

AFDN 125 Methodology Afrikaans 16

AFDN 325 Methodology Afrikaans 16

42






EGPN 125 English 8

EGPN 315 English 8

Module code Module name CreditsEGPN 325 English 8






GSAN 125 History 8

GSAN 315 History 8

GSAN 325 History 8








TSMN 115 Setswana 8

TSMN 315 Setswana 8

TSMN 325 Setswana 8


TVXN 325 Setswana Methology 16

43

12. EXAMINATION 12.1 Admission to the examinations

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 learner has complied with the particular requirements as stated in the study guide.

12.2 Proof of Participation

The proof of participation for a module is made up from the assignments and teaching-learning activities in accordance with the prescriptions in the study guide.

An assignment mark may only contribute towards the participation mark for two consecutive examination opportunities, whereafter a new assignment must be submitted for a new participation mark.

12.3 Module mark

In calculating the module mark the participation mark carries a weight of 40% and the examination a weight of 60%.

12.4 Pass requirements of a curriculumi) The subminimum for all modules in which examinations are taken is 40%

(A.8.9).

ii) The requirement for passing a module in which examinations are taken is a module mark of 50%.

iii) Passing all the separate modules, of which the curriculum is compiled, as indicated in A.8.5, passes a curriculum.

iv) The qualification is passed with distinction if an average mark of at least 75% is attained in all modules.

12.5 Repetition of modulesIn accordance with A.10.3 the following rule is applicable:

i) Within the twelve months following the date of the learners' first registration for a module the learner has two opportunities to sit for examination in such module.

ii) A learner who, after both examination opportunities, has failed a module, irrespective of whether one or both of these opportunities were utilised, must repeat the module.

(iii) Any learner who repeats modules must re-register for them and must qualify anew by acquiring a proof of

participation.

12.6 Termination of study

The studies of any learner may be terminated (according to A.9)

i) if the maximum duration of the study is exceeded,

44

ii) if the learner, in any two consecutive study years, fails to acquire at least half of the credits prescribed for those two study years and has previously received a dean’s warning.

45

Core modules: Intermediate and Senior Phase Learners choose TWO of the following majors [2 (3x8) credits] plusthe relevant methodology [2 (2x16 credits)]









EGPN 125 English 8

EGPN 315 English 8

EGPN 325 English 8






GSAN 125 History 8

GSAN 315 History 8

GSAN 325 History 8








TSMN 125 Setswana 8

TSMN 315 Setswana 8

TSMN 325 Setswana 8

46







WSXN 125 Mathematics Methodology: Algebra 16

WSXN 325 Mathematics Methodology Geometry 16

Curriculum compositionA curriculum is composed from the compulsory modules and by choosing TWO of the core module groups.

Learners specialising in the Intermediate and Senior Phase acquire the following credits:





A different language of communication must be selected for Year Level 3, semester 1. Mother tongue speakers of Afrikaans/ Setswana may NOT choose the (nm) Non-mother tongue modules.

47

Compulsory modules: Intermediate and Senior Phase O101P

YEAR LEVEL 1 YEAR LEVEL 2 YEAR LEVEL 3First semester Cr Cr First semester CrRPLL 111 48 RPLL 271 128 One of the following:

TSCN 315 8TSNN 315 8AKPN 315 8AKPN 316 8ESPN 315 8

plus PlusEDMN 315 8OPAN 315 8PlusThree out of Four:

RGLN 115 8 HSCN 319 8LOCN 319 8NWCN 319 8TECN 319 8


YEAR LEVEL 1 YEAR LEVEL 2 YEAR LEVEL 3Second semester Cr Second semester CrOne of the following: One of the following:TSCN 125 8 TSCN 325 8TSNN 125 8 TSNN 325 8AKPN 125 8 AKPN 325 8AKPN 126 8 AKPN 326 8ESPN 125 8 ESPN 325 8

plus PlusWAPN 125 8 WAPN 325 8EDVN 125 8Total creditssecond semester : 24



48

Core module groups for Intermediate and Senior Phase 13.2.2.2 Afrikaans




13.2.2.3 English




13.2.2.4 Setswana




13.2.2.5 Mathematics




49

13.2.2.6 History




13.2.2.7 Geography








50

DETAILED CURRICULA

FOR

ACE MODULES

CODE

EDFM 514

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6TITLE: MANAGING HUMAN RIGHTS LEARNING ENVIRONMENT

51

PURPOSE: To introduce students to policy development and implementation.

INTENDED LEARNING OUTCOMES:

By the end of the module, students should be able to:

- demonstrate an understanding on how to work in and manage human rights learning environment.

- respect and awareness of the rights of all human beings.

- undertake a project / case study on human rights learning environment.

PRE-REQUISITES:

CO-REQUISITES:

DELIVERY MODES:

- Lectures- Directed Self Study- Research and SeminarsCONTENT:

- Managing a democratic classroom- Student discipline- Staff discipline- Learner’s rights- Rights of the minority- Environmental rights- Access and equality laws and policies- Multilingualism and language policy- Culture of human rights in education- SACE Code of Professional- Ethics Anti-discrimination

ASSESSMENT:

- Presentation, Assignment- Small Scale Project- Examination

CODE

EDFM 527

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6

52

TITLE: GOVERNANCE AND SCHOOL COMMUNITY RELATIONS

PURPOSE: To understand the essence of governance partnership and school community relations.

INTENDED LEARNING OUTCOMES: By the end of the module, students should be able to:

- demonstrate an understanding of the concepts of the governance and school community relations

- identify major problems in the governance of educational institutions- make sound judgements on issues related to governance and school community relations.PRE-REQUISITES:

CO-REQUISITES:

- DELIVERY MODES:- Lectures- Directed Self Study- Project and SeminarsCONTENT:

Concept of “Governance and school governance”-Models of Governance-Principles of participatory democracy

Nature and scope of governance at local level-Policy and governance of education institutions-Good governance-Role and responsibilities of SGB’s and SMT’s-Effective managers

Concepts of “community relation and partnership” Community structure and involvement

-Understanding the community-The school administrator’s community-Major problems in school community relations

Community involvement and human rights-Purposes of involvement, barriers, types of community involvement-Ways of involving parents in schools-Problems of involving parents: parental apathy and over-involvement

Partners between educators and parents- In loco parentis, rights and duties of parents-Parents share in education

Partners between school and community-SGB’s and School Governing Bodies Association

ASSESSMENT:Presentation, Assignment, Small Scale project, Examination

CODE

EDFM 521

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6

53

TITLE: EDUCATION LAW AND HUMAN RIGHTS EDUCATION

PURPOSE: To introduce students to the Bill of Rights in Education.INTENDED LEARNING OUTCOMES: The students should be able to:

- Demonstrate an understanding of basic knowledge of education law.

- Demonstrate an understanding of issues related to human rights education.

- Interpret and analyse the impact of human rights issues..

- Give guidance on education law issues.PRE-REQUISITES:

A Diploma in Education or its equivalent.CO-REQUISITES:NoneDELIVERY MODES:LecturesDirected Self-StudyResearch and SeminarsCONTENT:

Sources of Education Law - Legislation, Common Law, Case Law The Constitution as Supreme Law Human Rights in Education

- Human dignity, equality, language and culture- Just administrative action, privacy and freedom of expression- Freedom of religion, belief and opinion- Political rights and labour relations- Application of the Bill of rights, limitation of rights

What is education policy?- Concepts of policy development and policy implementation- The process of education policy development and implementation

Local education policies- White Papers on Education and training- SASA, Educators Act, LRA

ASSESSMENT:

- Presentation, Assignment -Small Scale Project - Examination

CODE

EDPM 571

CREDITS

24

DURATION

32 WEEKS

SEMESTER

1 and 2

NQF LEVEL

6

54

TITLE: RESEARCH PROJECT ENVIRONMENTAL EDUCATION

PURPOSE: This module introduces students to basic principles of research.INTENDED LEARNING OUTCOMES:

The students should be able to:

- Demonstrate basic research knowledge.

- Identify a research related to the environment research.

- Conduct a community based environmental education project.

- Present a completed community project.PRE-REQUISITES: A Diploma in Education or its equivalent.

CO-REQUISITES: None

DELIVERY MODES:

- Lectures

- Seminars

- Fieldwork

- Self Study

- ProjectCONTENT:

What is research?Guidelines in developing a research projectProblem identification and the investigationCommunity-based environmental projectsWriting a research project/report

ASSESSMENT:- Research project 100%

CODE

EDFM 511

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

5TITLE: LIFE SKILLS FOR EDUCATORS

PURPOSE: The main purpose of the module is to help learners to be able to:

55

- identify, understand and use effective skills in studying- communicate effectively in difficult circumstances- manage stress effectively- apply preventive measures in rape- understand and use the concept of UbuntuINTENDED LEARNING OUTCOMES: Educators should be able to:

- develop effective study skills in learners.- develop and apply effective verbal and non-verbal communication skills.- help learners to understand rape and be able to apply preventive measure when necessary.- understand stress and how to deal with it.- help learners to understand the concept, characteristics and practices of Ubuntu.- demonstrate value and respect for human rights as reflected in Ubuntu and other similar

philosophies.PRE-REQUISITES: Pass in at least 4 modules in Education

CO-REQUISITES: None

DELIVERY MODES:

- Lectures- Private study- Seminars

CONTENT:

- Effective study skills- Communication- Rape and its effects- Stress and its management- Ubuntu and its applicationASSESSMENT:

- At least 3 written assignments 50%- Peer assessment- Portfolio assessment- Research and seminar presentation- End of module assessment 50%

CODE

EDFM 515

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6TITLE: APPROACHES TO COUNSELLING AND VOCATIONAL DEVELOPMENT THEORIES

PURPOSE: To familiarise learners with various theoretical approaches to counselling.


56

At the completion of this modules learners will be able to:

- demonstrate knowledge of vocational training as an educational and development strategy.- demonstrate an understanding of 4 theoretical approaches to counselling.- apply these theoretical approaches in the actual process of counselling.PRE-REQUISITES: Admission to the programme

CO-REQUISITES: None

DELIVERY MODES:

LecturesDirected private studySeminarsCONTENTS:Humanistic approach (Maslow, Carl Rogers)How they interpret human behaviourHow this interpretation would inform a counsellor.Behaviourist approach (Pavlov and Skinner)How they interpret any human behaviourThe implication of such an interpretation to counsellingSocial learning theory (Bandura)How they interpret human behaviourHow this will inform a counsellorPsychoanalytic approach (Sigmund Freud) How they can be applied to counsellingHow he understand human behaviour

Principles and guidelines of Vocational Education and TrainingIssues in rural development and educational provisionCareer opportunities and equal education

Vocational Curriculum design and implementationsASSESSMENT:

- Assignments 50%- Examination 50%

57

CODE

EDFM 516

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6

TITLE: INTRODUCTION TO EDUCATIONAL PSYCHOLOGY

PURPOSE: The course introduces learners to advanced topics in normal and abnormal development during infancy, childhood, and adolescence and their relations to genetic and environmental variables.


Learners will be able to:

1. identify behavioural problems in different life stages

2. apply skills in solving such problems

PRE-REQUISITES: Admission to the programme

CO-REQUISITES: None

DELIVERY MODES:

LecturesDirected private studySeminarsTutorialsCONTENTS:

Abnormal human development patterns in:

InfancyChildhoodAdolescenceMotivation

Basic Statistical Concepts

Theories of learning

Assessment Procedures

ASSESSMENT:

Seminars - 50%1500 words research report -End of module examination - 50%

CODE EDFM CREDITS DURATION SEMESTER NQF LEVEL58

517

12 16 WEEKS

1

6TITLE: CRITICAL ISSUES IN EDUCATION AND SOCIETYPURPOSE: To provide learners with critical understanding of certain topical issues which

influence educational practices.

Learners will be able to: demonstrate an understanding of legal issues in education.practice concept of affirmative action andEducational Equity.demonstrate an understanding of adolescent and youthproblems in education.demonstrate an understanding of the concept ofmulti-cultural practices in Education.understand and handle the issues in Education for students with disabilities.PRE-REQUISITES: Admission to the Programme

CO-REQUISITES: None

DELIVERY MODES:

- Lectures- Directed private study- Seminars- TutorialsCONTENTS:- Culture of teaching and learning- Affirmative Action and Educational Equity- Adolescent and youth problems- Multi-culturalism in EducationEducation of students with disabilitiesEducation as a social scienceSociology of knowledgeCulture and curriculumMulticulturalismMultilingualismAuthority and disciplineASSESSMENT:

- Assignment - 50%- Project (on youth problem) -- End of module examination- 50%

59

CODE

EDFM 518

CREDITS

12

DURATION

16 WEEKS

SEMESTER

2

NQF LEVEL

6TITLE: PERSONALITY THEORIES

PURPOSE: To equip learners with knowledge to understand different stages of personality development.



- demonstrate an understanding of the theories of personality and their implications for learning and teaching.


CO-REQUISITES: NONE

DELIVERY MODES:

- Lectures- Directed private Study- Seminars

CONTENTS: Theories of Personality development and their application:

- personality theories

- psychoanalytic theories

- behavioural theories

- trait theories- social behaviour theories- phenomenological perspectives- biological – psychological perspectives

ASSESSMENT:

- Presentations/Seminar }50%- 1500 words research report }- End of module examination}50%

60

CODE

EDFM 513

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6TITLE: THEORIES ON VALUES, ETHICS AND HUMAN RIGHTSPURPOSE: Expose students to theories, principles and practices of values, ethics and human

rights nationally..



- Identify and analyse the philosophical enquiries and identify the opportunities and challenges/problems in developing values, ethics and human rights in educational practices.

- Determine the criteria to select concepts/content appropriate for intermediate and senior phases.

- Identify, analyse and evaluate the core elements or components of values, ethics and human rights.

- Evaluate theories on values, ethics and human rights.- Integrate philosophical enquiry and reflection in education.- Determine and evaluate assessment standards on values, ethics and human rights.


CO-REQUISITES: None

DELIVERY MODES:

- Lectures- Directed self-study- Project work- Seminar presentations

CONTENT:

- Philosophical enquiries on values, ethics and human rights- Elements of values, ethics and human rights - The South African Constitution- Theories, principles and practices of values, ethics and human rights

ASSESSMENT:

- Seminar Presentation- Assignments and written exercises }50%- Project work }- End of module examination }50%

61

CODE

EDFM 522

CREDITS

12

DURATION

16 WEEKS

SEMESTER

2

NQF LEVEL

6TITLE: PRINCIPLES AND PRACTICES OF INCLUSIVE EDUCATIONPURPOSE: To provide students with the knowledge and understanding of the principles and

practices of inclusive education which influence educational practices.



- Demonstrate an understanding of the basic concepts and principles in inclusive education.- Demonstrate an understanding of the historical perspectives on inclusive education.- Understand and appreciate the role of parent/guidance and professionals in the practices of

inclusive education in schools.- Demonstrate an understanding of the educational and school policies which impact on the

practice of inclusive education.- Identify exceptional learners in schools and other learning centres in the context of inclusive

education.


CO-REQUISITES: None

DELIVERY MODES:

- Lectures- Directed private Study- Seminars- Tutorials

CONTENTS:

- Basic concepts in inclusive education- Historical perspectives in inclusive education- Educational and school policies on inclusive education- Exceptional learners in the context of inclusive education- Parental and professionals’ involvement in inclusive educationASSESSMENT:

- Assignment }- Class seminars } 50%- End of module examination 50%

62

CODEEDFM 527

CREDITS

12

DURATION

16WEEKS

SEMESTER

2

NQF LEVEL

6TITLE: COUNSELLING OF SCHOOL CHILDRENPURPOSE:

- To give learners a hands-on practical skill in counselling.

- To enable learners to apply this skill in counselling


At the end of this module, learners will be able to:

- conduct individual counselling

- conduct group counselling


CO-REQUISITES: None

DELIVERY MODES:

1. Case study

2. Report writing

CONTENTS:

- Practical work in individual counselling- Group counsellingASSESSMENT:

- Assignments and exercises- 50%- Project work - 50%

CODE

EDFM 525

CREDITS

12

DURATION

16 WEEKS

SEMESTER

2

NQF LEVEL

6

63

TITLE: EDUCATIONAL GUIDANCE SERVICES: VOCATIONAL AND SOCIALPURPOSE: To familiarise learners with educational and vocational guidance.


At the completion of the module learners will be able to demonstrate:

- knowledge of the value of education.

- knowledge of effective study methods.

- ability to choose academic subjects.

- ability to prepare for working life.

- knowledge of choice of career

- knowledge of careers, job-opportunities and vocational assessment.

PRE-REQUISITES: Admission to FDGC

CO-REQUISITES: None

DELIVERY MODES:

- Lectures- Directed private study- Tutorials- PresentationsCONTENTS:Introduction to vocational guidance and counsellingTheories of vocational guidance and counselling(Holland's theory)(Super's theory)(Ginzberg's theory)-Determinants in vocational guidanceCareer counselling: decision making, occupational information, careers information; careers counselling during childhood and adolescence; undecided client; programmes for boys and girls.Measurement and evaluation.- Social guidance issues:relationship adjustments, gender, multiculturalism, parenthood.- Personal guidance issues:character formation, sexuality education, health education, decision making, abnormal behaviour, leadership.Project based on any of the issues.ASSESSMENT:

- Assignments and exercises } 50%- Project }- End of module examination} 50%

CODEEDFM 528

CREDITS12 DURATION

16 WEEKSSEMESTER

2NQF LEVEL

6TITLE: TESTS IN SCHOOL COUNSELLING

64

PURPOSE: Understanding the factors important in testing and the different types of tests.

At the end of this modules learners are expected to be able to:show an understanding of various testsindicate what tests communicateinterpret test resultsPRE-REQUISITES: Admission to the programme

CO-REQUISITES: None

DELIVERY MODES: Lectures

- Private study- Seminars- TutorialsCONTENTS: - Tests: reliability

- validity- norms- standardization

Type of Tests:

- achievement - mental

- personality- culture- interests

Functions of testing in Guidance and CounsellingTest administration and conditions under which tests are administeredTest scoringInterpretation of test dataReport writing

ASSESSMENT:

- Seminars } 50%- 1500 words research report }End of module examination } 50%

65

CODE

EDFM 571

CREDITS

24

DURATION

32 WEEKS

SEMESTER

1

NQF LEVEL

6

TITLE: FIELDWORK IN GUIDANCE AND COUNSELLING

PURPOSE: To provide both theoretical and practical background in identifying main issues related to vocational and career-guidance matters in the school curriculum, including experiential learning in Guidance and Counselling.


At the completion of this module, students will:- be competent in seeking and identifying areas in Guidance and Counselling.- be capable of contributing to Guidance and Counselling.- demonstrate, through field-work, knowledge on data-collection related to career-guidance

and counselling for learners, undertake experiential work in Guidance and Counselling.PRE-REQUISITES: Vocational Development Theories (EDF 308)

Approaches to Counselling (EDF 309).

CO-REQUISITES: None

DELIVERY MODES:

- Lectures - Group Study- Project/s (Field-work)CONTENTS:

- Basic interviewing skills.- Basic counselling skills.- Approaches and principles that guide professional report-writing skills.- Interpreting and analysing data for experiential learning.- Field-work and final report.ASSESSMENT:

- Presentations }- Assignments ) 50%- Project Report in Guidance and Counselling 50%

66

CODE

EDEM 511

CREDITS

6

DURATION

8 WEEKS

SEMESTER

1

NQF LEVEL

6TITLE: PSYCHOLOGY OF TEACHING AND LEARNING IN ECONOMICS AND

MANAGEMENT SCIENCES

PURPOSE: Demonstrate an understanding of how children learn and understand. The model deals with the ability of the learner to cope with Economic and Management Science concepts in everyday experiences.


Students will be able to:

1. Demonstrate knowledge and understanding of the different learning theories2. Differentiate between learning theories and identify their strengths and weaknesses within

the context of Economic and Management Sciences learning.3. Develop an awareness of and practice in the skills refined to develop lessons/learning

activities in Economic and Management Sciences and become aware of which type of learner each theory would benefit.

4. Identify and evaluate learning theories that work best for the greatest number of learners.PRE-REQUISITE/S: Admission to the programme

CO-REQUISITE/S: None

DELIVERY MODES:

- Lectures- Directed study- Project work- Private Study- Teacher/Learner DemonstrationCONTENT

- Ausubel’s theory about advanced organizers and the applications of these theories in Economic and Management learning activities.

- Bruner’s four theories of learning.- Piaget theory of cognitive developmental stages.- B.F Skinner theory relating to associationism, the law of positive reinforcement, observable

behaviour, tasks analysis.- Vygotsky’s theory of the zone of proximal development.ASSESSMENT MODES

- Seminar presentations- Assignments and exercises 50%- Project work - End of module examination 50%

CODE

EDEM 512

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6

67

TITLE: TEACHING AND LEARNING STRATEGIES FOR ECONOMIC AND

MANAGEMENT SCIENCES EDUCATION

PURPOSE: Explore a wide range of teaching-learning strategies analyzing their appropriateness

for Economic and Management Science Education.


- Identify and analyse the opportunities and problems in classifying these disciplines in sciences.- Determine the criteria to select concepts/content appropriate for intermediate and senior phases.- Identify, analyse and criticise Economic and Management Sciences curricula statement and

content/learning programme.- Evaluate learning programmes/curricula statement in terms of philosophies of teaching and learning.- Integrate curriculum, pedagogy and assessment in line with outcome-based principles and practices.- Develop curriculum for specific phases/grades in outcome-based principles and practices.PRE-REQUISITE/S: Admission to the programme


DELIVERY MODES: - Lectures- Directed private study- Project work- Seminar presentationsCONTENT1. Instructional Planning

- Instructional Skill- Criteria for selecting instructional skill- Select, implement and reflect on the relevant instructional strategies for economic and management

sciences education.2. Instructional Strategies in Economic and Management Sciences

- Learning by discovery- Small-group cooperative learning strategy- Open discussion strategy- An imaginative strategy- Problem-based learning

3. Integrating learning and teaching strategy (OBE principles and practices)4. Content, structure and sequence of economic and management sciences disciplines5. The role of textbook and other instructional materials and resources in economic and management

sciences6. Develop understanding of learning programmes, learning areas, learning outcomes, assessment

standards, curriculum statements, etc, in economic and management sciences.ASSESSMENT MODES

- Seminar presentations }- Assignments and written exercises } 50%- Project work }- Presentations 50%

CODE

EDEM 514

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6TITLE: EDUCATIONAL ASSESSMENT AND CLASSROOM APPLICATION IN

68

ECONOMIC AND MANAGEMENT SCIENCES.

PURPOSE: To provide students with the techniques of assessing learning in Economic and Management Sciences classrooms.

INTENDED LEARNING OUTCOMES:Students should be able to:- Demonstrate an understanding of the purposes of assessing learning in economic and

management sciences.- Select adapt and/or design assessment tasks and strategies appropriate to economic and

management sciences’ learning area.- Explain the link between the method of assessment, the overall assessment purpose and

the principles and practices of outcome-based learning.- Understand and reflect on the assumptions that underlie a range of assessment

approaches in economic and management sciences and their practical strengths and weaknesses in relation to the age of the learner and the content area being assessed.

- Consider critically and be sensitive to gender issues when selecting and implementing assessment items, methods and techniques in economic and management sciences education.

- Reflect and promote integrated teaching and assessment by using a variety of resources, skills, and processes and OBE principles in economic and management science education.

- Assess and record systematically the progress of individual learners within the principles and practices of OBE.

PRE-REQUISITE/S: Admission to the programme


DELIVERY MODES:

- Lectures- Seminars and Tutorials- Project work- Directed self-study

CONTENT- Assessment and Evaluation- Classroom assessment techniques- Assessment in OBE- Developing assessment instruments for effective classroom use- Assessment in Economic and ManagementASSESSMENT MODES

- Seminar presentations- Assignments and written exercises 50%- Project work / End of module examination 50%

69

CODE

EDEM 526

CREDITS

6

DURATION

8 WEEKS

SEMESTER

2

NQF LEVEL

6TITLE: PROFESSIONALISM IN ECONOMIC AND MANAGEMENT SCIENCES LEARNING AREA

PURPOSE: Provide opportunity for students to debates, evaluate and critically examine issues

Relating to professionalism in EMS education.

INTENDED LEARNING OUTCOMES:Students should be able to:- Identify and evaluate the impact of some determinants of Economic and Management

Sciences education these may include globalisation, poverty and employment, HIV/AIDS, Business Community etc. Church and Education, Religion and Economics.

- Recognise and evaluate the impact the relationships between learner, facilitator, school manages and community members; School Policies and procedures.

- Investigate teacher unions and their professional codes and conducts.- Examine the role of teacher unions in the professional development of the EMS teacher.- Explore the concept of budget and credit facilities and evaluate their role in education.- Other relevant socio-economic issues relevant to teaching and learning in EMS.- Explain and examine multiculturalism, equity and language issue in Economic and

Management Sciences Education PRE-REQUISITE/S: Admission to the programmeCO-REQUISITE/S: NoneDELIVERY MODES: - Lectures- Seminars and Tutorials- Project work- Directed self-studyCONTENT- Social Determinants of economic and management sciences education (globalisation,

poverty and employment). Health education (teenage pregnancy HIV/AIDS), Business Community etc. Church and Education, Religion and Economics.

- Relationships between learners, facilitator, school manages and community members; School policies and procedures.

- Career Education- Discuss multiculturalism, equity and language issues in Economic and Management

Sciences Education.- Professional association, professional duties and responsibilities, Labour unions/relations

and teacher development.

ASSESSMENT MODES- Seminar presentations- Assessment and written exercises 50%- Project work - End of module examination/ Final Project 50%

70

CODE

EDEM 571 CREDITS

24

DURATION

32 WEEKS

SEMESTER

1 and 2

NQF LEVEL

6TITLE: SCHOOL-BASED PROJECT

PURPOSE: To provide learners with the opportunity to practice acquired knowledge in their Schools.


Learners should be able to:

1. Practice newly acquired knowledge2. Show improvement in their teaching3. Develop and write learner-centred lesson plans and activities

PRE-REQUISITE/S: Practicing Teacher


DELIVERY MODES:

- Seminars and Tutorials- Project Work- Assignment

CONTENT

- Introduction to Action research

- Newly acquired/improved classroom practice- Methods/strategies for teaching and assessing OBEASSESSMENT MODES

- Written Proposal Research 40% - Final Project 60%

71

CODE

EDIM 511

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6TITLE: FAMILIARITY WITH TECHNOLOGY EDUCATION

PURPOSE: To introduce learners to Technology Education theories and practices.INTENDED LEARNING OUTCOMES:


- 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.PRE-REQUISITES: University admission requirements.CO-REQUISITES: NoneDELIVERY MODES:

- Lectures

- Tutorials

- Directed private study

- Group workCONTENT:

- Various definitions of Technology.- Technology education and its goals within the educational system.- The design process.- The development of Technological capability.- Artefacts, environment and systems.- Outcomes of Technology Education.- Learners’ safety code.ASSESSMENT:

- Assignments, tests presentations

- Practical project } 50%- End of module examination } 50%

72

CODE

EDIM 512

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6TITLE: RESOURCES AND TECHNOLOGY

PURPOSE: To guide learners into the knowledge and identification of resources, tools, mechanisms and machines.



- 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.PRE-REQUISITES: University admission requirements.CO-REQUISITES: NoneDELIVERY MODES:

- Lectures

- Tutorials



- Evolution of tools in various societies.- The difference between a tool, mechanism and a machine.- Major types of primary tools.- The lever, pulley and the wheel and axle.- Major machines, systems and control.ASSESSMENT:

- Practical project }

- Assignments, tests etc. } 50%

- End of module examination } 50%

73

CODE

EDIM 513

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6TITLE: MATERIALS, GRAPHICS AND TECHNOLOGY

PURPOSE: To introduce learners to materials, technical graphics and technology.INTENDED LEARNING OUTCOMES:


- Describe and identify natural materials in engineering.- Describe the difference between renewable and exhaustible materials.- Explain major ways to process raw material.PRE-REQUISITES: University admission requirements.CO-REQUISITES: NoneDELIVERY MODES:

- Lectures

- Tutorials



- Natural materials.- Engineering materials.- Renewable and exhaustible materials.- Major properties of materials.- Processing of raw materials.- Aspects of technical graphics: sketching and drawing.ASSESSMENT:

- Assignment, tests etc. } 50%

- Portfolio } 30%

- Group Project } 20%

CODE

EDIM 524

CREDITS

12

DURATION

16 WEEKS

SEMESTER

2

NQF LEVEL

674

TITLE: TECHNOLOGY, PEOPLE AND SOCIETY

PURPOSE: To provide learners with knowledge about technology, people and society through the years.


Learners 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.PRE-REQUISITES: University admission requirements.CO-REQUISITES: NoneDELIVERY MODES:

- Lectures

- Seminars/Presentations

- Assignments- Group work- Directed individual studyCONTENT:

- Overview of a changing society and industry.- Personal goals, interests and traits.- Methods of getting career information.- Team work, team effort and leadership.- Issues of management and construction of organisations.- Entrepreneurship.ASSESSMENT:

- Projects }

- Presentations } 50%

- Assignments }- End of module examination } 50%

CODE

EDIM 525

CREDITS

12

DURATION

16 WEEKS

SEMESTER

2

NQF LEVEL

6

75

TITLE: ENERGY AND TECHNOLOGY

PURPOSE: To introduce learners to forms, sources and transfer of energy.INTENDED LEARNING OUTCOMES:


- Demonstrate knowledge of broad overview of energy sources and use of controlled energy (power).

PRE-REQUISITES: University admission requirements.CO-REQUISITES: NoneDELIVERY MODES:

- Lectures

- Tutorials



- Broad overview of energy sources and use of controlled energy (power).- Unconventional energy conversion systems (alternate energy).- Energy types: Chemical, electrical, heat, light, mechanical and accoustical.ASSESSMENT:

- Assignment, tests , presentations } 50%

- Portfolio } 20%

- Practical project } 30%

76

CODE

EDIM 526

CREDITS

24

DURATION

16 WEEKS

SEMESTER

2

NQF LEVEL

6TITLE: TEACHING AND LEARNING STRATEGIES FOR TECHNOLOGY

EDUCATION

PURPOSE: To provide learners with knowledge about teaching and learning strategies for technology education.



- OBE and the National Curriculum statement.- Lesson planning and presentation.- Developing teaching strategies.- Instructional skills for technology.- Practical work in technology.PRE-REQUISITES: A first degree with at least one technology major or its equivalent.CO-REQUISITES: NoneDELIVERY MODES:

- Lectures

- Presentations

- Assignments

- Practical workCONTENT:

- OBE and the National Curriculum statement.- Lesson planning and presentation.- Developing teaching strategies.- Instructional skills for technology.- Practical work in technology.ASSESSMENT:

- Presentations } 50%

- Assignments }

- Project } 50%- Portfolio }

77

CODE

EDIM 571

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1 and 2

NQF LEVEL

6TITLE: GUIDED FIELD PROJECT – TECHNOLOGY EDUCATION

PURPOSE: To provide learners with the opportunity to practise acquired knowledge in their schools.



- Practise newly acquired knowledge.- Develop and write out a mini project on technology education.- Show improvement in their teaching.PRE-REQUISITES: Qualified practising teacherCO-REQUISITES: NoneDELIVERY MODES:

- Lectures

- Seminars

- PresentationsCONTENT:

- Principles of Project writing.- Project Report writing.ASSESSMENT:

- Proposal } 20%

- Research Project } 80%

78

CODE

SEDM 511

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6TITLE: AN INTRODUCTION TO THE PRINCIPLES OF LEARNING MATHEMATICS/NATURAL SCIENCES

PURPOSE: To introduce learners to the reasons why Mathematics/Science is taught, the structure

and nature of Science/Mathematics, the expected outcomes and the importance of maths/science

education.



- Demonstrate knowledge of the nature and structure of Mathematics/Natural Sciences- Give reasons why mathematics/natural science is taught- Identify and apply expected outcomes and show the importance of mathematics/Natural

Science EducationPRE-REQUISITE/S: Qualified Practising Teacher

CO-REQUISITE/S: Natural Science/Numeracy

DELIVERY MODES:

- Assignments- Lecture - Tutorials- SeminarsCONTENT

- What is mathematics/natural science?- The Nature and Structure of Maths/Sciences.- Development in Mathematics/Natural Science.- Expected outcomes of Maths/Science- The importance of Maths/Science education.- How Maths/Science Teaching is structured. ASSESSMENT MODES

- Presentations 50%- Assignments- Examination 50%

79

CODE

SEDM 512

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6TITLE: TEACHING AND LEARNING STRATEGIES FOR MATHEMATICS/

NATURAL SCIENCES

PURPOSE: To provide learners with the opportunity to design learner centred activities and the principles for curriculum unit design in OBE



- Design simple curricula- Write curriculum units in Mathematics/Natural Sciences- Design activities for OBE- Design and develop different lesson plans for Mathematics/Natural SciencesPRE-REQUISITES: Practicing Teacher


DELIVERY MODES:

- Lecture- Tutorials- Seminars/Presentations- Assignments

CONTENT

1. Maths/Natural Sciences curricula for schools2. Principles for designing curriculum units3. Outcomes-Based Education and Constructivism4. Learner-centred activities5. Designing and writing curriculum units6. Strategies for teaching and learning maths/natural sciences7. Scientific investigations and problem solving ASSESSMENT MODES

- Portfolio }- Assignments } 50%- Seminars }- Examination 50%

80

CODE

SEDM 524

CREDITS

12

DURATION

16 WEEKS

SEMESTER

2

NQF LEVEL

6TITLE: COMPUTERS IN MATHEMATICS/NATURAL SCIENCES TEACHING/ LEARNING

PURPOSE: To provide learners with the opportunity to know about computers and education and how to use computers to supplement teaching and learning.



- Demonstrate an understanding of the use of computers in education- Apply skills in using computers to supplement teaching and learning- Assess the Internet for Social and Mathematical InformationPRE-REQUISITE/S: Qualified Practising Teacher, EDM 401, 402 and 403


DELIVERY MODES:

- Lecture- Practicals on use of computers- Seminars - AssignmentsCONTENT

- The part of a micro-computer- Teacher competence in computer usage- Computer programming in Mathematics/Natural Science- Introducing Mathematical/Natural Science concepts with computer- The Internet and Science/Maths EducationASSESSMENT MODES

- Portfolio 50%- Assignments- Seminars Presentation- Practical Work 50%

81

CODE

SEDM 516/526

CREDITS24

DURATION

32 WEEKS

SEMESTER

1 & 2

NQF LEVEL

6

TITLE: CONTENT SPECIALITY (MATHEMATICS/NATURAL SCIENCES)

PURPOSE: To provide learners with content environment in their subject areas.


Learners will:

1. broaden their knowledge in Mathematics/Natural Science2. be able to teach effectively their subjects

PRE-REQUISITE/S: Qualified Practising Teacher, EDM 401, 402, 403, 404 and 405


DELIVERY MODES:

- Lectures- Assignments/Projects- Seminars - Private StudyCONTENT

Topics are selected from subject areas for enrichment

ASSESSMENT MODES

- Assignments }- Presentation } 50%- Examination } 50%

82

CODE

SEDM 571

CREDITS

24

DURATION

32 WEEKS

SEMESTER

1 and 2

NQF LEVEL

6TITLE: PRACTICAL SCHOOL BASED PROJECT

PURPOSE: To provide learners with the opportunity to practise acquired knowledge in their schools.



1. Practise newly acquired knowledge2. Show improvement in their teaching3. Develop and write learner-centred lesson plans and activities

PRE-REQUISITE/S: Qualified Practising Teacher.


DELIVERY MODES:

- Presentations/Lectures- Seminar

CONTENT- Principles of Project writing- Project Report WritingASSESSMENT MODES

- Proposal } 20%- Research Project } 80%

83

CODE

EDSM 516

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF

LEVEL

TITLE: CREATION OF A POSITIVE LEARNING ENVIRONMENT

PURPOSE:

The module introduces the educator to strategies that empower him/her to create positive learning and teaching enronments in the school and in the classroom thus enabling learners to be active participants in the learning process.

LEARNING OUTCOMES:

oThe educator will demonstrate knowledge of different types of learning environments.oThe educator will provide positive physical environment for learning.oThe educator will promote a suitable emotional learning environment for active learner

participation and involvement.oThe educator will provide positive educator- learner relationships including fair and firm

discipline.oThe educator will cultivate trust and be a role model for the learners.

MODULE CONTENT:

oUnderstanding different roles of an educatoroDifferent learning environments

- The physical environment: Its organisation and effective use

- The emotional environment: Positive support for learner achievement

- The intellectual environment: Its stimulation for positive Learning

oEducator – learner relationshipoRole Modelling

MODE OF DELIVERY:

Audio Tapes /Lectures /DVDs

TutorialsSeminars/PresentationsMentoring and follow-up support

Study GuideASSESSMENT:

oPractical and Work – Based Assessment(Projects, Presentations, Seminar, Group work)

oTheory Based Assessment (Tests, Assignments, Class exercise, Exam)

60%

40%

CODE EDSM 513 CREDITS DURATION

16 WEEKS

SEMESTER

1

NQF 6

84

TITLE: KNOWLEDGE OF CURRICULUM AND LEARNING PROGRAMMES

PURPOSE:

To provide educators with the knowledge and skills for developing relevant curriculum and meaningful learning programmes.

LEARNING OUTCOMES:

oThe educator will demonstrate adequate knowledge of learning area and show positive understanding of the curriculum process in creating meaningful learning experiences.

oThe educator will discuss the factors that influence curriculum development and implementation.

oThe educator will develop learning programmes from the New National Curriculum.oThe educator will demonstrate knowledge in using appropriate learning materials for the

curriculum.oThe educator will apply relevant strategies in curriculum evaluation and implementation.

MODULE CONTENT:

o Introduction to the ‘concept’ curriculum- Definition

- Curriculum as the programme of schooling

- Curriculum process, development and evaluation

- Factors influencing the curriculum process.

oCurriculum designoCurriculum implementation and evaluationoThe New National Curriculum Statement and its implicationsoLearning areas and learning programmes.oStrategies of planning teaching and learning (OBE)

MODE OF DELIVERY:Audio Tapes/Lecturers/DVDs

o Tutorialso Seminar/Presentations

Mentoring and follow- up supportoStudy Guide

ASSESSMENT: oPractical and Work – Based Assessment

(Projects, Presentations, Seminar, Group work)oTheory Based Assessment (Tests, Assignments, Class exercise, Exam

60%

40%

85

CODE

EDSM 514

CREDITS

6

DURATION

16 WEEKS

SEMESTER

1

NQF 6

TITLE: CURRICULUM AND THE ADMINISTRATION OF RESOURCES AND RECORDS

PURPOSE:

The module provides educators with broad knowledge about resources and records found in educational institutions and equips them with basic skills that enable the educators to administer and use the resources and records effectively and efficiently

LEARNING OUTCOMES:

On completion of the module, educators will be able to:

oDemonstrate an understanding and application of major concepts and processes involving the utilisation of resources and records in educational institutions.

oDemonstration knowledge of the existence and use of variety of resources and records available in educational institutions

oCritically analyse the role of the administration of resources and records in the successful implementation of OBE.

oApply knowledge acquired in efficient record keeping for smooth institutional functioning.

MODULE CONTENT:

oCurriculum and the Role of resources in curriculum implementationoResources – their source and utilisationoSchool records – importance, acquisition, typesoPrinciples of effective resource utilisationoRecord keeping – Why and howoEquipment – Maintenance, control and monitoring systemso Instruction – Its role in efficient use of resources and records

MODE OF DELIVERY:

oLecturesoTutorialsoSeminars and presentationoGroup workoSchool visitsoStudy guide

ASSESSMENT:

oPractical and Work – Based Assessment(Projects, Presentations, Seminars, Group work)

oTheory - Based Assessment (Tests, Assignments, Class exercise, Exam)

60%

40%

CODE CREDITS DURATION SEMESTER NQF 686

EDSM 515

6

16 WEEKS 1

TITLE: LESSON PLANNING, PREPARATION AND PRESENTATION

PURPOSE:

The module provides insights into the processes and techniques of clear, logical and sequential planning, preparation, recording and presentation of lessons as well as management of learning programmes.

LEARNING OUTCOMES:


oEffectively prepare and plan OBE lessons in coherent and logical stepsoPrepare a learning programme, work schedule and lesson plan according to OBE

specificationsoDemonstrate effective record keeping of planning and learner progress.

MODULE CONTENT:

oOBE and principles of teaching and learningoLearning programme preparation

- Outcomes

- Instructional Techniques

- Sequencing, Logical Steps

- Assessment

o Innovative Teaching for OBEoUse of Resources and Record Keeping

MODE OF DELIVERY:

oLecturesoClassroom Support and MentoringoAudio BroadcastsoProfessional Support Group, Discussion and PresentationsoTutorials and SeminarsoStudy Guide

ASSESSMENT:

oPractical and Work – Based Assessment(Projects, Presentations, Seminars, Group work)

o Theory - Based Assessment (Tests, Assignments, Class exercise, Exam)

60%

40%

87

CODE EDSM 512

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF 6

TITLE: ASSESSMENT AND LEARNER ACHIEVEMENT

PURPOSE:

To equip educators with the necessary competence in the processes and content of not only monitoring but also assessing learner achievement and progress.

LEARNING OUTCOMES:


oEffectively use assessment techniques that promote effective teaching and learning.oEfficiently monitor the progress of learners and enhance individual growth and development

through effective record keeping and the application of a variety of techniques.oUse a variety of assessment techniques.

MODULE CONTENT:

o Assessment: Definition in OBEo Formative/Summative/Continuouso Planning for AssessmentoAssessment PoliciesoCASSoAssessment Guidelines for Teaching Learning AreaoAssessment Techniques/StrategiesoEffective Assessment of Learner Achievement: ChallengesoRecords in Assessment

MODE OF DELIVERAudio Tapes/Lectures DVDs

o Tutorialso Seminars/Presentationso Mentoring and follow up supporto Study Guide

ASSESSMENT:

o Practical and Work – Based Assessment (Projects, Presentations, Seminars, Group work

o Theory - Based Assessment (Tests, Assignments Class exercise, Exam)

60%

40%

88

CODE

EDFM 526

CREDITS

12

DURATION

16 WEEKS

SEMESTER

2

NQF LEVEL

6

TITLE: CURRICULUM DESIGN, INSTRUCTIONAL STRATEGIES AND PRACTICES FOR DIVERSITY

PURPOSE: This module introduces learners to general principles of curriculum design development and evaluation. It also introduces learners to instructional and learning strategies for diversity.



1. Identify and demonstrate an understanding of different types of curriculum designs.2. Apply principles of student centred curriculum development for diversity.3. Demonstrate ability to use appropriate instructional strategies for learners with different

educational needs.4. Demonstrate ability to develop a learning programme for diversity.PRE-REQUISITE/S: Admission to the ACE Values and Human Rights Education


DELIVERY MODES:

1. Lectures and discussions2. Group work3. Class presentations4. Projects5. Presentations by invited specialists6. Field trips to relevant educational sitesCONTENT

1. Different models and philosophies on curriculum design and development, e.g. Tylers Rationale.

2. Factors influencing curriculum development.3. Infusing human rights in curriculum development, teaching and learning.4. Overview of OBE principles and application to education for diversity.5. Process of learning programme development

-Outcomes-Lesson design and development-Selection of appropriate teaching strategies-Selection of appropriate learning and teaching media-Application of appropriate assessment strategies

6. Types of educational diversities and programme modification.7. Accommodating diversities in the learning and teaching.ASSESSMENT MODESPracticals and Assignments 50%- End of module Examination 50%

89

CODEEDSM 511

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF

6

TITLE: PROFESSIONAL GROWTH AND DEVELOPMENT

PURPOSE:

To equip educators with adequate knowledge of professional growth and development activities that enables them to demonstrate the willingness to participate in such activities for personal growth.

LEARNING OUTCOMES:


o Define professionalismo Explain the process of professional growth and lifelong learningo Identity activities that foster professional growth and demonstrate willingness to

participate in them.MODULE CONTENT:

o Educator Professionalism defined:- What is professionalism?

- Qualities of a professional educator

o Professional Growth and Lifelong Learning - The principle of lifelong learning

- Professional growth activities

- The continuum of teacher development from pre-service to in-service education.

- In – service educator development in the North West Province

- Restricted professionalism and extended professionalism: Eric Holye

MODE OF DELIVERY

o Lectureso Seminar/Presentationso Audio Broad Cast/DVDo Mentoring/Follow-up Supporto Resource Centre Visits

ASSESSMENT:

o Practical and Work – Based Assessment(Projects, Presentations, Seminars, Group work)

o Theory Based Assessment (Tests, Assignments, Class exercise, Exam)

60%

40%

90

CODEEDSM 526

CREDITS 12 DURATION

16 WEEKS

SEMESTER

2

NQF

6

TITLE: HUMAN RELATIONS AND SCHOOL DEVELOPMENTPURPOSE:

To provide educators with adequate knowledge about human relations and help them understand the role human relations can play in effective school development.

LEARNING OUTCOMES:

On completion of the module, educators will:

o Understand and apply principles of resource administrationo Put into practice appropriate interpersonal relationships (with learners, parents, staff) that

contribute positively to school development.MODULE CONTENT:

o Identification of Human Relation Skillso Types of human relationso Human relations and learner needso Human relations and valueso Scientific and administrative management approaches:

- Classical organizational

- Human relations

- Behavioural science

o Group dynamics in human relationso Leadership in human relations, i.e. Nature, Causes and Resolutiono Educator – stakeholder relationship and achievement of school goals

MODE OF DELIVERY

o Lectureso Face- to face tutorialso Tutorial letterso Audio broadcastso Mentoringo Trainee study groupso Study guide

ASSESSEMNT

o Practical and Work – Based Assessment(Projects, Presentations, Seminars, Group work

o Theory Based Assessment (Tests, Assignments, Class exercise, Exam)

60%

40%

91

CODE

EDSM 527

CREDITS

6

DURATION

16WEEKS

SEMESTER

2

NQF

6

TITLE: ADMINISTRATION OF AND PARTICIPATION IN EXTRA –CURRICULARAND CO-CURRICULAR ACTIVITIES

PURPOSE:

The module exposes to learners the nature, purpose and main principles related to the planning and administration of extra-curricular and co- curricular activities including their role in supplementing the teaching-learning process.

LEARNING OUTCOMES:

On completion of the module, participants will be able to:

o Identity and participate effectively in selected extra and co-curricular activities to promote whole school development.

o Contribute effectively to the development and administration of sports, cultural and other activities in the school.

MODULE CONTENT:

o The School Curriculum- The curriculum, co-curricular and extra – curricular activities

- The function of all school activities in the development of the learner and

school culture

o Building a School Tradition- Strong traditions

- Weak tradition

o Effective Administration of Extra and Co-curricular Activities- Timetabling

- Motivation

- Coaching

- Programme consistency

- Contributing to provincial, national and international excellence

92

MODE OF DELIVERY

o Lectureso DVDso Tutorialso Seminars/Presentationo Mentoring and follow up supporto Study Guide

93

CODE

EDSM 524

CREDITS

6

DURATION

16 WEEKS

SEMESTER

2

NQF

6

TITLE: SCHOOL AND PERSONNEL MANAGEMENTLEARNING OUTCOMES:


o Demonstration knowledge and understanding of the process and skills in educational personnel management.

o Analyse critically issues and challenges in personnel management.o Ensure the development and management of staff development and mentoring

programmes using democratic principles.o Inspire and build commitment as well as confidence in other staff for staff development.

MODE CONTENT:

o Human Resource and its managemento Personnel policy, procedures and managemento Challenges in personnel managemento Staff recruitment and development for effective institutional governanceo Leadership, commitment and confidence in personnel managemento Democratic principles in staff development.

MODE OF DELIVERY

o Lectures o Tutorialso Seminar and Presentationso Group worko Study Guide

ASSESSMENT:

o Practical and Work – Based Assessment(Projects, Presentations, Seminars, Group work)

o Theory Based Assessment (Tests, Assignment,Class exercise, Exam)

60%

40%

94

CODE

EDSM 525

CREDITS

12

DURATION

16 WEEKS

SEMESTER

2

NQF

6

TITLE: DECISION – MAKING AND ACCOUNTABILITYPURPOSE:

The module gives an in-depth understanding of the processes and procedures for democratic decision-making and accountability within any educational institution and lays the foundations for the application of such processes and procedures leading to effective whole school development.

LEARNING OUTCOMES:

On completion trainees should be able to:

o Explain the process of decision-making and how it affects school operationso Participate in decision-making effectivelyo Apply democratic principles and procedures in decision- making

MODULE CONTENT:

o What is decision-making?o Decision making theoryo Decision making processes and procedureso Models of decision- makingo Participation in decision- makingo Levels of accountability in a schoolo Areas of accountability in a school – Learner Welfare, Professional Accountability

Resources, Time and FinanceMODE OF DELIVERY

o Lectureso Face-to face tutorialso Tutorial letterso Audio broadcastso Mentoringo Trainee study groupso Follow –up supporto Study guide

ASSESSMENT:

o Practical and Work – Based Assessment (Projects, Presentations, Seminars Group work)

o Theory Based Assessment (Tests, Assignments Class exercise, Exam)

60%

40%

95

CODE

EDSM 522

CREDITS

12

DURATION

16 WEEKS

SEMESTER

2

NQF LEVEL

6

TITLE: LEADERSHIP, COMMUNICATION AND SERVICEPURPOSE:

The module serves to provide educators with broad knowledge and understanding of the concepts leadership, communication and service and developing them (educators) skills that lead to the successful application of the concepts within schools.

LEARNING OUTCOMES:

On completion trainees should be able to:

o Demonstrate critical understanding of leadership and communication theories and apply them in the classroom situation.

o Show confidence, commitment, initiative and creativity in playing their leadership and service roles in the school situation.

MODULE CONTENT:

o What is leadership?o Leadership – traditional and emerging

- Trait-situation dilemma

- Contingent approaches

o Group dynamics in leadershipo What is communicationo Theories of communicationo The role of communication in leadershipo Barriers to communicationo Educator service to SGBs

MODE OF DELIVERY


ASSESSMENT:

o Practical and Work – Based Assessment (Projects, Presentations, Seminars Group work)

o Theory Based Assessment (Tests, Assignments Class exercise, Exam)

60%

40%

96

CODE

EDSM 523

CREDITS

12

DURATION

16 WEEKS

SEMESTER

2

NQF LEVEL

6

TITLE: EDUCATION MANAGEMENT AND DEVELOPMENT

PURPOSE:

To expose educators to a variety of school management skills that enable them to participate effectively in the planning and education management activities that lead to effective school development.

LEARNING OUTCOMES:On completion trainees should be able to :

o Define the functions of managemento Explain how educational policy is formulatedo Apply the various approaches to educational planning and managemento Outline the role of strategic and financial planning in successful education management

MODULE CONTENT:

o What is education management?o What is education development?o Planning in educationo Organizing in educationo Leading in educationo Controlling in educationo Policy analysis in educationo Programme implementation and evaluation in educationo Models of educational planningo Records and resource managemento Strategic and financial planningo Project management and communication

MODE OF DELIVERY


ASSESSMENT:o Practical and Work – Based Assessment

(Projects, Presentations, Seminars Group work)o Theory Based Assessment (Tests, Assignments

Class exercise, Exam)

60%

40%

97

CODE

EDFM 571

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6TITLE: INTRODUCTION TO RESEARCH METHODS AND REPORT WRITINGPURPOSE: To provide students with the knowledge and skills in research methods and report

writing

INTENDED LEARNING OUTCOMES: Learners will be able to:- Explain the concept of educational research and types of research- Develop research problems, purpose statement, significance of the study- Conduct a review of the literature, formulate hypothesis- Understand and apply qualitative and quantitative research approaches to educational

research- Develop research design and procedures, select population and apply sampling techniques- Develop appropriate research tools/instruments and data collection procedures- Conduct data analysis including descriptive and inferential statistics- Compile a research proposal as well as a research report

PRE-REQUISITES: Admission to ACE Human Rights

CO-REQUISITES: None

DELIVERY MODES:

- Lectures- Directed private study- Seminars, workshops- Student presentations- Project / assignmentsCONTENT:

- Introduction to educational research and types of research- Development of research problems, background study, problem statement, significance of

the study/research- Review of the literature, formulation of hypothesis- Qualitative and quantitative research- Research design, methods, population, sample and sampling techniques- Instruments/tools of research, data collection procedures- Data analysis and interpretation, descriptive and inferential statistics- Proposal/Report writingASSESSMENT:

A portfolio of assessments including seminars, projects, written assignment and research proposal

98

CODE

EDPM 521

CREDITS

12

DURATION

16 WEEKS

SEMESTER

2

NQF LEVEL

6TITLE: EDUCATION LAW AND HUMAN RIGHTS EDUCATION

PURPOSE: To introduce students to the Bill of Rights in Education.INTENDED LEARNING OUTCOMES:The students should be able to:- Demonstrate and understanding of basic knowledge of education law.- Demonstrate an understanding of issues related to human rights education.- Interpret and analyse the impact of human rights issues..- Give guidance on education law issues.PRE-REQUISITES:

A Diploma in Education or its equivalent.CO-REQUISITES:

NoneDELIVERY MODES:

- Lectures

- Directed Self-Study

- Research and SeminarsCONTENT:Sources of Education Law - Legislation, Common Law, Case Law The Constitution as Supreme Law Human Rights in Education

- Human dignity, equality, language and culture- Just administrative action, privacy and freedom of expression- Freedom of religion, belief and opinion- Political rights and labour relations- Application of the Bill of rights, limitation of rights

What is education policy?- Concepts of policy development and policy implementation- The process of education policy development and implementation

Local education policies- White Papers on Education and training- SASA, Educators Act, LRA

ASSESSMENT:- Presentation, Assignment- Small Scale Project- Examination

99

CODE

EDDM 512

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

5TITLE: BASIC COMPUTER LITERACY

PURPOSE: To help students to develop basic computer skills that will lay the foundations of their work as teachers.

INTENDED 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.PRE-REQUISITES: Satisfy university admission requirementsCO-REQUISITES: NoneDELIVERY MODES:

- Lectures- Practicals- DemonstrationsCONTENT:

1. History of computers.2. Applications: Introduction to Windows, Introduction to Microsoft Word, Introduction to

PowerPoint3. InternetASSESSMENT:

Assignment, Projects, Presentation } 50%End of module Examination } 50%

100

CODE

EDDM 511

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6TITLE: BASIC CLASSROOM RESEARCH PURPOSE: This module is intended to acquaint learners with the principles and process

of research based in the classroom


On successful completion of this module learners will be able to:

1. Identify and explain the basic principles regarding research generally and classroom research in particular.

2. Demonstrate knowledge understanding of common problems that teachers face in their daily asks.

3. Isolate classroom problems that demand research and understanding

PRE-REQUISITE/S: Pass in a total of 6 education modules


DELIVERY MODES:1. Lectures2. Tutorial3. Direct study4. Practicals involving development of research instrument5. SeminarsCONTENT1. Basic principles of research2. Common classroom problems3. Use of research in solving classroom problems4. Techniques of data collection and analysis5. Development of research instruments - basic principles:ASSESSMENT MODES

- Written assignments and Exercises }- Continuous assessment of weekly practicals }- Assessment of project work }- Research instrument (outline) } 50%- End of module exam } 50%

***EDT 412 will be offered again in Semester 2 if 10 or more students register for it

CODE

101

EDDM513 CREDITS

16

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6

TITLE: PROJECT DESIGN AND PLANNING IPURPOSE: The module affords learners a chance to understand and analyse the process of

designing and planning a project.



- demonstrate an understanding of the process of designing and planning a project.- analyse factors that are critical in the success of a project.- Apply the skills gained in designing and planning a project.PRE-REQUISITE/S: Admission to the Advanced Certificate in Education


DELIVERY MODES:

- Lectures- Group discussion - Practicals- Video presentation- Seminars CONTENT

- Situation and context analysis- Project conceptualization and defining- Project presentation and approval- Resource mobilization- Critical success factors for successful projects ASSESSMENT MODES

- Two written assignments }- Seminar presentation } 50%- End of module Examination } 50%

102

CODE

EDDM 522

CREDITS

24

DURATION

16 WEEKS

SEMESTER

2

NQF LEVEL

6TITLE: PROJECT IMPLEMENTATION: STRATEGIES AND PROBLEMS

PURPOSE: The module provides an understanding of the strategies and problems if implementing a project in education.


By the end of the module learners will be able to:

1. Demonstrate knowledge and understanding of methods of implementing an educational project.

2. Monitor a project in education.3. Demonstrate skills in strategies of budgeting and mobilizing project resource.

PRE-REQUISITE/S: Admission to the Advanced Certificate in Education


DELIVERY MODES:

- Lectures - Group discussion - Practicals in writing work plan and monitoring plans- Library study

CONTENT

1. Drawing work plan2. Budget structure3. Funding and resource mobilization4. Monitoring and evaluation of plans5. Organisation of progress reviews6. Adjusting to unexpected setbacks and ground factors ASSESSMENT MODES

- Written assignments }- Seminar presentation }- Practicals } 50%- End of module Examination } 50%

103

CODE

EDDM 514

CREDITS

12

DURATION

16 WEEKS

SEMESTER

1

NQF LEVEL

6TITLE: PROJECT MANAGEMENT I

PURPOSE: The module gives insights and skills in project management at all stages of development and implementation.



1. Demonstrate an understanding of the process of project management2. Apply the skills of project management3. Analyse factors that might lead to failure in project managementPRE-REQUISITE/S: Admission to the Advanced Certificate in Education


DELIVERY MODES:

- Lectures - Visits to some project sites- Group discussions- Practicals in Project ManagementCONTENT

- Project manager: roles and responsibilities- Facilitation skills- Management (control) e.g. project monitoring, auditing, quality assurance- Time and Milestone management- Performance measurement and project reporting- Resource management- Managing project stakeholders ASSESSMENT MODES

- Written assignments }- Seminar presentation } 50%- End of module Examination } 50%

104

CODE

EDDM 523

CREDITS

12

DURATION

16 WEEKS

SEMESTER

2

NQF LEVEL

6

TITLE: PROJECT EVALUATION

PURPOSE: The module provides learners with insights into the strategies and techniques of conducting project evaluation.


1. Plan strategies of project evaluation2. Apply the “when, who, why, how” principles in project evaluation3. Write evaluation reports4. Demonstrate an understanding of the formative and summative processes in project

evaluationPRE-REQUISITE/S: Admission to the Advanced Certificate in Education


DELIVERY MODES:

- Lectures - Group discussions- Seminars- Video presentation and discussionCONTENT

- Planning of evaluation (when, who, why, how)- Drawing monitoring and evaluation plans- Strategies of project evaluation (formative and summative)- Writing an evaluation reportASSESSMENT MODES

- Written assignments }- Seminar presentation } 50%- End of module Examination } 50%

105

CODE

EDDM 524

CREDITS

12

DURATION

16 WEEKS

SEMESTER

2

NQF LEVEL

6TITLE: LEADERSHIP IN PROJECT MANAGEMENT

PURPOSE: The module provides an understanding of the leadership roles and practices related to project management and implementation.


By the end of the module learners will be able to:

1. Analyse the leadership styles of project management.2. Practice leadership skills that will enhance efficiency.3. Manage a project using principles gained from the module.4. Promote project success through effective leadership.



DELIVERY MODES:

- Lectures - Group discussions- Simulation Exercises- Video presentation

CONTENT

- Identify the project leader- Project leadership as a process- Team leading skills and influencing styles for the project leader- Identifying and dealing with conflict- Skills in conducting meaningful meetings- Managing priorities and politics

ASSESSMENT MODES

- Written assignments }- Evaluation Exercises }- Seminar Presentation } 50%- End of module Examination } 50%

CODE CREDITS DURATION SEMESTER 1 NQF LEVEL

106

EDSM 516 12 16 WEEKS

TITLE: CREATION OF A POSITIVE LEARNING ENVIRONMENT

PURPOSE:

The module introduces the educator to strategies that empower him/her to create positive learning and teaching enronments in the school and in the classroom thus enabling learners to be active participants in the learning process.

LEARNING OUTCOMES:

oThe educator will demonstrate knowledge of different types of learning environments.oThe educator will provide positive physical environment for learning.oThe educator will promote a suitable emotional learning environment for active learner

participation and involvement.oThe educator will provide positive educator- learner relationships including fair and firm

discipline.oThe educator will cultivate trust and be a role model for the learners.

MODULE CONTENT:

oUnderstanding different roles of an educatoroDifferent learning environments

- The physical environment: Its organisation and effective use

- The emotional environment: Positive support for learner achievement

- The intellectual environment: Its stimulation for positive Learning

oEducator – learner relationshipoRole Modelling

MODE OF DELIVER:

Audio Tapes /Lectures /DVDs

TutorialsSeminars/PresentationsMentoring and follow-up support

Study GuideASSESSMENT:

oPractical and Work – Based Assessment(Projects, Presentations, Seminar, Group work)

oTheory Based Assessment (Tests, Assignments, Class exercise, Exam

60%

40%

CODE

EDFM 526

CREDITS

12

DURATION

16 WEEKS

SEMESTER

2

NQF LEVEL

6

107

TITLE: CURRICULUM DESIGN, INSTRUCTIONAL STRATEGIES AND PRACTICES FOR DIVERSITY

PURPOSE: This module introduces learners to general principles of curriculum design development and evaluation. It also introduces learners to instructional and learning strategies for diversity.



5. Identify and demonstrate an understanding of different types of curriculum designs.6. Apply principles of student centred curriculum development for diversity.7. Demonstrate ability to use appropriate instructional strategies for learners with different

educational needs.8. Demonstrate ability to develop a learning programme for diversity.PRE-REQUISITE/S: Admission to the ACE Values and Human Rights Education


DELIVERY MODES:

7. Lectures and discussions8. Group work9. Class presentations10. Projects11. Presentations by invited specialists12. Field trips to relevant educational sitesCONTENT

6. Different models and philosophies on curriculum design and development, e.g. Tylers Rationale.

7. Factors influencing curriculum development.8. Infusing human rights in curriculum development, teaching and learning.9. Overview of OBE principles and application to education for diversity.10. Process of learning programme development

-Outcomes-Lesson design and development-Selection of appropriate teaching strategies-Selection of appropriate learning and teaching media-Application of appropriate assessment strategies

8. Types of educational diversities and programme modification.9. Accommodating diversities in the learning and teaching.ASSESSMENT MODES

- Practicals and Assignments 50%- End of module Examination 50%

CODE CREDITS DURATION SEMESTER NQF LEVEL

108

EDDM 571 24 32 WEEKS 1 & 2 6TITLE: GUIDED FIELD PROJECT

PURPOSE: The module provides skills, knowledge and practical experience in conducting a field research project.



Identify a research project problem.

Design a research plan (proposal).

Collect relevant data in the field.

Analyse the data and document the findings.

Make recommendations



DELIVERY MODES:

Lectures PracticalsConsultation between students and lecturerFeedback on research progressCONTENTResearch methods: an overviewProblem identification and analysisProposal writingTechniques of data collectionData analysisReport writing

ASSESSMENT MODES

Research proposal (plan) }Guided Field Project Report } 100%

109

CODE

PCLM 521

CREDITS

10

DURATION SEMESTER

2

NQF LEVEL

6TITLE: UNDERSTAND SCHOOL LEADERSHIP AND MANAGEMENT IN THE SOUTH AFRICAN CONTEXT


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).

CODE

PCTL 572

CREDITS

10

DURATION SEMESTER

1 & 2

NQF LEVEL

6TITLE: MANAGE TEACHING AND LEARNING



demonstrate the personal and professional qualities necessary for effective management of teaching and learning;

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)

110

CODE

PCMP 571

CREDITS

20

DURATION SEMESTER

1 & 2

NQF LEVEL

6TITLE: : LEAD AND MANAGE PEOPLE



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.

CODE

PCSR 571

CREDITS

20

DURATION SEMESTER

1 & 2

NQF LEVEL

6TITLE: MANAGE ORGANIZATIONAL SYSTEMS, PHYSICAL AND FINANCIAL RESOURCES



demonstrate the personal and professional qualities and skills necessary for effective management of organizational systems and financial and physical resources;

set up, implement, maintain and evaluate organizational 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 organizational systems, and physical and financial resources.

CODE CREDITS DURATION SEMESTER NQF LEVEL

111

PCDG 572 20 1 & 2 6TITLE: : MANAGE POLICY, PLANNING, SCHOOL DEVELOPMENT AND GOVERNANCE



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.

CODE

PEPA 512

CREDITS

15

DURATION SEMESTER

1

NQF LEVEL

5TITLE: : PLAN AND CONDUCT OUTCOMES BASED ASSESSMENT



demonstrate understanding of outcomes-based assessment;

prepare for assessments;

conduct assessments;

provide feedback on assessments and

review assessments.

CODE

PFCL 521

CREDITS

4

DURATION SEMESTER

2

NQF LEVEL

5112

TITLE: : BASIC COMPUTER LITERACY IN SCHOOL MANAGEMENT



1. define a computer 2. name and describe the various components of a computer3. demonstrate effective and efficient use of a word processor program4. demonstrate effective and efficient use of a spreadsheet program5. demonstrate effective and efficient use of a graphics program6. demonstrate effective and efficient use of an email program7. demonstrate effective and efficient use of a browser and search engines8. understand and explain the use of computers in education and 9. understand and explain aspects regarding the safe and ethical use of computers

CODE

PFLS 511

CREDITS

6

DURATION SEMESTER

1

NQF LEVEL

5TITLE: : LANGUAGE SKILLS IN SCHOOL MANAGEMENT AND LEADERSHIP


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.

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