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Programme: BEdHons Learning Support

09240046
Faculty of Education
Duration of study: 1 year
Total credits: 128
Contact:
Prof MG Steyn
[email protected]
+27 (0)128423514
Mrs M Bruwer
[email protected]
+27 (0)124205542

Programme information

The BEdHons in Learning Support is aimed at Foundation Phase (Grade 1-3) and Intermediate Phase (Grade 4-7) teachers.

Admission requirements

A candidate can be admitted if he/she holds one of the following qualifications:
  •  a Bachelor's degree and a teacher's diploma/Postgraduate Certificate in Education (eg BA + HED); or
  •  a four year composite degree in Education (eg BAEd); or
  • an M+4 teacher's diploma; or
  • an M+3 teacher's diploma and a Further Diploma in Education (FDE) or an Advanced Certificate in Education (ACE); or
  • another academic qualification considered equivalent by the Dean for admission to a specific package. In this instance, the qualification will not be recognised for teaching purposes.
 
 

Additional requirements

Selection is based on:

  • Meeting the minimum academic requirements required for admission;
  • Previous academic performance;
  • Applicable academic and/or teaching background;
  • Availability of supervision for the required research project;
  • Proven academic potential which may include academic communication and computer application skills;
  • Additionally, an interview may be requested;
  • The requirements of professional registration bodies;
  • The discretion of the head of department.

Examinations and pass requirements

Subject to exceptions approved by the Dean, on the recommendation of the head of the department, a student may not sit for an examination for the honours degree more than twice in the same module.

A final-year student who has failed a maximum of three semester modules or their equivalent, with a final mark of at least 40% in each, may be admitted by the Dean to a special examination/s in these modules during January of the following year, provided that this will enable the student to comply with all the requirements for the degree.

Research information

A research project is compulsory and must be handed in for examination, as prescribed by the particular department.

Pass with distinction

The degree is conferred with distinction on a student who has obtained an average of at least 75%, with a minimum of 70% in each module.

Minimum credits: 128

Fundamental modules

LSG 780 Part 2: Research report 780 Credits: 16.00

Module content:

Supervised research project of limited scope. Application of quantitative and/or qualitative research methods. Writing a research report and presenting a research paper in a team.

NMQ 755 Part 1: Research proposal 755 Credits: 16.00

Module content:

Guided literature research, formulation of a conceptual framework and development of a research proposal for a supervised research project of limited scope.

Core modules

CDD 710 Curriculum development 710 Credits: 16.00

Module content:

Principles and foundations of curriculum/programme design and development. International and national models and trends in curriculum/programme development. Principles of outcomes-based programming in the SAQA context. Curriculum development models and instruments in action. Situation and task analysis needs assessment. Development. Dissemination. Implementation as a change process. Assessment and evaluation.

ILN 720 Identification and assessment of learners' needs 720 Credits: 16.00

Module content:

The NCS document; curriculum modification; alternative assessment procedures; multi-level teaching; designing a multi-level lesson; assessment for school readiness and foundation phase.

LSG 710 Learning support 710 Credits: 16.00

Module content:

The neurological interpretation and processing of the reading process in the brain; the impact of perception (motor, visual and auditory) on the integrated learning process; learning support strategies (sound and word recognition); reading habits, extension of eye span and reading speed; reading motivation. A practical learning support model which focuses on assessment as well as devising a supporting programme to cater for individual needs.

JGS 730 Early intervention in numeracy and literacy 730 Credits: 16.00

Module content:

This module will equip students with theoretical knowledge and practical skills in dealing with numeracy and literacy in Early Childhood Education and Foundation Phase. It is inquiry-based and takes on a critical stance on issues raised globally and nationally on the mediation and facilitation of literacy and numeracy in the Foundation Phase classroom. Students will be able to assist learners in the acquisition of mathematical and literacy concepts, skills and processes

NMQ 745 Educational research methodology 745 Credits: 16.00

Module content:

The nature of educational enquiry: contexts of research, research ethics, truth, rationality, subjectivity and objectivity; Quantitative and qualitative modes of enquiry, research designs and data collection techniques. Various approaches to qualitative research including case study research, historical research, ethnographic research, and action research. Basic concepts and principles of quantitative research. Statistical techniques in the educational research process. Survey methodology and questionnaire design. Classification and graphical representation of data. Descriptive measures. Statistical inference. Data-processing procedures. Parametric versus non-parametric tests. Some test statistics (e.g. F-Test and T-test). Formulating a research methodology for a limited project.

EDS 711 Philosophy and social imperatives of education 711 Credits: 16.00

Module content:

Meta-theories in education. Empiricism; rational empiricism; critical rationalism; critical theory; phenomenology; hermeneutics; system theory; philosophies in education: traditional philosophies; indigenous (African) philosophies. The influence of modernism and postmodernism on education. Sociological imperatives for education. Theories of societal change and roles and values of education. Comparative perspectives on learning theories and their meaning for education.