Yearbooks

Programme: BEdHons Learning Support

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Code Faculty Department
09240046 Faculty of Education Department: Early Childhood Education
Credits Duration NQF level
Minimum duration of study: 1 year Total credits: 128 NQF level:  08

Programme information

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

Admission requirements

  1. Relevant bachelor’s degree and a relevant Teacher’s Diploma (e.g. BA + HED) or relevant bachelor’s degree and a Postgraduate Certificate in Education or relevant four-year bachelor’s degree in Education (e.g. BEd) or relevant M+4 Teacher’s Diploma and relevant Advanced Diploma in Education.

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 relevant head of department, a student may not sit for an examination for the honours degree more than twice in the same module.

Chancellor's examination
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 Chancellor's 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 (no rounding).

Minimum credits: 128

Fundamental modules

Core modules

  • 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.

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  • 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.

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  • Module content:

    This module will equip students to implement inclusive education principles by preparing them how to adapt all educational activities to meet the learners’ levels of competence within their unique and diverse teaching and learning contexts. Some of these strategies include: modifying the National Curriculum Statement through applying different curriculum differentiation techniques; adopting a multi-level teaching approach and designing multi-level lessons; and conducting alternative assessment procedures. 

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  • 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

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  • Module content:

    Develop knowledge and insight regarding learners with learning difficulties. Systemic factors that influence the development of the learner; the impact of perception (motor, visual and auditory) on the integrated learning process and principles of inclusive education. A practical learning support model which focuses on assessment as well as devising a supporting strategies to cater for individual needs.

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  • 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.

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The regulations and rules for the degrees published here are subject to change and may be amended after the publication of this information.

The General Academic Regulations (G Regulations) and General Student Rules apply to all faculties and registered students of the University, as well as all prospective students who have accepted an offer of a place at the University of Pretoria. On registering for a programme, the student bears the responsibility of ensuring that they familiarise themselves with the General Academic Regulations applicable to their registration, as well as the relevant faculty-specific and programme-specific regulations and information as stipulated in the relevant yearbook. Ignorance concerning these regulations will not be accepted as an excuse for any transgression, or basis for an exception to any of the aforementioned regulations.

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