Yearbooks

Programme: PGCE (Further Education and Training Teaching)

Kindly take note of the disclaimer regarding qualifications and degree names.
Code Faculty Department
09127041 Faculty of Education Department: Humanities Education
Credits Duration NQF level
Minimum duration of study: 1 year Total credits: 148 NQF level:  07

Programme information

The PGCE consists of a university-based learning (UBL) component and a school-based learning (SBL) component. The UBL component is presented in the format of classroom-based learning during which students construct a practice theory of and for education. For the purpose of the SBL component, students are placed in two partnerships schools with different compositions of a shadow week of 3 weeks and an extended placement of 7 weeks which amounts to a total of 10 weeks, during which they engage in education practice while they are supported and assessed by qualified mentor teachers and university lecturers.

The choices in compiling the package have to be approved by the package coordinator before registration.

Admission requirements

  1. Relevant bachelor’s degree, or
  2. A relevant approved diploma with:
    Option 1: At least one module relevant to a school subject, passed at third-year diploma/bachelor’s level
    (If the student has only 1 relevant subject that can be used to teach, then the student must add a research  project if they do not qualify for a 2nd teaching specialization), or
  3. Option 2: Two modules relevant to two school subjects, passed at third-year diploma/bachelor’s level

Additional requirements

Further Education and Training Phase Teaching:

Appropriate major subject at least at completed second-year level at NQF level 7. For complex subjects, the appropriate co-subject(s) must be completed to at least level 6 (see programme modules).

Other programme-specific information

Elective modules
Choose one of the following subject methodologies in accordance with the admission requirements (relevant academic modules are indicated in brackets)
^The offering of these modules will depend on the number of student enrolments and the availability of staff to present the modules.

Accounting
Afrikaans
^African languages
Business studies (Business management, Entrepreneurship, Business administration)
Computer application technology
Consumer studies (Nutrition, Clothing)
Economics (Economics, Business economics)
English
Geography
Histor
Hospitality studies (Hotel and catering)
Information technology (Computer, Multimedia or related modules)
Life orientation (Psychology or related modules)
Life sciences (Biology, Zoology, Botany, Physiology, Genetics, Microbiology, Biotechnology or any other related academic module)
Mathematical literacy
Mathematics
^Physical science (Physics, Chemistry, Applied science or any other related academic module)
^Tourisn
^Visual arts
^Music
^Dramatic arts
^Dance studies

Class attendance
The teacher education programmes of the Faculty of Education have been approved and accredited by the Department of Higher Education and Training. Due to the fact that the Faculty places high emphasis on the development of skills and competences, class attendance is compulsory for all student teachers for the full duration of the training period specified by SAQA (South African Qualification Authority).

Examinations and pass requirements

PPF 400 and PRO 410 are assessed through continuous and integrated assessment conducted on beginner teacher competence-based criteria. Assessment and feedback will be done continuously, as well as at the end of the first semester. At the end of the year students will be required to demonstrate their professional growth through various assessments by a mentor-teacher and mentor-lecturer, and a professional reflection..

Chancellor's examinations in the Faculty of Education
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 in these modules during January of the following year, provided that this will enable the student to comply with all the requirements for the certificate.

Pass with distinction

The PGCE will be awarded with distinction to a student who obtained 75% in each of the Professional development (PPF 400), Facilitating learning (FCL 400) and the specialisation module(s), as well as an average of 75% in all the other modules (not rounded).

General information

University of Pretoria Programme Qualification Mix (PQM) verification project

The higher education sector has undergone an extensive alignment to the Higher Education Qualification Sub-Framework (HEQF) across all institutions in South Africa. In order to comply with the HEQSF, all institutions are legally required to participate in a national initiative led by regulatory bodies such as the Department of Higher Education and Training (DHET), the Council on Higher Education (CHE), and the South African Qualifications Authority (SAQA). The University of Pretoria is presently engaged in an ongoing effort to align its qualifications and programmes with the HEQSF criteria. Current and prospective students should take note that changes to UP qualification and programme names, may occur as a result of the HEQSF initiative. Students are advised to contact their faculties if they have any questions.

Minimum credits: 148

Additional information:
Fundamental and Core modules

  • All Fundamental modules are compulsory.
  • Core modules are compulsory, except the Conversational Competence modules (CCW, CCI and CCZ) of which only one should be chosen.
  • An exemption exam can be written for the Conversational Competence modules.

Elective modules

  • Two FET Phase (V##) modules must be selected.
  • JNM 300 (Research Project) is only compulsory for students who do not qualify for a second FET Phase (V##) module.
  • Choose one of the following subject methodologies in accordance with the admission requirements (relevant academic modules are indicated in brackets)

Please note: The offering of modules marked with this sign (^) will depend on the number of student enrolments and the availability of staff to present the modules.

Accounting
Afrikaans
^African languages
Business studies (Business management, Entrepreneurship, Business administration)
Consumer studies (Nutrition, Clothing)
Economics (Economics, Business economics)
English
Geography
History
Information technology (Computer, Multimedia or related modules)
Life sciences (Biology, Zoology, Botany, Physiology, Genetics, Microbiology, Biotechnology or any other
related academic module)
Mathematical literacy
Mathematics
^Physical science (Physics, Chemistry, Applied science or any other related academic module)
^Tourism
^Visual arts
^Music
^Dramatic arts

Fundamental modules

  • Module content:

    FOE 301 introduces the study of education and its foundations. Students are guided in the exploration of philosophers in education such as Rousseau, Pestalozzi, Montessori, Gandhi, Steiner, Dewey, Piaget, Vygotsky, Illich, Freire and Lakoff. A dissecting look at the historic and futuristic trends that impacts change in education.

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  • Module content:

    GPE 301 refers to knowledge of varied situations, contexts and environments of education as well as prevailing policy, political and organizational contexts. GPE 401 is driven by an agenda of social justice and service learning where students discuss dealing with future scenarios in education emerging from globalisation, world of work and other contextual streams. Students study and experience the contextual nderstanding of the human and sociological development impacting on education with particular reference to following an asset-based approach to managing a diverse, multicultural, multi-ethnic groupof learners often contending with problematic home circumstances and under the threat of HIV/Aids.

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Core modules

  • Module content:

    To endow prospective teachers, who has no knowledge of an African language, with a basic conversational competence in Northern Sotho (Sepedi). Successful completion of this module will enable teachers to effectively communicate – verbally and non-verbally - in a multilingual classroom.

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  • Module content:

    To endow prospective teachers, who have no knowledge of an African language, with a basic conversational competence in Setswana. Successful completion of this module will enable teachers to effectively communicate – verbally and non-verbally - in a multilingual classroom.

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  • Module content:

    To endow prospective teachers, who have no knowledge of an African language, with a basic conversational competence in IsiZulu. Successful completion of this module will enable teachers to effectively communicate – verbally and non-verbally - in a multilingual classroom.

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  • Module content:

    In FCL 301 students study the principles, practices and methods of teaching in a generic pedagogical sense. In particular general instructional knowledge is introduced using discursive resources to analyse practices across a variety of contexts, drawing from the latest textbooks, case studies (video and written based) and discussions.

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  • Module content:

    ICT 310 builds on the basic competency that AIM 101 produces and aims to further enhance students’ information and communication technology literacy. The main focus of this module is on advancing technology skills in using information and communication technology for pedagogical, administrative and professional practices of pre-service teachers. This module aims to present ICT; as a cognitive and instructional tool in teaching and learning; as a tool to enhance administrative functioning and as a tool for professional development. 

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  • Module content:

    To facilitate knowledge and understanding of inclusion and insight into the causes of barriers to learning. The module focuses on the basic identification of learning difficulties and elementary diagnostic assessment to determine the underlying causes thereof, as well as intervention strategies in order to successfully address learning barriers across phases using the School-based Support system and curriculum differentiation. The student will learn how to adapt the curriculum for learners experiencing problems (including learners with disabilities or special needs) and how to support these learners in building a positive self-esteem by providing opportunities for learning success and in doing so enabling the learners to believe in their own abilities.

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  • Module content:

    LNT 301 incorporates general pedagogical knowledge which includes knowledge of learners, learning, curriculum and general instructional and assessment strategies. This study focuses on different theories of learning. Students will be challenged to explore most recent research on learning style preferences and motivation, wholebrain learning and multiple intelligences and possible causes of poor and underachievement to enable them to cater for the diversity of learners. Theory and practice of teaching assessment. Recording and reporting of assessment. Self-assessment, peer assessment and formal assessment. Accommodations and alternative assessment of learners with a disability. Concepts, elements and skills of critical and creative thinking will be dealt with to create challenging and supportive learning environments.

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  • Module content:

    PEL 310 deals with professional ethics and aims to develop a positive work ethic within beginner teachers. This module explores and reflects on human rights, environmental and democratic issues impacting on own practices. Critical analysis of education systems (education policy) and its impact on the micro level (in the classroom) in education. Knowledge of the elements of effective school management, systems of discipline and defining activities that promote an awareness of citizenship, human rights and the principles and values of the Constitution. Interpret educational legislation dealing with HIV/Aids, drugs and violence. Identifying and internalising ethical professional educator behaviour (professional ethics in teaching). 

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  • Module content:

    This module is specifically designed to facilitate the integration of all content in the PGCE course. The principle objective of this module is to assist in your holistic development as a professional teacher. The purpose of this module is to introduce students to professional practice within the school context. Secondly, the aim is to facilitate assimilation and connection between knowledge and skills that have been obtained in the PGCE course as a whole. This is done in order for student-teachers to create a personalised and integrated professional practice theory. Through this development student-teachers then practice the skill of being reflective practitioners. 

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  • Module content:

    This is the first official full-time module where students fully engage in teaching within the professional school environment under the mentorship of an experienced teacher as well as an experienced mentor lecturer for a period of 4 weeks in the second term of the school year. The students need to take responsibility for individual and solo teaching in their respective specialization courses. The main focus is on general classroom practice, school administration, extra-mural activities and to act as responsible citizens within the school environment. 

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  • Module content:

    This is the first official full-time module where students fully engage in teaching within the professional school environment under the mentorship of an experienced teacher as well as an experienced mentor lecturer for a period of 4 weeks in the third term of the school year. The students need to take responsibility for individual and solo teaching in their respective specialization courses. The main focus is on general classroom practice, school administration, extra-mural activities and to act as responsible citizens within the school environment. 

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Elective modules

  • Module content:

    Where one teaching specialisation is taken at FET level, the 20 remaining credits from the specialist pedagogical learning component are utilised here towards advanced studies in the form of a miniresearch project in the teaching specialization.

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  • Module content:

    Afrikaans Language teaching is a unique specialisation that offers the specific language at either home language, first additional language or second additional language entails a thorough overview of the learning content with specific focus on practical application as prescribed by the CAPS and the National Curriculum Statement documents. Student-teachers must develop sound teaching practice skills (microteaching), curriculum differentiation, content and teaching plans (CAPS) and appropriate informal, formal assessment of content as well as recording, reporting and moderation of assessment. 

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  • Module content:

    African Language teaching is a unique specialisation that offers the specific language at either home language, first additional language or second additional language entails a thorough overview of the learning content with specific focus on practical application as prescribed by the CAPS and the National Curriculum Statement documents. Student-teachers must develop sound teaching practice skills (microteaching), curriculum differentiation, content and teaching plans (CAPS) and appropriate informal, formal assessment of content as well as recording, reporting and moderation of assessment. 

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  • Module content:

    Business Studies teaching entails a thorough overview of the learning content with specific focus on practical application as prescribed by the CAPS and the National Curriculum Statement documents. Student-teachers must develop sound teaching practice skills (micro-teaching), curriculum differentiation, content and teaching plans (CAPS) and appropriate informal, formal assessment of content as well as recording, reporting and moderation of assessment.

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  • Module content:

    Dramatic Arts teaching entails a thorough overview of the learning content with specific focus on practical application as prescribed by the CAPS and the National Curriculum Statement documents. Student teachers must develop sound teaching practice skills (micro-teaching), curriculum differentiation, content and teaching plans (CAPS) and appropriate informal, formal assessment of content as well as recording, reporting and moderation of assessment. 

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  • Module content:

    Economics teaching entails a thorough overview of the learning content with specific focus on practical application as prescribed by the CAPS and the National Curriculum Statement documents. Studentteachers must develop sound teaching practice skills (micro-teaching), curriculum differentiation, content and teaching plans (CAPS) and appropriate informal, formal assessment of content as well as recording, reporting and moderation of assessment. 

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  • Module content:

    English teaching is a unique specialisation that offers the specific language at either home language, first additional language or second additional language entails a thorough overview of the learning content with specific focus on practical application as prescribed by the CAPS and the National Curriculum Statement documents. Student-teachers must develop sound teaching practice skills (microteaching), curriculum differentiation, content and teaching plans (CAPS) and appropriate informal, formal assessment of content as well as recording, reporting and moderation of assessment.

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  • Module content:

    Geography teaching entails a thorough overview of the learning content with specific focus on practical application as prescribed by the CAPS and the National Curriculum Statement documents. Studentteachers must develop sound teaching practice skills (micro-teaching), curriculum differentiation, content and teaching plans (CAPS) and appropriate informal, formal assessment of content as well as recording, reporting and moderation of assessment.

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  • Module content:

    History teaching entails a thorough overview of the learning content with specific focus on practical application as prescribed by the CAPS and the National Curriculum Statement documents. Studentteachers must develop sound teaching practice skills (micro-teaching), curriculum differentiation, content and teaching plans (CAPS) and appropriate informal, formal assessment of content as well as recording, reporting and moderation of assessment.

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  • Module content:

    Consumer Studies teaching entails a thorough overview of the learning content with specific focus on practical application as prescribed by the CAPS and the National Curriculum Statement documents. Student-teachers must develop sound teaching practice skills (micro-teaching), curriculum differentiation, content and teaching plans (CAPS) and appropriate informal, formal assessment of content as well as recording, reporting and moderation of assessment. 

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  • Module content:

    Life Sciences teaching entails a thorough overview of the learning content with specific focus on practical application as prescribed by the CAPS and the National Curriculum Statement documents. Studentteachers must develop sound teaching practice skills (micro-teaching), curriculum differentiation, content and teaching plans (CAPS) and appropriate informal, formal assessment of content as well as recording, reporting and moderation of assessment.

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  • Module content:

    Music teaching entails a thorough overview of the learning content with specific focus on practical application as prescribed by the CAPS and the National Curriculum Statement documents. Student teachers must develop sound teaching practice skills (micro-teaching), curriculum differentiation, content and teaching plans (CAPS) and appropriate informal, formal assessment of content as well as recording, reporting and moderation of assessment. 

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  • Module content:

    Accounting teaching entails a thorough overview of the learning content with specific focus on practical application as prescribed by the CAPS and the National Curriculum Statement documents. Studentteachers must develop sound teaching practice skills (micro-teaching), curriculum differentiation, content and teaching plans (CAPS) and appropriate informal, formal assessment of content as well as recording, reporting and moderation of assessment.

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  • Module content:

    Tourism teaching entails a thorough overview of the learning content with specific focus on practical application as prescribed by the CAPS and the National Curriculum Statement documents. Student teachers must develop sound teaching practice skills (micro-teaching), curriculum differentiation, content  and teaching plans (CAPS) and appropriate informal, formal assessment of content as well as recording, reporting and moderation of assessment. 

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  • Module content:

    Visual Arts teaching entails a thorough overview of the learning content with specific focus on practical application as prescribed by the CAPS and the National Curriculum Statement documents. Student teachers must develop sound teaching practice skills (micro-teaching), curriculum differentiation, content and teaching plans (CAPS) and appropriate informal, formal assessment of content as well as recording, reporting and moderation of assessment.

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Regulations and rules
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.

University of Pretoria Programme Qualification Mix (PQM) verification project
The higher education sector has undergone an extensive alignment to the Higher Education Qualification Sub-Framework (HEQF) across all institutions in South Africa. In order to comply with the HEQSF, all institutions are legally required to participate in a national initiative led by regulatory bodies such as the Department of Higher Education and Training (DHET), the Council on Higher Education (CHE), and the South African Qualifications Authority (SAQA). The University of Pretoria is presently engaged in an ongoing effort to align its qualifications and programmes with the HEQSF criteria. Current and prospective students should take note that changes to UP qualification and programme names, may occur as a result of the HEQSF initiative. Students are advised to contact their faculties if they have any questions.

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