Yearbooks

Programme: BEd Senior Phase and Further Education and Training Teaching

Code Faculty Duration Credits Download
09133031 Faculty of Education Duration of study: 4 years Total credits: 680

Other programme-specific information

Please note: The following is effective as from 2016:

 

WTW 124 Calculus and algebra 124

(Replaces WTW 126 and WTW 128)

 

WTW 146 Linear algebra 146, and WTW 148 Calculus 148

(Available to BEd students who take only a single full year of Mathematics as an elective with either WTW 114 or WTW 134 as first semester module.)

 

WTW 161 Linear algebra 161, and WTW 168 Calculus 168

(May be added to lists as alternatives used for recognition to replace WTW 126 and 128 or WTW 146 and 148, but are not available for BEd students.)

Module description

Module code

 
 

Fundamental modules

 

Academic information management

AIM 101 or

AIM 111, 121

 

Literacies in education

JLZ 110,120 or

JLZ 111, 121

 

First Aid

JNH 454

 

Core modules

 

Conversational competence: One of  IsiZulu,

Sepedi,

Setswana

(an exemption can be written)

 

CCZ 100 or

CCI 100 or

CCW100

 

Education

OPV 112, 122

OPV 212, 222

OPV 312, 322

 

Research project

JNM 461, 464

 

Teaching practice

PRO 280

PRO 380

PRO 452, 453

 

Professional studies

JPS 121

 

Literacies in education

JLZ 300

 

Elective modules

School subjects that are specific to only the Senior Phase (SP). Students who choose one of these combinations must still take another elective to teach in the Further Education and Training (FET) phase.  All modules must be taken, except where options are indicated. See prerequisites listed with the alphabetical list of modules. Modules are chosen according to the class timetable. NO TIMETABLE CLASHES ARE ALLOWED.

 

Module description

Module code

 
 

Social sciences

 

*Students choose GGY 252, 283 and 266, or GES 210 and 220

ENV 101

GGY 156, 166

*GGY 252, 283, 266

WKD 164

GES 110, 120

*GES 210, 220

 

Technology

(All modules must be taken)

WTW 133, 143

PHY 133, 143,

CMY 133

JTT 120

JOT 240

JOT 330, 340

 

Natural Sciences

WTW 133, 143

PHY 133, 143

CMY 133, 143

BOT 161

BOT 251

ZEN 161

ZEN 251

ZEN 261

JNS 310

 

Elective modules

School subjects that can be chosen as SP and FET electives. For SP these modules should be taken up to 2nd year level and for FET up to 3rd year level. All modules must be taken, except where options are indicated. See prerequisites listed with the alphabetical list of modules. Modules are chosen according to the class timetable. NO TIMETABLE CLASHES ARE ALLOWED.

 

Module description

Module code

 
 

Art Education

JKG 100, JKU 101

JKG 200, JKU 201

JKG 300, JKU 301

 

Music Education /

Beginners:

JMO 181, 182

Advanced  Music :

JMO 101,102

JMO 201, 202, 203, 204

JMO 301,302, 303, 304

 

IsiZulu

 

For beginners:

ZUL 110, 120

ZUL 210, 220

ZUL 310, AFT 320

 

For speakers of IsiZulu as a home language or 1st or 2nd additional language:

ZUL 111, AFT 121

ZUL 211, AFT 220

ZUL 310, AFT 320

 

Sepedi

 

For beginners:

SEP 110, 120

SEP 210, 220

SEP 310, AFT 320

 

For speakers of Sepedi as home language or 1st or 2nd additional language:

SEP 111, AFT 121

SEP 211, AFT 220

SEP 310, AFT 320

 

IsiNdebele

For speakers of IsiNdbele as a home language or first or second additional language.

NDE 110, AFT 121

NDE 210, AFT 220

NDE 310, AFT 320

 

Setswana

 

For beginners:

STW 110, 120

STW 210, 220

STW 310, AFT 320

 

For speakers of Setswana as a home language or 1st or 2nd additional language:

STW 111, AFT 121

STW 211, AFT 220

STW 310, AFT 320

 

Afrikaans

 

AFR 110, 120

AFR 214, 220

AFR 311, 321

or JAF 361

(JAF 361 may be taken instead of or in addition to AFR 311, 321)

 

English

 

ENG 110, 120

ENG 210, 220

ENG 310, 320

or  JEN 361

(JEN 361 may be taken instead of or in addition to ENG 310, 320)

 

Mathematics

 

A complete first year with JLW 312 and all Methodologies of Mathematics completes the SP elective.

A complete second year with WTW 389 or JLW 312 and all Methodologies of Mathematics completes the FET elective.

WTW 114, 124 or

WTW 133, 143, 153, 124

 

WTW 211, 218, 220, 248

 

WTW 389 or JLW 312

 

 

Compulsory combination

Life Orientation

 

and

 

Human Movement Studies and Sport Management

(Students who choose these electives must take one up to 3rd year and the other up to 2nd year)

 

JLO 110, 120

JLO 210, 220

JLO 310, 320

 

JMB 112, 113, 122, 123

JMB 212, 213, 222, 223

JMB 312, 313, 322, 323

 

Elective modules

School subjects that are specific to the Further Education and Training Phase (FET). Another elective must be taken for SP from the other combinations listed above. All modules must be taken, except where options are indicated. See prerequisites listed with the alphabetical list of modules. Modules are chosen according to the class timetable. NO TIMETABLE CLASHES ARE ALLOWED.

 

Module description

Module code

 

Computer Application Technology

 

(RTT modules must be taken to 3rd year)

INF 112

INF 154, 164, 171

RTT 230, 240

RTT 330, 340

 

Business Management

OBS 114, 124

OBS 210, 220

 

Heritage and cultural

Tourism

EFK 110, 120

EFK 210, 220

 

Mathematical Literacy

[JWG must be taken to 3rd year level]

STK 113, 123

JWG 210, 220

JWG 310, 320

 

Engineering Graphics and Design

(JTT must be taken to 3rd year level)

MGC 110

WTW 134

JTT 120

JTT 230, 240

JTT 330, 340

 

Geography

ENV 101, WKD 164

GGY 156, 166

GGY 252, 283, 266

 

History

GES 110, GES 120

GES 210, GES 220

 

Life Sciences

 

(JLW 312 must be taken if Mathematics is taken as a teaching elective)

CMY 117, 127

MLB 111

BOT 161

BOT 251, 261

GTS 161

ZEN161

ZEN 251, ZEN 261

JLS 310

WTW 134

 

Physical Sciences

 

*Choose between Chemistry and Physics at 2nd year level, If Physics is chosen, then WTW 210, 220, 218 and 248 must be taken.

WTW 114, 124

*WTW 211, 218, 220, 248

JLW 312

CMY 117, 127

*CMY 282, 284, 283, 285

PHY 114, 124

*PHY 255, 263

JPC 310

 

Economic and Management Sciences

 

Business management

 

Statistics and

Economics

 

Financial Accounting

 

 

Heritage and Cultural Tourism

 

 

OBS 114, 124

OBS 210, 220

 

STK 110, 120 en

EKN 110, 120

EKN 214, 234

 

FRK 111, FRK 121

FRK 211, FRK 221 en

INF 281

 

EFK 110, 120

EFK 210, 220

 

After a Senior Phase and an FET specialisation have been chosen, a student may select only one of the following as an elective. All modules of the specialisation must be taken.

 

Module description

Module code

 
 

Psychology

Guidance  and Counselling (must be taken to third year)

SLK 110, 120

JVB 210, 220

JVB 301

 

Religion studies

(*Optional,:will be presented only if student numbers are sufficient.).

REL 110, 120

REL 210, 220

*REL 310, 320

 

Methodology of electives modules

Choose at least two methodologies in accordance with the teaching specialisations. The same methodologies will be taken at second, third and fourth-year levels.

 

Module description

Module code

 
 

Methodology of Afrikaans

JMA 200, 300, 451, 454

 

Methodology of English

JME 200, 300, 451, 454

 

Methodology of IsiZulu

JZL 200, 300, 451, 454

 

Methodology of Sepedi

JSP 200, 300, 451, 454

 

Methodology of IsiNdebele

JND 200, 300, 451, 454

 

Methodology of Setswana

JSW 200, 300, 451, 454

 

Methodology of Geography

JMG 200, 300, 451, 454

 

Methodology of History

JMH 200, 300, 451, 454

 

Methodology of Music Education

JMM 200, 300, 451, 454

 

Methodology of  Art Education

JMK 201, 301, 451, 454

 

Methodology of Mathematical  Literacy

JMW 202, 300,  451, 454

 

Methodology of Mathematics

JMW 200, 300, 451, 454

 

Methodology of Natural Sciences

JMN 204, 304, 451, 454

 

Methodology of Life Sciences

JMN 208, 308, 452, 458

 

Methodology of Physical Sciences

JMN 209, 309, 453, 456

 

Methodology of Life Orientation and Physical Education

JML 200, 300, 451, 454

 

Methodology of Tourism

JMD 206, 306, 456, 466

 

Methodology of Business Studies

JMD 205, 305, 455, 465

 

Methodology of Economics

JMD 201, 301, 451, 461

 

Methodology of Accounting

JMD 203, 303, 453, 463

 

Methodology of Engineering Graphics and Design

JMT 204, 304, 451, 454

 

Methodology of Technology

JMC 200, 300, 451, 454

 

Methodology of Computer Application Technology

JMI 200, 300, 451, 454

 

Methodology of Information Technology

JMR 200, 300, 451, 454

 

Methodology of Religion Studies

JMF 200, 300, 451, 454

 

Class attendance
The teacher education programmes of the Faculty of Education have been approved and accredited by the Department of Education. 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).

Programme delivery
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 learning shops during which students construct a practice theory of and for education. For the purpose of the SBL component, students are placed in two partnership schools with different compositions for 6 weeks each (a total of 12 weeks), during which they engage in education practice while they are supported and assessed by qualified mentor teachers and university mentor lecturers.

Examinations and pass requirements

Special examinations

  • A third-year student who has failed a maximum of four semester modules or the equivalent thereof, with a final mark of at least 40% in each, may be admitted by the Dean to a special examination in those modules during January of the following year, provided that this will enable the student to comply with all requirements for promotion to the fourth year of study.
  • A final-year BEd student requiring a maximum of 4 semester modules or the equivalent thereof to complete his or her degree, with a final mark of 40% in each, may be admitted to a special examination, during January of the following year. If the special examination is conducted before 1 February, a student is not required to register again and the examination is treated as a supplementary examination. If the special examination is conducted on or after 1 February, the student must register again for the module(s) in question and the lecturer may require that a semester mark be obtained in an appropriate manner. In such a case, the result of the examination will not be taken into consideration with a view to the graduation ceremonies in March/April.

Pass with distinction

The degree is conferred with distinction to a student who obtains an overall weighted average (GPA) of 75% or higher in the BEd programme, with the condition that the degree is completed in the prescribed 4 years.

Minimum credits: 170

Fundamental modules

  • Module content:

    The module is aimed at building on students’ personal literacies and relating these to the types of literacy they need to study successfully at university. The primary focus is on academic reading abilities, including reading strategies, acquiring an academic vocabulary and learning to read important academic genres critically, such as examination papers and academic articles.

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  • Module content:

    The module is aimed at building on students’ personal literacies and relating these to the types of literacy they need to study successfully at university. The module focuses primarily on academic reading abilities, including reading strategies, acquiring an academic vocabulary and learning to read important academic genres critically, such as examination papers and academic articles. Additional support is provided through practical tasks and discussions.

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  • Module content:

    The module focuses on producing academic texts. Students learn how to use different modes of writing, including description, discussion, cause and effect, explanation and argumentation. They learn how to plan, write and edit an academic essay using a process approach. Specific attention is paid to engaging with other authors, and referencing appropriately. The module also pays attention to formatting academic work and representing verbal information visually.

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  • Module content:

    The module focuses on producing academic texts. Students learn how to use different modes of writing, including description, discussion, cause and effect, explanation and argumentation. They learn how to plan, write and edit an academic essay, using a process approach. Specific attention is paid to engaging with other authors, and referencing appropriately. The module also pays attention to formatting academic work and representing verbal information visually. Additional support is provided through practical tasks and discussions.

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  • Module content:

    Find, evaluate, process, manage and present information resources for academic purposes using appropriate technology. Apply effective search strategies in different technological environments. Demonstrate the ethical and fair use of information resources. Integrate 21st-century communications into the management of academic information.

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  • Module content:

    Find, evaluate, process, manage and present information resources for academic purposes using appropriate technology.

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  • Module content:

    Apply effective search strategies in different technological environments. Demonstrate the ethical and fair use of information resources. Integrate 21st-century communications into the management of academic information.

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Core modules

  • Module content:

    This module guides the student to develop teaching skills, plan learning activities, and design learning and teaching materials that are suitable for the South African educational context.

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  • Module content:

    In this module students are guided to develop knowledge, skills and attitudes with regard to the political, professional, historical and cultural complexities of teaching.  Selected themes in the history of South African education will be explored to enable students to think critically about their role as engaged professional educators today.

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  • Module content:

    This module focuses on child development and learning. In addition to the underlying principles of developmental psychology and theories of development, child development is discussed in terms of physical growth and motor development; development of perception, cognition and language; emotional development; social development and moral development. Developmental psychopathology is also introduced. In terms of child learning, the principles of learning, theories of learning and barriers to learning are discussed. In addition, school learning is explained in terms of learning, reading and study skills.

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  • 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 IsiZulu. Successful completion of this module will enable teachers to effectively communicate – verbally and non-verbally - in a multilingual classroom.

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Elective modules

  • Module content:

    Taalkundekomponent: Inleiding tot die Afrikaanse taalkunde met klem op lees-en skryfvaardigheid. Letterkundekomponent: Inleiding tot die Afrikaanse en Nederlandse letterkunde aan die hand van kortverhale en gedigte.

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  • Module content:

    Taalkundekomponent: Inleiding tot die Afrikaanse sintaksis, fonetiek en taalgeskiedenis. Letterkundekomponent:Inleiding tot die Romankuns Inleiding tot die Drama

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  • Module content:

    Basic plant structure and function; introductory plant taxonomy and plant systematics; principles of plant molecular biology and biotechnology; adaptation of plants to stress; medicinal compounds from plants; basic principles of plant ecology and their application in natural resource management.

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  • Module content:

    General introduction to inorganic, analytical and physical chemistry. Atomic structure and periodicity. Molecular structure and chemical bonding using the VSEOR model. Nomenclature of iorganic ions and compounds. Classification of reactions: precipitation, acid-base, redox reactions and gas-forming reactions. Mole concept and stoichiometric calculations concerning chemical formulas and chemical reactions. Principles of reactivity: energy and chemical reactions. Physical behaviour gases, liquids, solids and solutions and the role of intermolecular forces. Rate of reactions: Introduction to chemical kinetics.

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  • Module content:

    Theory: General physical-analytical chemistry: Physical behaviour of gases, liquids and solids, intermolecular forces, solutions. Principles of reactivity: energy and chemical reactions, entropy and free energy, electrochemistry. Organic chemistry: Structure (bonding), nomenclature, isomerism, introductory stereochemistry, introduction to chemical reactions and chemical properties of organic compounds and biological compounds, i.e. carbohydrates and amino acids. Practical: Molecular structure (model building), synthesis and properties of simple organic compounds.

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  • Module content:

    The field of Chemistry – an overview; Mathematics in Chemistry; atomic theory: historical overview; atoms, molecules and ions; relative atomic mass; electronic structure of atoms; the periodic table; periodicity; chemical bonding.

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  • Module content:

    Bonding and molecular geometry: VSEPR theory; bonding and organic compounds (structural formulas, classification and nomenclature); matter and its properties; mole concept; reaction stoichiometry; reactions in aqueous solutions: precipitation, acid base and redox.

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  • Module content:

    Introduction to the study of Heritage and Cultural Tourism; overview of South African resorts and nature conservation areas as tourist destinations within the broader context of heritage and cultural tourism. An introduction to the basic research skills in the HCT domain.

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  • Module content:

    Archaeo-tourism
    Analysis of tourist and other visitations to archaeological sites. Topics cover international and local legislation, ethics and best practices debates on who interprets and who ‘owns’ the past and profits from it.  Also covered are site management plans, condition assessment and a consideration of the politics and ethics of ‘heritage’.  Case studies range from large UNESCO World Heritage Sites to small, almost forgotten ‘places of the past’ scattered across the globe.

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  • Module content:

    This module deals with the core principles of economics. A distinction between macroeconomics and microeconomics is made. A discussion of the market system and circular flow of goods, services and money is followed by a section dealing with microeconomic principles, including demand and supply analysis, consumer behaviour and utility maximisation, production and the costs thereof, and the different market models and firm behaviour. Labour market institutions and issues, wage determination, as well as income inequality and poverty are also addressed. A section of money, banking, interest rates and monetary policy concludes the course.

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  • Module content:

    This module deals with the core principles of economics, especially macroeconomic measurement the private and public sectors of the South African economy receive attention, while basic macroeconomic relationships and the measurement of domestic output and national income are discussed. Aggregate demand and supply analysis stands core to this course which is also used to introduce students to the analysis of economic growth, unemployment and inflation. The microeconomics of government is addressed in a separate section, followed by a section on international economics, focusing on international trade, exchange rates and the balance of payments. The economics of developing countries and South Africa in the global economy conclude the course.

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  • Module content:

    *Alternative evening classes - 2 discussion classes per week Introduction to Literature in English (1) This module introduces the study of literature by examining a number of texts representing different genres (poetry, prose, drama). The texts studied here will be mainly from the pre-twentieth century era and may include texts written in English from both Africa and other parts of the world. The aim of this module is to equip students with the critical and analytical skills required for a perceptive reading of poetry, novels and plays.

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  • Module content:

    *Alternative evening classes: 2 discussion classes per week
    Introduction to Literature in English (2)
    This module introduces the study of post-nineteenth century literature by examining a number of texts representing different genres (poetry, drama, prose). Texts will be from both Africa and other parts of the world. By the end of this module students should have the background and analytical skills to perceptively read modern and contemporary poetry, novels and plays.

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  • Module content:

    The nature and function of accounting; the development of accounting; financial position; financial result; the recording process; processing of accounting data; treatment of VAT; elementary income statement and balance sheet; flow of documents; accounting systems; introduction to internal control and internal control measures; bank reconciliations; control accounts; adjustments; financial statements of a sole proprietorship; the accounting framework.

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  • Module content:

    Property, plant and equipment; intangible assets; inventories; liabilities; presentation of financial statements; enterprises without profit motive; partnerships; companies; close corporations; cash flow statements; analysis and interpretation of financial statements.

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  • Module content:

    The making of the Modern World: a survey
    A selection of themes on Asia, Africa, the Americas and Europe and their contribution to the making of the Modern World.

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  • Module content:

    Africa and South Africa: a survey
    An overview focusing on the making of African and South African societies from the earliest times to the present with emphasis on the most significant historical forces, factors and events.

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  • Module content:

    This module begins by fostering an understanding of human geography. Then follows with the political ordering of space; cultural diversity as well as ethnic geography globally and locally; population geography of the world and South Africa: and four economic levels of development. The purpose is to place South Africa in a world setting and to understand the future of the country.

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  • Module content:

    Investigating southern African landscapes and placing them in a theoretical and global context. The geomorphological evolution of southern Africa. Introduction to the concepts of Geomorphology and its relationships with other physical sciences (e.g. meteorology, climatology, geology, hydrology and biology). The processes and controls of landform and landscape evolution. Tutorial exercises cover basic techniques of geomorphological analysis, and topical issues in Geomorphology.

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  • Module content:

    Chromosomes and cell division. Principles of Mendelian inheritance: locus and alleles, dominance interactions and epistasis. Probability studies. Sex determination and sex linked traits. Pedigree analysis. Extranuclear inheritance. Genetic linkage and chromosome mapping. Chromosome variation.

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  • Module content:

    Introduction to information systems, information systems in organisations, hardware: input, processing, output, software: systems and application software, organisation of data and information, telecommunications and networks, the Internet and Intranet. Transaction processing systems, management information systems, decision support systems, information systems in business and society, systems analysis, systems design, implementation, maintenance and revision.

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  • Module content:

    Introduction to programming.

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  • Module content:

    Advanced programming, use of a computer-aided software engineering tool.

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  • Module content:

    This module focuses on examining various methods and techniques for stimulating creativity in the classroom, by introducing fundamental art elements and principles, techniques and use of media. This module includes the exploration of concepts of visual literacy, the development of understanding and application thereof by the student in creative ways through experimentation with traditional art media.

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  • Module content:

    The main focus of this module is on personal development and therefore the question: “Who am I?” is posed. The content is designed to focus on the student as individual and on the various factors that influence individual development. Students are guided to develop relevant knowledge, intrapersonal skills and attitudes to display resilient behaviour.

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  • Module content:

    This module also focuses on personal development, but with the emphasis on the question: “ How is my interaction with other people?” Knowledge and application of interpersonal skills such as conflict management,emotional intelligence and assertiveness will be dealt with.

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  • Module content:

    To offer students an opportunity to develop their existing music theoretical knowledge to provide them with the requirements needed for the music modules in the following years.

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  • Module content:

    To offer students musical skills and development with the focus on instrumental and vocal progress.  Accompaniment and the performance of concert compositions are included.

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  • Module content:

    To equip students to specialize in music theory and who have no, or limited previous music training. It is a music course with elementary music theory knowledge.

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  • Module content:

    To equip students to specialize in practical music skills and who have no, or limited previous music training. It is a music course with elementary practical music skills and fundamental knowledge.

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  • Module content:

    Drawing standards, geometrical concepts and constructions, scales, 1st and 3rd angle orthographic projections, descriptive geometry: points and line segments, oblique planes. Isometric and perspective drawings. Plane figures, solid geometry, developments and interpenetrations. Conventions, symbols, structures and techniques appropriate to Mechanical and Civil drawings. Freehand sketches. Design principles. Knowledge and skills will be applied in a compulsory design project..

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  • Module content:

    Freehand sketching covering the following: perspective, isometric and orthographic drawings. Drawing conventions, graphical techniques and assembly drawings. Evaluation of drawings and error detection. True lengths of lines, projections and intersections. Practical applications of these techniques. Introduction to computer-aided drawings, including dimensioning, crosshatching and detailing. Introduction to basic manufacturing processes including primary (casting, forging and extrusion) and secondary (drilling, turning, milling, grinding, broaching and sawing) manufacturing procedures.

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  • Module content:

    Introductory study of the ultra structure, function and composition of representative cells and cell components. General principles of cell metabolism, molecular genetics, cell growth, cell division and differentiation.

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  • Module content:

    For speakers of isiNdebele as home language or first or second additional language.
    Aspects of the grammar of isiNdebele such as an introduction to the word categories; an introduction to the structure, meaning and use of the noun, the adjective, the relative, the possessive; the verb; writing and spelling rules; dictionaries and dictionary use; grammatical analysis.

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  • Module content:

    Introduction to business management as a science; the environment in which the enterprise operates; the field of business, the mission and goals of an enterprise; management and entrepreneurship. The choice of a form of enterprise; the choice of products and/or services; profit and cost planning for different sizes of operating units; the choice of location; the nature of production processes and the layout of the plant or operating unit.
    Introduction to and overview of general management, especially regarding the five management tasks: strategic management; contemporary developments and management issues; financial management; marketing and public relations. Introduction to and overview of the value chain model; management of the input; management of the purchasing function; management of the transformation process with specific reference to production and operations management; human resources management and information management; corporate governance and black economic empowerment (BEE).

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  • Module content:

    Responsible leadership and the role of a business in society. The nature and development of entrepreneurship; the individual entrepreneur and characteristics of South African entrepreneurs. Looking at the window of opportunity. Getting started (business start up). Exploring different routes to entrepreneurship: entering a family business, buying a franchise, home-based business and the business buyout. This semester also covers how entrepreneurs can network and find support in their environments. Case studies of successful entrepreneurs - also South African entrepreneurs - are studied.

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  • Module content:

    Units, vectors, one dimensional kinematics, dynamics, work, equilibrium, sound, liquids, heat, thermodynamic processes, electric potential and capacitance, direct current and alternating current, optics, modern physics, radio activity.

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  • Module content:

    Heat: temperature and scales, the kinetic molecular model, work, energy and heat, calorimetry, specific heat, expansion, heat transfer. Measurements: SI-units, measuring error and uncertainty, (graphs), significant figures, mathematical modelling. Geometrical optics: reflection, refraction, dispersion, mirrors, thin lenses, instruments.

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  • Module content:

    Vectors. Kinematics of a point: relative motion, projectile, circular motion. Dynamics: Newton’s laws, friction. Work: point masses, ideal gas law, springs, power. Energy: kinetic energy, potential energy, conservative forces, spring, conservation of mechanical energy. Hydrostatics and dynamics: density, pressure, Archimedes' law, continuity, Bernouli.

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  • Module content:

    *For absolute beginners only.
    *Only students from the School of Healthcare Sciences may take this module during semester 2. All other students must  take this module during semester 1. Also note that students from the School of Healthcare Sciences, who already possess the language skills taught in this module, may write an exemption examination.
    The acquisition of basic Sepedi communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary, within specific social situations.

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  • Module content:

    Sepedi - communication and grammar
    The acquisition of more advanced communication skills in further social situations. More extensive vocabulary and more advanced language structures are acquired and used. Further awareness of the nature and function of language structures. Writing and spelling rules. Dictionaries and dictionary use. Reading and comprehension of basic texts.

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  • Module content:

    This module is a general orientation to Psychology. An introduction is given to various theoretical approaches in Psychology, and the development of Psychology as a science is discussed. Selected themes from everyday life are explored and integrated with psychological principles. This module focuses on major personality theories. An introduction is given to various paradigmatic approaches in Psychology.

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  • Module content:

    This module introduces the student to a basic knowledge and understanding of the biological basis of human behaviour. The module addresses the key concepts and terminology related to the biological subsystem, the rules and principles guiding biological psychology, and identification of the interrelatedness of different biological systems and subsystems. In this module various cognitive processes are studied, including perception, memory, thinking, intelligence and creativity. Illustrations are given of various thinking processes, such as problem solving, critical, analytic and integrative thinking.

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  • Module content:

    Descriptive statistics:
    Sampling and the collection of data; frequency distributions and graphical representations. Descriptive measures of location and dispersion.
    Probability and inference:
    Introductory probability theory and theoretical distributions. Sampling distributions. Estimation theory and hypothesis testing of sampling averages and proportions (one and two-sample cases). Identification, use, evaluation and interpretation of statistical computer packages and statistical techniques.

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  • Module content:

    *On its own, STK 113 and 123 will not be recognised for degree purposes, but exemption will be granted for STK 110.
    Data operations and transformations:
    Introductory concepts, the role of statistic, various types of data and the number system. Concepts underlying linear, quadratic, exponential, hyperbolic, logarithmic transformations of quantitative data, graphical representations, solving of equations, interpretations. Determining linear equations in practical situations. Characteristics of logarithmic functions. The relationship between the exponential and logarithmic functions in economic and related problems. Systems of equations in equilibrium. Additional concepts relating to data processing, functions and inverse functions, sigma notation, factorial notation, sequences and series, inequalities (strong, weak, absolute, conditional, double) and absolute values.
    Descriptive statistics – Univariate:
    Sampling and the collection of data, frequency distributions and graphical representations. Descriptive measures of location and dispersion. Introductory probability theory.  Identification, use, evaluation and interpretation of statistical computer packages and statistical techniques.
    The weekly one hour practical is presented during the last seven weeks of the semester.

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  • Module content:

    Multivariate statistics:
    Analysis of variance, categorical data analysis, distribution-free methods, curve fitting, regression and correlation, the analysis of time series and indices.
    Statistical and economic applications of quantitative techniques:
    Systems of linear equations: drafting, matrices, solving and application. Optimisation; linear functions (two and more independent variables), non-linear functions (one and two independent variables). Marginal and total functions. Stochastic and deterministic variables in statistical and economic context: producers' and consumers' surplus, distribution functions, probability distributions, probability density functions. Identification, use, evaluation, interpretation of statistical computer packages and statistical techniques.
    This module is also presented as an anti-semester bilingual module.

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  • Module content:

    *On its own, STK 113 and 123 will not be recognized for degree purposes, but exemption will be granted for STK 110.
    Optimisation techniques with economic applications: Data transformations and relationships with economic applications, operations and rules, linear, quadratic, exponential, hyperbolic and logarithmic functions; systems of equations in equilibrium, system of linear inequalities, solving of linear programming problems by means of the graphical and extreme point methods. Applications of differentiation and integration in statistic and economic related problems: the limit of a function, continuity, rate of change, the derivative of a function, differentiation rules, higher order derivatives, optimisation techniques, the area under a curve and applications of definite integrals. Probability and inference: Theoretical distributions. Sampling distributions.  Estimation theory and hypothesis testing of sampling averages and proportions (one-sample and two-sample cases). Identification, use, evaluation and interpretation of statistical computer packages and statistical techniques. The weekly one hour practical is presented during the last seven weeks of the semester.

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  • Module content:

    * For absolute beginners only.

    The acquisition of basic Setswana communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary with specific social situations.
     

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  • Module content:

    Setswana – communication and grammar
    The acquisition of more advanced communication skills in further social situations. More extensive vocabulary and more advanced language structures are acquired and used. Further awareness of the nature and function of language structures. Writing and spelling rules. Dictionaries and dictionary use. Reading and comprehension of basic texts.

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  • Module content:

    An introduction to the climate and general seasonal climatic circulation patterns of Southern Africa. Basic weather types and weather processes within the Southern African context. Interpretation of synoptic maps and synoptic station reports. Impacts of climate change and extreme climate events on society.
    *BSc (Geography) and BSc (Environmental Sciences) students may register for WKD 155. Students are not allowed to earn credits for both WKD 155 and WKD 164.

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  • Module content:

    *This module serves as preparation for students majoring in Mathematics (including all students who intend to enrol for WTW 218 and WTW 220). Students will not be credited for more than one of the following modules for their degree: WTW 114, WTW 158, WTW 134, WTW 165.
    Functions, limits and continuity. Differential calculus of single variable functions, rate of change, graph sketching, applications. The mean value theorem, the rule of L'Hospital. Definite and indefinite integrals, evaluating definite integrals using anti-derivatives, the substitution rule.

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  • Module content:

    Real numbers, elementary set notation, exponents and radicals. Algebraic expressions, fractional expressions, linear and quadratic equations, inequalities. Coordinate geometry: lines, circles. Functions: definition, notation, piecewise defined functions, domain and range, graphs, transformations of functions, symmetry, even and odd functions, combining functions, one-to-one functions and inverses, polynomial functions and zeros.
    Sequences, summation notation, arithmetic, geometric sequences, infinite geometric series, annuities and instalments. Degrees and radians, unit circle, trigonometric functions, fundamental identities, trigonometric graphs, trigonometric identities, double-angle, half-angle formulae, trigonometric equations, applications.

    This module is only offered in English at the Mamelodi Campus for the BSc Extended programme. At the Hatfield and Groenkloof campuses it is offered in English and Afrikaans.

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  • Module content:

    *Students will not be credited for more than one of the following modules for their degree: WTW 134, WTW 165, WTW 114, WTW 158. WTW 134 does not lead to admission to Mathematics at 200 level and is intended for students who require Mathematics at 100 level only. WTW 134 is offered as WTW 165 in the second semester only to students who have applied in the first semester of the current year for the approximately 65 MBChB, or the 5-6 BChD places becoming available in the second semester and who were therefore enrolled for MGW 112 in the first semester of the current year.        Functions, derivatives, interpretation of the derivative, rules of differentiation, applications of differentiation, integration, interpretation of the definite integral, applications of integration. Matrices, solutions of systems of equations. All topics are studied in the context of applications.

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  • Module content:

    Functions: exponential and logarithmic functions, natural exponential and logarithmic functions, exponential and logarithmic laws, exponential and logarithmic equations, compound interest. Limits: concept of a limit, finding limits numerically and graphically, finding limits algebraically, limit laws without proofs, squeeze theorem without proof, one-sided limits, infinite limits, limits at infinity, vertical, horizontal and slant asymptotes, substitution rule, continuity, laws for continuity without proofs. Differentiation: average and instantaneous change, definition of derivative, differentiation rules without proofs, derivatives of polynomials, chain rule for differentiation, derivatives of trigonometric, exponential and logarithmic functions, applications of differentiation: extreme values, critical numbers, monotone functions, first derivative test, optimisation.

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  • Module content:

    Animal classification, phylogeny, organization and terminology. Evolution of the various animal phyla, morphological characteristics and life cycles of parasitic and non-parasitic animals. Structure and function of reproductive, respiratory, excretory, circulatory and digestive systems.

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  • Module content:

    *For absolute beginners only
    *Only students from the School of Healthcare Sciences may take this module during semester 2. All other students must take this module during semester 1. Students from the School of Healthcare Sciences, who already possess the language skills taught in this module, may write an exemption examination.
    The acquisition of basic isiZulu communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary, within specific situations.

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  • Module content:

    isiZulu - communication and grammar
    The acquisition of more advanced communication skills in further social situations. More extensive vocabulary and more advanced language structures are acquired and used. Further awareness of the nature and function of language structures. Writing and spelling rules. Dictionaries and dictionary use. Reading and comprehension of basic texts

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  • Module content:

    The purposes of physical activities as well as theories and philosophies of movement are studied.  In addition, the coaching of young athletes and the challenges facing the teacher as coach receive attention. The importance of planning as the first phase of sports management is emphasised.

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  • Module content:

    In this module the student is required to master and apply basic swimming and life-saving techniques. Attention is also paid to motor skill development and games in the school context.

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  • Module content:

    In this module students are introduced to the structure and functions of systems in the human body.  The skeletal system and the muscular system receive primary attention. Additionally, students acquire knowledge and skills in management – particularly organizational skills in the sports context.

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  • Module content:

    Skills and methods for hockey and mini hockey are taught and applied. In athletics the acquisition of skills in various track events receive attention.

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  • Module content:

    Introducing the basic concepts and interrelationships required to understand the complexity of natural environmental problems, physical and human environment, human induced environmental problems, the ways in which the natural environment affects human society and biodiversity, an introduction to major environmental issues in Southern Africa and sustainable development in the context of environmental issues.

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  • Module content:

    SI-units. Significant figures. Waves: intensity, superposition, interference, standing waves, resonance, beats, Doppler. Geometrical optics: Reflection, refraction, mirrors, thin lenses, instruments. Physical optics: Young-interference, coherence, diffraction, polarisation. Hydrostatics and dynamics: density, pressure, Archimedes’ principle, continuity, Bernoulli. Heat: temperature, specific heat, expansion, heat transfer. Vectors. Kinematics of a point: Relative, projectile, and circular motion. Dynamics: Newton’s laws, friction. Work: point masses, gasses (ideal gas law), gravitation, spring, power. Kinetic energy: Conservative forces, gravitation, spring. Conservation of energy. Conservation of momentum. Impulse and collisions. System of particles: Centre of mass, Newton’s laws. Rotation: torque, conservation of angular momentum, equilibrium, centre of gravity.

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  • Module content:

    Simple harmonic motion and pendulums. Coulomb’s law. Electric field: dipoles, Gauss’ law.Electric potential. Capacitance. Electric currents: resistance, resistivity, Ohm’s law, energy, power, emf, RC-circuits. Magnetic Field: Hall-effect, Bio-Savart. Faraday’s and Lenz’s laws. Oscillations: LR-circuits. Alternating current: RLC-circuits, power, transformers. Introductory concepts to modern physics. Nuclear physics: Radioactivity.

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  • Module content:

    Aspects of the literature of isiNdebele/isiZulu/Sepedi such as an introduction to literary concepts such as literary text(s), topic, characters, events, time and place; the analysis of selected short stories.

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  • Module content:

    *For speakers of Sepedi as home language or first or second additional language.
    Aspects of the grammar of Sepedi such as an introduction to the word categories; an introduction to the structure, meaning and use of the noun, the adjective, the relative, the possessive; the verb; writing and spelling rules; dictionaries and dictionary use; grammatical analysis.

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  • Module content:

    *For speakers of isiZulu as home language or first or second additional language.
    Aspects of the grammar of isiZulu such as an introduction to the word categories; an introduction to the structure, meaning and use of the noun, the adjective, the relative, the possessive; the verb; writing and spelling rules; dictionaries and dictionary use; grammatical analysis.

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  • Module content:

    The world of religion
    What is religion? The functions of religion. Studying religion. Perspectives on religion. Common concepts and key terms in various religions will be dealt with - also generic dimensions and aspects.  The interdependence of religion, culture and society.

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  • Module content:

    Kaleidoscope of religions
    The occurrence of religion in societies. Types of religion. Primal religions. Christianity, Judaism, Islam.  A variety of religions will be addressed: capita selecta will be made from Christianity; Hinduism; Buddhism; New Religions; New Age; main developments in the world and South Africa.

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  • Module content:

    General systems theory, creative problem solving, soft systems methodology. The systems analyst, systems development building blocks, systems development, systems analysis methods, process modelling.

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  • Module content:

    *Students will not be credited for more than one of the following modules for their degree:
    WTW 124, WTW 146, WTW 148 and WTW 164. This module serves as preparation for students majoring in Mathematics (including all students who intend to enrol for WTW 218, WTW 211 and WTW 220).

    The vector space Rn, vector algebra with applications to lines and planes, matrix algebra, systems of linear equations, determinants. Complex numbers and factorisation of polynomials. Integration techniques and applications of integration. The formal definition of a limit. The fundamental theorem of Calculus and applications. Vector functions, polar curves and quadratic curves. 

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  • Module content:

    *Students will not be credited for more than one of the following modules for their degree:
    WTW 124, WTW 146 and WTW 164. The module WTW 146 is designed for students who require Mathematics at 100 level only and does not lead to admission to Mathematics at 200 level.

    Vector algebra, lines and planes, matrix algebra, solution of systems of equations, determinants. Complex numbers and polynomial equations. All topics are studied in the context of applications.

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  • Module content:

    *Students will not be credited for more than one of the following modules for their degree:
    WTW 124, WTW 148 and WTW 164. The module WTW 148 is designed for students who require Mathematics at 100 level only and does not lead to admission to Mathematics at 200 level.

    Integration techniques. Modelling with differential equations. Functions of several variables, partial derivatives, optimisation. Numerical techniques. All topics are studied in the context of applications.

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  • Module content:

    This module provides students with an overview of historical and contemporary art movements. Important artists and artworks of this period are emphasized and discussed in context. History of art education within the school context is explored with emphasis on Western art movements and styles.

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  • Module content:

    *For speakers of Setswana as home language or first or second additional language. Aspects of the grammar of Setswana such as an introduction to the word categories; an introduction to the structure, meaning and use of the noun, the adjective, the relative, the possessive; the verb; writing and spelling rules; dictionaries and dictionary use; grammatical analysis.

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Minimum credits: 170

Core modules

  • Module content:

    This is an official full time module where students experience the professional school environment during the first three weeks of the school year. The main focus is on observation of general classroom practice, school administration, extra - mural activities and to act as responsible citizens of the school environment and students have to prepare a professional portfolio. The module includes an observation assignment as well as a reflection on what they have experienced with the designated teachers. Placements for this module may be in schools outside Pretoria.

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  • Module content:

    Curriculum in the classroom:
    This module addresses four components that are directly related to classroom teaching and learning. The first unit deals with the foundations of the curriculum covering the work done by Rousseau, Pestalozzi, Montessori, Gandhi, Steiner, Dewey, Piaget, Vygotsky, Illich, Freire and Lakoff. Unit two discusses curriculum design and development and also focuses on the organisation of knowledge through educational taxonomies. The last two units cover teaching strategies as well as issues related to classroom testing and classroom assessment practices.

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  • Module content:

    Supportive learning environments:
    Theoretical approaches to learning environments (bio-ecological and asset-based approaches, indigenous knowledge systems, solution-oriented intervention; appreciative inquiry); school-based support in terms of Inclusive Education, whole-school approach, the supportive role of the teacher and the well-being of the child; community-based support in the form of community engagement and community education.

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Elective modules

  • Module content:

    Taalkundekomponent:
    Morfologie, sintaksis, leksikologie en semantiek
    Letterkundekomponent:
    Afrikaanse poësie

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  • Module content:

    Afrikaanse prosa
    Literatuurteorie en -kritiek

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  • Module content:

    Origin and affinity of South African flora and vegetation types; principles of plant geography; plant diversity in southern Africa; characteristics, environments and vegetation of South African biomes and associated key ecological processes; centra of plant endemism; rare and threatened plant species; biodiversity conservation and ecosystem management; invasion biology; conservation status of South African vegetation types.

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  • Module content:

    Nitrogen metabolism in plants; nitrogen fixation in Agriculture; plant secondary metabolism and natural products; photosynthesis and carbohydrate metabolism in plants; applications in solar energy; plant growth regulation and the Green Revolution; plant responses to the environment; developing drought tolerant and disease resistant plants.

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  • Module content:

    Theory: Classical chemical thermodynamics, gases, first and second law and applications, physical changes of pure materials and simple compounds. Phase rule: Chemical reactions, chemical kinetics, rates of reactions.

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  • Module content:

    Theory: Statistical evaluation of data, gravimetric analysis, aqueous solution chemistry, chemical equilibrium, precipitation-, neutralisation- and complex formation titrations, redox titrations, potentiometric methods, introduction to electrochemistry.

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  • Module content:

    Theory: Resonance, conjugation and aromaticity. Acidity and basicity. Introduction to 13C NMR spectroscopy. Electrophilic addition: alkenes. Nucleophilic substitution, elimination, addition: alkyl halides, alcohols, ethers, epoxides, carbonyl compounds: ketones, aldehydes, carboxylic acids and their derivatives.

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  • Module content:

    Theory: Atomic structure, structure of solids (ionic model). Coordination chemistry of transition metals: Oxidation states of transition metals, ligands, stereochemistry, crystal field theory, consequences of d-orbital splitting, chemistry of the main group elements, electrochemical properties of transition metals in aqueous solution, industrial applications of transition metals. Introduction to IR spectroscopy.

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  • Module content:

    Utilisation of SA cultural historical heritage for tourism
    Remembrance and commemoration and its utilisation in the tourism industry. Introduction to the historical-constitutional development of South Africa and inter-group relations in the country in the context of the heritage and tourism sector. An introduction to field research in the HCT domain.

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  • Module content:

    Community-based tourism Development theories and tourism theory: relation between development and tourism. Pro-poor tourism: Opportunities for and constraints on tourism development. Case studies in sub-Saharan Africa.

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  • Module content:

    Macroeconomics
    From Wall and Bay Street to Diagonal Street: a thorough understanding of the mechanisms and theories explaining the workings of the economy is essential. Macroeconomic insight is provided on the real market, the money market, two market equilibrium, monetarism, growth theory, cyclical analysis, inflation, Keynesian general equilibrium analysis and fiscal and monetary policy issues.

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  • Module content:

    *Alternative evening classes - 3 discussion classes per week
    Modern English literature and English language studies
    This module focuses on post-nineteenth century literature in English as well as on historical and theoretical aspects of the English language.

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  • Module content:

    *Alternative evening classes - 3 discussion classes per week
    Twentieth-century, postcolonial and contemporary literature
    This module focuses on post-nineteenth century literature in English. Various genres are covered and particular attention is given to postcolonial writing.

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  • Module content:

    Preparation and presentation of company annual financial statements in compliance with the requirements of the Companies Act, the Framework and Statements of Generally Accepted Accounting Practice relating to the following: presentation of financial statements; revenue; investments; provisions, contingent liabilities and contingent assets; events after the balance sheet date; inventories; income taxes; leases; property, plant and equipment; impairment of assets; intangible assets; investment property, changes in accounting estimates and errors; introduction to financial instruments.

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  • Module content:

    Preparation and presentation of company annual financial statements in compliance with the requirements of Statements of Generally Accepted Accounting Practice relating to the following: employee benefits; the effects of changes in foreign exchange rates; accounting policies; earnings per share; cash flow statements; interests in joint ventures. Branch accounting. Introduction to consolidations, including basic consolidation techniques for both wholly-owned and partly-owned subsidiaries. Introduction to public sector accounting.

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  • Module content:

    Themes from African History A selection of themes on the history of Africa and its people during pre-colonial, colonial and post-colonial times, focusing on the social, political and economic forces that helped shape the African historical experience.

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  • Module content:

    Rise and fall of segregation and apartheid Focuses on the origin and theoretical foundations of these policies and their entrenchment in SA legislation. The resistance against the institution of these respective policies and the subsequent dismantling of apartheid. The impact on social, cultural and economic terrain.

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  • Module content:

    Physical processes that influence the earth’s surface and management. Specific processes and their interaction in themes such as weathering; soil erosion; slope, mass movement and fluvial processes. Practical laboratory exercises are based on the themes covered in the module theory component.

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  • Module content:

    *This is a closed module, only available to students studying [BTandRP] (12132022), [BSc(Arch)] (12132002), [BSc(LArch)] (12132004), BSc Meteorology (02133312), BSc Geoinformatics (02133383), BSc Environmental Science (02133361), BSc Geography (02133385), BEd Further Education and Training (General) (09133040), BA (01130001) or as approved by the head of department. The content of this module is the same as GIS 221 and students are not allowed to earn credits for both GGY 283 and GIS 221.
    Introduction to Geographic Information Systems (GIS), theoretical concepts and applications of GIS. The focus will be on the GIS process of data input, data analysis, data output and associated technologies.

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  • Module content:

    Database design: the relational model, structured query language (SQL), entity relationship modelling, normalisation, database development life cycle; practical introduction to database design. Databases: advanced entity relationship modelling and normalisation, object-oriented databases, database development life cycle, advanced practical database design.

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  • Module content:

    An overview of systems infrastructure and integration.

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  • Module content:

    The human being in context: social and community life. Life orientation educator. Social skills.

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  • Module content:

    The human being in the world. Diversity, values and principles. Issues concerning discrimination, race, religion, culture, sexuality, age, abilities. Contemporary issues concerning classrooms, individual and systemic perspectives. Support for matters concerning HIV/Aids. Safe schools. Violence in schools. Crime. Emotional problems. Prevention of deviant social behaviour.

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  • Module content:

    Aspects of the grammar of isiNdebele such as a continuation of the study of the word categories; grammatical analysis; the structure, meaning and use of the pronoun and the enumerative; an introduction to isiNdebele speech sounds/phonetics.

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  • Module content:

    Logistics management
    The role of logistics in an enterprise; definition and scope of customer service; electronic and other logistics information systems; inventory management; materials management with special reference to Japanese systems; management of the supply chain. Methods of transport and transport costs; types and costs of warehousing; electronic aids in materials handling; cost and price determination of purchases; organising for logistics management; methods for improving logistics performance.

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  • Module content:

    Project management: Introduction
    Project management concepts; needs identification; the project, the project manager and the project team; types of project organisations; project communication and documentation.
    Planning and control: planning, scheduling and schedule control of projects; resource considerations and allocations; cost planning and performance evaluation.

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  • Module content:

    Classical mechanics (28 lectures)
    Fundamental concepts, energy and angular momentum, calculus of variations and Lagrangian mechanics, conservative central forces and two body problems, scattering, mechanics in rotating reference frames, many body systems.
    Physical Optics (14 lectures)
    Maxwell’s equations, wave equation and plane wave solution, coherence, interference,
    diffraction, polarisation.
    Physics of Materials (14 lectures)
    Classification of materials. Atomic bonding. Crystallography. Defects. Material strength.
    Phase diagram's, Ceramics. Polymers. Composites. Fracture. Electrical and
    magnetic properties. Semiconductors. Smart materials Nanotechnology.
    Experiments (14 sessions)

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  • Module content:

    Focus on religion
    Part 1: Christianity
    Jesus as founder of Christianity; Images of Jesus; current research on the ‘historical Jesus’; core issues in the debate on the ‘historical Jesus’. Capita selecta from themes like: New Testament Christianity; Christian history in survey; Christian missions; After the Industrial Revolution and the Enlightenment; Christianity in a secularist age; The rise of Third World Christianity.
    Part 2: Traditional African religiosity
    Primal religion and traditional African religion; Traditional life and world view. Key elements like: Concept of time; Concept of God; Ancestral cult; Power doctors, healers and cultic leadership; Ethics: Examples of African religion; San religion; Zulu religion; Shona religion.

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  • Module content:

    Part 1: Myth, symbols and other phenomena
    Religion in diachronic and phenomenological perspective; Cosmologies and theologies; Myth and narrative; Ritual; Spirituality; Offices; Symbolism and communication. The module will focus primarily on mythical motives and thought patterns in the Old and New Testaments. By means of a capita selecta the chosen texts are analysed within the timeframe and world view of their own origin.
    Part 2: Ancient religions
    The content, characteristics and influence of religions in the Ancient Near Eastern and Mediterranean worlds will be studied: e.g. Egypt, Canaan, Mesopotamia, Greece etc. (A selection will be made every year.)

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  • Module content:

    Sepedi - communication and grammar The acquisition of advanced communication skills in further social, occupational and educational situations. More extensive vocabulary and advanced language structures are acquired and used. Heightened awareness of the nature and function of language structures. Sepedi - reading and writing Writing of coherent, idiomatic and grammatically correct texts in order to impart ideas and information for a selected range of communicative purposes. Writing entails creative writing as well as reduplication. Reading and comprehension of texts which contain reasonably extensive vocabularies and a relatively large variation of language structures. Commence with the reading of fairly simple literary works. Students are also further trained in the use of the dictionary.

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  • Module content:

    Sepedi - communication, grammar, reading and writing The further acquisition of advanced communication skills in further social, occupational and educational situations. More extensive vocabulary and advanced language structures are acquired and used. Heightened awareness of the nature and function of language structures. Continuation of the writing of coherent, idiomatic and grammatically correct texts in order to impart ideas and information for a range of communicative purposes. An introduction to Sepedi speech sounds / phonetics. Reading and comprehension of texts which contain more extensive vocabularies and a larger variation of language structures. Reading of further literary works.

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  • Module content:

    Differential calculus of a single variable with proofs and applications. The mean value theorem, the rule of L'Hospital. Upper and lower sums, definite and indefinite integrals, the Fundamental theorem of Calculus, the mean value theorem for integrals, integration techniques, with some proofs.

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  • Module content:

    This is an introduction to linear algebra on Rn. Matrices and linear equations, linear combinations and spans, linear independence, subspaces, basis and dimension, eigenvalues, eigenvectors, similarity and diagonalisation of matrices, linear transformations.

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  • Module content:

    Calculus of multivariable functions, directional derivatives. Extrema and Lagrange multipliers. Multiple integrals, polar, cylindrical and spherical coordinates.

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  • Module content:

    Properties of real numbers. Analysis of sequences and series of real numbers. Power series and theorems of convergence. The Bolzano-Weierstrass theorem. The intermediate value theorem and analysis of real-valued functions on an interval. The Riemann integral: Existence and properties of the interval.

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  • Module content:

    Origin and extent of modern invertebrate diversity; parasites of man and domestic animals; biology and medical importance of arachnids; insect life styles; the influence of the environment on insect life histories; insect phytophagy, predation and parasitism; insect chemical, visual, and auditory communication; freshwater invertebrates and their use as biological indicators.

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  • Module content:

    Introduction to general vertebrate diversity; African vertebrate diversity; vertebrate structure and function; vertebrate evolution; vertebrate relationships; aquatic vertebrates; terrestrial ectotherms; terrestrial endotherms; vertebrate characteristics; classification; structural adaptations; habits; habitats; conservation problems; impact of humans on other vertebrates.

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  • Module content:

    isiZulu - communication and grammar The acquisition of advanced communication skills in further social, occupational and educational situations. More extensive vocabulary and advanced language structures are acquired and used. Heightened awareness of the nature and function of language structures. isiZulu - reading and writing Writing of coherent, idiomatic and grammatically correct texts in order to impart ideas and information for a selected range of communicative purposes. Writing entails creative writing as well as reduplication. Reading and comprehension of texts which contain reasonably extensive vocabularies and a relatively large variation of language structures. Commence with the reading of fairly simple literary works. Students are also further trained in the use of the dictionary.

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  • Module content:

    Analysis of curriculum and practical application as prescribed in the national curriculum statement documents for Business Studies. Lesson design in Business Studies. Application of technology and media in Business Studies  teaching.

     

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  • Module content:

    Analysis of curriculum and practical application as prescribed in the national curriculum statement documents for Tourism. Lesson design in Tourism. Application of technology and media in Tourism teaching.

     

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  • Module content:

    An intensive study of the 2012 Curriculum and Assessment Policy (CAPS) relating to the teaching of Geography to learners in the FET-, Senior- and Intermediate Learning Phases.  The following aspects are addressed: The long-, medium- and short term planning of learning activities, the design of sensible learning activities, assessment, the effective use of teaching media as well as the preparation and presentation of mini lessons with a duration of 18 minutes.

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  • Module content:

    A thorough overview of the learning content with specific focus on practical application as prescribed by the National Curriculum Statement documents. Emphasis is placed on reaching the prescribed learning outcomes.

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  • Module content:

    Analysis of curriculum and policy documents for Life Sciences. Lesson design, and the application of technology and media in the teaching of Life Sciences.

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  • Module content:

    Vibrating systems and waves (14 lectures)
    Simple harmonic motion (SHM). Superposition (different frequencies, equal frequencies). Perpendicular vibrations (Lissajous figures). Damped SHM. Forced oscillations. Resonance. Q-value. Transverse wave motion. Plane wave solution using method of separation of variables. Reflection and transmission at a boundary. Normal and eigenmodes. Wave packets. Group velocity.
    Modern physics (30 lectures)
    Special relativity: Galilean and Lorentz transformations. Postulates. Momentum and energy. 4 vectors and tensors. General relativity. Quantum physics. Failure of classical physics. Bohr model. Particle-wave duality. Schrödinger equation. Piece-wise constant potentials. Tunneling. X-rays. Laser. Nuclear physics: Fission. Fusion. Radioactivity.
    Heat and thermodynamics (12 lectures)
    Heat. First Law. Kinetic theory of gases. Mean free path. Ideal, Clausius, Van der Waals and virial gases. Entropy. Second Law. Engines and refrigerators. Third Law. Thermodynamic potentials: Enthalpy Helmholtz and Gibbs free energies, Chemical potential. Legendre transformations (Maxwell relations). Phase equilibrium. Gibbs phase rule.
    Modelling and simulation (7 practical sessions)
    Introduction to programming in a high level system: Concept of an algorithm and the basic logic of a computer programme. Symbolic manipulations, graphics, numerical computations. Applications: Selected illustrative examples.
    Error Analysis (7 practical sessions)
    Experimental uncertainties. Propagation of uncertainties. Statistical analysis of random uncertainties. Normal distribution. Rejection of data. Least-squares fitting. Covariance and correlation.

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  • Module content:

    An urbanising world. Urban structure and land use. Urban processes. The urban environment. Social structure and change in cities. Living in the city. Economy, society and politics in the city. Third-world cities and South African cities. Urban futures.

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  • Module content:

    Analysis of curriculum and policy documents for Physical sciences. Lesson design and application of technology and media in teaching Physical sciences.

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  • Module content:

    isiZulu - communication, grammar, reading and writing
    The further acquisition of advanced communication skills in further social, occupational and educational situations. More extensive vocabulary and advanced language structures are acquired and used. Heightened awareness of the nature and function of language structures. Continuation of the writing of coherent, idiomatic and grammatically correct texts in order to impart ideas and information for a range of communicative purposes. An introduction to isiZulu speech sounds/phonetics.  Reading and comprehension of texts which contain more extensive vocabularies and a larger variation of language structures. Reading of further literary works.

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  • Module content:

    Computer processing of accounting information.

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  • Module content:

    Recreational studies - demarcation and terminology.  The importance and development of values for spending free time in a meaningful way in modern society. The importance of leading as a management function in Sport Management is emphasized.  Special reference is made to communication, leadership and motivation.

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  • Module content:

    Water activities - mastering and practical execution of some swimming styles as well as life-saving skills.
    Motor skills - mastering of practical skills for the development of gymnastics, with and without adaptation of large apparatus.

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  • Module content:

    Sport injuries and posture deviations - demarcation and terminology.  General principles for prevention and treatment of sport injuries.  Posture development and the influence of proper habits in the development of a good posture.  Identification and pathology of specific deviations.  A theoretical and practical perspective on control as the final phase of the management process in sport to ensure the success of the management process is emphasised.

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  • Module content:

    Ladies - dance:  mastering of practical skills for dance design and creative dancing.
    Men - soccer:  mastering of basic skills and techniques of soccer .
    Athletics:  field events.

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  • Module content:

    Functions and graphs for teachers:
    Functions; graphs of functions; transformations of functions; inverse functions; polynomial functions; polynomial and synthetic division; complex numbers; zeros of polynomial functions; rational functions; inequalities; mathematical modelling.

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  • Module content:

    Functions, equations, sequences and series for teachers:
    Combination of functions; mathematical modelling; exponential functions and their graphs; logarithmic functions and their graphs; properties of logarithms; exponential and logarithmic equations; exponential and logarithmic models; systems of equations and inequalities; sequences and series.

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  • Module content:

    This module equips students to understand and teach Engineering graphics and design in the FET-Phase. The focus is on the role of visualization in the design process and visualization principles and instruments and free hand drawing and instrument drawing techniques  contextualised for the Department of Education's curriculum requirements for Mechanical drawing.

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  • Module content:

    This module equips students to understand and teach Engineering graphics and design in the FET-Phase. The focus is on intermediate free hand drawing and instrument drawing techniques contextualised for the Department of Education's curriculum requirements for Isometric drawing and Mechanical drawing conventions. Primary and secondary manufacturing processes including fixed bodies. Descriptive Geometry. Evaluation of drawings and error detection. Practical application of techniques.

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  • Module content:

    Computer applications: Keyboard skills, speed and accuracy. Proprietary and open source office suites. Text documents, spreadsheets, incorporation of graphs and pictures, merging of documents. Macros.
    Computer supported learning: Computer technology in education. Technology integration and the learning process. Examples of software to support learning from foundation phase to high school.

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  • Module content:

    Computer applications: Systems infrastructure and integration.

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  • Module content:

    Vectors and geometry. Calculus of vector functions with applications to differential geometry, kinematics and dynamics. Vector analysis, including vector fields, line integrals of scalar and vector fields, conservative vector fields, surfaces and surface integrals, the Theorems of Green, Gauss and Stokes with applications.

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  • Module content:

    Aspects of the literature of isiNdebele/isiZulu/Sepedi such as the continuation of the study of concepts such as text, topic, characters, events, time and place; the study of plot and style; the critical analysis of a novel/novelette.

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  • Module content:

    Aspects of the grammar of Sepedi such as a continuation of the study of the word categories; grammatical analysis; the structure, meaning and use of the pronoun and the enumerative; an introduction to Sepedi speech sounds/phonetics.

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  • Module content:

    Aspects of the grammar of isiZulu such as a continuation of the study of the word categories; grammatical analysis; the structure, meaning and use of the pronoun and the enumerative; an introduction to isiZulu speech sounds/phonetics.

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  • Module content:

    This module develops an understanding of the interrelationship between technology, science, society and the environment. It will lead students to understanding the unique character of the design process. Two knowledge strands, namely structures and systems and control will be addressed.

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  • Module content:

    Macroeconomics
    Application of the principles learned in EKN 214 on the world we live in. We look at international markets and dynamic macroeconomic models, and familiarise the students with the current macroeconomic policy debates. We also take a look at the latest macroeconomic research in the world. The course includes topics of the mathematical and econometric analysis of macroeconomic issues.

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  • Module content:

    *Students will not be credited for more than one of the following modules for their degree:
    WTW 124, WTW 146, WTW 148 and WTW 164. This module serves as preparation for students majoring in Mathematics (including all students who intend to enrol for WTW 218, WTW 211 and WTW 220).

    The vector space Rn, vector algebra with applications to lines and planes, matrix algebra, systems of linear equations, determinants. Complex numbers and factorisation of polynomials. Integration techniques and applications of integration. The formal definition of a limit. The fundamental theorem of Calculus and applications. Vector functions, polar curves and quadratic curves. 

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  • Module content:

    This module aims to develop students' skills which will enable learners to communicate as effectively as possible on a more academic level in isiZulu. Students learn to compare and contrast approaches to learning and teaching; identify and differentiate concepts used in OBE, NCS and CAPS; implement OBE by planning and preparing lessons using CAPS learning and teaching methodologies and techniques in an integrative manner; and assessing using CAPS assessment methods, tools and techniques.

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  • Module content:

    This module aims to develop students' skills which will enable learners to communicate in isiNdebele as effectively as possible on a more academic level. The module offers a thorough overview of the learning content with specific focus on practical application as prescribed by the National Curriculum Statement Documents.  

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  • Module content:

    This module aims to develop students' skills which will enable learners to communicate as effectively as possible on a more academic level in Sepedi. Students learn to compare and contrast approaches to learning and teaching; identify and differentiate concepts used in OBE, NCS and CAPS; implement OBE by planning and preparing lessons using NCS and CAPS learning and teaching methodologies and techniques in an integrative manner; and assessing using NCS and CAPS assessment methods, tools and techniques.

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  • Module content:

    This module aims to develop students' skills which will enable school learners to communicate as effectively as possible on a more academic level in Setswana. Students learn to compare and contrast approaches to learning and teaching; identify and differentiate concepts used in OBE, NCS and CAPS; implement OBE by planning and preparing lessons using NCS and CAPS learning and teaching methodologies and techniques in an integrative manner; and assessing using NCS and CAPS assessment methods, tools and techniques.

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  • Module content:

    The following are applicable to the Senior phase Mathematics and FET phase Mathematical Literacy: Analysis of the curriculum and policy documents. Lesson design. Application of technology and media in teaching mathematics.

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  • Module content:

    This module gives and overview of guidance and counselling within the school context with the principles of positive psychology as the underlying foundation. The module strives to equip the student teacher with knowledge and skills to screen, identify, assess and support learners with physical and physiological impairment and learners who display challenging behaviour in the classroom. The student teacher will be exposed to how contextual psychosocial care and support as well as career guidance can be implemented in schools.

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  • Module content:

    This module aims to provide student teachers with knowledge on learners who experience physical and/or physiological barriers, learners who display challenging behaviour in the classroom, together with a focus on risk factors that may cause physical and/or physiological barriers, as well as protective factors which might protect learners against any risks that may harm or impede their development and enhance their well-being. Student teachers will furthermore acquire the necessary knowledge, skills, attitudes and values of how educators can identify, assess, support and accommodate learners who experience physical and/or physiological difficulties, as well as learners who display challenging behaviour in the classroom. The main emphasis of this module is to teach student teachers skills on how to support learners with physical and/or physiological barriers, as well as learners who display challenging behaviour in the classroom and enhance their overall well-being by utilising and mobilising existing assets in the classroom, school and school-community.

     

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Minimum credits: 170

Core modules

  • Module content:

    This is an official full time module where students engage in teaching within the professional school environment under the supervision of an experienced mentor teacher for a period of three weeks at the beginning of the school year. The main focus is on general classroom practice, school administration, extra - mural activities and to act as responsible citizens of the school environment. The students have to compile a  professional portfolio and prepare  and facilitate a prescribed number of lessons and these are formally assessed by the school. Placements for this module may be in schools outside Pretoria.

     

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  • Module content:

    This module aims to equip students with the necessary communicative and classroom literacies to succeed as a professional in the domain of teaching.  Students will show evidence of understanding and being able to implement the theories and strategies underpinning spoken and written communication required within an education context.  The development of a critical awareness of language as a non-neutral (biased) conveyor of meaning will also be fostered.  An overview of the linguistic diversity encountered in most South African classrooms provides the prospective teacher with strategies for dealing more effectively with multilingualism in a culturally diverse pedagogical context.  Students will also enrich their personal language profile by acquiring a functional knowledge of appropriate words and phrases in an African language with the view to facilitating classroom management.

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  • Module content:

    To gain insight into the global context of the classroom, learners and ideas taught, as well as into the local world and country in which the classroom, learners and school are situated. Diversity and social justice and their importance in the local and global context, as well as their importance for teaching and learning are explored.
    Through individual and group learning tasks, students come to understand the overlapping themes of globalisation; understanding the nation state and its place in the regional and global world; and the role of technology and the media in globalisation and education. Significant social, political, historical and economic factors influencing the classroom are also investigated. Students collect, organise and critically evaluate information; appreciate the value of diversity in various social contexts; apply problem solving skills to learning tasks; and communicate ideas effectively in group tasks.

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  • Module content:

    The module deals with the understanding and application of the Bill of Rights in creating a safe and disciplined classrooms.  The second theme deals with managing a classroom through relationship building, participative decision-making, effective planning and monitoring, motivation and communication.

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Elective modules

  • Module content:

    Taalkundekomponent
    Capita selecta uit die Afrikaanse taalkunde
    Letterkundekomponent
    Afrikaanse prosa

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  • Module content:

    Afrikaanse poësie
    'n Keuse uit eietydse Nederlandstalige literatuur; analitiese teksondersoeke met aandag aan agtergrond- en resepsieaangeleenthede.
    Die Afrikaanse drama word binne die breër konteks van die Afrikaanse letterkunde geplaas.

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  • Module content:

    Mediaeval and Renaissance literature
    In this module students study the works of representative writers from Chaucer to Shakespeare and Milton. The general characteristics and techniques of these authors are discussed in relation to developments in aesthetic theory, generic conventions and socio-historical change.

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  • Module content:

    Augustan, Romantic and 19th-century literature
    In this module students read a representative selection of 18th- and 19th-century texts in English. The general characteristics and techniques of these texts are discussed in relation to developments in aesthetic theory, generic conventions and socio-historical change.

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  • Module content:

    History of art and theory of visual literacy is explored. Focus is placed on South African art by studying pioneers, including contemporary trends, styles and techniques. Theoretical frameworks used in the interpretation, analysis and evaluation of visual culture studies are investigated. Emphasis is placed on interaction of image and text evaluation and analysis of visual art.

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  • Module content:

    A significantly higher level of understanding and mastery in terms of the intellectual, perceptual, aesthetic and technical aspects of art education is explored. The aim of this module is to extend the student’s personal visual vocabulary and promote self-expression. Emphasis is placed on visualising and expressing ideas and conceptual development of the individual student. Opportunities for advanced technical and conceptual skills are provided, including the experimentation of two- and three-dimensional forms, problem solving and evaluation.

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  • Module content:

    The human being in the world: citizenship. Theoretical foundation of citizenship. Human rights and responsibilities. Political awareness and voluntary participation. Social and environmental concerns. Social responsibility. Service Learning: theory and practice. Service Learning project.

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  • Module content:

    The human being in interaction: lifelong learner. Strategies and learning domains. Perspectives on the future. Economic independence. Career development: theoretical approach to career orientation. Career guidance. Integration of careers and opportunities for training in the world of careers. Skills for obtaining employment. Work ethics.

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  • Module content:

    * This module is only presented in Afrikaans.

    Die module bemagtig die student om die verskillende taalvaardighede in al die onderrigfases te kan beplan, aanbied en assesseer. Hierdie module gaan in detail op die onderrig van elk van die taalvaardighede in. Studente behoort ook na afloop van hierdie studie-eenheid in staat te wees om die verskillende taalvaardighede te kan integreer met die spesifieke genres (bv. Poësie, Prosa, Drama en Taal).

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  • Module content:

    Theoretical underpinnings and concepts specific to the field of Economics teaching in South Africa. Best practices, instructional design, assessment and reflective practice in Economics teaching.

     

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  • Module content:

    Theoretical underpinnings and concepts specific to the field of Accounting teaching in South Africa. Best practices, instructional design, assessment and reflective practice in Accounting teaching.

     

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  • Module content:

    Theoretical underpinnings and concepts specific to the field of Business Studies teaching in South Africa. Best practices, instructional design, assessment and reflective practice in Business Studies  teaching.

     

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  • Module content:

    Theoretical underpinnings and concepts specific to the field of Tourism teaching in South Africa. Best practices, instructional design, assessment and reflective practice in Tourism teaching.

     

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  • Module content:

    This module follows progressively on JME 200 and pays in-depth attention to the practical aspects of teaching and assessing expressive and receptive communicative skills in accordance with national policy documents. A sound understanding of lesson planning based on constructive alignment is evidenced by a comprehensive portfolio

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  • Module content:

    As required by the National Curriculum.

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  • Module content:

    An in-depth study of the effective use of teaching media, the construction of models, the explanation and teaching of problematic theoretical and practical Geographic concepts, practical work, the implementation of GIS in the teaching of Geography, the design of sensible class and homework activities, assessment, the art of lesson presentation and the preparation and presentation of 18 minute duration mini-lessons.

     

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  • Module content:

    The module is aimed at equipping students to successfully present History as prescribed in the NCS and CAPS for History. Students will study the theoretical underpinning of historical writing, content of the syllabus and how to address it, as well as the requirements expected of learners qualifying for the FET-examinations in History. Students are expected to prepare teaching activities according to the requirements of the school syllabus to prepare them for their role as teachers of history. Students present lessons through micro-teaching and apply appropriate assessment and questioning; study the use of cartoons in questioning in this phase; apply cross-curriculation in lesson planning; set a Heritage assignment; plan and prepare for a History excursion and apply previously acquired communication skills in the teaching of History

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  • Module content:

    The module builds progressively on previous acquired knowledge and skills obtained in JMI 200. Students analyse the content of the CAT grade 10 and 11 curriculum and are familiarised with the principles contained in the NCS and CAPS. Students learn principles of classroom management and practice and draw up their own question papers, memoranda and rubrics for assessment. Students apply the principles of backward design in designing outcomes according to Bloom’s levels, plan for assessment strategies and teaching. Students use learner management systems in their planning of activities for grade 10’s and 11’s.

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  • Module content:

    The focus of this module is on a deeper theoretical and practical understanding and knowledge of the subject matter relating to the visual art discipline. Emphasis is placed on effectively collecting, analysing, organising and critically evaluating contemporary visual culture, as well as the creative process as stipulated by the Curriculum and Assessment Policy Statement (CAPS). 

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  • Module content:

    A study of the theoretical and practical aspects of choral conducting and stage productions. It builds on previously acquired knowledge and skills obtained. Music serves as primary focus, but the integration of other art forms is also included.  

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  • Module content:

    Theoretical underpinnings and concepts specific to the field of Natural Science teaching in South Africa.. Best practices, instructional design, assessment and reflective practice in Natural Science teaching.

     

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  • Module content:

    Theoretical underpinnings and concepts specific to the field of Life Sciences including conceptual change and concepts specific to the field of Life Sciences. Teaching Life Sciences in South Africa. Instructional design, assessment and reflective practice in teaching Life Sciences.  Best practices.

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  • Module content:

    To build on the knowledge of music theory obtained in the previous year to provide them with the requirements needed for the music modules in the following years.

     

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  • Module content:

    This module offers further development of technical aspects and musical development with the focus on instrumental and vocal progress.  Accompaniment and the performance of concert compositions are included on a more developed level than that in previous year modules.

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  • Module content:

    To equip students with the necessary knowledge to apply the principles of Music Education in practice so that they can present Music Education as part of the subject Creative Arts from Grades 4 to 9. The module content is a progression of knowledge (music concepts) and skills (music activities) acquired in the previous related module.

     

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  • Module content:

    To equip students with the necessary knowledge, skills, values and attitudes needed to apply in practice and to develop and enhance the inherent musicality of all learners. The emphasis is placed on a study of the theoretical and practical aspects of choral education and other performance-based activities.

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  • Module content:

    Theoretical underpinnings and concepts specific to the field of teaching IT in South Africa.  Instructional design, assessment and reflective practice in IT teaching.  Best practice and micro teaching in IT.  Grade 11 and 12 subject specific content.

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  • Module content:

    Theoretical underpinnings of Engineering Graphics and Design, including concepts specific to Engineering Graphics and Design will be addressed; teaching Engineering Graphics and Design in South Africa will be investigated; instructional design, assessment and reflective practice  in Engineering Graphics and Design are dealt with; best practice in teaching Engineering Graphics and Design is investigated. Micro teaching will be addressed.

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  • Module content:

    Theoretical underpinnings and concepts in teaching of Mathematics for all phases and Mathematical Literacy in South Africa; instructional design, assessment and reflective practice.

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  • Module content:

    Aspects of the grammar of isiNdebele such as a continuation of the study of the word categories; grammatical analysis; more intensive study of the structure, meaning and use of the noun (specifically derived nouns) and verb (specifically moods and verbal extensions); an introduction to the sound changes/phonology of isiNdebele.

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  • Module content:

    Part 1: Reflecting on religion
    Theories about religion; Religion and ideology; Secularism; Uniqueness; Doctrinal issues, etc.
    Part 2: Topical issues
    The relationship between religion and various topical issues in society will be addressed, like: Religion and society; religion and gender; religion and economics; religion, politics and the state; religion and the environment, etc.

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  • Module content:

    Part 1: Religions as neighbours
    Plurality; Religious interaction; Practical issues, e.g. Themes to be addressed are: conflict, propaganda, indoctrination, dialogue, syncretism, respect and tolerance. Models of dealing with plurality will be studied, e.g. fundamentalism, relativism, pluralism, inclusivism, exclusivism, secularism and co-responsibility and cooperation.
    Part 2: Religion and the arts
    Iconography; overview on the exposition of biblical themes in the expressive arts and music; religious aspects of well-known artefacts and musical compositions; function of art and music in worship.

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  • Module content:

    Sepedi grammar - Capita selecta
    Aspects of the grammar of Sepedi such as a continuation of the study of the word categories; grammatical analysis; more intensive study of the structure, meaning and use of the noun (specifically derived nouns) and verb (specifically moods and verbal extensions); an introduction to the sound changes / phonology of Sepedi.
    The acquisition and inculcation of advanced communicative skills within a larger number of social, occupational and educational situations. Awareness of the nature and function of language structures is heightened further. Attention is also paid to cultural phenomena.

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  • Module content:

    Axiomatic development of neutral, Euclidean and hyperbolic geometry. Using models of geometries to show that the parallel postulate is independent of the other postulates of Euclid.

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  • Module content:

    isiZulu grammar -  Capita selecta
    Aspects of the grammar of isiZulu such as a continuation of the study of the word categories; grammatical analysis; more intensive study of the structure, meaning and use of the noun (specifically derived nouns) and verb (specifically moods and verbal extensions); an introduction to the sound changes/phonology of isiZulu.  The acquisition and inculcation of advanced communicative skills within a larger number of social, occupational and educational situations. Awareness of the nature and function of language structures is heightened further. Attention is also paid to cultural phenomena.

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  • Module content:

    Theoretical underpinnings and concepts specific to the field of Physical science teaching in South Africa.  Best practices, instructional design, assessment and reflective practice in Physical science teaching. 

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  • Module content:

    Trigonometry and financial mathematics for teachers:
    Trigonometric functions; triangle trigonometry; graphs of trigonometric functions; identities; trigonometric equations; law of sine and law of cosines; applications and models; financial mathematics: percentage, interest, loans and amortisation.

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  • Module content:

    Geometry and applications for teachers:
    Volume and surface area; polygons and their properties; analytical geometry; transformation geometry; circle geometry; proofs; axiomatic systems; applications and modelling.

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  • Module content:

    This module equips students to understand and teach Engineering graphics and design in the FET-Phase. The focus is on  free hand drawing and CAD- drawing techniques contextualised for the Department of Education's curriculum requirements for Civil drawing conventions. Perspective drawings. Evaluation of drawings and error detection. Practical application of techniques.

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  • Module content:

    This module equips students to understand and teach Engineering graphics and design in the FET-Phase. The focus is on  free hand drawing and CAD- drawing techniques contextualised for the Department of Education's curriculum requirements for advanced Mechanical drawing techniques and application. Primary and secondary manufacturing processes. Evaluation of drawings and error detection. Practical application of techniques.

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  • Module content:

    Integrated office suites, advanced components: Presentation, spreadsheet packages. Databases: Database concepts, tables and relationships, forms, reports. Web applications. Open source operating and network systems, installation and maintenance.

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  • Module content:

    Computer supported learning: Learning management systems. Evaluating educational technology. Evaluating the effectiveness of technology integration. Ethics and the information age. Emerging technologies. Mobile technologies. Web technologies.

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  • Module content:

    Aspects of the literature of isiNdebele/isiZulu/Sepedi such as the critical analysis of a dramatic work and poetry (selected poems).

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  • Module content:

    This module develops an understanding of the unique nature of Design and technology and the design process. Visualization principles and free hand drawing and instrument drawing techniques are addressed. Two knowledge strands, namely processing and structures will be covered.

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  • Module content:

    This module develops an understanding of designing and design theory. It addresses problem solving and the development of solutions to technological problems. Two knowledge strands, namely mechanical and electrical systems and control will be covered.

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  • Module content:

    Effects of physical activities on the human body, energy sources, etc. Exercise and fitness factors, principles of gymnasium practice. Revision of general managerial principles (year 1-2). Specialisation in the legal principle of sport. Dealing with stress and conflict in the domain of Sport Management.

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  • Module content:

    Gymnastics. Mass sport: organisation and presentation. Dance for ladies who focus on cultural dance. Cricket for men who focus on basic cricket skills and cricket as sport.

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  • Module content:

    The nature and essence of this discipline; different biomechanical aspects in sport e.g. balance, centre of gravity, laws of nature. Measurement and evaluation: Techniques in obtaining variables: mean deviations, standard deviations, curve types. Anthropometric measurement and the processing of that data. The nature and character of marketing with special reference to sport. The sociological basis of sport, a description of its nature and character.

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  • Module content:

    Motor skills in ladies netball, mini-netball and rugby for men. Motor skills for softball, mini-tennis and tennis.

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  • Module content:

    This module serves as an advanced study of a selection of English dramas, novels and poetry, as dealt with in their elective, and endeavours to enhance the students’ skills in the critical reading of a variety of literary genres. Students are required to display critical reading and academic writing skills in English in order to understand and appreciate the complexity and value of the selected genres. The teaching and learning will have as its focus the specific application of the selected literary genres to the teaching thereof. How to approach a play, novel or poem, and how to teach the relevant components in the various phases and grades will be dealt with.

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  • Module content:

    *This module is only presented in Afrikaans.


    In hierdie module maak die student kennis met die teorie en praktyk van Afrikaans. Inhoude word verbesonder vir die eise van die onderwysprofessie. Die manifestasies van.die taalwetenskap, taalkwessies en taalvariëteite in die onderwys vorm die taalgedeelte van die module. Op letterkundige vlak bestudeer die student teorieë, werkswyses en tekste met betrekking tot Afrikaanse drama, prosa en poësie.

     

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  • Module content:

    Following on JZL 200, this module aims to further develop students' skills which will enable learners to communicate as effectively as possible on a more academic level in isiZulu. Students learn to compare and contrast approaches to learning and teaching; identify and differentiate concepts used in OBE, NCS and CAPS; implement OBE by planning and preparing lessons using CAPS learning and teaching methodologies and techniques in an integrative manner; and assessing using CAPS assessment methods, tools and techniques. 

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  • Module content:

    Following on JND 200, this module aims for students to further develop skills which will enable learners to communicate as effectively as possible on a more academic level in isiNdebele. Students learn to compare and contrast approaches to learning and teaching; identify and differentiate concepts used in OBE, NCS and CAPS; implement OBE by planning and preparing lessons using NCS and CAPS learning and teaching methodologies and techniques in an integrative manner; and assessing using NCS and CAPS assessment methods, tools and techniques.

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  • Module content:

    Following on JSP 200, this module aims for students to further develop skills which will enable learners to communicate as effectively as possible on a more academic level in Sepedi. Students learn to compare and contrast approaches to learning and teaching; identify and differentiate concepts used in OBE, NCS and CAPS; implement OBE by planning and preparing lessons using NCS and CAPS learning and teaching methodologies and techniques in an integrative manner; and assessing using NCS and CAPS assessment methods, tools and techniques.

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  • Module content:

    Following on JSW 200, this module aims for students to further develop skills which will enable school learners to communicate as effectively as possible on a more academic level in Setswana. Students learn to compare and contrast approaches to learning and teaching; identify and differentiate concepts used in OBE, NCS and CAPS; implement OBE by planning and preparing lessons using NCS and CAPS learning and teaching methodologies and techniques in an integrative manner; and assessing using NCS and CAPS assessment methods, tools and techniques.

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  • Module content:

    This one year module aims to empower future teachers who have basic knowledge of psychology modules with specialised skills to promote the personal, social, educational, and career development of all learners in schools. Student teachers will acquire learning opportunities which will enable them to proactively design and implement in a preventive manner school programs on academic, career, personal / social and community development to ensuring that all learners can have the opportunity to achieve success and develop to the best of their abilities.

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  • Module content:

    Application of vectors in one and two dimensions in motion and forces.Newton’s laws, Momentum, Work and Energy, Waves, Sound and Light Electrostatics, Electric circuits, Magnetism, Electromagnetism, Electrodynamics,Atomic structure, Chemical bonding, Chemical reactions, Stoichiometry, Energy and Chemical change, Reaction rate, Chemical equilibrium, Electrochemistry,Ideal gasses, Properties of materials
     

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  • Module content:

    This module helps develop an understanding of the scope and content of the Life Sciences school curriculum for the Further Education and Training Phase Grades 10 – 12. The module comprises knowledge on the nature of Life Sciences, the molecules of life, selected processes of life, including photosynthesis and respiration, eukaryotic tissues, eukaryotic organs and organ systems, biodiversity, evolution and ecology as it relates to the school curriculum.

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  • Module content:

    Statistics, analytical geometry, trigonometry, Euclidian geometry and measurement, and the associated mathematical reasoning and technological skills.

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Minimum credits: 170

Fundamental modules

Core modules

  • Module content:

    This is an official full time module where students engage in teaching within the professional school environment under the mentorship of an experienced mentor teacher as well as an experienced mentor lecturer for a period of 8 weeks in the second term of the school year. The main focus is on general classroom practice, school administration, extra - mural activities and to act as responsible citizens of the school environment. The students have to prepare a professional portfolio  and facilitate a prescribed number of lessons and these are formally assessed by the school as well as an experienced designated mentor lecturer. Placements for this module will only be in schools in the Pretoria area. Supportive micro teaching lessons will take place before, during and after the teaching practice PRO 452.

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  • Module content:

    This is an official full-time module where students fully engage in teaching within the professional school environment under the mentorship of an experienced mentor teacher as well as an experienced mentor lecturer for a period of 8 weeks in the third term of the school year. The main focus is on general classroom practice, school administration, extra - mural activities and to act as responsible citizens of the school environment. The students have to prepare a professional portfolio and facilitate a prescribed number of lessons and these are continuously formally assessed by the school. The professional portfolio will be assessed by the designated mentor lecturer.  Placements for this module can take place in schools nationally or internationally.

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  • Module content:

    The module helps develop a theoretical and practical frame of reference of the field of research and introduces students to the collection of information and identification and formulation of a research problem. Research ethics as well as qualitative and quantitative approaches including principles of action research are addressed. A research proposal and plan is created and assessed.

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  • Module content:

    The module comprises the practical implementation of theory in a research project. Research contexts may include the work-integrated learning or community focus. Research according to the proposal of JNM 461 is performed, and a research report is provided by the student under the direction of a supervisor. The report is assessed.

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Elective modules

  • Module content:

    * This module is only presented in Afrikaans.

    Klem word gelê op die bereiking van die voorgeskrewe leeruitkomste in die Nasionale Kurrikulumverklaringsdokumente . Afrikaansonderrig as huis- en  addisionele taal soos in die nasionale  kurrikulum vervat, word uitgelig. 'n Teoretiese grondslag word vasgelê vir die ontwerp en aanbied van lesse.

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  • Module content:

    Innovative teaching methods and teaching skills in Economics. Thematic planning, selection and use of multiple resources in the teaching of Economics. Assessment practices; communication skills and classroom management. Teaching philosophy and reflective practice in the teaching of Economics.

     

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  • Module content:

    Innovative teaching methods and teaching skills in Accounting. Thematic planning, selection and use of multiple resources in the teaching of Accounting.  Assessment practices; communication skills and classroom management. Teaching philosophy and reflective practice in the teaching of Accounting.

     

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  • Module content:

    Innovative teaching methods and teaching skills in Business Studies. Thematic planning, selection and use of multiple resources in the teaching of Business Studies. Assessment practices; communication skills and classroom management. Teaching philosophy and reflective practice in the teaching of Business Studies.

     

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  • Module content:

    Innovative teaching methods and teaching skills in Tourism. Thematic planning, selection and use of multiple resources in the teaching of Tourism. Assessment practices; communication skills and classroom management. Teaching philosophy and reflective practices.

     

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  • Module content:

    A thorough overview of the learning content with specific focus on practical application as prescribed by the National Curriculum Statement documents. Emphasis is placed on reaching the prescribed learning outcomes.

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  • Module content:

    The art of lesson presentation and the preparation and presentation of 18 minute duration mini-lessons (to be continued from the end of the Third Year of study).

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  • Module content:

    This module aims to equip students to successfully present History in the Senior and/or Further Education and Training Phase. The theoretical underpinning of historical writing, content of the syllabus as well as the requirements expected to guide learners studying History as subject are studied. Students are expected to prepare phase specific teaching activities according to the requirements of the school syllabus for the phase in which they are enrolled to prepare them for their role as teachers of history. Students present lessons through micro-teaching and apply appropriate assessment and questioning; present an oral history assignment and apply previously acquired communication skills in the teaching of History. 

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  • Module content:

    Students are equipped with the necessary knowledge, skills, values and attitude needed to apply in practice and to develop and enhance the inherent musicality of all learners. This module builds on previously acquired knowledge and skills which are progressively applied in the methodologies. Music serves as primary focus, but the integration of other art forms is also included.

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  • Module content:

    Innovative teaching methods and teaching skills in Natural Science. Thematic planning, selection and use of multiple resources in Natural Science. Assessment practices; communication skills and classroom management in Natural Science. Teaching philosophy and reflective practices in Natural Science.

     

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  • Module content:

    This module provides an advanced understanding of the visual arts discipline in the different phases as stipulated by the Curriculum and Assessment Policy Statement (CAPS). Furthermore, these modules enable students to teach the visual art subject matter responsibly and effectively as successful art educators. Students are expected to identify a problem, plan and present their research, as well as explore art classroom management and learner needs.

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  • Module content:

    Innovative and creative teaching methods and teaching skills in mathematics. Thematic planning. Selection and use of multiple resources in mathematics. Assessment practices. Communication skills. Classroom management. Pedagogical content knowledge of Mathematics in all phases and Mathematical Literacy.

     

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  • Module content:

    Innovative and creative teaching skills in Design and Technology are dealt with. The following are also addressed: thematic planning; selection and use of multiple resources; assessment practices in Design and Technology; communication skills and classroom management in Design and Technology; and teaching philosophy in Design and Technology.

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  • Module content:

    This module builds progressively on previously acquired knowledge and skills obtained in JPS 121, JME 200 and JME 300. This knowledge and skills are progressively applied in the methodologies (JME 200, 300 and 451/454). The module offers a thorough overview of the learning content with specific focus on practical application as prescribed by the National Curriculum Statement Documents.  It focuses on developing learning experiences for the four language skills, namely listening, speaking, reading and writing, as well as language structure and grammar. Designing of lessons and learning and teaching support materials (LTSM) are developed. Various teaching styles and paradigmatic orientations relevant to the learning experience are dealt with. 

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  • Module content:

    The module builds progressively on previous acquired knowledge and skills obtained in JMI 200 and 300. Students are guided in the theory of instructional design as they practise planning, designing and presenting optimal learning opportunities. Students are familiarised with the principles contained in the NCS and CAPS. Students analyse the content of the CAT grade 12 curriculum and learn how to use teacher-directed and learner-centred methods to improve learning, they create teaching media, and apply all forms of assessment as prescribed in the CAPS.

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  • Module content:

    Innovative and creative teaching methods and teaching skills in IT.  Thematic planning, selection and use of multiple resources in IT.  Assessment practices, communication skills and classroom management in IT.  

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  • Module content:

    Reflective practices and misconceptions in Physical sciences.  Pedagogical content knowledge.

     

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  • Module content:

    A thorough overview of the learning content with specific focus on practical application as prescribed by the National Curriculum documents. Emphasis is placed on reaching the prescribed learning outcomes.

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  • Module content:

    Reflection on teaching practice will be done as well as optimising of instruction. Technological pedagogical content knowledge (TPACK) will be dealt with.

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  • Module content:

    Innovative and creative teaching and teaching skills. Thematic planning, selection and use of multiple resources in Life Sciences. Assessment practices.

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  • Module content:

    Innovative and creative teaching methods and teaching skills in Physical sciences; thematic planning; selection and use of multiple resources in Physical sciences; assessment practices; communication skills and classroom management in Physical sciences teaching. Pedagogical content knowledge.

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  • Module content:

    * This module is only presented in Afrikaans.

    Klem word gelê op die bereiking van die voorgeskrewe leeruitkomste in die Nasionale Kurrikulumverklaringsdokumente. Afrikaansonderrig  as huis- en  addisionele taal soos in die nasionale  kurrikulum vervat, word uitgelig. 'n Teoretiese grondslag word vasgelê vir die ontwerp en aanbied van lesse.

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  • Module content:

    The module is a continuation of the principles and practices of teaching and learning in the English classroom. Further development of planning learning experiences for the four language skills, namely listening, speaking, reading and writing, as well as language structure and grammar is focused on, based on the principles of inquiry-led learning, blended learning and constructive alignment.  Designing of lessons and learning and teaching support materials (LTSM) are developed, with a strong focus on technology and e-learning. Various teaching styles relevant to the learning experience are dealt with. 

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  • Module content:

    After the Internship during the Second Semester: Reflection on Internship, school textbook evaluation, applied project work and fieldwork.

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  • Module content:

    This module aims to equip students to successfully present History in the Senior and/or Further Education and Training Phase. The theoretical underpinning of historical writing, content of the syllabus as well as the requirements expected to guide learners studying History as subject are studied. Students are expected to prepare phase specific teaching activities according to the requirements of the school syllabus for the phase in which they are enrolled to prepare them for their role as teachers of history. Students present lessons through micro-teaching and apply appropriate assessment and questioning; present an oral history assignment and apply previously acquired communication skills in the teaching of History. 

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  • Module content:

    The module comprises the following themes: The NCS and CAPS processing (scheme of work, schedule and assessment ); multiple Intelligences; facilitating grammar lessons; facilitating literature lessons; facilitating creative writing lessons and the marking of letters and compositions; questioning skills for facilitating assessment (methods, techniques and tools); and using technology in teaching.

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  • Module content:

    Lesson design and application of design (continuing and applying second and third year methodology content); phase specific application; application, adaptation and integration of outcomes so that straddling can take place; subject specific principles of assessment and application; innovative teaching; thematic planning; finding, using and adapting resources for teaching; selection and assessment of authentic texts as well as textbooks; facilitating and mediating learning; multi-level teaching (adapting the curriculum to meet the needs of diverse learners); differentiation (learning styles and individual differences, multiple intelligences) and inclusive education; co-operative learning;  electronic resource training, e-learning and micro teaching.

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  • Module content:

    The module comprises the following themes: history of the different phases of education in South Africa and different teaching methods used in each phase; NCS and CAPS processing (scheme of work, schedule and assessment); multiple intelligences; facilitating grammar lessons; facilitating literature lessons; facilitating creative writing lessons and marking of letters and compositions; questioning skills for facilitating assessment (methods, techniques and tools); and using technology in teaching.

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  • Module content:

    Lesson design and application of design (continuing and applying second and third year methodology content); phase specific application; application, adaptation and integration of outcomes so that straddling can take place; subject specific principles of assessment and application; innovative teaching; thematic planning; finding, using and adapting resources for teaching; selection and assessment of authentic texts as well as textbooks; facilitating and mediating learning; multi-level teaching (adapting the curriculum to meet the needs of diverse learners); differentiation (learning styles and individual differences, multiple intelligences) and inclusive education; co-operative learning;  electronic resource training, e-learning and micro teaching.

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  • Module content:

    This module provides an advanced understanding of the visual arts discipline in the different phases as stipulated in the Curriculum and Assessment Policy Statement (CAPS). Furthermore, these modules enable students to teach the visual art subject matter responsibly and effectively as successful art educators. Students are expected to identify a problem, plan and present their research, as well as explore art classroom management and learner needs.

    View more

  • Module content:

    This module aims to equip students with the necessary knowledge and skills regarding the following components of teaching Sepedi at schools: education policies and teaching methods; grammar; literature; creative writing; assessment; and e-learning. The module comprises the following themes: history of the different phases of education in South Africa and different teaching methods used in each phase; NCS and CAPS processing (scheme of work, schedule and assessment); multiple intelligences; facilitating grammar lessons; facilitating literature lessons; facilitating creative writing lesson and marking of letters and compositions; questioning skills for facilitating assessment (methods, techniques and tools); and using technology in teaching.

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  • Module content:

    Lesson design and application of design (continuing and applying second and third year methodology content); phase specific application; application, adaptation and integration of outcomes so that straddling can take place; subject specific principles of assessment and application; innovative teaching; thematic planning; finding, using and adapting resources for teaching; selection and assessment of authentic texts as well as textbooks; facilitating and mediating learning; multi-level teaching (adapting the curriculum to meet the needs of diverse learners); differentiation (learning styles and individual differences, multiple intelligences) and inclusive education; co-operative learning;  electronic resource training, e-learning and micro teaching.

     

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  • Module content:

    This module aims to equip students with the necessary knowledge and skills regarding the following components of teaching Setswana at schools: education policies and teaching methods; grammar; literature; creative and composition writing; assessment; and e-learning. The module comprises the following themes: history of the different phases of education in South Africa and different teaching methods used in each phase; The NCS and CAPS processing (scheme of work; schedule and assessment); multiple Intelligences; facilitating grammar lessons; facilitating literature lessons; facilitating creative writing lessons and marking of letters and compositions; questioning skills for facilitating assessment (methods, techniques and tools); and using technology in teaching.

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  • Module content:

    Lesson design and application of design (continuing and applying second and third year methodology content); phase specific application; application, adaptation and integration of outcome so that straddling can take place; subject specific principles of assessment and application; innovative teaching; thematic planning; finding, using and adapting resources for teaching; selection and assessment of authentic texts as well as textbooks; facilitating and mediating learning; multi-level teaching (adapting the curriculum to meet the needs of diverse learners); differentiation (learning styles and individual differences, multiple intelligences) and inclusive education; co-operative learning;  electronic resource training, e-learning and micro teaching.

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  • Module content:

    An application of previous academic knowledge and practical skills towards a stage production. The focus is on a community based project.

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  • Module content:

    Reflective practices and misconceptions in mathematics. Pedagogical content knowledge in Mathematics for all phases and Mathematical Literacy. 

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  • Module content:

    Innovative teaching methods and teaching skills in Natural Science. Thematic planning, selection and use of multiple resources in Natural Science. Assessment practices; communication skills and classroom management in Natural Science. Teaching philosophy and reflective practices in Natural Science.

     

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  • Module content:

    Innovative teaching methods and teaching skills in Tourism Thematic planning, selection and use of multiple resources in the teaching of Tourism. Assessment practices; communication skills and classroom management . Teaching philosophy and reflective practices.

     

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  • Module content:

    Innovative teaching methods and teaching skills in Business Studies. Thematic planning, selection and use of multiple resources in the teaching of Business Studies. Assessment practices; communication skills and classroom management.Teaching philosophy and reflective practices.

     

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  • Module content:

    Innovative teaching methods and teaching skills in Economics Thematic planning, selection and use of multiple resources in the teaching of Economics. Assessment practices; communication skills and classroom management . Teaching philosophy and reflective practices.

     

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  • Module content:

    Innovative teaching methods and teaching skills in Accounting. Thematic planning, selection and use of multiple resources in the teaching of Accounting. Assessment practices; communication skills and classroom management . Teaching philosophy and reflective practices.

     

    View more

  • Module content:

    The module builds progressively on previous acquired knowledge and skills obtained in JMI 200 and 300. Students are guided in the theory of instructional design as they practise planning, designing and presenting optimal learning opportunities. Students are familiarised with the principles contained in the NCS and CAPS. Students analyse the content of the CAT grade 12 curriculum and learn how to use teacher-directed and learner-centred methods to improve learning, they create teaching media, and apply all forms of assessment as prescribed in the CAPS.

    View more

  • Module content:

    Innovative and creative teaching and teaching skills in Engineering Graphics and Design are dealt with. The following are also addressed: thematic planning; selection and use of multiple resources; assessment practices in Engineering Graphics and Design; communication skills and classroom management in Engineering Graphics and Design; and teaching philosophy in Engineering Graphics and Design.

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  • Module content:

    Reflection on teaching practice will be done as well as optimising of instruction. Technological pedagogical content knowledge (TPACK) will be dealt with.

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  • Module content:

    Development of a teaching philosophy and reflective practice in IT teaching.

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The information published here is subject to change and may be amended after the publication of this information. The General Regulations (G Regulations) apply to all faculties of the University of Pretoria. It is expected of each student to familiarise himself or herself well with these regulations as well as with the information contained in the General Rules section. Ignorance concerning these regulations and rules will not be accepted as an excuse for any transgression.

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