Yearbooks

Programme: BEd Early Childhood Development and Foundation Phase

Code Faculty Duration Credits Download
09133010 Faculty of Education Duration of study: 4 years Total credits: 680

Admission requirements

  • The following persons will be considered for admisssion : a candidate who is in posession of a certificate that is deemed by the University to be equivalent to the required Grade 12 cerificate with university endorsement; a candidate who is a graduate from another tertiary institution or has been granted the status of a graduate of such an institution ; and a candidate who is a graduate of another faculty at the University of Pretoria.
  • Life Orientation is excluded when calculating the APS.
  • Prospective students with an APS of 26-29 must write the National Benchmark Test (NBT). Final admission is determined by the Admissions Committee of the Faculty and is based on the results of the NBT. 
  • As soon as candidates are admitted to the BEd degree they will be informed that they must register at the University in January of the following year. It is in the interest of prospective students to apply as soon as possible particularly in respect of financial support and/or residence placement.
 
Minimum requirements for 2017
Achievement level APS
Afrikaans or English
NSC/IEB HIGCSE AS-Level A-Level

4


 

3


 

D


 

D


 

30

(26-29 admission
based on the NBT)

 

 

Other programme-specific information

Zulu for beginners: ZUL 110, 120 and ZUL 210, 220

For speakers of IsiZulu as a home language or 1st or 2nd additional language: ZUL 111, AFT 121 and ZUL 211, AFT 220

Sepedi for beginners: SEP 110, 120 and SEP 210, 220

For speakers of Sepedi as home language or 1st or 2nd additional language: SEP 111, AFT 121 and SEP 211, AFT 220

IsiNdebele (Only availalbe for speakers of isiNdbele as a home language or first or second additional language)

Elective modules: One elective must be chosen at first-year level that should also be taken at second-year level. The elective at first-year level will only be chosen in the second academic year and then continued with in the third academic year. Modules are chosen according to the class timetable. NO TIMETABLE CLASHES ARE ALLOWED.

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 when a student obtains an average of 75% in all the modules of Education 3, an average of 75% in all the modules of the 4th year elective (JVK 400 or JLD 400), an average of 75% in all the modules of one elective subject at second-year level and 75% in Teaching practice (PRO 400).

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:

    Facilitating the acquisition of early literacy. The use of children's literature in early literacy.

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  • Module content:

    Facilitating the acquisition of early numeracy concepts and skills.

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  • Module content:

    Planning, implementation and evaluation of the Early childhood curriculum to promote learning and development in the early years.

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  • Module content:

    This module assists students to explore various methods of stimulating creativity in the classroom environment. They are familiarised with basic art making skills and processes that can be used in the Foundation Phase. The module allows students to explore their own creative thinking through various art mediums and processes, while being guided through theoretical lectures and practical demonstrations. A practical portfolio is compiled by every student, containing examples of art works and theoretical research. The portfolio serves as a manual for future reference in the classroom.

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  • Module content:

    Students acquire teaching skills to facilitate group music making activities with learners in the foundation phase. Three components are balanced in this programme: basic knowledge (music concepts and theoretical content); music skills (singing, playing instruments, listening, moving, applying music notation and creating); and didactical skills. The value of music in a culturally diverse society is emphasized.

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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:

    The module equips the student to understand and participate in activities that promote movement and physical development.  Creative movement on music to promote rhythm and dance patterns is part of the different ways that a learner use to explore different parts of the body.  Different motor development  is looked at– motor control, body awareness and perceptual motor abilities. Movement skills in early childhood development- use a combination of body parts, to loco mote, rotate, evaluate and balance, with or without equipment. The focus is  on spatial perception, kinaesthetic perception, strength and stamina. It includes throwing and striking and rolling, bouncing and moving with a ball or similar equipment. Movement activities include games play to promote running, chasing and dodging are playing a part.

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Minimum credits: 220

Core modules

  • Module content:

    Planning, managing and facilitating the numeracy programmes.

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  • Module content:

    Life skills is central to the holistic development of learners. It is concerned with the social, personal, intellectual, emotional and physical growth of learners, and with the way in which these are integrated. The module Life skills addresses the personal and social development of the child, as well as a Social studies component which addresses the child as citizen and the relationship between the child and its environment.

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  • Module content:

    This module equips students to understand and present Natural Science and Technology in the ECD and Foundation Phase. General guidelines, thinking and specific skills, concepts, content knowledge, problem solving, design process, planning and presentation of appropriate activities.

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  • Module content:

    This is an official, full time module for which no student may be remunerated.  It has to be completed during January – February of the student’s second year.
    It consists of 10 days of observation in a pre-primary school, it includes an observation assignment, presentation of learning activities, participation in related school and community activities and requires students to be assessed by schools.

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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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  • Module content:

    This module introduces the concepts of language and literacies, highlighting the importance of these for learning. Various themes relate to the teaching and learning of the basic communicative skills with a strong focus on children’s literature education and writing.  The module aims to prepare students with the necessary skills to support young learners in their language development so that they become confident learners and competent communicators in at least two languages.

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Elective modules

  • Module content:

    *This module is only offered in Afrikaans

    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:

    *This module is only offered in Afrikaans

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

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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:

    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:

    *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:

    *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:

    Aspects of the literature of isiNdebele/isiZulu/Sepedi/Setswana 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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Minimum credits: 170

Fundamental modules

  • 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:

    "Teaching as Academic Service Learning” provides students with an opportunity to gain practical experience teaching in a diverse context by tutoring learners in disadvantaged communities. Students are expected to work across cultural, language and racial barriers in preparation for their future careers as educators. The purpose of this module is to equip the prospective teacher with strategies for dealing more effectively with multilingualism and multiculturalism in a culturally diverse pedagogical context.  Students will choose a community engagement project specific to their phase and subject area. This module is based on experiential learning and is an application of the theoretical principles acquired in the undergraduate programme of student teachers.

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Core modules

  • 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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  • Module content:

    This module will focus on the learning readiness of the school beginner, including physical, intellectual, perceptual, emotional and social readiness, as well as the learning difficulties that might occur due to a lack of learning readiness.
    The knowledge and skills obtained will prepare the student for JLD 400 where the focus will be on early identification of learning difficulties and intervention in the Foundation Phase.

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  • Module content:

    The relevance of Mother tongue instruction as a springboard when teaching Foundation Phase learners English in diverse contexts is foundational to the module. To equip students with the ability to use English as LOLT as well as the techniques and strategies of teaching in multilingual and multicultural contexts.

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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:

    *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:

    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:

    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:

    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:

    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:

    Aspects of the literature of isiNdebele/isiZulu/Sepedi/Setswana 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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Minimum credits: 180

Fundamental modules

  • Module content:

    Themes that prepare students for professional practice. School expectations. Ethics, professional appearance, assessment frameworks; record keeping; discipline. Role and organising of extra-curricular activities. Dealing with emergencies.

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Core modules

  • Module content:

    Understanding and use of content and skills for outcomes-based education as prescribed by the National Curriculum. Planning and managing the three learning programmes in the Foundation Phase.

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  • Module content:

    This module will focus on the early identification of learning problems, diagnostic assessements to determine the underlying causes thereof, as well as intervention strategies in order to successfullly address learning barriers in the Foundation Phase. The student will learn how to adapt the curriculum for learners experiencing problems with language as well as Mathematics and how to support these learners in building a positive self esteem by providing opportunities for learning success and in doing so letting the learners believe in their own abilities.

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  • Module content:

    This module is designed to develop the student teachers' understanding of different theories, approaches and challenges relating to early childhood education for children from birth to six years old. In this module student teachers explore and incorporate the importance of culture and contexts within various early learning centres in South Africa and beyond. The programme therefore aims to create an awareness towards the positive, long-term impact of quality education during the early childhood years. Student teachers will also be equipped to become competent, knowledgeable, reflective and committed teachers, which will enable them to contribute towards the holistic development and learning of young children.

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  • Module content:

    ? is an official, full time module for which no student may be remunerated;
    ? takes place in schools for two school terms (term 2 in semester 1 and term 3
       in semester 2), including on campus orientation and reflection sessions;
    ? requires that final year students are divided in either a Block A group or a
       Block B group;
    ? requires Block A students to be placed at schools in Pretoria during term 2 for
        their controlled teaching practice and will be assessed by mentor lecturers
        (university staff);
    ? requires Block B students to be placed  in the  remaining available places at
       schools in Pretoria during term 2 after the placement of the Block A students,
       or they can do their teaching practice at schools outside Pretoria and will be
       assessed by mentor teachers and schools;
    ? requires Block B students to be placed at schools in Pretoria during term 3 for
       their controlled teaching practice and will be assessed by mentor lecturers
       (university staff);
    ? requires Block A students to be placed  in the remaining available places at
       schools in Pretoria during term 3 after the placement of the Block B students,
       or they can do their teaching practice at schools outside Pretoria and will not
       be assessed by mentor teachers and schools;
    ? follows a mentorship model which requires students to be placed under the
       full-time, continuous supervision of a qualified mentor teacher;
    ? includes the presentation of learning activities and participation in related 
       school- and community activities and;
    ? requires students to be assessed on a continuous basis by schools and
       university staff (controlled teaching practice) or schools (uncontrolled teaching
       practice).

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  • Module content:

    This module will develop the research capacity of the beginner teacher. A theoretical and practical frame of reference of the field research; an introduction to the collection of information and the identification and formulation of a research problem. Qualitative and quantitative research approaches including principles of action research are addressed. Research ethics. A research proposal and plan is created and assessed.

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  • Module content:

    This module will develop the reflective and practical research capacity of the beginner teacher. The practical implementation of theory in a research project.

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  • Module content:

    Mathematical development: the learning of relationships among numbers and of the four operations; and to develop quick and accurate recall with the basic facts. Whole number place value concepts are developed to provide a firm foundation for flexible methods of computation.

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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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