Yearbooks

Program: BEd Foundation Phase Teaching

Code Faculty Duration Credits Download
09133011 Faculty of Education Minimum duration of study: 4 jaar Totale krediete: 680

Admission requirements

  • The following persons will be considered for admission: a candidate who is in possession of a certificate that is deemed by the University to be equivalent to the required Grade 12 certificate 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 26-27 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

Achievement level

English Home Language or English First Additional Language

 

APS

NSC/IEB

AS Level

 

4

 

D

28

(26 - 27 admission based on the NBT)

* Cambridge A level candidates who obtained at least a D in the required subjects, will be considered for admission. International Baccalaureate (IB) HL candidates who obtained at least a 4 in the required subjects, will be considered for admission.

 

Other programme-specific information

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

 

Education

OPV 112, 122

OPV 212, 222

OPV 312, 322

 

Literacies in education

JLZ 300

 

Research project

JNM 461, 464

 

Teaching practice

PRO 280

PRO 380

PRO 452, 453

 

Health and safety

JGV 210

 

Foundation phase mathematics

 

JGS 121

JGS 211

JGS 212

 

Literacy practices

 

JGL 110

JGL 200

JGL 311

JGL 461

JGL 464

 

Human movement studies

JMB 124

 

Learning support

JLD  220

 

ECD-studies

JVK 130

 

Professional practice

 

JFP 111

JFP 451

 

Arts and culture

JLK 110, 120

 

NS and technology

JST 320    

 

Life skills programme

JLP 220

 

Methodology of learning

support

JMD 351

 

ECD-studies or

Learning support

JVK 400 or

JLD 400

 

Elective modules

One of the following African Languages must be chosen at first-year level and should also be taken at second-year level.

 

IsiZulu

For beginners:

ZUL 110, 120

ZUL 210, 220

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

ZUL 111, AFT 121

ZUL 211, AFT 220

 

Sepedi

For beginners:

SEP 110, 120

SEP 210, 220

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

SEP 111, AFT 121

SEP 211, AFT 220

 

Setswana

For beginners:

STW 110, STW 120

STW 210, STW 220

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

STW 111, AFT 121

STW 211, AFT 220

 

IsiNdebele (Only for

speakers of isiNdbele as a home language or first or second additional language)

NDE 110, AFT 121

NDE 210, AFT 220

 

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 krediete: 170

Fundamental modules

  • Module-inhoud:

    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-inhoud:

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

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  • Module-inhoud:

    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.

    Sien meer

  • Module-inhoud:

    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-inhoud:

    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-inhoud:

    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-inhoud:

    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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Core modules

  • Module-inhoud:

    To design and develop teaching skills, strategies, resources and material. To assist the development of student teachers’ own handwriting and chalkboard skills and support the development of the learner handwriting. To prepare the student to select, plan, prepare and use media in the learning environment that enhance the learners’ perceptual skills and stimulate critical thinking and problem-solving skills. This module forms the foundation of the 4th year module JFP 451.

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  • Module-inhoud:

    Equips the student through English home language with the knowledge, skills, attitudes and values to develop and enhance the young child’s literacy through the use of children’s literature. It has a holistic approach to emergent literacy as part of the English home language development of the 0-9 - year- old child.

     

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  • Module-inhoud:

    The facilitating and acquisition of early mathematics pedagogy (for children 0-6 years).

     

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  • Module-inhoud:

    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-inhoud:

    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-inhoud:

    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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  • Module-inhoud:

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

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  • Module-inhoud:

    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-inhoud:

    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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Elective modules

  • Module-inhoud:

    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.

    Sien meer

  • Module-inhoud:

    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.

    Sien meer

  • Module-inhoud:

    *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.

    Sien meer

  • Module-inhoud:

    *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.

    Sien meer

  • Module-inhoud:

    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.

    Sien meer

  • Module-inhoud:

    * For absolute beginners only.

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

    Sien meer

  • Module-inhoud:

    *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.

    Sien meer

  • Module-inhoud:

    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.

    Sien meer

  • Module-inhoud:

    *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.

    Sien meer

  • Module-inhoud:

    *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.

    Sien meer

  • Module-inhoud:

    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

    Sien meer

Minimum krediete: 170

Core modules

  • Module-inhoud:

    This module introduces the concepts of language and literacies, highlighting the importance of these for learning in English as home language. 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 English home language skills as a follow-up module to JGL 110. A goal of the module is to support young learners in their language development so that they become confident learners and competent communicators in English.

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  • Module-inhoud:

    The facilitating and acquisition of foundation phase mathematics pedagogy (grades 1-3).

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  • Module-inhoud:

    The purpose of the course is to develop a deeper understanding of critical elements of mathematics, including the natural number system, its properties and the four number operations. The transition to the rational number system is explored with attention to its properties and operations. Number patterns and relationships between numbers are explored to develop greater fluency in mathematics computations. Attention is given to pictorial, verbal, diagrammatic and symbolic representations. The development of major topics, measurement, geometry, statistics and probability are explored with a view to providing insights into teaching and learning. Throughout the course attention is given to problem solving and algebraic reasoning.


    The methodology of the course will include hands-on activities which promote confidence and agency in the classroom. While some attention is given to teaching in the Foundation Phase, this outcome is not central to the course.

     

     

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  • Module-inhoud:

    The module has a holistic approach to the aspects of health, safety and nutrition of the young child, including knowledge about HIV/Aids. It is a field of knowledge that will equip you with the necessary knowledge, skills, values and attitudes needed to create and promote a safe environment in which the young child can grow and develop. The main focus of this field of knowledge is the Life Orientation Learning area, which forms part of the Life Skills Learning Programme in Early Childhood Development and Education (ECD).

     

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  • Module-inhoud:

    The purpose of this module is to equip the student with knowledge about inclusion and inclusive education in South Africa. We focus on the causes of learning barriers, skills a teacher needs to support learners with learning barriers, as well as ways to accommodate these learners in the classroom. The causes of barriers to learning are examined and we distinguish between intrinsic and extrinsic factors that can cause learning problems. Multidisciplinary and systemic approaches are introduced. The family as primary educational institution is discussed, as well as the effect of the different parenting styles and child rearing errors on the development and academic progress of the child.

     

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  • Module-inhoud:

    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-inhoud:

    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-inhoud:

    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-inhoud:

    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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Elective modules

  • Module-inhoud:

    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.

    Sien meer

  • Module-inhoud:

    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.

    Sien meer

  • Module-inhoud:

    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.

    Sien meer

  • Module-inhoud:

    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.

    Sien meer

  • Module-inhoud:

    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.

    Sien meer

  • Module-inhoud:

    Setswana – 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.
    Setswana – 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.

    Sien meer

  • Module-inhoud:

    Aspects of the grammar of Setswana 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 Setswana speech sounds/phonetics.

    Sien meer

  • Module-inhoud:

    Setswana – 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 Setswana 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.

    Sien meer

  • Module-inhoud:

    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.

    Sien meer

  • Module-inhoud:

    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.

    Sien meer

  • Module-inhoud:

    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.

    Sien meer

Minimum krediete: 170

Core modules

  • Module-inhoud:

    The module focuses on the practical application of the theory gained in the first and second-year literacy practices modules (JGL 110, 200) in terms of the teaching of reading and writing to learners in grades 1-3 in English as home language.

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  • Module-inhoud:

    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-inhoud:

    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-inhoud:

    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-inhoud:

    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-inhoud:

    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-inhoud:

    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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Minimum krediete: 170

Fundamental modules

  • Module-inhoud:

    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-inhoud:

    To develop students' competence in foundation phase practices. This module aims at preparing students to implement effective classroom practices in the foundation phase. The module focuses on aspects such as planning and assessment, creating an environment that is conducive to learning, innovative teaching strategies, and classroom management.

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  • Module-inhoud:

    Hierdie is ‘n verpligte module vir alle Grondslagfase Onderwys studente..Die doel van die module is om studente toe te rus met taalvaardigheid, om in Afrikaans as ‘n addisionele taal in die grondslagfase te onderrig vir spreektaaldoeleindes. Die student sal die vaardighede aanleer om die Afrikaanse taal en struktuur te gebruik, asook die vaardighede om dit te onderrig, onderworpe aan die beginsels vir onderrig van ‘n addisionele taal. Die aanbieding van die module sal gedoen word deur die gebruik van Afrikaanse kinderliteratuur soos stories en poësie.

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  • Module-inhoud:

    This is a compulsory module for all Foundation Phase students. The aim of the module  is to equip students with the skills and knowledge to teach English as additional language in the Foundation Phase. The student will acquire the knowledge of  English language use and structure as well as the skills to teach it as additional language; adhering to the principles of teaching an additional language. Attention to children’s literature is offered in this regard.

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  • Module-inhoud:

    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-inhoud:

    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-inhoud:

    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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  • Module-inhoud:

    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-inhoud:

    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-inhoud:

    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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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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