This programme focuses on tourism as one of South Africa’s largest and fastest growing industries. Students are trained to play an important role in tourism, especially as far as heritage and cultural tourism is concerned. Graduates can follow careers as tour guides, tour operators (entrepreneurs), heritage resource managers, and publicity agents.
Candidates are advised to apply early. Space is limited in all programmes. As soon as a programme reaches its full capacity, applications for the specific programme will be closed, even if it is before the official closing date.
The following candidates 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 National Senior Certificate (NSC) with university endorsement; a candidate who is a graduate from another recognised 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
Candidates who have completed the National Senior Certificate with admission to degree studies or a certificate of conditional exemption on the basis of a candidate’s international ("foreign") qualifications, the so-called “Immigrant” or “Foreign Conditional Exemption”. The only condition for the “Foreign Conditional Exemption” that is accepted is: ‘completion of the degree course’. The exemption certificate is obtainable from Universities South Africa (USAf). Detailed information is available on the website at mb.usaf.ac.za.
Candidates who comply with the minimum subject requirements and achievement levels as well as the APS requirements of these programmes will be granted placement in the programmes, subject to the availability of space. The above-mentioned is not applicable to selection programmes.
To retain admission, learners will be expected to obtain an APS of at least 28 in the NSC. Prospective students who have already been granted conditional admission in these programmes, but obtained at least an APS of 26 or 27 in Grade 12, will be considered by the Admissions Committee of the Faculty of Humanities, subject to the availability of space and the results of the National Benchmark Test (NBT).
Applicants who meet the minimum APS requirement, but who do not comply with the subject requirements must write the NBT.
Life Orientation is excluded when calculating the APS.
English Home Language or English First Additional Language
To retain admission candidates are required to obtain an APS of at least 28 and must meet the minimum language requirements. Candidates who obtained an APS of 30 but do not comply with the subject requirement, must write the NBT as soon as possible to secure a place timeously.
* 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
Students who are deemed to be at risk of their level of academic literacy are compelled to take ALL 110 and ALL 125.
Students who are deemed NOT to be at risk of their level of academic literacy are compelled to take language modules to the value of 12 credits from the list of language modules (see Academic literacy).
Elective modules in the first year: Select any three of the undermentioned disciplines and do two semesters or four quarters from each of these disciplines. If you select an elective discipline for which particular modules are prescribed as core modules, you must select enough other elective modules to obtain the required number of credits.
Elective modules in the second year: Select any one of the three disciplines that you did at the first-year level and do two semesters or four quarters from that discipline.
Elective modules in the third year: Take two semesters or four quarters from the discipline that you did at second-year level.
Academic literacy The academic literacy of all students who enrol at the University of Pretoria for the first time and all new students enrolling with the Faculty of Humanities for the first time will be assessed at the start of the academic year by means of their NSC marks.
Students following a degree programme: The NSC Grade 12 English mark will be used to determine whether students in the Faculty of Humanities should register for the academic literacy modules (ALL 110 and ALL 125 ):
Home Language: Students with a 4 or lower register for ALL 110 and ALL 125.
First Additional Language: Students with a 5 or lower register for ALL 110 and ALL 125.
All students in the Faculty of Humanities who are identified as being at risk in terms of their level of academic literacy, are compelled to obtain at least 12 credits in the academic literacy modules ALL 110 and ALL 125. All students in the Faculty of Humanities who are not at risk in terms of their level of academic literacy, are compelled to obtain at least 12 credits in language modules:
Department of English ENG 110 Introduction to literature in English (I) ENG 120 Introduction to literature in English (II) ENG 118 English for specific purposes
Departement Afrikaans AFR 110 Afrikaanse taalkunde en letterkunde AFR 120 Afrikaanse taalkunde en letterkunde AFR 114 Afrikaans vir sprekers van ander tale (I)
Department of African Languages NDE 110 Introduction to isiNdebele grammar – Capita selecta * Students who want to take isiNdebele in the second semester, should also register for AFT 121 (African languages literature: Capita selecta) ZUL 110 IsiZulu for beginners ZUL 111 Introduction to isiZulu grammar – Capita selecta * Students want to take isiZulu in the second semester, should also register for AFT 121 (African languages literature: Capita selecta) SEP 110 Sepedi for beginners SEP 111 Introduction to Sepedi Grammar – Capita selecta * Students who want to take Sepedi in the second semester, should also register for AFT 121 (African languages literature: Capita selecta) STW 110 Setswana for beginners STW 111 Introduction to Setswana Grammar – Capita selecta *Students who want to take Setswana in the second semester, should also register for AFT 121 (African languages literature: Capita selecta)
Department of Modern European Languages DTS 104 German for beginners DTS 113 German: Cultural-professional (1) *Prerequisite: Grade 12 German FRN 104 French for beginners FRN 113 French: Cultural-professional (1) *Prerequisite: Grade 12 French SPN 101 Spanish for beginners SPN 102 Spanish for beginners PTG 101 Portuguese for beginners
Department of Ancient Languages and Cultures HEB 110 Hebrew LAT 110 Latin GRK 110 Greek
LANGUAGE GROUPS FOR SELECTION IN PROGRAMMES
Note: Consult the yearbook for module-specific requirements/prerequisites by searching for the relevant language module.
Module group 1 – Afrikaans Year level 1 • As a first language: AFR 110, 120 • For speakers of other languages (also for speakers of other languages who are registered for qualifications in education and law) AFR 114 • For law students (first language): AFR 110 Note: AFR 120 may be taken additionally. • For students following a programme in education: AFR 110, 120; (first language); AFR 114 (speakers of other languages)
Year level 2 • As a first language: AFR 214, AFR 210 ,220 • For students following a programme in education: AFR 214, AFR 220
Year level 3 • As a first language: AFR 311, 321 • For students following a programme in education: Any modules with alpha codes AFR offered at year level 3.
Module group 2 – English Year level 1 • For special purposes: ENG 118 • For academic purposes: ENG 110, 120
Year level 2 ENG 210, 220
Year level 3 • ENG 310, 320 • ENG 311, 322
Module group 3 – French Year level 1 • For beginners: FRN 104, 181 (LLM students) • Cultural-professional (for students who have passed French in Grade 12): FRN 113, 123
Year level 2 FRN 211, 221
Year level 3 Cultural-professional: FRN 361, 362, 363, 364
Module group 4 – German Year level 1 • For beginners: DTS 104 • Cultural-professional (for students who have passed German in Grade 12): DTS 113, 123
Year level 2 DTS 211, 221
Year level 3 Cultural-professional: DTS 361, 362, 363, 364
Module group 5 – Greek Year level 1 GRK 110, 120
Year level 2 GRK 210, 220
Module group 6 – Hebrew Year level 1 HEB 110, 120
Year level 2 HEB 210, 220
Module group 7 – Latin Year level 1 LAT 110, 120 (students who passed Latin in Grade 12 may start immediately with Latin at year level 2)
Year level 2 LAT 210, 220
Year level 3 LAT 310, 320
Module group 8 – IsiNdebele Year level 1 For speakers of isiNdebele as home language or first or second additional language NDE 110, AFT 121
Year level 2 NDE 210, AFT 220
Year level 3 NDE 310, AFT 320
Module group 9 – IsiZulu Year level 1 • For beginners: ZUL 110, 120 • For speakers of isiZulu as home language or first or second additional language: ZUL 111, AFT 121
Year level 2 • For students who did ZUL 110, 120 at year level 1: ZUL 210, 220 • For students who did AFT 121: ZUL 111 at year level 1: AFT 220, ZUL 211
Year level 3 ZUL 310, AFT 320
Module group 10 – Sepedi Year level 1 • For beginners: SEP 110,120 • For speakers of Sepedi as home language or first or second additional language: SEP 111, AFT 121
Year level 2 • For students who did SEP 110, 120 at year level 1: SEP 210, 220 • For students who did AFT 121, SEP 111 at year level 1: AFT 220, SEP 211
Year level 3 SEP 310, AFT 320
Module group 11 – Setswana Year level 1 • For beginners: STW 110, 120 • For speakers of Setswana as home language or first or second additional language: STW 111, AFT 121
Year level 2 • For students who did STW 110, 120 at year level 1: STW 210, 220 • For students who did AFT 121, STW 111 at year level 1: AFT 220, STW 211
Year level 3 STW 310, AFT 320
Module group 12 – Spanish Year level 1 For beginners: SPN 101, 102
Year level 2 SPN 211, 221
Year level 3 SPN 311, 321
Module group 13 – Portuguese Year level 1 • For beginners: PTG 101 • Portuguese language and culture (for students who have passed Portuguese in Gr 12): PTG 113, 123
Year level 2 PTG 211, 221
Year level 3 PTG 311, 321
In collaboration with the coordinator, the student has to do approved practical work, excursions and applicable short courses before the qualification can be obtained.
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.
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.
This module intends to equip students to cope more confidently and competently with the reading and understanding of a variety of texts, to apply these skills in a variety of contexts and to follow the conventions of academic writing.
This module equips students to understand and use a range of discipline-specific terminology; apply the strategies of critical and comprehensive reading to their own academic literacy; apply the conventions of academic writing to their own writing, using the process approach, to produce intelligible academic texts and use the correct referencing technique as required by the faculty.
*Optional Field school usually in April Introduction to Archaeology An introduction as to how archaeologists study the past via the artefacts left behind by our ancestors. Basic introduction to archaeological theory and how it has contributed to interpretation of the past is discussed. Topics range from the origins of the human family in Africa over three million years ago to the study of more recent times.
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.
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.
The entrepreneurial mind-set; managers and managing; values, attitudes, emotions, and culture: the manager as a person; ethics and social responsibility; decision making; leadership and responsible leadership; effective groups and teams; managing organizational structure and culture inclusive of the different functions of a generic organisation and how they interact (marketing; finance; operations; human resources and general management); contextualising Sustainable Development Goals (SDG) in each of the topics.
Value chain management: functional strategies for competitive advantage; human resource management; managing diverse employees in a multicultural environment; motivation and performance; using advanced information technology to increase performance; production and operations management; financial management; corporate entrepreneurship.
African and world archaeology Africa is the home of humanity in both a biological and cultural sense and we have the artefacts and sites to prove it. Topics range from the famous 3 million year-old Australopithecine ‘Lucy’ ancestor found in Ethiopia to the ‘Out of Africa’ dispersal of modern humans, and the emergence of human symbolism, rock art and the emergence of complex societies at society at Lake Chad (Daima) and southern Africa (Mapungubwe and Great Zimbabwe). The main aim is to situate events in Africa in global perspective.
This introduction to social anthropology introduces basic themes of the discipline including ritual, religion, marriage and sex. It combines classic studies with recent scholarship, and asks the ‘big question’ about human society and human cultures that offer challenging perspectives on the world we live in.
This module builds on the ethnographic and theoretical themes introduced in APL 110, asking particular questions about how we may think about the relationship between the local and the global; indigenous and universal; public and private; the real and the possible.The module continues in the vein of APL 110, in that it explicitly encourages students to understand the society in which they live through a series of critical anthropological perspectives.
Introducing the basic concepts and interrelationships required to understand the complexity of natural environmental problems, covering an introduction to environmental science and biogeography; including a first introduction to SDGs and Aichi targets.
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.
Foundations of visual culture This module introduces art and visual culture theory using a wide range of texts and ideas. The module gives students wide exposure to visual discourses and includes a variety of visual culture examples e.g. artworks, advertisements. These discourses may include: exploring what visual culture is; modes of analysis; introducing terminology such as ideology and myth; dealing with selected periods from history contextually; introducing cultural icons and themes from popular visual culture.
Images across media: current issues This module presents an introduction into the ways in which images appear across media in contemporary visual culture from a specific African perspective within the global. This is done by means of exploring key modes, themes, genres, platforms and visual texts. Among the media and mediums that may be covered are photography, art, graphic design, advertising, film, documentaries, video, digital and social media.
Southern African Stone Age, Iron Age, Pastoralism, and Historical Archaeology are the main topics discussed. What types of people were making ESA, MSA, and LSA, when did hominids first left Africa, southern African rock art, the origins of livestock herding, the development and decline of complex societies in southern Africa, and postcolonial approaches in archaeology are some of the focus areas.
*Compulsory veld school, usually in September. Archaeological field methods and interpretation Introduction to the history and application of key field techniques such as research design, field survey, mapping, GPS and GIS, Total Station, compass work, photography, excavation, rock art recording, basic curation of artefacts, data management- and heritage legislation. Practical instruction in artefact cleaning, curation, meta-data capture and exhibition.
Cultural constructions of sex and sexuality are the primary building blocks of social organisation. Anthropological discussions of sexuality tend to revolve around the various aspects of social organisation, such as the lifecycle, gendered identities, and personhood. These discussions are informed by the cultural meanings we impute to differences in biological sex and reproduction, and the ways in which these meanings influence social organisation, personhood, and power. In this module, we will consider cultural constructions of sex and sexuality as these inform certain aspects of social organisation such as kinship and marriage. We will attempt to develop an anthropological perspective on the interplay between sex, culture and society. To this end, we will examine the physiology of sexuality, and then consider different theoretical perspectives on human sexuality as reflected in cross-cultural ethnographic case studies.
Power and wealth This module explores anthropological perspectives on politics, power and wealth in colonial and postcolonial contexts. Key concepts that are discussed include anthropological approaches to citizenship, cosmopolitanism, hegemony, human rights, neoliberalism, sovereignty, civil society, gender, race and class.
Introduces basic concepts and interrelationships required to understand our atmosphere, with a strong focus on an introduction to weather and climate. A key component of the course is an introduction to climate change, including the science of climate change, introducing climate change projections, and climate change impacts. A key focus of the second part of the course will be climate change implications for the attainment of SDGs and Aichi targets on the African continent, under a range of plausible scenarios.
The module introduces students to urban settlement patterns, processes and structures. Using a series of case studies, it aims to develop an understanding of the challenges facing urban areas both in South Africa and globally.
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 periglacial processes. Practical laboratory exercises and assignments are based on the themes covered in the module theory component.
*GIS 221 does not lead to admission to any module at 300 level. 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.This module teaches students to use GIS as a tool. Examples used throughout the course are drawn from South African case studies.
Gender, sexuality and visual representation Introduction to the representation of sex, gender and sexuality in visual culture. Gender theory and terminology related to feminism, masculinity studies and lbgtq theory (lesbian, bisexual, gay, transgendered, queer) are unpacked. Themes and issues in gender and identity politics such as the male hero, the nude in late 19th century art, the femme fatale, hysteria, androgyny and transsexuality are dealt with. Sexuality and gender issues across a range of visual cultural such as soaps, sitcoms, artworks, advertisements, fashion, music videos and films are addressed.
Visual (Post)colonialisms This module investigates aspects of Africanness, Afrocentrism, multiculturalism, transnationalism and the African diaspora and studies a cross section of work including traditional art, tourist art and the hybrid aesthetics of contemporary African art and visual culture. The module also focuses on the ideology of imperialism and colonialism and its influence on art and visual culture from the nineteenth century onwards. The influence of postcolonial thinking on the deconstruction of the ideology of colonialism is highlighted with reference to landscape and memory, the exotic and primitivism in South African visual culture.
*AGL 310 will be a prerequisite for a number of other modules (eg AGL 751 Advanced archaeological theory) and it is the responsibility of the students intending to continue archaeology to postgraduate level to do this module.
Nature of archaeological theory; critique of various approaches to archaeological theory, debates over the relevance of theory, are some of the major topics to be presented.
The module focuses on the following topics: designing and managing fieldwork projects; the relationship between commercial practice, academic research, and local communities; management of archaeological collections in repositories and debates on repatriation; ethics; cultural resource management; presentation of archaeological sites; heritage and related legislation, The main aim is to prepare students for post-degree work in both private and public sectors.
This module considers the colonial histories of anthropology in Africa and their impact on traditions of knowledge production in the discipline to propose a decolonised anthropology. It does so by critically reflecting on old and contemporary ethnographies from and about the African continent and pays particular attention to ethnographic methods, politics of representation, reflexivity, power and identity as pertinent questions to establish a decolonised anthropology. Students in this module are encouraged to imagine a decolonised anthropology in and for Africa.
Fieldwork, ethnography and theory This module reviews themes such as conducting fieldwork, writing ethnography and developing theory in anthropology. The module allows the opportunity to gain experience with ethnographic field methods in order to develop insight into the implications of methodological choices and their relationship to research questions and settings.
The module serves as an introduction to human-environment relations, on contemporary environmental issues in Africa. The module begins with different theories and schools of thought in human-environment relations, followed by recent and future impacts of human pressures on natural resources, the state of the environment in South Africa, management of critical resources, population trends, biodiversity loss, pollution, water scarcity, desertification, climate change, waste accumulation and management, environmental management tools, environmental education and environmental management legislation. A key focus here is future scenarios for the African continent in terms of SDGs and Aichi targets; given current and projected driving forces.
Classic economic development theories and frameworks. Spatial development history and legacy in South Africa. Rural and agricultural reconstruction. Land reform. Urban development and strategy. Urban spatial reconstruction. National spatial development frameworks. Integration of environmental, economic, and social components of sustainable development, including challenges, actors and actions in sustainable development.
*Note: The content of this module is the same as GGY 361 and students are not allowed to earn credits for both GGY 361 and GGY 363. Interactions of geomorphic processes within the physical and built environments; themes such as geomorphology and environmental change, slope processes and the environment, geomorphic risks and hazards, soil erosion and conservation, geomorphology in environmental management, applied weathering.
Post/Modernities: Contemporary discourses This module investigates Modernism and Postmodernism as the dominant aesthetic, discursive and visual paradigms of the 20th and 21st centuries. Key concepts in these discourses and counter-discourses are highlighted and explored, such as the creation of modern subjectivity, the beautiful and the sublime, the avant garde, the metaphysics of presence, originality, authorship, hermeneutics, the “language turn”, différance and the so-called “end of art”. Theorist may include: Kant, Heidegger, Derrida and Foucault.
Visual and virtual spaces Critical decoding of culturally encoded ideas and ideologies embodied in the construction of space, place, and cyberspace in selected Modernist and Postmodernist cultural practices. Topics include spaces of consumption and entertainment such as shopping malls; gender and spatiality; symbolic spaces; surveillance and the architecture of fear. Land art, environmental art and related debates are also addressed. The ways in which real space is virtualised through new technologies; the history and development of virtual reality, virtual communities, the cyborg and cyberpunk, as well as post humanism, are all engaged with specific emphasis on how embodiment and disembodiment are represented visually.
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 students to familiarise themselves 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.
Postal Address: University of Pretoria Private Bag x 20 Hatfield 0028