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 partnerships schools with different compositions for 8 weeks each (a total of 16 weeks), during which they engage in education practice while they are supported and assessed by qualified mentor teachers and university lecturers.
The choices in compiling the package have to be approved by the package coordinator before registration.
- Relevant bachelor’s degree or relevant approved diploma with at least one module relevant to a school subject, passed at second-year diploma /bachelor’s level for the Senior Phase, and at least one module relevant to a school subject, passed at third-year diploma/ bachelor’s level for the Further Education and Training Phase
Senior Phase and FET Phase Teaching:
For an SP Specialisation: Appropriate subjects at second-year level (see programme modules).
For an FET Specialisation: Appropriate major subject at least at completed second-year level at NQF level 7 (see programme modules).
To become a First Language teacher or First Additional Language teacher a prospective student need to have successfully passed all academic modules at third-year university level for FET and second-year university level for SP; and have demonstrated mastery of or proficiency in the specific language.
Mastery of or proficiency in the specific language can be gauged by submitting sufficient proof from a recognised and accredited Language testing system; and/or consideration by the Dean in accordance with the selection committee after an interview.
A proficient/master user of a language has the following abilities (taken from CEF):
- Can understand a wide range of demanding, longer clauses, and recognize implicit meaning;
- Can express ideas fluently and spontaneously without much obvious searching for expressions;
- Can use language flexibly and effectively for social, academic and professional purposes;
- Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation;
- Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situation
If a student is selected into the PGCE and it becomes evident that additional Language learning is necessary, students may be requested to enrol for specialised modules such as ENG 118 for English Grammar etc. concurrently.
For Foreign Language teachers the following candidates can be considered:
- First Language speakers of the language: Second-year university level is sufficient for FET-level teaching.
- Additional Language speakers of the language:
- Student should have passed the language at matric level AND second-year university level OR
- Student should have passed third-year university level if he/she took the beginner courses during first-year university.
Other programme-specific information
Choose two of the following 8 learning areas in accordance with the admission requirements
(relevant academic modules are indicated in brackets)
SPH 401: Languages (Afrikaans, English)
SPH 402: Mathematics (Mathematics, Applied mathematics, Statistics or any other related academic module)
SPH 403: Art and culture (Art, Drama, Dance, Anthropology or any other related academic module)
SPH 404: Social sciences (History, Geography, Sociology, Political science or any other related academic module)
SPH 405: Life orientation (Psychology, Human movement studies, Recreation or any other related academic module)
SPH 406: Economic and management sciences (Economics, Business economics, Entrepreneurship, Business management, Accounting or any other related academic module)
SPH 407: Natural sciences (Biology, Botany, Zoology, Chemistry, Physics, Physiology, Genetics, Microbiology, Biotechnology or any other related academic module)
SPH 408: Technology (Any technology, technical or computer related academic module)
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).
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
PPF 400 and PRO 410 are assessed through continuous and integrated assessment conducted on beginner teacher competence-based criteria. Assessment and feedback will be done continuously, as well as at the end of the first semester. At the end of the year students will be required to demonstrate their professional growth through a portfolio.
Special examinations in the Faculty of Education
A final-year student, who has failed a maximum of three semester modules or their equivalent with a final mark of at least 40% in each, may be admitted by the Dean to a special examination in these modules during January of the following year, provided that this will enable the student to comply with all the requirements for the certificate.
Pass with distinction
The PGCE will be awarded with distinction to a student who obtained 75% in each of the Professional development (PPF 400), Facilitating learning (FCL 400) and the specialisation module(s), as well as an average of 75% in all the other modules.
The computer literacy of all students will be determined by a proficiency test. Students are placed in a specified computer literacy module according to their performance in the proficiency test.