CALENDAR 2008
FACULTY OF EDUCATION
CONTINUING PROFESSIONAL
EDUCATION PROGRAMMES
ACE & NPDE
Mafikeng Campus
NOTICE
Students are asked to note that this
Calendar is valid for 2008 only. Rules
and Syllabuses may be changed in
2009 or in any subsequent year.
Irrespective of the year of first
registration, a student must fulfill the
requirements for the diploma/degree
as set out in the Calendar for the year
of current registration, unless Senate
determines otherwise.
ii
Address all correspondence to:
The Campus Registrar: Academic and Corporate Administration
North West University (Mafikeng Campus)
Private Bag X2046
MMABATHO
2735
Tel:
018 – 3892140
Fax:
018 – 3892189
Internet: http://www.nwu.ac.za
iii
SELECTION FOR ADMISSION TO CERTAIN FIELDS OF STUDY:
Please take cognizance of the fact that, owing to specific capacity constraints, the University
reserves the right to select candidates for admission to certain fields of study. This means that
prospective students who comply with the minimum requirements may not necessarily be
admitted to the relevant courses.
Please Note: Although the information in this Calendar has been compiled with the utmost
care and accuracy, the Council and the Senate of the University accepts no responsibility
whatsoever for errors that may occur.
Before students finally decide on the selection of
modules, they must consult the School Director and check the timetable. If a clash occurs in
the planned selection of a student, the relevant module combination is not permitted.
iv
FACULTY OF EDUCATION
Content
Page
Notice.. ………………………………………….............……………………….......... ii
All Correspondence ……………………………………............………………........ iii
Selection for Admission …………………………………………............……...........iv
Addresses and Telephone Numbers ……………………………………................. 1
List of members of the Faculty Board …………………………………................... 2
Mission Statement ……………………………………………………..................... 3
Aims and Objectives ……………………………………………………................... 3
Schools in the Faculty of Education ……………………………………...................4
School of Continuing Education …………………..................……………………...4
School of Undergraduate Studies …………………………................……………..4 - 5
School of Postgraduate Studies ………………………………………................….6
Programmes offered in the Faculty ………...............………………………………7 - 9
Advanced Certificate in Education (ACE). NQF Level 6 ..................…………….10
Programmes in the School of Continuing Education …………............................11 - 19
Rules for the NPDE …………..............................................................................20 – 22
Change of Curriculum……………………............................……………………….. 22
NPDE Foundation Phase …………………………………….....................……......22 - 26
NPDE Intermediate Phase ………………………………………..............................27 – 28
NPDE Senior and Further Education and Training (FET)………...................……29 - 31
Examination …………………………………………………………..........................32
Detailed Curricula for ACE modules ……………………………….........................33 - 102
v
ADDRESSES AND TELEPHONE NUMBERS
ADDRESSES:
Executive Dean
Faculty of Education
North-West University
Private Bag X2046
Mmabatho
2735
Tel: 018 – 389 2340 / 2191
E-mail:dawid.gericke@nwu.ac.za
Faculty Officer
North-West University
Private Bag X2046
Mmabatho
2735
Tel: 018 –389 2408 / 2191
E-mail: seloro@uniwest.ac.za
TELEPHONE:
018 – 389 2111
FAX:
018 – 389 2038
TEL:
018 389 2362/2334/2191
School Address
School of Continuing Education
Ag. Director: Dr E Mwenesongole
North-West University- Mafikeng Campus
Private Bax X 2046 MMABATHO, 2735
Fax: 018 389 2038
Tel: 018 389 2362/2443
1
Mafikeng Campus
LIST OF MEMBERS OF THE FACULTY BOARD
1. Dr D.H. Gericke
Executive Dean
2. Dr M.W. Lumadi
Director : School of Postgraduate Studies
3. Dr. T.E.B. Assan
Ag. Director: School of Undergraduate Studies
4. Dr E. Mwenesongole
Ag. Director: School of Continuing Education
5. Professor M.W.Mwenesongole
6. Professor S.A.Awudetsey
7. Professor Mwakapenda
8. Dr. I.M. Loate
9. Dr. F.N. Kwayisi
10. Mr. M.M. Makaaye
11. Ms M.H. Thomas
12. Ms S.M. Sefotlhelo
13.Professor C van Wyk
14. Ms MA Molukanele
15. Ms NE. Maroja
16. Ms DS Nkosi(Librarian)
17. Mr AS Seloro
18. Senator, Education Student Council
19. Student
20 Student
2
1.
MISSION STATEMENT
The Faculty of Education aims to utilise available expertise to contribute towards the
development of human resources that meet the needs and challenges of preuniversity education in South Africa. The main thrust of the teaching and research
in the Faculty focuses on the production of high quality teachers, curriculum
developers, educational planners, administrators, counsellors and researchers.
2.
AIMS AND OBJECTIVES
2.1
To prepare graduate teachers for secondary schools in the Republic of
South Africa and the Southern African region by offering both
undergraduate and postgraduate courses of study.
2.2
To develop new courses to meet the changing education needs of RSA
with special reference to innovations such as Outcomes-Based
Education.
2.3
To prepare non-graduate specialist teachers for primary and secondary
schools and where specific areas of needs are identified.
2.4
To assist in the preparation and upgrading of teacher educators through
specialised programmes in Education e.g. the teaching of Maths, Science,
Technology and Commerce Education.
2.5
To provide in-service education for teachers at all levels.
2.6
To promote, co-ordinate and conduct research into educational problems
at all levels through the prescribed courses and programmes offered by
the Faculty.
2.7
To shift emphasis to the provision of postgraduate training and in-service
training in various areas of Education.
2.8
To advance the knowledge in the discipline of Education by conducting
research.
2.9
To provide programmes in continuing Education and Community
Development.
2.10
To provide programmes in literacy for organisational skills in effective
school governance and vocational co-operation.
3
SCHOOLS IN THE FACULTY OF EDUCATION
The rest of the faculty is organised into 3 schools, each with a Director.
SCHOOL OF CONTINUING EDUCATION
Ag. Director & Senior Lecturer
Dr. M.E. Mwenesongole: Dip Ed.(Kabwe,
Zambia); B.A. (CUNY) M.A. (Columbia)
Med(UNW), Ded(NWU)
Lecturer
Ms E.N.Maroja BA Ed(UNW);B Ed;(UNW);
PTC (Batswana TrainingCollege) M.Ed(UNW).
Lecturer
Mr N. Shaikhnag B.Com (UDW), B.Ed,M.Ed
(Unibo)
Lecturer
Mr M. Makunye: BA Ed; (Unibo); BEd;(Wits);
Med (NWU) Advanced Certificate in Computer
Literacy: UniSchool University Pretoria.
Lecturer
Mr G. P. Tshephe Certificate in
Entrepreneurship;BA Ed; B.Ed, M.Ed (UNW)
ADMINISTRATIVE STAFF
Faculty Administrative Assistant
Mr M.M. Gent IT Project Management;
Comuser; Secretary
Mrs T.P. Mokawane Pitman Eng; Int,
Typ,Graphic Designer (UNW) National
Secretarial Diploma (Mmabatho Manpower
Centre) Diploma in IT – Micro Technology
Secretary
Mrs N.E. Senne ; Pitman Eng Int,
Typ,Fundamental Management (UNW);
Diploma in Human Rights (NWU)
SCHOOL OF UNDERGRADUATE STUDIES
Director & Senior Lecturer
T.E.B.Assan: B.ComHons(CapeCoast);
Dip.Ed;(CapeCoast), B.Ed;( Unisa), M.A.
(London) FSBT(Halifax); M.Ed (UNW);
Phd(NWU)
Associate Professor
Prof Mwakapenda
4
Senior Lecturer
Dr F.N Kwayisi: BSC (Ed)(Ghana),BEd
(UFN), MEd(Science Educ) (Rhodes
Univ.), PhD(NWU)
Senior Lecturer
M.G. Sebego: B.A. (Unin), B.Ed (UCT),
M.Ed (Wits)
Lecturer
S.M.Sefotlhelo:HPTC;
Dip.Ed,B.A.Ed(Unibo);B.Ed;(Wale)M.Ed
(UNW)
Lecturer
S. Gutta: B.A. (Unisa), B.Sc (Hon), M.Soc
Sc (UNW)
Lecturer
M.A. Molukanele: H Dip Ed (Wits),B.A.
(UNIN), B.Ed (Pretoria), M.Ed (RAU)
Lecturer
N.M. Morake: BA Ed; B.Ed. (Unibo);
M.Ed. (UNW)
Lecturer
M.S. Mampe B.A.Ed; B.Ed(Hons) UNW,
M.Ed(NWU)
Lecturer
S.K. Modisane: B.A. Unin B A (Hons);
Vista PTC Tlhabane
Lecturer
M. Ndandani: B.A. (Fort Hare), M.Ed
(Texas)
Lecturer
MH Thomas: BSC Hons(London),
PGCE(Exeter)
Secretary
M.J. Tlhabanyane: Pitman Eng Int,Typ
Adv, WP Adv.
SCHOOL OF POST GRADUATE STUDIES
Director & Senior Lecturer
Dr. M.W. Lumadi: STD (Veco); BA
(Unisa); B.Ed Hons (Wits); BA Hons
(Unisa); M.Ed. (RAU); FDE – Computer
Literacy (RAU); D.Ed. (Unisa); DD
(California), M.Admin (HRM – Cum
Laude) NWU
5
Associate Professor
Prof. M.W.A. Mwenesongole: Dip.Ed;
Dip.Special Ed;
BA. Ed (Zambia);
M.A.; M.Ed; Ed.D (Columbia)
Associate Professor
Prof. S.A. Awudetsey B.A.Ed; (Ghana),
DASE (Cape Coast); M.A. Ed. D.
(Columbia)
Associate Professor
Prof C van Wyk: BCom, Bed(PU For
CHE), MEd, DEd (UNISA)
Senior Lecturer
Dr. R.J. Monobe: Dip Paed (Unin); BA
(Unin); B.Ed. (Unin), M.Ed., D.Ed. (RAU);
Further Dip Ed – Media (Sacte)
Senior Lecturer
Dr. I.M. Loate: B.A. Paed, B.Ed (Unin),
M.Ed (Wits), Ph.D (Potch)
Dr.E.Mwenesongole:
DipEd(Kabwe,Zambia);B.A(CUNY);
M.A.(Columbia);B.Ed;(UNW)M.Ed (UNW).
Senior Lecturer
Dr. F.N. Kwayisi: BSC (Ed)(Ghana),
B.Ed(UFH), M.Ed(ScienceEduc)(Rhodes
University) D.ED(NWU)
Lecturer
Dr C Zulu: BA(UNISA) MA (Michigan),
MA (Stellenbosch), Ded(UNISA)
Secretary
Ms R Lekoane
6
ACE PROGRAMMES :2008
3.1 SCHOOL OF CONTINUING EDUCATION
ACE: Mathematics / Natural Science Education
ACE:Economic and Management Sciences Education
ACE: Technology Education
ACE: Education Management
ACE: Project Management in Education
ACE: Curriculum and Professional Development
ACE: Professional Education Development (Mathematical Literacy)
ACE: Education Management and Leadership Development: Principalship
ACE: Learner Support
**ACE: Guidance and Counselling
**ACE: Environmental Education
**ACE: Values and Human Rights in Education
NB: **For these courses no new students will be admitted in 2008.
3.1.1
3.2
NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION
NPDE:
Foundation Phase
NPDE:
Intermediate Phase
NPDE:
Senior & F.E.T. Phase
PROGRAMMES OFFERED IN THE SCHOOL OF UNDERGRADUATE STUDIES
Bachelor of Education: Foundation Phase
B.Ed Foundation Phase
Bachelor of Education: Intermediate Science and
Senior Phase
BEd Inter & Senior Phase
Bachelor of Education: Senior and FET
B.Ed SNR & FET
Postgraduat Certificate in Education
PGCE
7
3.3 PROGRAMMES OFFERED IN THE SCHOOL OF POST GRADUATE STUDIES

PhD

MEd: Environmental Education

MEd: Education Management

MEd: Guidance and Counselling

MEd: Special Education

MEd: Mathematics / Science Education


MEd Technology Education
MEd: Curriculum Development

M.Ed: Educational Technology

MEd: Primary Education

MEd: Adult Education
8
ADVANCED CERTIFICATE
IN
EDUCATION
(ACE)
PROGRAMME: 2008
9
4.
ADVANCED CERTIFICATE IN EDUCATION (ACE) NQF LEVEL 6
Mode of Delivery: Flexi
(=Contact and distance)
Campuses and Collaborators in offering the ACE programme:
-Potchefstroom Campus (Sediba, Flexi, OLG, IOL, Cedar College,
Kimberley & Upington )
(P)
- Vaal Triangle Campus
(V)
- Mafikeng Campus
(M)
This qualification has NQF level 6 status and can be obtained in one of the
Programmes in OO.1.4 .
4.1 NATURE AND OBJECTIVES OF THE ACE
The nature and objectives of the certificate are:
(i)
equipping learners with an advanced and specialised competency in a
specific school subject/learning area/discipline or school phase;
(ii) providing retraining for educators in a different school subject or
specialising in a different educational role (e.g. the role of manager of
education);
(iii) providing an advanced educational qualification as a finishing touch to
initial training or a general educational qualification; and
(iv) equipping learners for further studies at NQF level 7.
4.2 DURATION OF STUDIES
(i)
The minimum duration of the studies is one (1) year, unless stated
otherwise, or the time required to acquire 128 credits. The maximum
duration of the studies is a period of two years for an ACE
specialisation which is offered over one year.
(ii) The maximum duration for the ACE specialisations which run over two
years, is four years.(A-rules:A9)
4.3 ADMISSION REQUIREMENTS
To be admitted to the Advanced Certificate in Education the student must be
in possession of at least an approved post-school teaching qualification of
three years, evaluated at REQV 13 (M +3) level (Relative Education
Qualification Value), plus two years teaching experience.
10
ACE PROGRAMMES :2008
5.1.1 SCHOOL OF CONTINUING EDUCATION
ACE: Mathematics /Natural Sciences Education
ACE: Economic and Management Sciences Education
ACE: Technology Education
ACE: Education Management
ACE: Project Management in Education
ACE: Curriculum and Professional Development
ACE: Professional Education Development (Mathematical Literacy
ACE: Education Management and Leadership Development:Principalship
ACE: Learner Support
**ACE: Guidance and Counselling
**ACE:Environmental Education
NB: **For these courses no new students will be admitted in 2008.
5.2
NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION
NPDE:
Foundation Phase
NPDE: Intermediate Phase
NPDE: Senior & F.E.T. Phase
NB: * FOR THESE COURSES, NO NEW STUDENT WILL BE ADMITTED IN 2008.
11
5.3 MAFIKENG CAMPUS: ADVANCED CERTIFICATE IN EDUCATION PROGRAMME
5.3.1 Programme: 423 115 ACE: Mathematics / Natural Sciences Education (O502M)
NEW
CODE
CODE
OLD
FUNDAMENTAL LEARNING
EDDM 511
EDT 412
CORE LEARNING
SEDM 511
EDS 641
MODULE TITLE
DURATION
WEEKS
SEMESTER
CREDITS
NQF
LEVEL
Basic Classroom Research
16
1
12
5
Principles of Learning Mathematics/
Natural Sciences – An Introduction
16
1
12
6
SEDM 512
EDS 642
Teaching and Learning Strategies
for Mathematics/ Natural Sciences
16
1
24
6
SEDM 524
EDS 644
Computers in Mathematics/Natural
Sciences Teaching/Learning
16
2
24
6
SEDM 516 /
526
EDS 646
Content Speciality (Mathematics/
Natural Sciences)
32
1&2
24
6
EDS 689
Practical School Project
16
1 and 2
24
6
ELECTIVE
SEDM 571
TOTAL CREDITS 120
5.3.2 Programme: 423 116 ACE: Economic and Management Sciences Education
(O501M)
NEW
CODE
CODE
OLD
FUNDAMENTAL LEARNING
EDDM 511
EDT 412
/ 521
EDEM 511
EDEM 512
EDE 641
EDE 642
DURATION
WEEKS
SEMESTER
CREDITS
NQF
LEVEL
16
1 or 2
12
5
8
1
8
6
Teaching/Learning Strategies
for Economic and Managem.
Sciences Education
16
1
12
6
MODULE TITLE
Basic Classroom Research
CORE LEARNING
Psychology of Teaching and
Learning in Economics and
Management Sciences
EDEM 514
EDE 644
Education Assessment and
Classroom Application in EMS
16
1
12
6
EDEM 526
EDE 646
Professionalism
in
Teaching/ Learning
8
2
8
6
EDEM 578
Faculty
of
Admin and Man
Economics/Accounting/
Management/ C content: Year
1 or 2 or 3
32
1 and 2
48
6
School-based Project
32
1 and 2
24
6
ELECTIVE LEARNING
EDEM 571
EDE 689
EMS
TOTAL CREDITS 124
12
5.3.3 Programme: 423 118 ACE: Human Rights and Values in Education (O503M)
DURATION
WEEKS
SEMEST
ER
CREDITS
NQF
LEVEL
FUNDAMENTAL LEARNING
EDFM 519
EDF 659
Introduction to Research Methods
16
1
12
6
EDFM 511
Life Skills for Educators
16
1
12
6
Theories on Values, Ethics and
Human Rights
16
1
12
6
NEW
CODE
CODE
OLD
EDF 301
CORE LEARNING
EDFM 513
EDF 633
MODULE TITLE
EDFM 514
EDP 634
Managing Human Rights Learning
Environment
16
1
12
6
EDFM 522
EDF 650
Principles and Practices of Inclusive
Education
16
2
12
6
EDFM 527
EDP 637
Governance and School Community
Relations
16
2
12
6
EDFM 521
EDP 651
Educational Law and Human Rights
Education
16
2
12
6
EDFM 526
EDT 656
Curriculum Design, Instructional
Strategies and Practices for Diversity
16
2
12
6
Research Project
32
1 and 2
24
6
ELECTIVE LEARNING
EDPM 571
EDP/F/T
689
TOTAL CREDITS 120
5.2.4 Programme: 423 140 ACE: Project Management in Education (O504M)
New Code
CODE
MODULE TITLE
DURATION
WEEKS
SEMESTER
CREDITS
NQF
LEVEL
FUNDAMENTAL LEARNING
EDDM 512
EDT 101
Basic Computer Literacy
16
1
12
5
EDDM 511
EDT 412
Basic Classroom Research
16
1
12
5
CORE LEARNING
EDDM 513
EDT 641
Project Design and Planning 1
16
1
16
6
EDDM 522
EDT 642
Project Implementation Strategies
16
2
24
6
EDDM 514
EDT 643
Project Management 1
16
1
12
6
EDDM 523
EDT 644
Project Evaluation 1
16
2
12
6
EDTM 524
EDT 645
Leadership in Project Management
16
2
12
6
EDT 689
Guided Field Project
32
1 and 2
24
6
ELECTIVE
EDDM 571
TOTAL CREDITS 124
13
5.2.5
NEW CODE
Programme: 423 117 ACE: Technology Education (O505M)
CODE
OLD
MODULE TITLE
DURATION
WEEKS
SEMESTER
CREDITS
NQF
LEVEL
FUNDAMENTAL LEARNING
ETTM 511
EDT 101
Basic Computer Literacy
16
1
12
5
EDDM
511/521
EDT 412
Basic Classroom Research
16
1 or 2
12
5
CORE LEARNING
EDIM 511
EDI 641
Familiarity with Technology Education
16
1
12
6
EDIM 512
EDI 642
Resources & Technology
16
1
12
6
EDIM 513
EDI 643
Materials, Graphics and Technology
16
1
12
6
EDIM 524
EDI 644
Technology, People and Society
16
2
12
6
EDIM 525
EDI 645
Energy and Technology
16
2
12
6
EDIM 526
EDI 646
Teaching and Learning Strategies for
Technology Education
16
2
24
6
Guided Field Project
32
1 and 2
24
6
ELECTIVE LEARNING
EDIM 571
EDI 689
TOTAL CREDITS 135
5.2.7 ACE: Guidance and Counselling (New intake only in 2009)
CODE
EDCM 511
EDFM 515
MODULE
DURATION
WEEKS
SEMESTER
CREDITS
16
1 or 2
12
12
6
16
1
84
12
6
FUNDAMENTAL LEARNING
Basic Classroom Research
CORE LEARNING
Approaches to Counselling and
Vocational Development Theories
to
NQF
LEVEL
EDFM 516
Introduction
Psychology
Educational
16
1
12
6
EDFM 517
Critical Issues in Education and
Society
16
1
12
6
EDFM 518
Personality Theories
16
1
12
6
EDFM 525
Educational Guidance
Vocational and Social
16
2
12
6
EDFM 528
Tests in School Counselling
16
2
12
6
EDFM 527
Counselling of School Children
16
2
12
6
EDFM 571
ELECTIVE LEARNING
Field Work and Report Writing
1 and 2
24
24
6
Services:
16
TOTAL CREDITS
120
14
5.2.8 Programme: 423 126 ACE: EDUCATION MANAGEMENT (O408M)
Code
ORAK 511
ORLK 511
GSTK 511
RIDO 511
OBTK 511
OSRK 511
SEMESTER 1
Module
Educational Law, Systems
and
Administration A
Teaching and Learning
A
Foundation studies in
education and teaching
Computer technology in
Education
Plus
Education management
tasks
Educational organisation
Credits
Code
SEMESTER 2
Module
Credits
8
ORAK 521
Educational Law, -Systems and
Administration B
8
ORLK 521
Teaching and Learning B
8
GSTK 521
8
RIDO 525
Applied Foundation studies:
Specialisation
Computer
principles
Education
Plus
8
8
8
in
8
16
OBAK 521
Educational management areas
16
16
ORGK 522
Education Law (advanced)
16
5.2.9 Programme: 423 130 ACE: LEARNER SUPPORT (O416M)
SEMESTER 1
Code
Module
Credits
ORAK 511
Educational
Law,
Systems
and
Administration A
8
ORLK 511
Teaching and Learning A
GSTK 511
RIDO 511
SEMESTER 2
Code
Module
Credits
ORAK 521
Educational Law, -Systems and
Administration B
8
8
ORLK 521
Teaching and Learning B
8
Foundation studies in
education and teaching
8
GSTK 521
Computer technology in
Education
8
RIDO 525
Plus
Applied Foundation studies:
8
Specialisation
Computer
Education
principles
in
8
Plus
ORPK 517
Learner support
learning disabilities
for
ORTK 517
Learner support
learning problems
for
16
KPOK 527
Supplementary teaching
scholastic deficiencies
16
RMPK 527
Practical corrective aid for
learning problems
15
for
16
16
5.2.10* Programme: 423 129 PROFESSIONAL EDUCATOR DEVELOPMENTS:
MATHEMATICAL LITERACY (O428M)
Curriculum for learners with 480 credits
Code
MLED 571
Year 1
Module
Credits
Mathematics: Elementary
Methodology of Mathematical
MLED 572
Literacy
* Credit not up to date
Year 2
Module
Methodology of
Mathematical Literacy
Mathematical Literacy in
Context
Code
MLED
573
MLED
574
32
32
Credits
32
32
Curriculum Structure for learners with 360 credits
Code
ORAK 511
ORLK 511
GSTK 511
RIDO 511
MLED 571
MLED 572
5.2.11
CODE
Year 1
Module
Education Law, -system and –
administration A
Teaching and Learning A
Foundation studies in education and
teaching
Computer technology in Education
Mathematics: Elementary
Methodology of Mathematical
Literacy
Credits
Year 2
Module
Code
8
8
8
32
MLED 573
32
MLED 574
Mathematics:Applications
Mathematical Literacy in
Context
32
32
ACE: Environmental Education ( New intake only in 2009)
MODULE
DURATION
WEEKS
SEMESTER
FUNDAMENTAL LEARNING
EDPM 511
Credits
8
CREDITS
12
Introduction to Research In Education Policy
16
1
CORE LREARNING
12
NQF
LEVEL
6
6
84
EDPM 512
Introduction to Environmental Education
16
1
12
6
EDP M 513
Ecological Issues I Environmental Education
16
1
12
6
EDPM 514
Introduction to Environmental Management
16
1
12
6
EDPM 515
School/Community based Project in
Environmental Education
Environmental Education Implementation
16
1
12
6
16
2
12
6
32
1 and 2
24
6
EDPM 521
ELECTIVE LEARNING
EDP M 571
Practical Project in Environmental Education
TOTAL CREDITS
16
120
5.2.12 Programme:
423 137
DEVELOPMENT (O429M)
CODE
MODULE TITLE
ACE: CURRICULUM AND PROFESSIONAL
DURATION
WEEKS
SEMESTER
16
2
12
6
Education Management and
Development
CORE LEARNING
16
2
12
6
EDSM 524
School and Personnel Management
16
2
6
6
EDSM 525
Decision- Making and Accountability
16
2
12
6
EDSM 511
Professional Growth and Development
16
1
12
6
EDS M 526
Human Relations and school
Development
Assessment and Learner Achievement
16
2
12
6
16
1
12
6
Knowledge of Curriculum and Learning
Programmes
EDSM 514
Curriculum and Administration of
Resources and Records
EDSM 515
Lesson Planning, Preparation and
Presentation
ELECTIVE LEARNING
16
1
12
6
16
1
6
6
16
1
6
6
EDSM 516
16
1
12
6
16
2
6
6
FUNDAMENTAL LEARNING
EDSM 522
EDS M 513
EDSM 529
NQF
LEVEL
24
Leadership Communication and Service
EDSM 523
EDSM 512
CREDITS
Creation of Positive Learning
Environment
Administration of and Participation in
Extra- Curricular and Co- Curricular
Activities
78
18
TOTAL
120
NB: ACE CODES = 500 LEVEL.
5.2.13 Programme: 423 138 ACE School leadership O432M
Curriculum structure: O432P//M
YEAR 1
PCMP 571*
PCDG 572*
YEAR 2
20
20
(*Year module,
semesters 1 & 2:
Assessment in
November)
Semester 1
PCLM 521
PFLS 511
10
6
Semester 2
PFCL 521
Credits
40
Total of credits per semester
Total ACE programme credits
4
20
60
125
17
PCTL 572*
PCSR 571*
(*Year module,
semesters 1 & 2:
Assessment in
November)
20
20
Semester 1
ONE
elective:
PEPA 512
PEMA512
Semester 2
PCPO 522
Credits
40
Total of credits per semester
15
10
10
25
65
NATIONAL PROFESSIONAL
DIPLOMA
IN
EDUCATON
NPDE
PROGRAMME IN 2008
18
RULES FOR THE NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION (NPDE)
FOUNDATION PHASE
Qualification Code:
469 100 –
INTERMEDIATE AND SENIOR PHASE
Qualification Code:
469 101 –
SENIOR AND FURTHER EDUCATION AND TRAINING (FET) PHASE
Qualification Code
469 102 –
This diploma is offered only as a flexi programme (i.e. an enriched
programme with limited contact periods) at study centres with vacation
schools at the Mafikeng campus, and others centres.
6.1 PURPOSE AND NATURE OF THE QUALIFICATION
6.1.1
Nature and general purpose
The nature of this diploma benefits practising teachers. It addresses current
needs and issues through practice-based content and activities.
The general purpose of this diploma is to allow practising teachers to upgrade
their qualifications.
6.2 DURATION OF THE STUDIES
Depending on the level of entry, the minimum duration for this qualification is
three years and the maximum duration is six years. Recognition of prior
learning must be obtained for year level 1 (first semester 48 credits), as well
as for year level 2 (first and second semester, 128 credits.)
6.3
ENTRANCE REQUIREMENTS
A Matriculation Certificate (Grade 12, REQV 10) with applicable teaching
experience (3-5 years) to start in the first year of the NPDE.
A student with a Matriculation Certificate plus one year tertiary training
(REQV 11) will then automatically enter at the second year level.
6.4
RECOGNITION OF PRIOR LEARNING (RPL)
RPL as recognised by the Faculty Board.
19
6.5
QUALIFICATION OUTCOMES
6.5.1
Generic Outcomes
After completion of the Diploma, the learners will demonstrate knowledge,
skills and values regarding
6.5.2.
a)
Problem identification, problem solving and the application of critical and
thinking regarding all educational matters
b)
Cooperation in education groupings, with the community and the
Department of Education regarding practice teaching
c)
The organization and management of themselves and their activities
d)
The acquisition, analysis, organization and critical evaluation of
information in their field of specialization as well as generic education
focused information
e)
Communication via various media and in various contexts
f)
The effective application of technological and scientific information to
demonstrate respect for the environment and the health of others
g)
The holistic nature of the world as integrated systems that implies that
problem solving does not occur in isolation
h)
The roles of the educator, viz. facilitator, mediator of learning, life-long
learner, curriculum designer, leader, administrator and manager,
assessor, specialist regarding the preferred subject/learning area/field/
phase, as well as member of the smaller and broader community
i)
The specialized nature of education, learning and development in the
Foundation, Intermediate, Senior and FET phases.
Specific outcomes
After completion of the Programme the learners will be able to implement
fundamental knowledge, skills and values regarding the following roles of the
educator:
20


The role of facilitator of learning, that implies that the learners will be able
to:
a)
Facilitate learning in such a way that the different needs of learners,
including those with learning disabilities and problems, as well as
emotional and behavioural problems, are taken into account within the
framework of inclusive education
b)
Create and maintain a learning environment that is conducive to
effective learning
c)
Promote and apply classroom communication in such a way that the
differences between learners are recognized and respected
d)
Demonstrate thorough knowledge regarding their subject, teaching
principles, -strategies, -methods, -skills and teaching-learning resources
as applicable in the South African context
e)
Demonstrate competence in reading, writing and speaking the
language(s) of instruction in ways that facilitate their own academic
learning and ability to facilitate learning in the classroom
f)
Demonstrate competence in interpreting and using numerical and
elementary statistical information to facilitate their own academic
learning and ability to administer teaching, learning and assessment.
The role of interpreter and designer of learning curricula and teachinglearning resources that implies that the learners will be able to
a)
b)
c)
d)
e)
Interpret existing learning Programmes and critically evaluate them
Design new learning Curriculums, taking into regard the ordination
principles and varying learning tempos of learners
Determine the requirements for certain learning contexts
Select and/or create suitable written and audiovisual learning resources
in such a way that they suit the specific learning requirements of
learners
Demonstrate competence in their own area(s) of specialization
regarding the planning and reflecting on appropriate Programmes for
learners and their learning context.
21


The role of leader, administrator and manager that implies that the
learners will be able to
a)
Demonstrate basic knowledge and perspective regarding the South
African education system, especially with regards to further education
and training
b)
Act professionally as required by existing educational legal principles
c)
Demonstrate a respect for and commitment to the educator profession
d)
Participate in a responsible and democratic manner in the decisionmaking processes of the institution in which training is provided.
The role of community member, citizen and pastor, that implies that the
learners will be able to
a)
Be a living example of a critical, dedicated and ethical person who
shows regard for the demands that education, the school and other
stakeholders (viz. the government, church, parents and learners) make
on them in such a way that learning contexts that promote health are
created
b)
Demonstrate and promote respect and responsibility
c)
Promote the Constitution and democratic values and practices
d)
Assist learners in study- and occupational choices.

The role of learner, researcher and life-long learner, that implies that the
learners will be able to keep developing through study and research on
personal, academic, professional and occupational level.

The role of assessor, that implies that the learners will be able to monitor
and evaluate learners’ progress in a just and reasonable manner.

The role of subject specialist, that implies that the learners will be able to
a)
Apply thorough knowledge, insight and perspective regarding the
contents, skills, values and methods of their particular learning areas,
subjects, disciplines and phases during the implementation of learning
Programmes
b)
Apply their knowledge, insight and perspective of teaching and learning
strategies, -methods, -skills during the design and implementation of
learning Programmes for their particular learners.
22
7. CHANGE OF CURRICULUM
Learners may only change the curriculum for which they have registered or
bring about changes in the curriculum for which they have registered with the
written permission of the school director.
7.1 ARTICULATION AND EXIT LEVELS
7.1.1 Articulation
The NPDE provides access to an Advanced Certificate in Education.
7.1.2 Exit Levels
A learner who has completed the programme after entering with a Grade 12
qualification receives the NPDE (384 credits) at NQF level 5.
23
8. NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION (NPDE) FOUNDATION
PHASE
QUALIFICATION CODE:
8.1
8.1.1
469 100
List of modules
Compulsory modules
Module name (Foundation Phase)
Module
code
Credits
AGDN 125
Foundation Phase Literacy, Numeracy and Life Skills
16
AGDN 325
Foundation Phase Literacy, Numeracy and Life Skills
16
AKPN 125
Afrikaans
8
AKPN 126
Afrikaans
8
AKPN 315
Afrikaans
8
AKPN 316
Afrikaans
8
AKPN 325
Afrikaans
8
AKPN 326
Afrikaans
8
EDMN 315
Educational Management Development
8
EDVN 125
Anti-racism and Educational Laws and Values
8
ESPN 125
English Communication
8
ESPN 315
English Communication
8
ESPN 325
English Communication
8
HSCN 319
Social Science :Learning Area
8
FPUN 125
Foundation Phase Studies
8
FPUN 315
Foundation Phase Studies
8
FPUN 325
Foundation Phase Studies
8
LOCN 319
Life Orientation: Learning Area
8
NWCN 319
Natural Science: Learning Area
8
OPAN 315
Teaching Studies
8
RGLN 115
Computer Literacy
8
RPLL 111
Recognition of Prior Learning
48
RPLL 271
Recognition of Prior Learning
128
24
Module name (Foundation Phase)
Module
code
Credits
TECN 319
Technology: Learning Area
8
TSCN 125
Setswana Communication (m)
8
TSCN 315
Setswana Communication (m)
8
TSCN 325
Setswana Communication (m)
8
TSNN 125
Setswana Communication (nm)
8
TSNN 315
Setswana Communication (nm)
8
TSNN 325
Setswana Communication (nm)
8
WAPN 125
General Mathematics
8
WAPN 325
General Mathematics
8
Core modules: Foundation Phase
Module name (Foundation Phase)
Module
code
Credits
AFDN 125
Afrikaans
16
AFDN 325
Afrikaans
16
AFRN 125
Afrikaans
8
AFRN 315
Afrikaans
8
AFRN 325
Afrikaans
8
EDSN 125
English
16
EDSN 325
English Methodology
16
EGPN 125
English Methodology
8
EGPN 315
English
8
EGPN 325
English
8
GFPN 125
Geography
8
GFPN 315
Geography
8
GFPN 325
Geography
8
GFXN 125
Geography Methodology
16
GFXN 325
Geography Methodology
16
GSAN 125
History
8
25
Module name (Foundation Phase)
Module
code
Credits
GSAN 315
History
8
GSAN 325
History
8
GSXN 125
History Methodology
16
GSXN 325
History Methodology
16
LSGN 125
Learner Support and School Guidance
8
LSGN 315
Learner Support and School Guidance
8
LSGN 325
Learner Support and School Guidance
8
LGVN 125
Learner Support and School Guidance Methodology
16
LGVN 325
Learner Support and School Guidance Methology
16
TSMN 125
Setswana
8
TSMN 315
Setswana
8
TSMN 325
Setswana
8
TVXN 125
Setswana Methodology
16
TVXN 325
Setswana Methodology
16
WIPN 126
Algebra: Elementary functions and number systems
8
WIPN 315
Mathematics
8
WIPN 325
Mathematics
8
WSXN 125
Mathematics Methodology
16
WSXN 325
Mathematics Methodology
16
26
Curriculum composition
A curriculum is composed from the compulsory modules and by choosing ONE of
the core module groups.
Learners specialising in the Foundation Phase acquire the following credits:
Year Level 1: a) 104 credits from modules in the compulsory section and
b) 24 credits from core modules.
Foundation Phase Studies are compulsory for the Foundation Phase.
Year Level 2: RPL 128 credits
Year Level 3: 64 credits in the first semester and 64 credits in the second semester.
The language of communication selected in the Year Level 1, semester 2, is
automatically the language of communication for Year Level 3, semester 2.
A different language of communication must be selected for Year Level 3,
semester 1.
Mother tongue speakers of Afrikaans/Setswana may NOT choose the (nm) Nonmother tongue modules.
27
8.2.1
Compulsory modules: Foundation Phase 0100M
Compulsory modules (Foundation Phase)
YEAR LEVEL 1
YEAR LEVEL 2
First semester
YEAR LEVEL 3
Cr
Firstsemester
Cr
Cr
RPLL111
48
RPLL 271
128
Total credits first semester :56
One of the following:
TSCN 315
8
TSNN 315
8
AKPN 315
8
AKPN 316
8
ESPN 315
8
plus
EDMN 315
8
OPAN 315
8
FPUN315
6
Plus
Three of the following four:
HSCN 319
8
LOCN 319
8
NWCN 319
8
TECN 319
8
Total credits first semester : 56
Second semester
Second semester
Plus
RGLN 115
8
Cr
One of the following:
TSCN 125
TSNN 125
AKPN 125
AKPN 126
ESPN 125
Plus
WAPN 125
FPUN 125
AGDN 125
EDVN125
Total credits
second semester:
Cr
One of the following:
8
8
8
8
8
TSCN 325
TSNN 325
AKPN 325
AKPN 326
ESPN 325
8
8
8
8
8
8
8
16
8
WAPN 325
FPUN 325
AGDN 325
8
8
16
Total credits
Second semester:
40
plus
48
Total credits
Year Level 2:
28
128
8.2.2 Core module Groups (Foundation Phase)
Learners choose ONE of the following majors (3x8 credits) plus the relevant methodology
(2x16 credits)
Afrikaans
YEAR LEVEL 1
First semester
YEAR LEVEL 2
YEAR LEVEL 3
Cr
First semester
Cr
Second semester
Cr
AFRN 315
Second semester
8
Cr
AFRN 125
AFDN 125
8
16
AFRN 325
AFDN 325
8
16
8.2.2.1
English
YEAR LEVEL 1
First semester
YEAR LEVEL 2
YEAR LEVEL 3
Cr
First semester
Cr
Second semester
Cr
EGPN 315
Second semester
8
Cr
EGPN 125
EDSN 125
8
16
EGPN 325
EDSN 325
8
16
0100R/ ___ ___ to 0100m
Intermediate _____ 010 m
Snr
8.2.2.2
Setswana
YEAR LEVEL 1
YEAR LEVEL 2
YEAR LEVEL 3
First semester
Cr
First semester
Cr
Second semester
Cr
TSMN 315
Second semester
8
Cr
TSMN 125
TVXN 125
8
16
TSMN 325
TVXN 325
8
16
29
8.2.2.3
Mathematics
YEAR LEVEL 1
First semester
YEAR LEVEL 2
YEAR LEVEL 3
Cr
First semester
Cr
Second semester
Cr
WIPN 315
Second semester
8
Cr
WIPN 126
WSXN 125
8
16
WIPN 325
WSXN 325
8
16
8.2.2.4
History
YEAR LEVEL 1
YEAR LEVEL 2
First semester
YEAR LEVEL 3
First semester
Cr
Second semester
Cr
GSAN 315
Second semester
8
Cr
GSAN 125
GSXN 125
8
16
GSAN 325
GSXN 325
8
16
8.2.2.5
Geography
YEAR LEVEL 1
YEAR LEVEL 2
First semester
YEAR LEVEL 3
First semester
Cr
Second semester
Cr
GFPN 315
Second semester
8
Cr
GFPN 125
GFXN 125
8
16
GFPN 325
GFXN 325
8
16
8.2.2.6
Learner Support and School Guidance
YEAR LEVEL 1
YEAR LEVEL 2
YEAR LEVEL 3
First semester
Cr
First semester
Cr
Second semester
Cr
LSGN 315
Second semester
8
Cr
LSGN 125
LGVN 125
8
16
LSGN 325
LGVN 325
8
16
30
9. CORE MODULE GROUPS FOR INTERMEDIATE AND SENIOR PHASE 0101M / 0102M
9.1 Afrikaans
YEAR LEVEL 1
First semester
Cr
Second semester
AFRN 125
AFDN 125
Cr
8
16
YEAR LEVEL 2
YEAR LEVEL 3
First semester
AFRN 315
Second semester
AFRN 325
AFDN 325
Cr
8
Cr
8
16
9.2 English
YEAR LEVEL 1
First semester
Cr
Second semester
EGPN 125
EDSN 125
Cr
8
16
YEAR LEVEL 2
YEAR LEVEL 3
First semester
EGPN 315
Second semester
EGPN 325
EDSN 325
Cr
8
Cr
8
16
9.3 Setswana
YEAR LEVEL 1
First semester
Cr
Second semester
TSMN 125
TVXN 125
Cr
8
16
YEAR LEVEL 2
YEAR LEVEL 3
First semester
TSMN 315
Second semester
TSMN 325
TVXN 325
Cr
8
Cr
8
16
9.4 Mathematics
YEAR LEVEL 1
First semester
Cr
Second semester
WIPN 126
WSXN 125
Cr
8
16
YEAR LEVEL 2
YEAR LEVEL 3
First semester
WIPN 315
Second semester
WIPN 325
WSXN 325
Only core modue available not electives
31
Cr
8
Cr
8
16
9.5
History
YEAR LEVEL 1
First semester
Cr
Second semester
GSAN 125
GSXN 125
Cr
8
16
9.6
YEAR LEVEL 2
YEAR LEVEL 3
First semester
GSAN 315
Second semester
GSAN 325
GSXN 325
Cr
8
Cr
8
16
Geography
YEAR LEVEL 1
First semester
Cr
Second semester
GFPN 125
GFXN 125
Cr
8
16
9.7
YEAR LEVEL 2
YEAR LEVEL 3
First semester
GFPN 315
Second semester
GFPN 325
GFXN 325
Cr
8
Cr
8
16
Learner Support and School Guidance
YEAR LEVEL 1
First semester
Cr
Second semester
LSGN 125
LGVN 125
Cr
8
16
YEAR LEVEL 2
YEAR LEVEL 3
First semester
LSGN 315
Second semester
LSGN 325
LGVN 325
32
Cr
8
Cr
8
16
10.
NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION (NPDE)
INTERMEDIATE AND SENIOR PHASE
QUALIFICATION CODE:
Curriculum Codes
469 101 O101 P (Flexi, cooperation agreements)
O101 C (OLG Johannesburg)
10.1 List of modules
10.1.1
Compulsory modules
Compulsory modules (Intermediate and Senior Phase)
Module code
Module name
Credits
AKPN 125
Afrikaans Moedertaal-Kommunikasie
8
AKPN 126
Afrikaans Niemoedertaal-Kommunikasie
8
AKPN 315
Afrikaans Moedertaal-Kommunikasie
8
AKPN 316
Afrikaans Niemoedertaal-Kommunikasie
8
AKPN 325
Afrikaans Moedertaal-Kommunikasie
8
AKPN 326
Afrikaans Niemoedertaal-Kommunikasie
8
EDMN 315
Education Management and development
8
EDVN 125
Anti-racism, Education Law and values
8
ESPN 125
English Communication
8
ESPN 315
English Communication
8
ESPN 325
English Communication
8
HSCN 319
Social Sciences: Learning Area
8
LOCN 319
Life Orientation: Learning Area
8
NWCN 319
Natural Sciences: Learning Area
8
OPAN 315
Teaching Studies
8
RGLN 115
Computer Literacy
8
RPLL 111
Recognition of Prior Learning
48
RPLL 271
Recognition of Prior Learning
128
TECN 319
Technology: Learning Area
8
TSCN 125
Setswana Communication (m)
8
TSCN 315
Setswana Communication (m)
8
TSCN 325
Setswana Communication (m)
8
TSNN 315
Setswana Communication (nm)
8
33
Compulsory modules (Intermediate and Senior Phase)
Module code
Module name
Credits
TSNN 325
Setswana Communication (nm)
8
TSNN 326
Setswana Communication (nm)
8
WAPN 125
General Mathematics
8
WAPN 325
General Mathematics
8
10.1.2
Core modules: Intermediate and Senior Phase
Learners choose TWO of the following majors [2 (3x8) credits] plus
the relevant methodology [2 (2x16 credits)]
Core modules (Intermediate and Senior Phase)
Module code
Module name
Credits
AFDN 125
Vakdidaktiek Afrikaans
16
AFDN 325
Vakdidaktiek Afrikaans
16
AFRN 125
Afrikaans
8
AFRN 315
Afrikaans
8
AFRN 325
Afrikaans
8
EDSN 125
English Methodology
16
EDSN 325
English Methodology
16
EGPN 125
English
8
EGPN 315
English
8
EGPN 325
English
8
GFPN 125
Geography
8
GFPN 315
Geography
8
GFPN 325
Geography
8
GFXN 125
Geography Methodology
16
GFXN 325
Geography Methodology
16
GSAN 125
History
8
GSAN 315
History
8
GSAN 325
History
8
GSXN 125
History Methodology
16
GSXN 325
History Methodology
16
34
Core modules (Intermediate and Senior Phase)
Module code
Module name
Credits
LSGN 125
Learner Support and School Guidance
8
LSGN 315
Learner Support and School Guidance
8
LSGN 325
Learner Support and School Guidance
8
LGVN 125
Learner Support and School Guidance Methodology
16
LGVN 325
Learner Support and School Guidance Methodology
16
TSMN 125
Setswana
8
TSMN 315
Setswana
8
TSMN 325
Setswana
8
TVXN 125
Setswana Methodology
16
TVXN 325
Setswana Methodology
16
WIPN 126
Algebra: Elementary functions and number systems
8
WIPN 315
Mathematics
8
WIPN 325
Mathematics
8
WSXN 125
Mathematics Methodology: Algebra
16
WSXN 325
Mathematics Methodology Geometry
16
10.1.3
Curriculum composition
A curriculum is composed from the compulsory modules and by choosing TWO of
the core module groups.
Learners specialising in the Intermediate and Senior Phase acquire the following
credits:
Year Level 1:
a) 80 credits from modules in the compulsory section and
b) 48 credits from core modules.
Year Level 2: RPL 128 credits
Year Level 3: 64 credits in the first semester and 64 credits in the second semester.
The language of communication selected in the Year Level 1, semester 2, is
automatically the language of communication for Year Level 3, semester 2.
A different language of communication must be selected for Year Level 3, semester
1. Mother tongue speakers of Afrikaans/ Setswana may NOT choose the (nm) Nonmother tongue modules.
35
10.1.4
Compulsory modules: Intermediate and Senior Phase O101P
YEAR LEVEL 1
YEAR LEVEL 2
First semester
Cr
RPLL 111
48
RPLL 271
128
Plus
RGLN 115
8
Total credits first semester: 56
YEAR LEVEL 1
Second semester
One of the following:
YEAR LEVEL 2
Cr
TSCN 125
TSNN 125
AKPN 125
AKPN 126
ESPN 125
YEAR LEVEL 3
Cr
First semester
One of the following:
TSCN 315
TSNN 315
AKPN 315
AKPN 316
ESPN 315
plus
EDMN 315
OPAN 315
Plus
Three out of Four:
HSCN 319
LOCN 319
NWCN 319
TECN 319
Total credits first semester :
TSCN 325
TSNN 325
AKPN 325
AKPN 326
ESPN 325
Plus
Total credits
second semester :
8
8
8
8
8
8
8
8
8
8
8
48
YEAR LEVEL 3
Second semester
One of the following:
8
8
8
8
8
WAPN 125
EDVN 125
Cr
Cr
8
8
8
8
8
plus
8
WAPN 325
8
8
24
Total credits
Year Level 2:
128
Total credits
second semester :
36
16
10.1.5
Core module groups for Intermediate and Senior Phase
10.1.5.1
Afrikaans
YEAR LEVEL 1
YEAR LEVEL 2
First semester
Cr
Second semester
AFRN 125
AFDN 125
Cr
8
16
10.1.5.2
YEAR LEVEL 2
First semester
Cr
Second semester
EGPN 125
EDSN 125
Cr
8
16
Cr
8
Cr
8
16
YEAR LEVEL 3
First semester
EGPN 315
Second semester
EGPN 325
EDSN 325
Cr
8
Cr
8
16
Setswana
YEAR LEVEL 1
YEAR LEVEL 2
First semester
Cr
Second semester
TSMN 125
TVXN 125
Cr
8
16
10.1.5.4
First semester
AFRN 315
Second semester
AFRN 325
AFDN 325
English
YEAR LEVEL 1
10.1.5.3
YEAR LEVEL 3
YEAR LEVEL 3
First semester
TSMN 315
Second semester
TSMN 325
TVXN 325
Cr
8
Cr
8
16
Mathematics
YEAR LEVEL 1
YEAR LEVEL 2
First semester
Cr
Second semester
WIPN 126
WSXN 125
Cr
8
16
YEAR LEVEL 3
First semester
WIPN 315
Second semester
WIPN 325
WSXN 325
37
Cr
8
Cr
8
16
10.1.5.5 History
YEAR LEVEL 1
YEAR LEVEL 2
First semester
Cr
Second semester
GSAN 125
GSXN 125
Cr
8
16
10.1.5.6
First semester
GSAN 315
Second semester
GSAN 325
GSXN 325
Cr
8
Cr
8
16
Geography
YEAR LEVEL 1
YEAR LEVEL 2
First semester
Cr
Second semester
GFPN 125
GFXN 125
Cr
8
16
10.1.5.7
YEAR LEVEL 3
YEAR LEVEL 3
First semester
GFPN 315
Second semester
GFPN 325
GFXN 325
Cr
8
Cr
8
16
Learner Support and School Guidance
YEAR LEVEL 1
YEAR LEVEL 2
First semester
Cr
Second semester
LSGN 125
LGVN 125
Cr
8
16
YEAR LEVEL 3
First semester
LSGN 315
Second semester
LSGN 325
LGVN 325
38
Cr
8
Cr
8
16
11.
NATIONAL PROFESSIONAL DIPLOMA IN EDUCATION (NPDE) SENIOR AND FURTHER
EDUCATION AND TRAINING (FET) PHASE
QUALIFICATION CODE:
Curriculum code
11.1 List of modules
11.1.1
469 102 –
Compulsory modules
Compulsory modules (Senior and FET Phase)
Module
code
Module name
Credits
AKPN 125
*Afrikaans Mother language Communication
8
AKPN 126
*Afrikaans Non-Mother language
8
AKPN 315
*Afrikaans Mother language Communication
8
AKPN 316
*Afrikaans Non- Mother language Communication
8
AKPN 325
*Afrikaans Mother – language Communication
8
AKPN 326
*Afrikaans Non-Mother language Communication
8
EDVN 125
Anti-Racism,Education Law and Values
8
ENTN 315
The teacher and Enterpreneurship
8
ESPN 125
English Communication
8
ESPN 315
English Communication
8
ESPN 325
English Communication
8
HSCN 319
Social Sciences: Learning Area
8
LOCN 319
Life Orientation: Learning Area
8
NWCN 319
Natural Sciences: Learning Area
8
OPAN 115
Teaching Studies
8
OPAN 315
Teaching Studies
8
RGLN 115
Computer Literacy
8
RPLL 111
Recognition of Prior Learning
48
RPLL 271
Recognition of Prior Learning
128
TECN 319
Technology: Learning Area
8
TSCN 125
*Setswana Communication (m)
8
TSCN 315
*Setswana Communication (m)
8
TSCN 325
*Setswana Communication (m)
8
39
Compulsory modules (Senior and FET Phase)
Module
code
Module name
Credits
TSNN 315
*Setswana Communication (nm)
8
TSNN 325
*Setswana Communication (nm)
8
TSNN 326
*Setswana Communication (nm)
8
WAPN 125
General Mathematics
8
WAPN 325
General Mathematics
8
* (nm)
(non-mother-language)
* (m)
(mother- language)
11.2
Core modules
11.2.1
Curriculum composition
A curriculum is composed from the compulsory modules and by choosing TWO of
the core module groups.
Learners specialising in the FET Phase acquire the following credits:
Year Level 1:
a) 80 credits from modules in the compulsory section and
b) 48 credits from core modules.
Year Level 2: RPL 128 credits
Year Level 3:
64 credits in the first semester and 64 credits in the second semester.
The language of communication selected in the Year Level 1, semester 2, is
automatically the language of communication for Year Level 3, semester 2.
A different language of communication must be selected for Year Level 3, semester
1.
Mother tongue speakers of Afrikaans/Setswana may NOT choose the (nm) Nonmother tongue modules.
40
11.2.2
Compulsory modules: FET Phase O102M
Compulsory modules (FET Phase)
YEAR LEVEL 1
First semester
RPLL 111
YEAR LEVEL 2
Cr
48
YEAR LEVEL 1
First semester
Cr
YEAR LEVEL 3
First and Second semester Cr
First semester
RPLL 271
One of the following:
TSCN 315
TSNN 315
AKPN 315
AKPN 316
ESPN 315
128
YEAR LEVEL 2
First and Second semester Cr
YEAR LEVEL 3
First semester
Plus
Cr
8
8
8
8
8
Cr
plus
ENTN 315
OPAN 315
Plus
Three of the following four:
HSCN 319
LOCN 319
NWCN 319
TECN 319
8
8
Total credits first semester: 56
Total credits first semester :
40
Second semester
One of the following:
Cr
Second semester
One of the following:
Cr
TSCN 125
TSNN 125
AKPN 125
AKPN 126
ESPN 125
8
8
8
8
8
TSCN 325
TSNN 325
AKPN 325
AKPN 326
ESPN 325
RGLN 115
8
Plus
8
8
8
8
8
plus
WAPN 125
EDVN 125
Total credits
second semester :
8
8
8
8
8
8
24
WAPN 325
Total credits
Year Level 2:
128
41
Total credits
second semester :
8
16
11.2.3
Core modules
Core modules (Senior and FET Phase)
Module code
Module name
Credits
AFDN 125
Methodology Afrikaans
16
AFDN 325
Methodology Afrikaans
16
AFRN 125
Afrikaans
8
AFRN 315
Afrikaans
8
AFRN 325
Afrikaans
8
EDSN 125
English Methodology
16
EDSN 325
English Methodology
16
EGPN 125
English
8
EGPN 315
English
8
Module code
Module name
Credits
EGPN 325
English
8
GFPN 125
Geography
8
GFPN 315
Geography
8
GFPN 325
Geography
8
GFXN 125
Geography Methodology
16
GFXN 325
Geography Methodology
16
GSAN 125
History
8
GSAN 315
History
8
GSAN 325
History
8
GSXN 125
History Methodology
16
GSXN 325
History Methodology
16
LSGN 125
Learner Support and School Guidance
8
LSGN 315
Learner Support and School Guidance
8
LSGN 325
Learner Support and School Guidance
8
LGVN 125
Learner Support and School Guidance Methodology
16
LGVN 325
Learner Support and School Guidance Methodology
16
TSMN 115
Setswana
8
TSMN 315
Setswana
8
42
TSMN 325
Setswana
8
TVXN 125
Setswana Methodology
16
TVXN 325
Setswana Methology
16
12.
EXAMINATION
12.1 Admission to the examinations
Admission to examinations in any module in which examinations are taken is obtained
by presenting a proof of participation issued by the school director after the learner
has complied with the particular requirements as stated in the study guide.
12.2 Proof of Participation
The proof of participation for a module is made up from the assignments and
teaching-learning activities in accordance with the prescriptions in the study guide.
An assignment mark may only contribute towards the participation mark for two
consecutive examination opportunities, whereafter a new assignment must be
submitted for a new participation mark.
12.3 Module mark
In calculating the module mark the participation mark carries a weight of 40% and the
examination a weight of 60%.
12.4 Pass requirements of a curriculum
i)
The subminimum for all modules in which examinations are taken is 40%
(A.8.9).
ii)
The requirement for passing a module in which examinations are taken is a
module mark of 50%.
iii)
Passing all the separate modules, of which the curriculum is compiled, as
indicated in A.8.5, passes a curriculum.
iv)
The qualification is passed with distinction if an average mark of at least 75% is
attained in all modules.
12.5 Repetition of modules
In accordance with A.10.3 the following rule is applicable:
i)
Within the twelve months following the date of the learners' first registration for a
module the learner has two opportunities to sit for examination in such module.
ii)
A learner who, after both examination opportunities, has failed a module,
irrespective of whether one or both of these opportunities were utilised, must
repeat the module.
(iii) Any learner who repeats modules must re-register for them and must qualify
anew by acquiring a proof of
43
participation.
12.6 Termination of study
The studies of any learner may be terminated (according to A.9)
i)
if the maximum duration of the study is exceeded,
ii) if the learner, in any two consecutive study years, fails to acquire at least half of
the credits prescribed for those two study years and has previously received a dean’s
warning.
44
Core modules: Intermediate and Senior Phase
Learners choose TWO of the following majors [2 (3x8) credits] plus
the relevant methodology [2 (2x16 credits)]
Core modules (Intermediate and Senior Phase)
Module code
Module name
Credits
AFDN 125
Vakdidaktiek Afrikaans
16
AFDN 325
Vakdidaktiek Afrikaans
16
AFRN 125
Afrikaans
8
AFRN 315
Afrikaans
8
AFRN 325
Afrikaans
8
EDSN 125
English Methodology
16
EDSN 325
English Methodology
16
EGPN 125
English
8
EGPN 315
English
8
EGPN 325
English
8
GFPN 125
Geography
8
GFPN 315
Geography
8
GFPN 325
Geography
8
GFXN 125
Geography Methodology
16
GFXN 325
Geography Methodology
16
GSAN 125
History
8
GSAN 315
History
8
GSAN 325
History
8
GSXN 125
History Methodology
16
GSXN 325
History Methodology
16
LSGN 125
Learner Support and School Guidance
8
LSGN 315
Learner Support and School Guidance
8
LSGN 325
Learner Support and School Guidance
8
LGVN 125
Learner Support and School Guidance Methodology
16
LGVN 325
Learner Support and School Guidance Methodology
16
TSMN 125
Setswana
8
45
Core modules (Intermediate and Senior Phase)
Module code
Module name
Credits
TSMN 315
Setswana
8
TSMN 325
Setswana
8
TVXN 125
Setswana Methodology
16
TVXN 325
Setswana Methodology
16
WIPN 126
Algebra: Elementary functions and number systems
8
WIPN 315
Mathematics
8
WIPN 325
Mathematics
8
WSXN 125
Mathematics Methodology: Algebra
16
WSXN 325
Mathematics Methodology Geometry
16
Curriculum composition
A curriculum is composed from the compulsory modules and by choosing TWO of
the core module groups.
Learners specialising in the Intermediate and Senior Phase acquire the following
credits:
Year Level 1:
a) 80 credits from modules in the compulsory section and
b) 48 credits from core modules.
Year Level 2: RPL 128 credits
Year Level 3: 64 credits in the first semester and 64 credits in the second semester.
The language of communication selected in the Year Level 1, semester 2, is
automatically the language of communication for Year Level 3, semester 2.
A different language of communication must be selected for Year Level 3, semester
1. Mother tongue speakers of Afrikaans/ Setswana may NOT choose the (nm) Nonmother tongue modules.
46
Compulsory modules: Intermediate and Senior Phase O101P
YEAR LEVEL 1
YEAR LEVEL 2
First semester
Cr
RPLL 111
48
RPLL 271
128
plus
RGLN 115
8
Total credits first semester: 56
YEAR LEVEL 1
Second semester
One of the following:
YEAR LEVEL 2
Cr
TSCN 125
TSNN 125
AKPN 125
AKPN 126
ESPN 125
YEAR LEVEL 3
Cr
First semester
One of the following:
TSCN 315
TSNN 315
AKPN 315
AKPN 316
ESPN 315
Plus
EDMN 315
OPAN 315
Plus
Three out of Four:
HSCN 319
LOCN 319
NWCN 319
TECN 319
Total credits first semester :
TSCN 325
TSNN 325
AKPN 325
AKPN 326
ESPN 325
plus
WAPN 125
EDVN 125
Total credits
second semester :
8
8
8
8
8
8
8
8
8
8
8
48
YEAR LEVEL 3
Second semester
One of the following:
8
8
8
8
8
Cr
Cr
8
8
8
8
8
Plus
8
WAPN 325
8
8
24
Total credits
Year Level 2:
128
Total credits
second semester :
47
16
Core module groups for Intermediate and Senior Phase
13.2.2.2
Afrikaans
YEAR LEVEL 1
YEAR LEVEL 2
First semester
Cr
Second semester
AFRN 125
AFDN 125
Cr
8
16
YEAR LEVEL 3
First semester
AFRN 315
Second semester
AFRN 325
AFDN 325
Cr
8
Cr
8
16
13.2.2.3 English
YEAR LEVEL 1
YEAR LEVEL 2
First semester
Cr
Second semester
EGPN 125
EDSN 125
Cr
8
16
13.2.2.4
First semester
EGPN 315
Second semester
EGPN 325
EDSN 325
Cr
8
Cr
8
16
Setswana
YEAR LEVEL 1
YEAR LEVEL 2
First semester
Cr
Second semester
TSMN 125
TVXN 125
Cr
8
16
13.2.2.5
YEAR LEVEL 3
YEAR LEVEL 3
First semester
TSMN 315
Second semester
TSMN 325
TVXN 325
Cr
8
Cr
8
16
Mathematics
YEAR LEVEL 1
YEAR LEVEL 2
First semester
Cr
Second semester
WIPN 126
WSXN 125
Cr
8
16
YEAR LEVEL 3
First semester
WIPN 315
Second semester
WIPN 325
WSXN 325
48
Cr
8
Cr
8
16
13.2.2.6 History
YEAR LEVEL 1
YEAR LEVEL 2
First semester
Cr
Second semester
GSAN 125
GSXN 125
Cr
8
16
YEAR LEVEL 3
First semester
GSAN 315
Second semester
GSAN 325
GSXN 325
Cr
8
Cr
8
16
13.2.2.7 Geography
YEAR LEVEL 1
YEAR LEVEL 2
First semester
Cr
Second semester
GFPN 125
GFXN 125
Cr
8
16
YEAR LEVEL 3
First semester
GFPN 315
Second semester
GFPN 325
GFXN 325
Cr
8
Cr
8
16
13.2.2.8 Learner Support and School Guidance
YEAR LEVEL 1
YEAR LEVEL 2
First semester
Cr
Second semester
LSGN 125
LGVN 125
Cr
8
16
YEAR LEVEL 3
First semester
LSGN 315
Second semester
LSGN 325
LGVN 325
49
Cr
8
Cr
8
16
DETAILED CURRICULA
FOR
ACE MODULES
50
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
EDFM 514
12
16 WEEKS
1
TITLE: MANAGING HUMAN RIGHTS LEARNING ENVIRONMENT
PURPOSE:
6
To introduce students to policy development and implementation.
INTENDED LEARNING OUTCOMES:
By the end of the module, students should be able to:
-
demonstrate an understanding on how to work in and manage human rights learning
environment.
-
respect and awareness of the rights of all human beings.
-
undertake a project / case study on human rights learning environment.
PRE-REQUISITES:
CO-REQUISITES:
DELIVERY MODES:
Lectures
Directed Self Study
Research and Seminars
CONTENT:
-
Managing a democratic classroom
Student discipline
Staff discipline
Learner’s rights
Rights of the minority
Environmental rights
Access and equality laws and policies
Multilingualism and language policy
Culture of human rights in education
SACE Code of Professional
Ethics Anti-discrimination
ASSESSMENT:
-
Presentation, Assignment
Small Scale Project
Examination
51
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
EDFM 527
12
16 WEEKS
1
6
TITLE: GOVERNANCE AND SCHOOL COMMUNITY RELATIONS
PURPOSE: To understand the essence of governance partnership and school community relations.
INTENDED LEARNING OUTCOMES: By the end of the module, students should be able to:
-
demonstrate an understanding of the concepts of the governance and school community
relations
identify major problems in the governance of educational institutions
make sound judgements on issues related to governance and school community relations.
PRE-REQUISITES:
CO-REQUISITES:
DELIVERY MODES:
Lectures
Directed Self Study
Project and Seminars
CONTENT:

Concept of “Governance and school governance”
- Models of Governance
- Principles of participatory democracy

Nature and scope of governance at local level
- Policy and governance of education institutions
- Good governance
- Role and responsibilities of SGB’s and SMT’s
- Effective managers

Concepts of “community relation and partnership”

Community structure and involvement
- Understanding the community
- The school administrator’s community
- Major problems in school community relations

Community involvement and human rights
- Purposes of involvement, barriers, types of community involvement
- Ways of involving parents in schools
- Problems of involving parents: parental apathy and over-involvement

Partners between educators and parents
- In loco parentis, rights and duties of parents
- Parents share in education

Partners between school and community
- SGB’s and School Governing Bodies Association
ASSESSMENT:
Presentation, Assignment, Small Scale project, Examination
52
CODE
CREDITS
DURATION
SEMESTER
EDFM 521
TITLE:
12
16 WEEKS
1
EDUCATION LAW AND HUMAN RIGHTS EDUCATION
PURPOSE:
To introduce students to the Bill of Rights in Education.
INTENDED LEARNING OUTCOMES: The students should be able to:
-
Demonstrate an understanding of basic knowledge of education law.
-
Demonstrate an understanding of issues related to human rights education.
-
Interpret and analyse the impact of human rights issues..
- Give guidance on education law issues.
PRE-REQUISITES:
A Diploma in Education or its equivalent.
CO-REQUISITES:None
DELIVERY MODES:
Lectures
Directed Self-Study
Research and Seminars
CONTENT:
Sources of Education Law - Legislation, Common Law, Case Law

The Constitution as Supreme Law

Human Rights in Education
Human dignity, equality, language and culture
Just administrative action, privacy and freedom of expression
Freedom of religion, belief and opinion
Political rights and labour relations
Application of the Bill of rights, limitation of rights

What is education policy?
Concepts of policy development and policy implementation
The process of education policy development and implementation

Local education policies
White Papers on Education and training
SASA, Educators Act, LRA
ASSESSMENT:
-
Presentation, Assignment -Small Scale Project - Examination
53
NQF LEVEL
6
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
EDPM 571
24
32 WEEKS
1 and 2
6
TITLE: RESEARCH PROJECT ENVIRONMENTAL EDUCATION
PURPOSE:
This module introduces students to basic principles of research.
INTENDED LEARNING OUTCOMES:
The students should be able to:
-
Demonstrate basic research knowledge.
-
Identify a research related to the environment research.
-
Conduct a community based environmental education project.
- Present a completed community project.
PRE-REQUISITES: A Diploma in Education or its equivalent.
CO-REQUISITES:
None
DELIVERY MODES:
-
Lectures
-
Seminars
-
Fieldwork
-
Self Study
- Project
CONTENT:
What is research?
Guidelines in developing a research project
Problem identification and the investigation
Community-based environmental projects
Writing a research project/report
ASSESSMENT:
- Research project
100%
54
CODE
CREDITS
DURATION
EDFM 511
12
16 WEEKS
TITLE: LIFE SKILLS FOR EDUCATORS
PURPOSE:
SEMESTER
NQF LEVEL
1
5
The main purpose of the module is to help learners to be able to:
identify, understand and use effective skills in studying
communicate effectively in difficult circumstances
manage stress effectively
apply preventive measures in rape
understand and use the concept of Ubuntu
INTENDED LEARNING OUTCOMES:
Educators should be able to:
-
develop effective study skills in learners.
develop and apply effective verbal and non-verbal communication skills.
help learners to understand rape and be able to apply preventive measure when necessary.
understand stress and how to deal with it.
help learners to understand the concept, characteristics and practices of Ubuntu.
demonstrate value and respect for human rights as reflected in Ubuntu and other similar
philosophies.
PRE-REQUISITES: Pass in at least 4 modules in Education
CO-REQUISITES:
None
DELIVERY MODES:
-
Lectures
Private study
Seminars
CONTENT:
Effective study skills
Communication
Rape and its effects
Stress and its management
Ubuntu and its application
ASSESSMENT:
-
At least 3 written assignments
Peer assessment
Portfolio assessment
Research and seminar presentation
End of module assessment
50%
50%
55
CODE
CREDITS
EDFM 515
12
TITLE:
APPROACHES
THEORIES
PURPOSE:
DURATION
TO
16 WEEKS
COUNSELLING
SEMESTER
AND
1
VOCATIONAL
NQF LEVEL
6
DEVELOPMENT
To familiarise learners with various theoretical approaches to counselling.
INTENDED LEARNING OUTCOMES:
At the completion of this modules learners will be able to:
demonstrate knowledge of vocational training as an educational and development strategy.
demonstrate an understanding of 4 theoretical approaches to counselling.
apply these theoretical approaches in the actual process of counselling.
PRE-REQUISITES: Admission to the programme
CO-REQUISITES:
None
DELIVERY MODES:
Lectures
Directed private study
Seminars
CONTENTS:
Humanistic approach (Maslow, Carl Rogers)
How they interpret human behaviour
How this interpretation would inform a counsellor.
Behaviourist approach (Pavlov and Skinner)
How they interpret any human behaviour
The implication of such an interpretation to counselling
Social learning theory (Bandura)
How they interpret human behaviour
How this will inform a counsellor
Psychoanalytic approach (Sigmund Freud)
How they can be applied to counselling
How he understand human behaviour
Principles and guidelines of Vocational Education and Training
Issues in rural development and educational provision
Career opportunities and equal education
Vocational Curriculum design and implementations
ASSESSMENT:
-
Assignments
Examination
50%
50%
56
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
12
16 WEEKS
1
6
EDFM 516
TITLE:
INTRODUCTION TO EDUCATIONAL PSYCHOLOGY
PURPOSE:
The course introduces learners to advanced topics in normal and abnormal
development during infancy, childhood, and adolescence and their relations to
genetic and environmental variables.
INTENDED LEARNING OUTCOMES:
Learners will be able to:
1.
identify behavioural problems in different life stages
2.
apply skills in solving such problems
PRE-REQUISITES: Admission to the programme
CO-REQUISITES:
None
DELIVERY MODES:
Lectures
Directed private study
Seminars
Tutorials
CONTENTS:
Abnormal human development patterns in:
Infancy
Childhood
Adolescence
Motivation
Basic Statistical Concepts
Theories of learning
Assessment Procedures
ASSESSMENT:
Seminars
1500 words research report
End of module examination
50%
-
50%
57
CODE EDFM
517
TITLE:
PURPOSE:
-
CREDITS
DURATION
12
16 WEEKS
CRITICAL ISSUES IN EDUCATION AND SOCIETY
Learners will be able to:
demonstrate an understanding of legal issues in education.
practice concept of affirmative action and
Educational Equity.
demonstrate an understanding of adolescent and youth
problems in education.
demonstrate an understanding of the concept of
multi-cultural practices in Education.
understand and handle the issues in Education for students with disabilities.
PRE-REQUISITES:
Admission to the Programme
None
DELIVERY MODES:
-
1
Lectures
Directed private study
Seminars
Tutorials
CONTENTS:
Culture of teaching and learning
Affirmative Action and Educational Equity
Adolescent and youth problems
Multi-culturalism in Education
Education of students with disabilities
Education as a social science
Sociology of knowledge
Culture and curriculum
Multiculturalism
Multilingualism
Authority and discipline
ASSESSMENT:
-
NQF LEVEL
6
To provide learners with critical understanding of certain topical issues which influence
educational practices.
CO-REQUISITES:
-
SEMESTER
Assignment
Project (on youth problem) End of module examination -
50%
50%
58
CODE
CREDITS
DURATION
EDFM 518
12
16 WEEKS
TITLE:
PERSONALITY THEORIES
PURPOSE:
SEMESTER
NQF LEVEL
2
6
To equip learners with knowledge to understand different stages of personality
development.
INTENDED LEARNING OUTCOMES:
Learners will be able to:
- demonstrate an understanding of the theories of personality and their implications for learning and
teaching.
PRE-REQUISITES: Admission to the programme
CO-REQUISITES:
NONE
DELIVERY MODES:
-
Lectures
Directed private Study
Seminars
CONTENTS: Theories of Personality development and their application:
-
personality theories
-
psychoanalytic theories
-
behavioural theories
-
trait theories
social behaviour theories
phenomenological perspectives
biological – psychological perspectives
ASSESSMENT:
-
Presentations/Seminar
1500 words research report
End of module examination }50%
}50%
}
59
CODE
CREDITS
DURATION
SEMESTER
EDFM 513
12
16 WEEKS
1
TITLE:
THEORIES ON VALUES, ETHICS AND HUMAN RIGHTS
PURPOSE:
NQF LEVEL
6
Expose students to theories, principles and practices of values, ethics and human
rights nationally..
INTENDED LEARNING OUTCOMES:
Learners will be able to:
-
Identify and analyse the philosophical enquiries and identify the opportunities and
challenges/problems in developing values, ethics and human rights in educational practices.
- Determine the criteria to select concepts/content appropriate for intermediate and senior
phases.
- Identify, analyse and evaluate the core elements or components of values, ethics and human
rights.
- Evaluate theories on values, ethics and human rights.
- Integrate philosophical enquiry and reflection in education.
- Determine and evaluate assessment standards on values, ethics and human rights.
PRE-REQUISITES: Admission to the programme
CO-REQUISITES:
None
DELIVERY MODES:
-
Lectures
Directed self-study
Project work
Seminar presentations
CONTENT:
-
Philosophical enquiries on values, ethics and human rights
Elements of values, ethics and human rights - The South African Constitution
Theories, principles and practices of values, ethics and human rights
ASSESSMENT:
-
Seminar Presentation
Assignments and written exercises
Project work
End of module examination
}50%
}
}50%
60
CODE
CREDITS
DURATION
SEMESTER
EDFM 522
12
16 WEEKS
2
TITLE:
PRINCIPLES AND PRACTICES OF INCLUSIVE EDUCATION
PURPOSE:
NQF LEVEL
6
To provide students with the knowledge and understanding of the principles and
practices of inclusive education which influence educational practices.
INTENDED LEARNING OUTCOMES:
Learners will be able to:
-
Demonstrate an understanding of the basic concepts and principles in inclusive education.
Demonstrate an understanding of the historical perspectives on inclusive education.
Understand and appreciate the role of parent/guidance and professionals in the practices of
inclusive education in schools.
Demonstrate an understanding of the educational and school policies which impact on the
practice of inclusive education.
Identify exceptional learners in schools and other learning centres in the context of inclusive
education.
PRE-REQUISITES: Admission to the programme
CO-REQUISITES:
None
DELIVERY MODES:
-
Lectures
Directed private Study
Seminars
Tutorials
CONTENTS:
Basic concepts in inclusive education
Historical perspectives in inclusive education
Educational and school policies on inclusive education
Exceptional learners in the context of inclusive education
Parental and professionals’ involvement in inclusive education
ASSESSMENT:
-
Assignment
Class seminars
End of module examination
}
}
50%
50%
61
CODE
EDFM 527
TITLE:
CREDITS
DURATION
12
16WEEKS
COUNSELLING OF SCHOOL CHILDREN
PURPOSE:
-
To give learners a hands-on practical skill in counselling.
-
To enable learners to apply this skill in counselling
INTENDED LEARNING OUTCOMES:
At the end of this module, learners will be able to:
-
conduct individual counselling
-
conduct group counselling
PRE-REQUISITES: Admission to the programme
CO-REQUISITES:
None
DELIVERY MODES:
1.
Case study
2.
Report writing
CONTENTS:
Practical work in individual counselling
Group counselling
ASSESSMENT:
-
Assignments and exercisesProject work
-
50%
50%
62
SEMESTER
NQF LEVEL
2
6
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
EDFM 525
12
16 WEEKS
2
TITLE:
EDUCATIONAL GUIDANCE SERVICES: VOCATIONAL AND SOCIAL
PURPOSE:
6
To familiarise learners with educational and vocational guidance.
INTENDED LEARNING OUTCOMES:
At the completion of the module learners will be able to demonstrate:
-
knowledge of the value of education.
-
knowledge of effective study methods.
-
ability to choose academic subjects.
-
ability to prepare for working life.
-
knowledge of choice of career
-
knowledge of careers, job-opportunities and vocational assessment.
PRE-REQUISITES: Admission to FDGC
CO-REQUISITES:
None
DELIVERY MODES:
Lectures
Directed private study
Tutorials
Presentations
CONTENTS:
Introduction to vocational guidance and counselling
Theories of vocational guidance and counselling
(Holland's theory)(Super's theory)
(Ginzberg's theory)
-Determinants in vocational guidance
Career counselling: decision making, occupational information, careers information; careers counselling
during childhood and adolescence; undecided client; programmes for boys and girls.
Measurement and evaluation.
- Social guidance issues:
relationship adjustments, gender, multiculturalism, parenthood.
- Personal guidance issues:
character formation, sexuality education, health education, decision making, abnormal behaviour,
leadership.
Project based on any of the issues.
ASSESSMENT:
-
Assignments and exercises
Project
End of module examination } 50%
} 50%
}
63
CODE
EDFM 528
-
CREDITS
12
TITLE:
DURATION
16 WEEKS
TESTS IN SCHOOL COUNSELLING
PURPOSE:
Understanding the factors important in testing and the different types of tests.
SEMESTER
2
At the end of this modules learners are expected to be able to:
show an understanding of various tests
indicate what tests communicate
interpret test results
PRE-REQUISITES: Admission to the programme
CO-REQUISITES:
None
DELIVERY MODES: Lectures
-
Private study
Seminars
Tutorials
CONTENTS:
Tests: reliability
- validity
- norms
- standardization
Type of Tests:
- achievement
- mental
-
- personality
- culture
- interests
Functions of testing in Guidance and Counselling
Test administration and conditions under which tests are administered
Test scoring
Interpretation of test data
Report writing
ASSESSMENT:
Seminars
} 50%
1500 words research report
End of module examination
} 50%
}
64
NQF LEVEL
6
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
EDFM 571
24
32 WEEKS
1
6
TITLE:
FIELDWORK IN GUIDANCE AND COUNSELLING
PURPOSE:
To provide both theoretical and practical background in identifying main issues related
to vocational and career-guidance matters in the school curriculum, including
experiential learning in Guidance and Counselling.
INTENDED LEARNING OUTCOMES:
At the completion of this module, students will:
be competent in seeking and identifying areas in Guidance and Counselling.
be capable of contributing to Guidance and Counselling.
demonstrate, through field-work, knowledge on data-collection related to career-guidance and
counselling for learners, undertake experiential work in Guidance and Counselling.
PRE-REQUISITES: Vocational Development Theories (EDF 308)
-
Approaches to Counselling (EDF 309).
CO-REQUISITES:
None
DELIVERY MODES:
Lectures
Group Study
Project/s (Field-work)
CONTENTS:
Basic interviewing skills.
Basic counselling skills.
Approaches and principles that guide professional report-writing skills.
Interpreting and analysing data for experiential learning.
Field-work and final report.
ASSESSMENT:
-
Presentations
Assignments
Project Report in Guidance and Counselling
65
}
)
50%
50%
CODE
CREDITS
DURATION
SEMESTER
EDEM 511
6
8 WEEKS
1
TITLE:
PSYCHOLOGY OF TEACHING AND LEARNING IN ECONOMICS AND
NQF LEVEL
6
MANAGEMENT SCIENCES
PURPOSE: Demonstrate an understanding of how children learn and understand. The model deals
with the ability of the learner to cope with Economic and Management Science concepts in everyday
experiences.
INTENDED LEARNING OUTCOMES:
Students will be able to:
1.
2.
Demonstrate knowledge and understanding of the different learning theories
Differentiate between learning theories and identify their strengths and weaknesses within the
context of Economic and Management Sciences learning.
3.
Develop an awareness of and practice in the skills refined to develop lessons/learning activities
in Economic and Management Sciences and become aware of which type of learner each
theory would benefit.
4.
Identify and evaluate learning theories that work best for the greatest number of learners.
PRE-REQUISITE/S: Admission to the programme
CO-REQUISITE/S:
None
DELIVERY MODES:
Lectures
Directed study
Project work
Private Study
Teacher/Learner Demonstration
CONTENT
Ausubel’s theory about advanced organizers and the applications of these theories in Economic
and Management learning activities.
Bruner’s four theories of learning.
Piaget theory of cognitive developmental stages.
B.F Skinner theory relating to associationism, the law of positive reinforcement, observable
behaviour, tasks analysis.
Vygotsky’s theory of the zone of proximal development.
ASSESSMENT MODES
-
-
Seminar presentations
Assignments and exercises
Project work
End of module examination
50%
50%
66
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
EDEM 512
12
16 WEEKS
1
6
TITLE:
TEACHING AND LEARNING STRATEGIES FOR ECONOMIC AND
MANAGEMENT SCIENCES EDUCATION
PURPOSE: Explore a wide range of teaching-learning strategies analyzing their appropriateness
for Economic and Management Science Education.
INTENDED LEARNING OUTCOMES:
-
Identify and analyse the opportunities and problems in classifying these disciplines in sciences.
Determine the criteria to select concepts/content appropriate for intermediate and senior phases.
Identify, analyse and criticise Economic and Management Sciences curricula statement and content/learning
programme.
Evaluate learning programmes/curricula statement in terms of philosophies of teaching and learning.
Integrate curriculum, pedagogy and assessment in line with outcome-based principles and practices.
Develop curriculum for specific phases/grades in outcome-based principles and practices.
PRE-REQUISITE/S:
Admission to the programme
CO-REQUISITE/S:
None
DELIVERY MODES:
-
Lectures
Directed private study
Project work
Seminar presentations
CONTENT
1.
2.
3.
4.
5.
6.
Instructional Planning
- Instructional Skill
- Criteria for selecting instructional skill
- Select, implement and reflect on the relevant instructional strategies for economic and management
sciences education.
Instructional Strategies in Economic and Management Sciences
- Learning by discovery
- Small-group cooperative learning strategy
- Open discussion strategy
- An imaginative strategy
- Problem-based learning
Integrating learning and teaching strategy (OBE principles and practices)
Content, structure and sequence of economic and management sciences disciplines
The role of textbook and other instructional materials and resources in economic and management sciences
Develop understanding of learning programmes, learning areas, learning outcomes, assessment standards,
curriculum statements, etc, in economic and management sciences.
ASSESSMENT MODES
-
-
Seminar presentations
Assignments and written exercises
Project work
Presentations
50%
}
} 50%
}
67
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
EDEM 514
12
16 WEEKS
1
TITLE:
EDUCATIONAL ASSESSMENT AND CLASSROOM APPLICATION IN
6
ECONOMIC AND MANAGEMENT SCIENCES.
PURPOSE: To provide students with the techniques of assessing learning in Economic and
INTENDED LEARNING OUTCOMES:
Students should be able to:
Demonstrate an understanding of the purposes of assessing learning in economic and
management sciences.
Select adapt and/or design assessment tasks and strategies appropriate to economic and
management sciences’ learning area.
Explain the link between the method of assessment, the overall assessment purpose and the
principles and practices of outcome-based learning.
Understand and reflect on the assumptions that underlie a range of assessment approaches in
economic and management sciences and their practical strengths and weaknesses in relation
to the age of the learner and the content area being assessed.
Consider critically and be sensitive to gender issues when selecting and implementing
assessment items, methods and techniques in economic and management sciences education.
Reflect and promote integrated teaching and assessment by using a variety of resources, skills,
and processes and OBE principles in economic and management science education.
Assess and record systematically the progress of individual learners within the principles and
practices of OBE.
PRE-REQUISITE/S: Admission to the programme
CO-REQUISITE/S:
None
DELIVERY MODES:
-
Lectures
Seminars and Tutorials
Project work
Directed self-study
CONTENT
Assessment and Evaluation
Classroom assessment techniques
Assessment in OBE
Developing assessment instruments for effective classroom use
Assessment in Economic and Management
ASSESSMENT MODES
-
Seminar presentations
Assignments and written exercises
Project work / End of module examination
50%
50%
68
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
EDEM 526
6
8 WEEKS
2
6
TITLE:
PROFESSIONALISM IN ECONOMIC AND MANAGEMENT SCIENCES LEARNING
AREA
PURPOSE: Provide opportunity for students to debates, evaluate and critically examine issues
Relating to professionalism in EMS education.
INTENDED LEARNING OUTCOMES:
Students should be able to:
Identify and evaluate the impact of some determinants of Economic and Management Sciences
education these may include globalisation, poverty and employment, HIV/AIDS, Business
Community etc. Church and Education, Religion and Economics.
Recognise and evaluate the impact the relationships between learner, facilitator, school
manages and community members; School Policies and procedures.
Investigate teacher unions and their professional codes and conducts.
Examine the role of teacher unions in the professional development of the EMS teacher.
Explore the concept of budget and credit facilities and evaluate their role in education.
Other relevant socio-economic issues relevant to teaching and learning in EMS.
Explain and examine multiculturalism, equity and language issue in Economic and Management
Sciences Education
PRE-REQUISITE/S: Admission to the programme
CO-REQUISITE/S: None
DELIVERY MODES:
Lectures
Seminars and Tutorials
Project work
Directed self-study
CONTENT
Social Determinants of economic and management sciences education (globalisation, poverty
and employment). Health education (teenage pregnancy HIV/AIDS), Business Community etc.
Church and Education, Religion and Economics.
Relationships between learners, facilitator, school manages and community members; School
policies and procedures.
Career Education
Discuss multiculturalism, equity and language issues in Economic and Management Sciences
Education.
Professional association, professional duties and responsibilities, Labour unions/relations and
teacher development.
ASSESSMENT MODES
-
Seminar presentations
Assessment and written exercises
Project work
End of module examination/ Final Project
50%
50%
69
CODE
CREDITS
DURATION
EDEM 571
TITLE:
24
32 WEEKS
SCHOOL-BASED PROJECT
SEMESTER
NQF LEVEL
1 and 2
6
PURPOSE: To provide learners with the opportunity to practice acquired knowledge in their Schools.
INTENDED LEARNING OUTCOMES:
Learners should be able to:
1. Practice newly acquired knowledge
2. Show improvement in their teaching
3. Develop and write learner-centred lesson plans and activities
PRE-REQUISITE/S: Practicing Teacher
CO-REQUISITE/S:
None
DELIVERY MODES:
-
Seminars and Tutorials
Project Work
Assignment
CONTENT
- Introduction to Action research
Newly acquired/improved classroom practice
Methods/strategies for teaching and assessing OBE
ASSESSMENT MODES
-
Written Proposal Research 40%
Final Project 60%
70
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
EDIM 511
TITLE:
12
16 WEEKS
1
FAMILIARITY WITH TECHNOLOGY EDUCATION
PURPOSE:
To introduce learners to Technology Education theories and practices.
INTENDED LEARNING OUTCOMES:
Learners should be able to:
-
Define technology and its goals within the educational system.
Define the design process and how to develop technological capability.
Describe technology as a system.
List and describe the parts of a system.
PRE-REQUISITES:
CO-REQUISITES:
DELIVERY MODES:
University admission requirements.
None
-
Lectures
-
Tutorials
-
Directed private study
- Group work
CONTENT:
-
Various definitions of Technology.
Technology education and its goals within the educational system.
The design process.
The development of Technological capability.
Artefacts, environment and systems.
Outcomes of Technology Education.
Learners’ safety code.
ASSESSMENT:
-
Assignments, tests presentations
-
Practical project
} 50%
End of module examination
} 50%
71
6
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
1
6
EDIM 512
TITLE:
12
16 WEEKS
RESOURCES AND TECHNOLOGY
PURPOSE:
To guide learners into the knowledge and identification of resources, tools,
mechanisms and machines.
INTENDED LEARNING OUTCOMES:
Learners should be able to:
- Discuss humans as tool makers and tool users.
- Identify the difference between a tool, mechanism and machine.
- Describe the type of tools used in many areas of society.
- List, describe and give examples of major types of primary tools.
- Describe the use of the lever and wheel and axle as force multipliers.
PRE-REQUISITES:
University admission requirements.
CO-REQUISITES:
None
DELIVERY MODES:
-
Lectures
-
Tutorials
-
Directed private study
- Group work
CONTENT:
- Evolution of tools in various societies.
- The difference between a tool, mechanism and a machine.
- Major types of primary tools.
- The lever, pulley and the wheel and axle.
- Major machines, systems and control.
ASSESSMENT:
-
Practical project
}
-
Assignments, tests etc.
} 50%
-
End of module examination
} 50%
72
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
EDIM 513
TITLE:
12
16 WEEKS
1
MATERIALS, GRAPHICS AND TECHNOLOGY
PURPOSE:
To introduce learners to materials, technical graphics and technology.
INTENDED LEARNING OUTCOMES:
Learners should be able to:
- Describe and identify natural materials in engineering.
- Describe the difference between renewable and exhaustible materials.
- Explain major ways to process raw material.
PRE-REQUISITES:
University admission requirements.
CO-REQUISITES:
DELIVERY MODES:
None
-
Lectures
-
Tutorials
-
Directed private study
-
Group work
CONTENT:
- Natural materials.
- Engineering materials.
- Renewable and exhaustible materials.
- Major properties of materials.
- Processing of raw materials.
- Aspects of technical graphics: sketching and drawing.
ASSESSMENT:
-
Assignment, tests etc.
-
Portfolio
-
Group Project
} 50%
} 30%
} 20%
73
6
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
EDIM 524
TITLE:
12
16 WEEKS
2
TECHNOLOGY, PEOPLE AND SOCIETY
PURPOSE:
To provide learners with knowledge about technology, people and society
through the years.
INTENDED LEARNING OUTCOMES:
Learners will know about:
-
Characteristics of individuals in a technological world.
Skills and how they may suit a person for a particular job.
Technology, people and society.
PRE-REQUISITES:
CO-REQUISITES:
DELIVERY MODES:
-
Lectures
-
Seminars/Presentations
University admission requirements.
None
- Assignments
- Group work
- Directed individual study
CONTENT:
- Overview of a changing society and industry.
- Personal goals, interests and traits.
- Methods of getting career information.
- Team work, team effort and leadership.
- Issues of management and construction of organisations.
- Entrepreneurship.
ASSESSMENT:
-
Projects
}
-
Presentations
} 50%
-
Assignments
End of module examination
}
} 50%
74
6
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
EDIM 525
12
16 WEEKS
2
6
TITLE:
ENERGY AND TECHNOLOGY
PURPOSE:
To introduce learners to forms, sources and transfer of energy.
INTENDED LEARNING OUTCOMES:
Learners should be able to:
-
Demonstrate knowledge of broad overview of energy sources and use of controlled energy
(power).
PRE-REQUISITES:
University admission requirements.
CO-REQUISITES:
None
DELIVERY MODES:
-
Lectures
-
Tutorials
-
Directed private study
- Group work
CONTENT:
- Broad overview of energy sources and use of controlled energy (power).
- Unconventional energy conversion systems (alternate energy).
- Energy types: Chemical, electrical, heat, light, mechanical and accoustical.
ASSESSMENT:
-
Assignment, tests , presentations
} 50%
-
Portfolio
} 20%
-
Practical project
} 30%
75
CODE
CREDITS
DURATION
SEMESTER
2
STRATEGIES
NQF LEVEL
EDIM 526
TITLE:
24
16 WEEKS
TEACHING AND LEARNING
EDUCATION
PURPOSE:
To provide learners with knowledge about teaching and learning strategies for
technology education.
FOR
6
TECHNOLOGY
INTENDED LEARNING OUTCOMES:
Learners should be able to:
- OBE and the National Curriculum statement.
- Lesson planning and presentation.
- Developing teaching strategies.
- Instructional skills for technology.
- Practical work in technology.
PRE-REQUISITES:
A first degree with at least one technology major or its equivalent.
CO-REQUISITES:
None
DELIVERY MODES:
-
Lectures
-
Presentations
-
Assignments
- Practical work
CONTENT:
-
OBE and the National Curriculum statement.
Lesson planning and presentation.
Developing teaching strategies.
Instructional skills for technology.
Practical work in technology.
ASSESSMENT:
-
Presentations
} 50%
-
Assignments
}
-
Project
Portfolio
} 50%
}
76
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
EDIM 571
TITLE:
12
16 WEEKS
1 and 2
GUIDED FIELD PROJECT – TECHNOLOGY EDUCATION
PURPOSE:
To provide learners with the opportunity to practise acquired knowledge in
their schools.
INTENDED LEARNING OUTCOMES:
Learners should be able to:
-
Practise newly acquired knowledge.
Develop and write out a mini project on technology education.
Show improvement in their teaching.
PRE-REQUISITES:
CO-REQUISITES:
DELIVERY MODES:
-
Lectures
-
Seminars
-
Presentations
Qualified practising teacher
None
CONTENT:
- Principles of Project writing.
- Project Report writing.
ASSESSMENT:
-
Proposal
-
Research Project } 80%
} 20%
77
6
CODE
CREDITS
DURATION
SEDM 511
12
TITLE:
AN
INTRODUCTION
MATHEMATICS/NATURAL SCIENCES
16 WEEKS
TO
THE
SEMESTER
1
PRINCIPLES
NQF LEVEL
OF
6
LEARNING
PURPOSE: To introduce learners to the reasons why Mathematics/Science is taught, the structure
and nature of Science/Mathematics, the expected outcomes and the importance of maths/science
education.
INTENDED LEARNING OUTCOMES:
Learners should be able to:
Demonstrate knowledge of the nature and structure of Mathematics/Natural Sciences
Give reasons why mathematics/natural science is taught
Identify and apply expected outcomes and show the importance of mathematics/Natural
Science Education
PRE-REQUISITE/S: Qualified Practising Teacher
-
CO-REQUISITE/S:
Natural Science/Numeracy
DELIVERY MODES:
Assignments
Lecture
Tutorials
Seminars
CONTENT
What is mathematics/natural science?
The Nature and Structure of Maths/Sciences.
Development in Mathematics/Natural Science.
Expected outcomes of Maths/Science
The importance of Maths/Science education.
How Maths/Science Teaching is structured.
ASSESSMENT MODES
-
Presentations
Assignments
Examination
50%
50%
78
CODE
CREDITS
DURATION
SEMESTER
SEDM 512
12
16 WEEKS
1
TITLE:
TEACHING AND LEARNING STRATEGIES FOR MATHEMATICS/
NQF LEVEL
6
NATURAL SCIENCES
PURPOSE: To provide learners with the opportunity to design learner centred activities and the
principles for curriculum unit design in OBE
INTENDED LEARNING OUTCOMES:
Learners will be able to:
Design simple curricula
Write curriculum units in Mathematics/Natural Sciences
Design activities for OBE
Design and develop different lesson plans for Mathematics/Natural Sciences
PRE-REQUISITES:
Practicing Teacher
CO-REQUISITE/S:
None
DELIVERY MODES:
-
Lecture
Tutorials
Seminars/Presentations
Assignments
CONTENT
1. Maths/Natural Sciences curricula for schools
2. Principles for designing curriculum units
3. Outcomes-Based Education and Constructivism
4. Learner-centred activities
5. Designing and writing curriculum units
6. Strategies for teaching and learning maths/natural sciences
7. Scientific investigations and problem solving
ASSESSMENT MODES
-
Portfolio
Assignments
Seminars
Examination
}
} 50%
}
50%
79
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
SEDM 524
12
16 WEEKS
2
6
TITLE:
COMPUTERS IN MATHEMATICS/NATURAL SCIENCES TEACHING/ LEARNING
PURPOSE: To provide learners with the opportunity to know about computers and education and
how to use computers to supplement teaching and learning.
INTENDED LEARNING OUTCOMES:
Learners will be able to:
Demonstrate an understanding of the use of computers in education
Apply skills in using computers to supplement teaching and learning
Assess the Internet for Social and Mathematical Information
PRE-REQUISITE/S: Qualified Practising Teacher, EDM 401, 402 and 403
CO-REQUISITE/S:
None
DELIVERY MODES:
Lecture
Practicals on use of computers
Seminars
Assignments
CONTENT
The part of a micro-computer
Teacher competence in computer usage
Computer programming in Mathematics/Natural Science
Introducing Mathematical/Natural Science concepts with computer
The Internet and Science/Maths Education
ASSESSMENT MODES
-
Portfolio
Assignments
Seminars Presentation
Practical Work
50%
50%
80
CODE
CREDITS
24
DURATION
SEMESTER
SEDM 516/526
32 WEEKS
1&2
TITLE:
CONTENT SPECIALITY (MATHEMATICS/NATURAL SCIENCES)
PURPOSE: To provide learners with content environment in their subject areas.
INTENDED LEARNING OUTCOMES:
Learners will:
1. broaden their knowledge in Mathematics/Natural Science
2. be able to teach effectively their subjects
PRE-REQUISITE/S: Qualified Practising Teacher, EDM 401, 402, 403, 404 and 405
CO-REQUISITE/S:
None
DELIVERY MODES:
Lectures
Assignments/Projects
Seminars
Private Study
CONTENT
Topics are selected from subject areas for enrichment
ASSESSMENT MODES
-
Assignments
Presentation
Examination
}
} 50%
} 50%
81
NQF LEVEL
6
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
1 and 2
6
SEDM 571
24
32 WEEKS
TITLE:
PRACTICAL SCHOOL BASED PROJECT
PURPOSE: To provide learners with the opportunity to practise acquired knowledge in their schools.
INTENDED LEARNING OUTCOMES:
Learners should be able to:
1.
2.
3.
Practise newly acquired knowledge
Show improvement in their teaching
Develop and write learner-centred lesson plans and activities
PRE-REQUISITE/S: Qualified Practising Teacher.
CO-REQUISITE/S:
None
DELIVERY MODES:
-
Presentations/Lectures
Seminar
CONTENT
Principles of Project writing
Project Report Writing
ASSESSMENT MODES
-
Proposal
Research Project
} 20%
} 80%
82
CODE
CREDITS
DURATION
SEMESTER
NQF
EDSM 516
12
16 WEEKS
1
LEVEL
TITLE:
CREATION OF A POSITIVE LEARNING ENVIRONMENT
PURPOSE:
The module introduces the educator to strategies that empower him/her to create positive learning
and teaching enronments in the school and in the classroom thus enabling learners to be active
participants in the learning process.
LEARNING OUTCOMES:
o The educator will demonstrate knowledge of different types of learning environments.
o The educator will provide positive physical environment for learning.
o The educator will promote a suitable emotional learning environment for active learner
participation and involvement.
o The educator will provide positive educator- learner relationships including fair and firm
discipline.
o The educator will cultivate trust and be a role model for the learners.
MODULE CONTENT:
o Understanding different roles of an educator
o Different learning environments
- The physical environment: Its organisation and effective use
- The emotional environment: Positive support for learner achievement
- The intellectual environment: Its stimulation for positive Learning
o Educator – learner relationship
o Role Modelling
MODE OF DELIVERY:
Audio Tapes /Lectures /DVDs
o
o
Tutorials
Seminars/Presentations
Mentoring and follow-up support
o
Study Guide
ASSESSMENT:
o Practical and Work – Based Assessment
(Projects, Presentations, Seminar, Group work)
o Theory Based Assessment (Tests, Assignments, Class exercise, Exam)
83
60%
40%
CODE EDSM 513
CREDITS
DURATION
SEMESTER
16 WEEKS
1
NQF 6
TITLE: KNOWLEDGE OF CURRICULUM AND LEARNING PROGRAMMES
PURPOSE:
To provide educators with the knowledge and skills for developing relevant curriculum and
meaningful learning programmes.
LEARNING OUTCOMES:
o The educator will demonstrate adequate knowledge of learning area and show positive
understanding of the curriculum process in creating meaningful learning experiences.
o The educator will discuss the factors that influence curriculum development and
implementation.
o The educator will develop learning programmes from the New National Curriculum.
o The educator will demonstrate knowledge in using appropriate learning materials for the
curriculum.
o The educator will apply relevant strategies in curriculum evaluation and implementation.
MODULE CONTENT:
o Introduction to the ‘concept’ curriculum
- Definition
- Curriculum as the programme of schooling
- Curriculum process, development and evaluation
- Factors influencing the curriculum process.
o Curriculum design
o Curriculum implementation and evaluation
o The New National Curriculum Statement and its implications
o Learning areas and learning programmes.
o Strategies of planning teaching and learning (OBE)
MODE OF DELIVERY:
Audio Tapes/Lecturers/DVDs
o Tutorials
o Seminar/Presentations
Mentoring and follow- up support
o Study Guide
ASSESSMENT:
o Practical and Work – Based Assessment
(Projects, Presentations, Seminar, Group work)
o Theory Based Assessment (Tests, Assignments, Class exercise, Exam
84
60%
40%
CODE
CREDITS
DURATION
SEMESTER
EDSM 514
6
16 WEEKS
1
NQF 6
TITLE: CURRICULUM AND THE ADMINISTRATION OF RESOURCES AND RECORDS
PURPOSE:
The module provides educators with broad knowledge about resources and records found in
educational institutions and equips them with basic skills that enable the educators to administer and
use the resources and records effectively and efficiently
LEARNING OUTCOMES:
On completion of the module, educators will be able to:
o Demonstrate an understanding and application of major concepts and processes involving the
utilisation of resources and records in educational institutions.
o Demonstration knowledge of the existence and use of variety of resources and records
available in educational institutions
o Critically analyse the role of the administration of resources and records in the successful
implementation of OBE.
o Apply knowledge acquired in efficient record keeping for smooth institutional functioning.
MODULE CONTENT:
o Curriculum and the Role of resources in curriculum implementation
o Resources – their source and utilisation
o School records – importance, acquisition, types
o Principles of effective resource utilisation
o Record keeping – Why and how
o Equipment – Maintenance, control and monitoring systems
o Instruction – Its role in efficient use of resources and records
MODE OF DELIVERY:
o Lectures
o Tutorials
o Seminars and presentation
o Group work
o School visits
o Study guide
ASSESSMENT:
o Practical and Work – Based Assessment
(Projects, Presentations, Seminars, Group work)
o Theory - Based Assessment (Tests, Assignments, Class exercise,
Exam)
85
60%
40%
CODE
CREDITS
DURATION
SEMESTER
EDSM 515
6
16 WEEKS
1
NQF 6
TITLE: LESSON PLANNING, PREPARATION AND PRESENTATION
PURPOSE:
The module provides insights into the processes and techniques of clear, logical and sequential
planning, preparation, recording and presentation of lessons as well as management of learning
programmes.
LEARNING OUTCOMES:
On completion of the module, educators will be able to:
o Effectively prepare and plan OBE lessons in coherent and logical steps
o Prepare a learning programme, work schedule and lesson plan according to OBE
specifications
o Demonstrate effective record keeping of planning and learner progress.
MODULE CONTENT:
o OBE and principles of teaching and learning
o Learning programme preparation
- Outcomes
- Instructional Techniques
- Sequencing, Logical Steps
-
Assessment
o Innovative Teaching for OBE
o Use of Resources and Record Keeping
MODE OF DELIVERY:
o Lectures
o Classroom Support and Mentoring
o Audio Broadcasts
o Professional Support Group, Discussion and Presentations
o Tutorials and Seminars
o Study Guide
ASSESSMENT:
o Practical and Work – Based Assessment
(Projects, Presentations, Seminars, Group work)
o Theory - Based Assessment (Tests, Assignments, Class exercise, Exam)
86
60%
40%
CODE
CREDITS
DURATION
SEMESTER
EDSM 512
12
16 WEEKS
1
NQF 6
TITLE: ASSESSMENT AND LEARNER ACHIEVEMENT
PURPOSE:
To equip educators with the necessary competence in the processes and content of not only
monitoring but also assessing learner achievement and progress.
LEARNING OUTCOMES:
On completion of the module, educators will be able to:
o Effectively use assessment techniques that promote effective teaching and learning.
o Efficiently monitor the progress of learners and enhance individual growth and development
through effective record keeping and the application of a variety of techniques.
o Use a variety of assessment techniques.
MODULE CONTENT:
o Assessment: Definition in OBE
o Formative/Summative/Continuous
o Planning for Assessment
o Assessment Policies
o CASS
o Assessment Guidelines for Teaching Learning Area
o Assessment Techniques/Strategies
o Effective Assessment of Learner Achievement: Challenges
o Records in Assessment
MODE OF DELIVER
Audio Tapes/Lectures DVDs
o Tutorials
o Seminars/Presentations
o Mentoring and follow up support
o Study Guide
ASSESSMENT:
o Practical and Work – Based Assessment
(Projects, Presentations, Seminars, Group work
o Theory - Based Assessment (Tests, Assignments Class exercise, Exam)
87
60%
40%
CODE
EDFM 526
CREDITS
DURATION
SEMESTER
NQF LEVEL
12
16 WEEKS
2
6
TITLE:
CURRICULUM DESIGN, INSTRUCTIONAL STRATEGIES AND PRACTICES FOR
DIVERSITY
PURPOSE: This module introduces learners to general principles of curriculum design development
and evaluation. It also introduces learners to instructional and learning
strategies for diversity.
INTENDED LEARNING OUTCOMES:
Learners should be able to:
1.
2.
3.
Identify and demonstrate an understanding of different types of curriculum designs.
Apply principles of student centred curriculum development for diversity.
Demonstrate ability to use appropriate instructional strategies for learners with different
educational needs.
4. Demonstrate ability to develop a learning programme for diversity.
PRE-REQUISITE/S: Admission to the ACE Values and Human Rights Education
CO-REQUISITE/S:
None
DELIVERY MODES:
1. Lectures and discussions
2. Group work
3. Class presentations
4. Projects
5. Presentations by invited specialists
6. Field trips to relevant educational sites
CONTENT
1.
2.
3.
4.
5.
Different models and philosophies on curriculum design and development, e.g. Tylers Rationale.
Factors influencing curriculum development.
Infusing human rights in curriculum development, teaching and learning.
Overview of OBE principles and application to education for diversity.
Process of learning programme development
- Outcomes
- Lesson design and development
- Selection of appropriate teaching strategies
- Selection of appropriate learning and teaching media
- Application of appropriate assessment strategies
6.
Types of educational diversities and programme modification.
7.
Accommodating diversities in the learning and teaching.
ASSESSMENT MODES
Practicals and Assignments
50%
End of module Examination
50%
88
CODE
CREDITS
DURATION
SEMESTER
NQF
EDSM 511
12
16 WEEKS
1
6
TITLE: PROFESSIONAL GROWTH AND DEVELOPMENT
PURPOSE:
To equip educators with adequate knowledge of professional growth and development activities that
enables them to demonstrate the willingness to participate in such activities for personal growth.
LEARNING OUTCOMES:
On completion of the module, educators will be able to:
Define professionalism
Explain the process of professional growth and lifelong learning
Identity activities that foster professional growth and demonstrate willingness to participate
in them.
MODULE CONTENT:
o
o
o
o
Educator Professionalism defined:
- What is professionalism?
- Qualities of a professional educator
o
Professional Growth and Lifelong Learning
- The principle of lifelong learning
- Professional growth activities
- The continuum of teacher development from pre-service to in-service education.
- In – service educator development in the North West Province
- Restricted professionalism and extended professionalism: Eric Holye
MODE OF DELIVERY
o Lectures
o Seminar/Presentations
o Audio Broad Cast/DVD
o Mentoring/Follow-up Support
o Resource Centre Visits
ASSESSMENT:
o
Practical and Work – Based Assessment
(Projects, Presentations, Seminars, Group work)
o
Theory Based Assessment (Tests, Assignments, Class exercise,
Exam)
89
60%
40%
CODE
CREDITS 12
EDSM 526
DURATION
SEMESTER
NQF
16 WEEKS
2
6
TITLE: HUMAN RELATIONS AND SCHOOL DEVELOPMENT
PURPOSE:
To provide educators with adequate knowledge about human relations and help them understand the
role human relations can play in effective school development.
LEARNING OUTCOMES:
On completion of the module, educators will:
Understand and apply principles of resource administration
Put into practice appropriate interpersonal relationships (with learners, parents, staff) that
contribute positively to school development.
MODULE CONTENT:
o
o
o
o
o
o
o
Identification of Human Relation Skills
Types of human relations
Human relations and learner needs
Human relations and values
Scientific and administrative management approaches:
- Classical organizational
- Human relations
- Behavioural science
o Group dynamics in human relations
o Leadership in human relations, i.e. Nature, Causes and Resolution
o Educator – stakeholder relationship and achievement of school goals
MODE OF DELIVERY
o Lectures
o Face- to face tutorials
o Tutorial letters
o Audio broadcasts
o Mentoring
o Trainee study groups
o Study guide
ASSESSEMNT
o
Practical and Work – Based Assessment
(Projects, Presentations, Seminars, Group work
o
Theory Based Assessment (Tests, Assignments,
Class exercise, Exam)
90
60%
40%
CODE
CREDITS
DURATION
SEMESTER
NQF
6
16WEEKS
2
6
EDSM 527
TITLE: ADMINISTRATION OF AND PARTICIPATION IN EXTRA –CURRICULARAND COCURRICULAR ACTIVITIES
PURPOSE:
The module exposes to learners the nature, purpose and main principles related to
the planning and administration of extra-curricular and co- curricular activities including
their role in supplementing the teaching-learning process.
LEARNING OUTCOMES:
On completion of the module, participants will be able to:
Identity and participate effectively in selected extra and co-curricular activities to
promote whole school development.
o Contribute effectively to the development and administration of sports, cultural and
other activities in the school.
MODULE CONTENT:
o
o
The School Curriculum
- The curriculum, co-curricular and extra – curricular activities
- The function of all school activities in the development of the learner and
school culture
o
Building a School Tradition
- Strong traditions
- Weak tradition
o
Effective Administration of Extra and Co-curricular Activities
- Timetabling
- Motivation
- Coaching
- Programme consistency
- Contributing to provincial, national and international excellence
91
MODE OF DELIVERY
o
o
o
o
o
o
Lectures
DVDs
Tutorials
Seminars/Presentation
Mentoring and follow up support
Study Guide
92
CODE
CREDITS
DURATION
SEMESTER
NQF
6
16 WEEKS
2
6
EDSM 524
TITLE: SCHOOL AND PERSONNEL MANAGEMENT
LEARNING OUTCOMES:
On completion of the module, educators will be able to:
Demonstration knowledge and understanding of the process and skills in educational
personnel management.
o Analyse critically issues and challenges in personnel management.
o Ensure the development and management of staff development and mentoring
programmes using democratic principles.
o Inspire and build commitment as well as confidence in other staff for staff development.
MODE CONTENT:
o
o Human Resource and its management
o Personnel policy, procedures and management
o Challenges in personnel management
o Staff recruitment and development for effective institutional governance
o Leadership, commitment and confidence in personnel management
o Democratic principles in staff development.
MODE OF DELIVERY
o Lectures
o Tutorials
o Seminar and Presentations
o Group work
o Study Guide
ASSESSMENT:
o
Practical and Work – Based Assessment
(Projects, Presentations, Seminars, Group work)
o
Theory Based Assessment (Tests, Assignment,
Class exercise, Exam)
93
60%
40%
CODE
CREDITS
DURATION
EDSM 525
12
16 WEEKS
SEMESTER
2
NQF
6
TITLE: DECISION – MAKING AND ACCOUNTABILITY
PURPOSE:
The module gives an in-depth understanding of the processes and procedures for democratic decisionmaking and accountability within any educational institution and lays the foundations for the application
of such processes and procedures leading to effective whole school development.
LEARNING OUTCOMES:
On completion trainees should be able to:
o Explain the process of decision-making and how it affects school operations
o Participate in decision-making effectively
o Apply democratic principles and procedures in decision- making
MODULE CONTENT:
What is decision-making?
Decision making theory
Decision making processes and procedures
Models of decision- making
Participation in decision- making
Levels of accountability in a school
Areas of accountability in a school – Learner Welfare, Professional Accountability
Resources, Time and Finance
MODE OF DELIVERY
o
o
o
o
o
o
o
o Lectures
o Face-to face tutorials
o Tutorial letters
o Audio broadcasts
o Mentoring
o Trainee study groups
o Follow –up support
o Study guide
ASSESSMENT:
o
Practical and Work – Based Assessment
(Projects, Presentations, Seminars Group work)
o
Theory Based Assessment (Tests, Assignments
Class exercise, Exam)
94
60%
40%
CODE
CREDITS
DURATION
SEMESTER
EDSM 522
12
16 WEEKS
2
NQF LEVEL
6
TITLE: LEADERSHIP, COMMUNICATION AND SERVICE
PURPOSE:
The module serves to provide educators with broad knowledge and understanding of the concepts
leadership, communication and service and developing them (educators) skills that lead to the
successful application of the concepts within schools.
LEARNING OUTCOMES:
On completion trainees should be able to:
Demonstrate critical understanding of leadership and communication theories and apply
them in the classroom situation.
o
Show confidence, commitment, initiative and creativity in playing their leadership and
service roles in the school situation.
MODULE CONTENT:
o
o
o
What is leadership?
Leadership – traditional and emerging
- Trait-situation dilemma
- Contingent approaches
o Group dynamics in leadership
o What is communication
o Theories of communication
o The role of communication in leadership
o Barriers to communication
o Educator service to SGBs
MODE OF DELIVERY
o Lectures
o Face-to face tutorials
o Tutorial letters
o Audio broadcasts
o Mentoring
o Trainee study groups
o Follow –up support
o Study guide
ASSESSMENT:
o
Practical and Work – Based Assessment
(Projects, Presentations, Seminars Group work)
o
Theory Based Assessment (Tests, Assignments
Class exercise, Exam)
95
60%
40%
CODE
CREDITS
DURATION
EDSM 523
12
16 WEEKS
SEMESTER
2
NQF LEVEL
6
TITLE: EDUCATION MANAGEMENT AND DEVELOPMENT
PURPOSE:
To expose educators to a variety of school management skills that enable them to participate
effectively in the planning and education management activities that lead to effective school
development.
LEARNING OUTCOMES:
On completion trainees should be able to :
o Define the functions of management
o Explain how educational policy is formulated
o Apply the various approaches to educational planning and management
o Outline the role of strategic and financial planning in successful education management
MODULE CONTENT:
o What is education management?
o What is education development?
o Planning in education
o Organizing in education
o Leading in education
o Controlling in education
o Policy analysis in education
o Programme implementation and evaluation in education
o Models of educational planning
o Records and resource management
o Strategic and financial planning
o Project management and communication
MODE OF DELIVERY
o Lectures
o Face-to face tutorials
o Tutorial letters
o Audio broadcasts
o Mentoring
o Trainee study groups
o Follow –up support
o Study guide
ASSESSMENT:
o Practical and Work – Based Assessment
(Projects, Presentations, Seminars Group work)
o Theory Based Assessment (Tests, Assignments
Class exercise, Exam)
96
60%
40%
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
EDFM 571
12
16 WEEKS
1
TITLE:
INTRODUCTION TO RESEARCH METHODS AND REPORT WRITING
PURPOSE:
6
To provide students with the knowledge and skills in research methods and report
writing
INTENDED LEARNING OUTCOMES:
Learners will be able to:
Explain the concept of educational research and types of research
Develop research problems, purpose statement, significance of the study
Conduct a review of the literature, formulate hypothesis
- Understand and apply qualitative and quantitative research approaches to educational research
- Develop research design and procedures, select population and apply sampling techniques
- Develop appropriate research tools/instruments and data collection procedures
- Conduct data analysis including descriptive and inferential statistics
- Compile a research proposal as well as a research report
PRE-REQUISITES: Admission to ACE Human Rights
CO-REQUISITES:
None
DELIVERY MODES:
Lectures
Directed private study
Seminars, workshops
Student presentations
Project / assignments
CONTENT:
-
Introduction to educational research and types of research
Development of research problems, background study, problem statement, significance of the
study/research
Review of the literature, formulation of hypothesis
Qualitative and quantitative research
Research design, methods, population, sample and sampling techniques
Instruments/tools of research, data collection procedures
Data analysis and interpretation, descriptive and inferential statistics
Proposal/Report writing
ASSESSMENT:
A portfolio of assessments including seminars, projects, written assignment and research proposal
97
CODE
CREDITS
DURATION
SEMESTER
EDPM 521
TITLE:
12
16 WEEKS
2
EDUCATION LAW AND HUMAN RIGHTS EDUCATION
PURPOSE:
To introduce students to the Bill of Rights in Education.
INTENDED LEARNING OUTCOMES:
The students should be able to:
- Demonstrate and understanding of basic knowledge of education law.
- Demonstrate an understanding of issues related to human rights education.
- Interpret and analyse the impact of human rights issues..
- Give guidance on education law issues.
PRE-REQUISITES:
A Diploma in Education or its equivalent.
CO-REQUISITES:
None
DELIVERY MODES:
-
Lectures
-
Directed Self-Study
- Research and Seminars
CONTENT:
Sources of Education Law - Legislation, Common Law, Case Law
 The Constitution as Supreme Law
 Human Rights in Education
Human dignity, equality, language and culture
Just administrative action, privacy and freedom of expression
Freedom of religion, belief and opinion
Political rights and labour relations
Application of the Bill of rights, limitation of rights
 What is education policy?
Concepts of policy development and policy implementation
The process of education policy development and implementation
 Local education policies
White Papers on Education and training
SASA, Educators Act, LRA
ASSESSMENT:
- Presentation, Assignment
- Small Scale Project
- Examination
98
NQF LEVEL
6
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
12
16 WEEKS
1
5
EDDM 512
TITLE:
BASIC COMPUTER LITERACY
PURPOSE:
To help students to develop basic computer skills that will lay the foundations
of their work as teachers.
INTENDED LEARNING OUTCOMES:
On the successful completion of this module, students will:
Demonstrate basic knowledge about the evolution of computers.
Demonstrate the application of computers as instructional tools.
Demonstrate basic knowledge of multimedia system.
Demonstrate knowledge about computer professionals’ code of ethics.
PRE-REQUISITES:
Satisfy university admission requirements
CO-REQUISITES:
None
DELIVERY MODES:
-
Lectures
Practicals
Demonstrations
CONTENT:
1.
2.
3.
History of computers.
Applications: Introduction to Windows, Introduction to Microsoft Word, Introduction to
PowerPoint
Internet
ASSESSMENT:
Assignment, Projects, Presentation
End of module Examination
} 50%
} 50%
99
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
1
6
EDDM 511
12
16 WEEKS
TITLE: BASIC CLASSROOM RESEARCH
PURPOSE:
This module is intended to acquaint learners with the principles and process of
research based in the classroom
INTENDED LEARNING OUTCOMES:
On successful completion of this module learners will be able to:
1.
Identify and explain the basic principles regarding research generally and classroom research
in particular.
2.
Demonstrate knowledge understanding of common problems that teachers face in their daily
asks.
3.
Isolate classroom problems that demand research and understanding
PRE-REQUISITE/S: Pass in a total of 6 education modules
CO-REQUISITE/S:
None
DELIVERY MODES:
1.
Lectures
2.
Tutorial
3.
Direct study
4.
Practicals involving development of research instrument
5.
Seminars
CONTENT
1.
Basic principles of research
2.
Common classroom problems
3.
Use of research in solving classroom problems
4.
Techniques of data collection and analysis
5.
Development of research instruments - basic principles:
ASSESSMENT MODES
-
Written assignments and Exercises
Continuous assessment of weekly practicals
Assessment of project work
Research instrument (outline)
End of module exam
}
}
}
} 50%
} 50%
***EDT 412 will be offered again in Semester 2 if 10 or more students register for it
100
CODE
EDDM513
TITLE:
CREDITS
DURATION
SEMESTER
NQF LEVEL
16
16 WEEKS
1
6
PROJECT DESIGN AND PLANNING I
PURPOSE: The module affords learners a chance to understand and analyse the process of
designing and planning a project.
INTENDED LEARNING OUTCOMES:
Learners will be able to:
demonstrate an understanding of the process of designing and planning a project.
analyse factors that are critical in the success of a project.
Apply the skills gained in designing and planning a project.
PRE-REQUISITE/S: Admission to the Advanced Certificate in Education
CO-REQUISITE/S:
None
DELIVERY MODES:
Lectures
Group discussion
Practicals
Video presentation
Seminars
CONTENT
Situation and context analysis
Project conceptualization and defining
Project presentation and approval
Resource mobilization
Critical success factors for successful projects
ASSESSMENT MODES
-
Two written assignments
Seminar presentation
End of module Examination
}
} 50%
} 50%
101
CODE
CREDITS
DURATION
SEMESTER
EDDM 522
24
16 WEEKS
2
TITLE:
PROJECT IMPLEMENTATION: STRATEGIES AND PROBLEMS
NQF LEVEL
6
PURPOSE: The module provides an understanding of the strategies and problems if implementing a
project in education.
INTENDED LEARNING OUTCOMES:
By the end of the module learners will be able to:
1.
Demonstrate knowledge and understanding of methods of implementing an educational
project.
2. Monitor a project in education.
3. Demonstrate skills in strategies of budgeting and mobilizing project resource.
PRE-REQUISITE/S: Admission to the Advanced Certificate in Education
CO-REQUISITE/S:
None
DELIVERY MODES:
-
Lectures
Group discussion
Practicals in writing work plan and monitoring plans
Library study
CONTENT
1.
Drawing work plan
2.
Budget structure
3.
Funding and resource mobilization
4.
Monitoring and evaluation of plans
5.
Organisation of progress reviews
6.
Adjusting to unexpected setbacks and ground factors
ASSESSMENT MODES
-
Written assignments
Seminar presentation
Practicals
End of module Examination
}
}
} 50%
} 50%
102
CODE
CREDITS
DURATION
EDDM 514
12
16 WEEKS
TITLE:
PROJECT MANAGEMENT I
SEMESTER
NQF LEVEL
1
6
PURPOSE: The module gives insights and skills in project management at all stages of development
and implementation.
INTENDED LEARNING OUTCOMES:
Learners will be able to:
1.
Demonstrate an understanding of the process of project management
2.
Apply the skills of project management
3.
Analyse factors that might lead to failure in project management
PRE-REQUISITE/S: Admission to the Advanced Certificate in Education
CO-REQUISITE/S:
None
DELIVERY MODES:
Lectures
Visits to some project sites
Group discussions
Practicals in Project Management
CONTENT
Project manager: roles and responsibilities
Facilitation skills
Management (control) e.g. project monitoring, auditing, quality assurance
Time and Milestone management
Performance measurement and project reporting
Resource management
Managing project stakeholders
ASSESSMENT MODES
-
Written assignments
Seminar presentation
End of module Examination
}
} 50%
} 50%
103
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
EDDM 523
12
16 WEEKS
2
6
TITLE:
PROJECT EVALUATION
PURPOSE: The module provides learners with insights into the strategies and techniques of
conducting project evaluation.
INTENDED LEARNING OUTCOMES:
1.
Plan strategies of project evaluation
2.
Apply the “when, who, why, how” principles in project evaluation
3.
Write evaluation reports
4.
Demonstrate an understanding of the formative and summative processes in project evaluation
PRE-REQUISITE/S: Admission to the Advanced Certificate in Education
CO-REQUISITE/S:
None
DELIVERY MODES:
Lectures
Group discussions
Seminars
Video presentation and discussion
CONTENT
Planning of evaluation (when, who, why, how)
Drawing monitoring and evaluation plans
Strategies of project evaluation (formative and summative)
Writing an evaluation report
ASSESSMENT MODES
-
Written assignments
Seminar presentation
End of module Examination
}
} 50%
} 50%
104
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
2
6
EDDM 524
12
16 WEEKS
TITLE:
LEADERSHIP IN PROJECT MANAGEMENT
PURPOSE: The module provides an understanding of the leadership roles and practices related to
project management and implementation.
INTENDED LEARNING OUTCOMES:
By the end of the module learners will be able to:
1.
2.
3.
4.
Analyse the leadership styles of project management.
Practice leadership skills that will enhance efficiency.
Manage a project using principles gained from the module.
Promote project success through effective leadership.
PRE-REQUISITE/S: Admission to the Advanced Certificate in Education
CO-REQUISITE/S:
None
DELIVERY MODES:
-
Lectures
Group discussions
Simulation Exercises
Video presentation
CONTENT
-
Identify the project leader
Project leadership as a process
Team leading skills and influencing styles for the project leader
Identifying and dealing with conflict
Skills in conducting meaningful meetings
Managing priorities and politics
ASSESSMENT MODES
-
Written assignments
Evaluation Exercises
Seminar Presentation
End of module Examination
}
}
} 50%
} 50%
105
CODE
CREDITS
DURATION
EDSM 516
12
16 WEEKS
TITLE:
SEMESTER 1
NQF LEVEL
CREATION OF A POSITIVE LEARNING ENVIRONMENT
PURPOSE:
The module introduces the educator to strategies that empower him/her to create positive learning and
teaching enronments in the school and in the classroom thus enabling learners to be active
participants in the learning process.
LEARNING OUTCOMES:
o The educator will demonstrate knowledge of different types of learning environments.
o The educator will provide positive physical environment for learning.
o The educator will promote a suitable emotional learning environment for active learner
participation and involvement.
o The educator will provide positive educator- learner relationships including fair and firm
discipline.
o The educator will cultivate trust and be a role model for the learners.
MODULE CONTENT:
o Understanding different roles of an educator
o Different learning environments
- The physical environment: Its organisation and effective use
- The emotional environment: Positive support for learner achievement
- The intellectual environment: Its stimulation for positive Learning
o Educator – learner relationship
o Role Modelling
MODE OF DELIVER:
Audio Tapes /Lectures /DVDs
o
o
Tutorials
Seminars/Presentations
Mentoring and follow-up support
o
Study Guide
ASSESSMENT:
o Practical and Work – Based Assessment
(Projects, Presentations, Seminar, Group work)
o Theory Based Assessment (Tests, Assignments, Class exercise, Exam
106
60%
40%
CODE
EDFM 526
CREDITS
DURATION
SEMESTER
NQF LEVEL
12
16 WEEKS
2
6
TITLE:
CURRICULUM DESIGN, INSTRUCTIONAL STRATEGIES AND PRACTICES FOR
DIVERSITY
PURPOSE: This module introduces learners to general principles of curriculum design development
and evaluation. It also introduces learners to instructional and learning
strategies for diversity.
INTENDED LEARNING OUTCOMES:
Learners should be able to:
5.
6.
7.
Identify and demonstrate an understanding of different types of curriculum designs.
Apply principles of student centred curriculum development for diversity.
Demonstrate ability to use appropriate instructional strategies for learners with different
educational needs.
8. Demonstrate ability to develop a learning programme for diversity.
PRE-REQUISITE/S: Admission to the ACE Values and Human Rights Education
CO-REQUISITE/S:
None
DELIVERY MODES:
7. Lectures and discussions
8. Group work
9. Class presentations
10. Projects
11. Presentations by invited specialists
12. Field trips to relevant educational sites
CONTENT
6.
7.
8.
9.
10.
Different models and philosophies on curriculum design and development, e.g. Tylers Rationale.
Factors influencing curriculum development.
Infusing human rights in curriculum development, teaching and learning.
Overview of OBE principles and application to education for diversity.
Process of learning programme development
- Outcomes
- Lesson design and development
- Selection of appropriate teaching strategies
- Selection of appropriate learning and teaching media
- Application of appropriate assessment strategies
8.
Types of educational diversities and programme modification.
9.
Accommodating diversities in the learning and teaching.
ASSESSMENT MODES
-
Practicals and Assignments
End of module Examination
50%
50%
107
CODE
CREDITS
DURATION
SEMESTER
NQF LEVEL
32 WEEKS
1&2
6
EDDM 571
24
TITLE:
GUIDED FIELD PROJECT
PURPOSE: The module provides skills, knowledge and practical experience in conducting a field
research project.
INTENDED LEARNING OUTCOMES:
Learners will be able to:
Identify a research project problem.
Design a research plan (proposal).
Collect relevant data in the field.
Analyse the data and document the findings.
Make recommendations
PRE-REQUISITE/S: Admission to the Advanced Certificate in Education
CO-REQUISITE/S:
None
DELIVERY MODES:
Lectures
Practicals
Consultation between students and lecturer
Feedback on research progress
CONTENT
Research methods: an overview
Problem identification and analysis
Proposal writing
Techniques of data collection
Data analysis
Report writing
ASSESSMENT MODES
Research proposal (plan)
Guided Field Project Report
}
} 100%
108
CODE
CREDITS
PCLM 521
10
DURATION
SEMESTER
NQF LEVEL
2
6
TITLE:
UNDERSTAND SCHOOL LEADERSHIP AND MANAGEMENT IN THE SOUTH
AFRICAN CONTEXT
INTENDED LEARNING OUTCOMES:
After successfully completing the module the student must be able to:

give an overview of the course;

demonstrate a basic understanding of what is involved in school management and
leadership in South Africa and

make an assessment of own abilities in management and leadership (in terms of
current notions of competence and relevance in South Africa in relation to
management and leadership).
CODE
CREDITS
PCTL 572
TITLE:
DURATION
10
SEMESTER
NQF LEVEL
1&2
6
MANAGE TEACHING AND LEARNING
INTENDED LEARNING OUTCOMES:
After successfully completing the module the student must be able to:

demonstrate the personal and professional qualities necessary for effective
management of teaching and learning;

manage the planning and implementation and monitoring/ evaluation of teaching (to
ensure quality learning for all in the context of national, provincial and school
policy);

understand and be able to apply relevant content knowledge (in the design,
implementation and evaluation of teaching and learning and the organisation of the
school environment) and
create, manage and sustain a safe, caring and disciplined environment (and show
commitment to following this through in the way in which teaching and learning is
organised)

109
CODE
CREDITS
PCMP 571
20
TITLE:
DURATION
SEMESTER
NQF LEVEL
1&2
6
: LEAD AND MANAGE PEOPLE
INTENDED LEARNING OUTCOMES:
After successfully completing the module the student must be able to:

demonstrate the personal qualities necessary for effective leadership and
management of people;

plan, allocate, support and evaluate work undertaken by groups, teams and
individuals (ensuring clear delegation of tasks and devolution of responsibilities);

develop the professional skills of self, groups and individuals to enhance their
performance (and that of the school);

create an environment conducive to collective bargaining, collaboration and
negotiation (and conflict resolution) and

understand and be able to apply relevant content knowledge in leading and
managing people.
CODE
PCSR 571
TITLE:
MANAGE
RESOURCES
CREDITS
DURATION
20
SEMESTER
NQF LEVEL
1&2
ORGANIZATIONAL
SYSTEMS,
PHYSICAL
6
AND
FINANCIAL
INTENDED LEARNING OUTCOMES:
After successfully completing the module the student must be able to:
demonstrate the personal and professional qualities and skills necessary for effective
management of organizational systems and financial and physical resources;
set up, implement, maintain and evaluate organizational systems for the school (where
possible making use of appropriate information and communication technology
ICT);
manage the financial
and
resources of the school in a transparent and accountable way
understand and be able to apply relevant content knowledge and skills in the
management of organizational systems, and physical and financial resources.
110
CODE
PCDG 572
CREDITS
DURATION
20
TITLE:
:
MANAGE
GOVERNANCE
POLICY,
PLANNING,
SEMESTER
NQF LEVEL
1&2
6
SCHOOL
DEVELOPMENT
AND
INTENDED LEARNING OUTCOMES:
After successfully completing the module the student must be able to:
demonstrate the personal qualities necessary for effective management (policy,
planning, school development and governance);
develop and communicate school values, vision, mission, policies and plans (in a
collaborative way and secure commitment to these);
develop and maintain sound working relationships with the School Governing Body (as
well as parents, learners, the community and the department) and
understand and be able to apply relevant content knowledge in leading and managing
policy, planning, school development and governance.
CODE
PEPA 512
TITLE:
CREDITS
DURATION
15
SEMESTER
NQF LEVEL
1
5
: PLAN AND CONDUCT OUTCOMES BASED ASSESSMENT
INTENDED LEARNING OUTCOMES:
After successfully completing the module the student must be able to:

demonstrate understanding of outcomes-based assessment;

prepare for assessments;

conduct assessments;

provide feedback on assessments and

review assessments.
111
CODE
PFCL 521
TITLE:
CREDITS
DURATION
4
SEMESTER
NQF LEVEL
2
5
: BASIC COMPUTER LITERACY IN SCHOOL MANAGEMENT
INTENDED LEARNING OUTCOMES:
After successfully completing the module the student must be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
define a computer
name and describe the various components of a computer
demonstrate effective and efficient use of a word processor program
demonstrate effective and efficient use of a spreadsheet program
demonstrate effective and efficient use of a graphics program
demonstrate effective and efficient use of an email program
demonstrate effective and efficient use of a browser and search engines
understand and explain the use of computers in education and
understand and explain aspects regarding the safe and ethical use of computers
CODE
PFLS 511
TITLE:
CREDITS
DURATION
6
SEMESTER
NQF LEVEL
1
5
: LANGUAGE SKILLS IN SCHOOL MANAGEMENT AND LEADERSHIP
INTENDED LEARNING OUTCOMES:
After successfully completing the module the student must be able to demonstrate
competence in reading, writing, listening, and speaking skills necessary for effective
management in schools.
112