Berea College B Ed FP Teaching Submission

Submission of new teacher education qualifications for approval by the Department of Higher Education and Training
Additional Information to be submitted for a Diploma in Grade R Teaching, a Bachelor of Education, an Advanced Diploma in Teaching and an Advanced
Certificate in Teaching
(Kindly note that this information is required in addition to the normal standard submissions of new/revised teacher education programmes for
clearance and approval for inclusion of the programme on the (public) institution’s Qualifications and Programmes Mix, and for recognition and
approval of a programme for employment in education)
1. Name of the institution

Berea College of Technology (Pty) Ltd
2. Title of the qualification (Designator and Qualifiers, NQF Level and total credits) and purpose of the qualification
Bachelor of Education in Foundation Phase Teaching
Abbreviated as: B.Ed. (Foundation Phase Teaching)
NQF level of programme: Level 7
Total Minimum credit points for the programme: 508cp
Purpose of qualification:
The purpose of the Bachelor of Education in Foundation Phase Teaching is to develop in graduates a well-rounded knowledge base for beginner
competence in teaching that will enable them to teaching effectively in the Foundation Phase of schooling. Through the programme design, the students
will develop foundational knowledge in the core study of Education to understand teaching and learning within a schooling context relative to the realities
of the South African schooling context and the diversity of learners that will engage in learning. The well-rounded knowledge base of educational theories
and teaching methodologies developed through the programme will enable the graduates to responsibly demonstrate their academic and professional
competence in teaching their teaching specialisations at the Foundation Phase level and which will provide the platform to engage in post-graduate studies
in Education. The programme also aims to develop in students’ well-rounded subject content knowledge in their teaching specialisation that will enable the
graduates to teach their teaching specialisation competently.
Through these well-rounded knowledge bases, the programme aims to develop qualified classroom teachers who can demonstrate focused knowledge and
skills in teaching their teaching specialisation at the Foundation Phase of schooling and would, therefore, constitute the basis for entry into a
professionalised teaching profession.
3. Qualifications required for admission

The minimum requirements for admission into the B.Ed. (Foundation Phase Teaching) are
• National Senior Certificate or NQF Level 4 National Certificate (Vocational)with a Bachelors pass endorsement
• Minimum of 28 NSC points
• Grade 12 qualifying for a Bachelor entrance as well as those with a mature age exemption will be considered.
Teachers who are in possession of a recognized Certificate or Diploma in Education or in other relevant fields may also present their qualifications for
admission into the Bachelor of Education, with a possibility of transfer of credits in cognate previous studies. The process of RPL, as guided by the
institution’s RPL policy, will form the framework for recognition of credits.
RPL for admission would then be considered based on document analysis in relation to the following:
• Appraisal of prior qualifications in Education and other relevant fields of study to meet admission requirements for the programme. The appraisal
will be based on equivalence as identified by Universities South Africa or in terms of minimum admission competence evaluated through review of
supporting curriculum documents related to the prior study.
• Appraisal of prior knowledge that is required to pursue a specific teaching specialization within the B.Ed. programme. The appraisal will be
conducted by reviewing programme documents, certificates and course outlines of prior study that demonstrates relevant competences and
outcomes as required by the programme
• Transfer of credits for placement at advanced levels of the programme will also be done on the basis of appraisal of outcomes and content
knowledge of prior study in relation to the programme module/s that credits will be allocated against.
• The BCT's (Berea College of Technology) RPL policy will be implemented.
The RPL application will be reviewed by a panel consisting of academic experts from the relevant department and other academics and managers
from the institution.
The panel will consider formal academic qualifications, work experience, relevant professional certifications, and membership of professional
bodies.
The RPL panel will consider applications for:
o Admission to a qualification (restricted to 10% of the cohort)
o The awarding of credit exemption for a specific discrete module within the qualification.
4. Articulation with other qualifications and programmes
Completion of Bachelor of Education degree allows the graduate entry into a 120 credit NQF level 7 Advanced Diploma, or vertically, for admission into a
120 credit NQF Level 8 Bachelor of Education Honours degree, or a cognate Postgraduate Diploma programme
5. Mode of delivery of the programme
Full-time
Part-time
Contact mode
Distance education
6. Module Descriptors
Please provide a module description for each of the modules that make up the programme. For each module description:
o Give the name of the module, as well as its NQF level, and the number of credits allocated to it.
o Start with a clear purpose statement that describes the overall purpose of the module
o This should be followed by a brief description of the content of the module.
o Thereafter the competences that the module will assist in developing should be identified (See Appendix C in the Policy on Minimum Requirements for
Teacher Education Qualifications)
o Finally the roles that the module will assist in developing should be identified ( See Appendix A in the Policy on Minimum Requirements for Teacher
Education Qualifications)
Modules should be presented in alphabetical order.
See attached document that details the module description
Programme Design Module: Technology and Teaching (Year 1, Semester 1) (Compulsory)

Modules should be presented in alphabetical order!
Module Descriptors
Give the name of the module, as well as its NQF level, and the number of credits allocated to it.
Start with a clear purpose statement that describes the overall purpose of the module
This should be followed by a brief description of the content of the module.
Thereafter the competences that the module will assist in developing should be identified
Finally the roles that the module will assist in developing should be identified
Module Name Technology & teaching (Year 1) (Semester 1)

NQF Level 5
Credits 10
Purpose of module:
The Technology & teaching module aims to provide students with insight into current issues and options available in the field of computers and information
technology in order to facilitate use of existing technologies in completing the B.Ed (Foundation Phase teaching), as well as assisting students to more
broadly understand the components of information technology systems and how they function and can be set up. The aim is to facilitate and improve the
management of information and technology in their personal lives and in the classroom.
Outcomes of the module: (By the end of this module students will be able to …)
Learning Outcome 1
Explain how technology and computers are used in learning and work contexts.
Learning Outcome 2
Demonstrate using computers and technology by participating in on-line learning forums and using technology to engage in learning.
Learning Outcome 3
Evaluate hardware, software, network and information system options available by making recommendations for specified contexts.
Learning Outcome 4
Review existing personal and work security and privacy systems and settings and recommend improvements thereto.
Assessment criteria for module outcomes

Students will:
LO1: Explain how technology and computers are used in learning and work contexts
AC1: Discuss the roles and risks of technology in own life.
AC2: Familiarity with hardware; storage; software; networks; the internet; security, privacy, rights and ethics; and information systems
AC3: Identify hardware; storage; software; networks; the internet; security, privacy, rights and ethics; and information systems used in personal and
work context.
AC4: Discuss the set-up of the flipped classroom.
AC5: Discuss and evaluate the role and application of games-based learning in Foundation phase teaching.
LO2: Demonstrate using computers and technology by participating in on-line learning forums and using technology to engage in learning
AC1: Participate in on-line learning activities using appropriate software applications, on-line tools and search functions.
AC2: Demonstrate use of software applications in development and completion of assignments / assessment tasks.
AC3: Demonstrate use of computers and technology in submission of assignments / assessment tasks.
LO3: Evaluate hardware, software, network and information system options available by making recommendations for specified contexts.
AC1: Evaluate hardware in personal and / or work environment to meet identified needs.
AC2: Assess software in personal and / or work environment to ensure ‘fit for use’.
AC3: Evaluate network requirements in personal and / or work environment to meet identified needs.
AC4: Assess information system requirements to meet future work environment needs.
AC5: Recommend hardware, software, networks, information systems for a specified personal and / or work environment.
LO4: Review existing personal and work security and privacy systems and settings and recommend improvements thereto.
AC1: Identify and explain security and privacy risks within the specified field (computers and technology).
AC2: Discuss issues of copyright, trademarks and patents as they pertain to the specified field (computers and technology).
AC3: Explain the ethical use of material, resources and information.
AC4: Discuss and evaluate existing security and privacy technology risks as it pertains to own personal and / or work environment.
Content of module:
Introduction to technology [Chapter 1: Pages 2—42]
All about hardware
• System unit, processing and memory [Chapter 2: Pages 48—88]
• Storage [Chapter 3: Pages 92—122]
• Input and output devices [Chapter 4: Pages 128—167]
All about software
• System software (for PCs and mobile devices) [Chapter 5: Pages 174—198]
• Application software (Word processing, Spreadsheets, Presentation graphics, Educational and referencing, project management,
accounting and personal finance) [Chapter 6: Pages 212—233; 237—239; 244; 245—247]
Network and the internet
• Networks [Chapter 7: Pages 254—295]
• The Internet [Chapter 8: Pages 298—331; 336—337]
Security, privacy, rights and ethics
• Security and privacy issues [Chapter 8: Pages 332—335; Chapter 9: Pages 342—386]
• Rights [Chapter 13: Pages 518—525]
• Ethical computing [Chapter 13: Pages 526—539; 560—561]
Technology in teaching
• Delgado, A.J., Wadlow, L., McKnight, K. & O’Malley, K. 2015. Educational Technology: A Review of the Integration, Resources, and
Effectiveness of Technology in K-12 Classrooms. Journal of Information Technology Education: Research, 14, 397-416.
• Zainuddin, Z., Halili, S.H. 2016. Flipped Classroom Research and Trends from Different Fields of Study. International Review of Research in
Open and Distributed Learning, 17(3), 313-340
• Song, Y., Jong, M.S.Y., Chang, M., & Chen, W. 2017. Guest Editorial: “HOW” to Design, Implement and Evaluate the Flipped Classroom? – A
Synthesis. Educational Tehcnology & Society, 20(1), 180-183.
• Shifflet, R., Toledo, C., & Mattoon, C. A touch Tablet Surprises: A Preschool Teacher’s Story. Young Children, 36-41.
• Hammonds, L., Matherson, L.H., Wilson, E.K. & Wright, V.H. 2013. Gateway Tools: Five Tools to Allow Teachers to Overcome Barriers to
Technology Integration. The Delta Kappa Gamma Bulletin, 80(1), 36-40.
Assessment:
Formative assessment for contact and distance mode of delivery:

Students must complete one assignment and test.
Assignments
There is one assignment for each module.
The assignment either requires students to demonstrate knowledge of a specific area. They will need to read widely and write an essay. OR
It requires students to apply knowledge and demonstrate their ability to perform specific tasks / activities. This may include and is not limited to case
studies, simulations, projects etc.
The assignment contributes 20% of the final mark.
Tests for distance
There are online pre-learning quizzes to be completed by the learner. This contributes 20% towards the final mark.
There is a minimum of 5 on-line pre-learning quizzes (depending on credit value of the module) that contribute to the final assessment. A range of
assessment methodologies are used (e.g. multiple choice, matching columns, true / false, drop & drag, single answer responses etc.).
Students must achieve a minimum of 50% in the assignments and tests to write the examination.
Test for contact
A minimum of one test is required. The test contributes 20% of the total final mark.
The following is the recommended structure for the test in contact learning:
Year Year 1
Question type % Marks
Section 1: Short answer questions: Multiple choice, true / false with motivation to support answers, 30% 15
matching columns
Section 2: Short / medium answer: 40% 20
Section 3: Long answer: essay / case studies / articles with choice of questions. 30% 15
Total 100% 50
Duration 50 minutes
Examination
The examinations for each module, contribute 60% of the total final mark. Examinations are written for the fundamental, disciplinary and pedagogical
subjects
Year Year 1 & Year 4

(NQF level 5 & 6 subjects)
Section 1: Short answer questions: Multiple choice, true / false with motivation to support answers, matching 30% 30
columns
Total 100% 100
Duration 1h30
A student must achieve a minimum of 40% in the examination for the examination mark to count towards the module final mark.
The final assessment result is weighted as follow: Assignment contributes 20% of the final mark, the test contributes 20% of the final mark, and the
examination contributes 60% of the final mark.
For the student to achieve credits for the module (to pass), they must achieve an overall result of 50%.
Contribution of this module to the programme knowledge mix:
This module is aligned to the following ELOs:
Exit level outcome 3:

Demonstrate competence about the knowledge base underpinning Foundation Phase learning areas.
Exit level outcome 4
Plan, design and reflect on learning programmes that are appropriate for Foundation Phase learners, learning contexts and learning areas.
Select, use and adjust teaching and learning strategies to meet Foundation Phase learner and context needs.
Function responsibly within the education system, the institution, and the community in which the institution is located.
Moderation of module:
Both internal and external moderation is conducted to ensure assessment is consistent, accurate and well-designed. The policy of the institution will guide
this process. However, the following applies broadly to internal moderation:
• Moderation is only conducted by suitably qualified and appointed personnel.

• Moderation is conducted in line with the moderation plan.
• Moderation is conducted to ensure that the principles of validity, authenticity, reliability, sufficiency, currency and fairness are upheld.
• Moderation covers the assessment process, the instruments used (assessment design and methodology), the documentation (assessment records,
reporting and feedback mechanisms) and the judgements made (assessment decisions) on tests, assignments and examination papers.
• A minimum of a 10% random sample applies for moderation of tests, assignments and examination papers. However, if serious discrepancies are
identified, the procedure of the institution applies regarding re-assessment.
• Moderators guide and support assessors.
• Moderation is documented (written feedback is provided) using standard forms of the respective institutions.
The institution makes use of external moderation (for fourth year subjects – Education Studies, Psychology, Mathematics, English, isiZulu, Afrikaans,
Mathematics Teaching & Learning, Home language Teaching & Learning (English / isiZulu / Afrikaans), Life Skills Teaching & Learning). The above bullets,
along with the additional point below, apply:
• Members from other educational institutions or from public higher education institutions or individuals with the appropriate qualification,
experience and subject knowledge may be appointed as external moderators. They must meet the minimum standards as set down by the
institution in terms of qualifications, experience and subject knowledge.
Module readings:
Prescribed text:
• Morley, D. & Parker, C.S. 2017. Understanding computers: Today and tomorrow (16 th edition). South Africa. Cengage Learning [Also available
online]
Prescribed articles:
• Zainuddin, Z., Halili, S.H. 2016. Flipped Classroom Research and Trends from Different Fields of Study. International Review of Research in Open and
Distributed Learning, 17(3), 313-340
• Song, Y., Jong, M.S.Y., Chang, M., & Chen, W. 2017. Guest Editorial: “HOW” to Design, Implement and Evaluate the Flipped Classroom? – A
• Delgado, A.J., Wadlow, L., McKnight, K. & O’Malley, K. 2015. Educational Technology: A Review of the Integration, Resources, and Effectiveness of
Technology in K-12 Classrooms. Journal of Information Technology Education: Research, 14, 397-416.
• Shifflet, R., Toledo, C., & Mattoon, C. A touch Tablet Surprises: A Preschool Teacher’s Story. Young Children, 36-41.
• Hammonds, L., Matherson, L.H., Wilson, E.K. & Wright, V.H. 2013. Gateway Tools: Five Tools to Allow Teachers to Overcome Barriers to Technology
Integration. The Delta Kappa Gamma Bulletin, 80(1), 36-40.
Recommended reading:
• Cope, A., & Spendlow, S. 2015. The art of being a brilliant primary teacher. Wales. Crowne House Publishing. Pages 89—118.
• Mays, T., Grosser, M., de Jager, L. 2016. Getting Practical: A guide to teaching and learning (3rd edition). Cape Town. Oxford University Press.
• Marchetti, E. & Valente, A. 2016. It Takes Three: Re-contexualizing Game-based Learning Among Teachers, Developers and Learners. Proceedings of
the European Conference on Games Based learning. 1, 399-406 (EBSCOHOST)
• Razak, A.A., Connolly, T. & Hainey, T. 2011. The use of Game-Based Learning Within the Curriculum for Excellence: The Teachers’ Perspective.
Proceedings of the European Conference on Games Based Learning. 2011, 1-8. (EBSCOHOST)
Programme Design Module: Teaching practice 4B (Year 4, Semester 2) (Compulsory)
Module Name Teaching practice 4B

NQF Level 7
Credits 24
Purpose of module:
This module aims to provide students with extended teaching practice for them to experience the full teaching cycle – plan, implement, assess and
remediate – and integrate into the life of the school. Through this extended practice, they can take on additional teaching responsibilities (i.e.
administrative, extra-curricular etc.) and are thus adequately prepared as newly qualified teachers for the world of work.
The 24 credits equates to six weeks of supervised teaching practice (minimum).
Learning outcome 1:
Demonstrate competence in reading, writing and speaking the Language of Learning and Teaching (LoLT) / instruction to facilitate own
academic learning, and learning in Foundation Phase classrooms.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to facilitate own learning, and to manage Foundational phase teaching,
learning and assessment.
Learning outcome 3:
Learning outcome 4
Plan, design and reflect on learning programmes that are appropriate for Foundation Phase learners, learning contexts and learning
areas.
Learning outcome 5
Learning outcome 6
Manage and administer supportive learning environments in a sensitive, stimulating, democratic and organised way.
Learning outcome 7
Monitor and assess learner progress and achievement in the Foundation Phase learning areas.
Learning outcome 8
Learning outcome 9
Demonstrate a respect for, and commitment to, the profession of education.
Students will:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking the Language of Learning and Teaching (LoLT) / instruction to facilitate own academic
learning, and learning in Foundation Phase classrooms.
Associated assessment criteria
1. Read academic and professional texts critically, integrate and use the knowledge in own studies and in teaching.
2. Read and interpret with understanding written and graphic materials relating to the Foundation Phase.
3. Select and use study methods appropriate to own needs as well as the demands of Foundation Phase teaching in the South African context.
4. Use information and communications technology to further own learning and facilitate the learning of others.
5. Convey learning content in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the
Foundation Phase learners in their care.
6. Foster interactive communication with learners through non-judgmental language, supportive replies, constructive feedback, and
acknowledgement of feelings and demonstration of mediation skills.
7. Use the Language of Learning and Teaching (LoLT) to explain, describe, discuss and relate key concepts in keeping with the stipulated school
curriculum.
8. Use an additional language to explain, describe and discuss key concepts in a conversational style.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to facilitate own learning, and to manage Foundational phase teaching, learning and
assessment.
1. Interpret numerical information in learning area, subject or discipline.
2. Apply an understanding of numerical and statistical information to educational issues, cross-curricular activities, and own learning.
3. Apply an understanding of numeracy and elementary statistics to manage classroom resources and monitor learner attendance.
4. Apply an understanding of numeracy and elementary statistics to record, interpret and report on the academic progress and achievement
of learners.
5. Interpret and understand numerical data relating to psychological assessment of learners.
6. Use elementary procedures for financial management, including budgeting.
Learning outcome 3:
1. Demonstrate an understanding of the fields of knowledge which underpin Foundation Phase subject/learning area/s.
2. Demonstrate a commitment to the epistemic values and principles which characterise the fields of knowledge in Foundation
Phase area/s.
3. Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of
knowledge in the Foundation phase.
4. Use the characteristic language, terminology and concepts of Foundation phase subject/s or learning area/s appropriately,
and with confidence.
5. Critically discuss the content of Foundation Phase curricular knowledge, and apply appropriate values and conceptual
frameworks to problem solving within these fields of knowledge.
6. Interpret Foundation Phase curricular knowledge in practice, in learning areas, in terms of a broader understanding of the
relevant fields of knowledge.
7. Evaluate and select learning material (including textbooks), that is level appropriate, explain the sequencing, and indicate how
it should be assessed, for the various learning areas in the Foundation phase.
Learning outcome 4
1. Select and/or design materials and resources appropriate to learning areas that take cognisance of (a collaborative and
cooperative) teaching approach, conceptual adequacy, and content accuracy.
2. Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, South African context and
learning area, whilst taking account of the national, regional and school curriculum policies, learner contexts, and learner
differences.
3. Plan lessons and other learning experiences within teaching programmes, selecting appropriate teaching and learning
strategies.
4. Justify selection and design of learning programmes in ways, which show knowledge and understanding of a range of theories
about teaching, learning, child development and curriculum.
5. Evaluate and improve learning programmes, lessons and materials based on experience, classroom research, and an
understanding of the knowledge base underpinning the relevant learning areas or subjects being taught in the Foundation
Phase.
Learning outcome 5
1. Select and use teaching and learning strategies appropriate to the grade, subject and topic and based on careful assessment,
appropriate to the learners in class.
2. Create expectations which make appropriate demands on the learners.
3. Select and use teaching and learning strategies, which motivate learners to meet those demands and to take initiative.
4. Accommodate differences in learning style, pace and ability in the planning and use of teaching and learning strategies.
5. Identify and assist learners with special needs and barriers to learning and development.
6. Facilitate occasions where learners are taught in groups, pairs and as individuals.
7. Make judgements about the effect that language has on learning and, in that light, make the necessary adjustments to the
teaching and learning strategies.
8. Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners in
a range of contexts, both familiar and unfamiliar.
9. Use teaching and learning support materials to facilitate learner progress and development.
10.Evaluate the efficacy of specific teaching and learning strategies in achieving learning objectives.
11.Use classroom research to explain the success or otherwise of teaching and learning strategies regarding key educational
concepts, the needs and abilities of the learners, and demands of the learning area.
Learning outcome 6
1. Create and maintain safe learning environments, which are conducive to learning.
2. Manage learning environments democratically and in ways that foster creative and critical thinking.
3. Discipline learners in ways that are firm, growth promoting and fair.
4. Create learning environments that are sensitive to cultural, linguistic and gender and other differences.
5. Resolve classroom conflict situations in an ethical and sensitive manner.
6. Perform administrative duties required for the effective management of learning environments.
7. Assist learners to manage themselves, their time, physical space and resources.
8. Take appropriate action to assist or refer learners in the solution of personal or social problems.
9. Evaluate and, where necessary, adjust own actions in ways that show knowledge and understanding of management and
administration.
10.Justify actions in ways which reflect knowledge and understanding of a variety of ways of managing individual learners and
classes.
Learning outcome 7
1. Select, adapt and/or design assessment tasks and strategies appropriate to Foundation Phase learning areas and a range of
learning contexts.
2. Explain the link between the method of assessment, the overall assessment purpose and the outcomes being assessed.
3. Design and administer assessment tasks using clear language and instructions.
4. Collect, from a variety of sources, sufficient confirming evidence of learner competence.
5. Use a range of assessment strategies to accommodate differences in learning style, pace and context.
6. Evaluate own and others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture,
language and barriers to learning and development.
7. Systematically assess and record individual learner progress.
8. Use assessment results to provide supportive and developmental feedback on learner progress and achievement.
9. Interpret and use assessment results to inform future teaching, learning and assessment strategies.
10.Justify choice and design of assessment strategies, methods and procedures that shows understanding of the assumptions
that underlie a range of assessment approaches, and their strengths and weaknesses in relation to age and learning area
being assessed.
Learning outcome 8
1. Maintain a sense of respect towards others in the learning environment.
2. Cooperate professionally with colleagues in an institutional setting.
3. Cooperate in maintaining orderly learning environments.
4. Initiate and maintain effective, professional communication with parents, guardians and other members of the community
and involve them in school affairs.
5. Demonstrate an ability to engage critically with a wide variety of stakeholders regarding issues that are specifically
relevant to teaching and learning practices.
6. Use internal and external networking opportunities effectively.
7. Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as
on the national education and training landscape.
8. Apply school policies and development plans to own teaching.
9. Organise curricular, cross-curricular and extra-curricular activities (where appropriate).
10.Select, create, justify, deliver and reflect upon and improve extra-curricular activities (where appropriate).
Learning outcome 9
1. Practise and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical
attitude.
2. Behave in ways that enhance the status of professional educators and ensure an accountable culture of teaching and
learning.
3. Promote the values and principles of the Constitution, particularly those related to human rights and the environment.
4. Promote the practice of democratic values, attitudes and dispositions in the school, as well as in society at large.
5. Encourage, create and maintain a supportive and empowering environment for learners.
6. Evaluate own professional progress effectively.
7. Show a commitment to act in and actively promote the best interests of learners, parents, communities, colleagues, and the
profession.
Content of module:
Topic title
Assessment:
Workplace Integrated Learning (WIL)
Teaching practice is an important component of this qualification. Students are required to complete Teaching Practice each year / level that:
• Promotes engagement with the nature and current knowledge in the discipline;
• Promotes engagement with current professional practice;
• Integrates theory and practice;
• Facilitates the transfer of learning; and
• Is in line with the qualification Learning outcomes.
This covers, but is not limited to:

• Observation
• Fieldwork (teaching practice)
• Integrated trans- or inter-disciplinary projects
• Workplace logs and journals
• Portfolio of evidence
This learning will be assessed in the following manner:
Year Credits Assessment methods & contribution
School report Institutional PoE Total

observation
4B 24 35% 35 35% 35 30% 30 100% 100

The Teaching practice 4B is a module in Year 4 (NQF level 7, 24 credits). It providse students with extended teaching practice for them to experience
the full teaching cycle – plan, implement, assess and remediate – and integrate into the life of the school. Through this extended practice, they can
take on additional teaching responsibilities (i.e. administrative, extra-curricular etc.) and are thus adequately prepared as newly qualified teachers for
the world of work.
The 24 credits equate to six weeks of supervised teaching practice (minimum).
It is aligned to the following ELOs:

areas.
Both internal and external moderation is conducted to ensure assessment is consistent, accurate and well-designed. The policy of the institution will
guide this process. However, the following applies broadly to internal moderation:

• Moderation covers the assessment process, the instruments used (assessment design and methodology), the documentation (assessment
records, reporting and feedback mechanisms) and the judgements made (assessment decisions) on tests, assignments and examination papers.
• A minimum of a 10% random sample applies for moderation of tests, assignments and examination papers. However, if serious discrepancies
are identified, the procedure of the institution applies regarding re-assessment.
Prescribed Textbook: edition, chapter, pages

Not applicable.
Programme Design Module: Teaching practice 4A (Year 4, Semester 1) (Compulsory)
Module Name Teaching practice 4A

NQF Level 7
Credits 12
Purpose of module:
This module aims to provide students with the opportunity to apply their knowledge (disciplinary and pedagogical) through practice. This is the
workplace and situational learning component of the programme.
Ideally students should be placed in the Grade 3 classroom for four weeks to facilitate learning and assessment and support teachers in their
administrative and extra-curricular duties. This is supervised teaching practice.
Learning outcome 1:
Learning outcome 2:
Learning outcome 3:
Learning outcome 4
areas.
Learning outcome 5
Learning outcome 6
Learning outcome 7
Learning outcome 8
Learning outcome 9

Students will:
Learning outcome 1:
3. Select and use study methods appropriate to own needs as well as the demands of Foundation Phase teaching in the South
African context.
5. Convey learning content in written, graphic and other forms which are appropriate to the developmental level/s and language
ability of the Foundation Phase learners in their care.
6. Foster interactive communication with learners through non-judgmental language, supportive replies, constructive feedback,
and acknowledgement of feelings and demonstration of mediation skills.
7. Use the Language of Learning and Teaching (LoLT) to explain, describe, discuss and relate key concepts in keeping with the
stipulated school curriculum. Use an additional language to explain, describe and discuss key concepts in a conversational
style.
Learning outcome 2:
assessment.
1. Interpret numerical information in learning area.
3. Apply an understanding of numeracy and elementary statistics to monitor learner attendance.
4. Apply an understanding of numeracy and elementary statistics to record, interpret and report on the academic progress and
achievement of learners.
Learning outcome 3:
1. Demonstrate an understanding of the fields of knowledge which underpin Foundation Phase learning areas.
Phase area/s.
3. Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in the
Foundation phase.
4. Use the characteristic language, terminology and concepts of Foundation phase learning area/s appropriately.
5. Discuss the content of Foundation Phase curricular knowledge and apply appropriate values and conceptual frameworks to
problem solving.
7. Evaluate and select learning material (including textbooks), that is level appropriate, and indicate how it should be assessed, for the various
learning areas for the grade.
Learning outcome 4
2. Select, adapt, or design coherent lessons appropriate for the learners, South African context and learning area, whilst taking
account of the national, regional and school curriculum policies and learner contexts.
3. Plan lessons and other learning experiences within teaching programmes, selecting appropriate teaching and learning strategies.
4. Justify selection and design of lessons in ways, which show knowledge and understanding of the theories about teaching,
learning, child development and the curriculum.
5. Evaluate and improve lessons and materials based on experience, classroom research, and an understanding of the knowledge base
underpinning the relevant learning areas being taught in the Foundation Phase.
Learning outcome 5
1. Select and use teaching and learning strategies appropriate to the grade, learning area and topic, based on careful
assessment, appropriate to the learners in the class.
4. Accommodate different learning styles, pace and ability in planning and use of teaching and learning
strategies.
5. Identify learners with special needs and barriers to learning and development.
7. Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners in
9. Evaluate the efficacy of specific teaching and learning strategies in achieving learning objectives.
11.Use classroom research to explain the success or otherwise of teaching and learning strategies.
Learning outcome 6
1. Create and maintain safe learning environments, which are conducive to learning.
2. Manage learning environments democratically and in ways that foster creative and critical thinking.
3. Discipline learners in ways that are firm, growth promoting and fair.
5. Resolve classroom conflict situations in an ethical and sensitive manner.
6. Perform administrative duties required for the effective management of learning environments.
administration.
9. Justify actions in ways which reflect knowledge and understanding of a variety of ways of managing individual learners and
classes.
Learning outcome 7
1. Select, adapt and/or design assessment tasks and strategies appropriate to Foundation Phase learning areas.
5. Evaluate own and others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture,
6. Systematically assess and record individual learner progress.
7. Interpret and use assessment results to inform future teaching, learning and assessment strategies.
8. Justify choice and design of assessment strategies, methods and procedures that shows understanding of the
assumptions that underlie a range of assessment approaches, and their strengths and weaknesses in relation
to age and learning area being assessed.
Learning outcome 8
3. Maintain an orderly learning environment.
4. Initiate and maintain effective, professional communication with required stakeholders (where applicable).
6. Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on
the national education and training landscape.
7. Apply school policies to own teaching.
8. Organise and / or support curricular, cross-curricular and extra-curricular activities (where appropriate).
9. Deliver and reflect upon and improve extra-curricular activities (where applicable).
Learning outcome 9
attitude.
learning.
5. Encourage, create and maintain a supportive and empowering environment for learners.
6. Evaluate own professional progress effectively.
7. Show a commitment to act in and actively promote the best interests of learners, parents, colleagues, and the profession.
Content of module:
Not applicable
Assessment:
• Is in line with the qualification exit level outcomes.
• Observation

observation
4A 12 20% 20 30% 30 50% 50 100% 100

The Teaching practice 4A is a module in Year 4 (NQF level 7, 12 credits). It provides students with the opportunity to apply their knowledge
(disciplinary and pedagogical).
The following ELOs are covered:
areas.


Not applicable.
Programme Design Module: Teaching practice 3B (Year 3, Semester 2 ) (Compulsory)

NQF Level 6
Credits 24
Purpose of module:
This module aims to provide students with an extended period of teaching practice to apply their knowledge (disciplinary and pedagogical). The
extended and supervised teaching practice provides the student with the opportunity to the full teaching cycle – namely planning, implementing,
assessing and remediating – as well as take on administrative and extra-curricular activities associated with teaching.
The 24 credits is equivalent to a minimum of 6 weeks of teaching practice.
Learning outcome 1:
Learning outcome 2:
Learning outcome 3:
Learning outcome 4
areas.
Learning outcome 5
Learning outcome 6
Learning outcome 7
Learning outcome 8
Learning outcome 9

Students will:
Learning outcome 1:
3. Select and use study methods appropriate to own needs as well as the demands of Foundation Phase teaching in the South
African context.
5. Convey learning content in written, graphic and other forms which are appropriate to the developmental level/s and language
7. Use the Language of Learning and Teaching (LoLT) to explain, describe, discuss and relate key concepts in keeping with the
stipulated school curriculum.
Learning outcome 2:
assessment.
2. Apply an understanding of numerical and statistical information to educational issues, cross-curricular activities, and own
learning.
Learning outcome 3:
Phase area/s.
3. Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in the
Foundation phase.
problem solving.
7. Evaluate and select learning material (including textbooks), that is level appropriate, and indicate how it should be assessed,
for the various learning areas for the grade.
Learning outcome 4
strategies.
5. Evaluate and improve lessons and materials based on experience, classroom research, and an understanding of the
knowledge base underpinning the relevant learning areas being taught in the Foundation Phase.
Learning outcome 5
12.Select and use teaching and learning strategies appropriate to the grade, learning area and topic, based on careful
13.Create expectations which make appropriate demands on the learners.
14.Select and use teaching and learning strategies, which motivate learners to meet those demands and to take initiative.
15.Accommodate different learning styles, pace and ability in planning and use of teaching and learning
strategies.
16.Identify learners with special needs and barriers to learning and development.
17.Facilitate occasions where learners are taught in groups, pairs and as individuals.
18.Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners in
19.Use teaching and learning support materials to facilitate learner progress and development.
Learning outcome 6
10.Create and maintain safe learning environments, which are conducive to learning.
11.Manage learning environments democratically and in ways that foster creative and critical thinking.
12.Discipline learners in ways that are firm, growth promoting and fair.
13.Create learning environments that are sensitive to cultural, linguistic and gender and other differences.
14.Resolve classroom conflict situations in an ethical and sensitive manner.
15.Perform administrative duties required for the effective management of learning environments.
16.Assist learners to manage themselves, their time, physical space and resources.
17.Evaluate and, where necessary, adjust own actions in ways that show knowledge and understanding of management and
administration.
classes.
Learning outcome 7
10.Explain the link between the method of assessment, the overall assessment purpose and the outcomes being assessed.
11.Design and administer assessment tasks using clear language and instructions.
12.Collect, from a variety of sources, sufficient confirming evidence of learner competence.
13.Evaluate own and others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture,
14.Systematically assess and record individual learner progress.
15.Interpret and use assessment results to inform future teaching, learning and assessment strategies.
16.Justify choice and design of assessment strategies, methods and procedures that shows understanding of the
Learning outcome 8
10.Maintain a sense of respect towards others in the learning environment.
11.Cooperate professionally with colleagues in an institutional setting.
12.Maintain an orderly learning environment.
13.Initiate and maintain effective, professional communication with required stakeholders (where applicable).
14.Use internal and external networking opportunities effectively.
15.Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on
16.Apply school policies to own teaching.
17.Organise and / or support curricular, cross-curricular and extra-curricular activities (where appropriate).
18.Deliver and reflect upon and improve extra-curricular activities (where applicable).
Learning outcome 9
attitude.
learning.
10.Promote the values and principles of the Constitution, particularly those related to human rights and the environment.
11.Promote the practice of democratic values, attitudes and dispositions in the school, as well as in society at large.
12.Encourage, create and maintain a supportive and empowering environment for learners.
13.Evaluate own professional progress effectively.
14.Show a commitment to act in and actively promote the best interests of learners, parents, colleagues, and the profession.
Content of module:
Not applicable
Assessment:
• Observation

observation
3B 24 35% 35 35% 35 30% 30 100% 100

The Teaching practice 3B is Workplace Integrated Learning in Year 3 (NQF level 6, 24 credits). It provides students with an extended period of
teaching practice to apply their knowledge (disciplinary and pedagogical). The extended and supervised teaching practice provides the student with
the opportunity to the full teaching cycle – namely planning, implementing, assessing and remediating – as well as take on administrative and extra-
curricular activities associated with teaching.
The 24 credits equate to 6 weeks continuous teaching practice.
areas.

records, reporting and feedback mechanisms) and the judgements made (assessment decisions) on tests, assignments and examination
papers.
Mathematics Teaching & Learning, Home language Teaching & Learning (English / isiZulu / Afrikaans), Life Skills Teaching & Learning). The above
bullets, along with the additional point below, apply:

Not applicable
Programme Design Module: Teaching practice 3A (Year 3, Semester1) (Compulsory)

NQF Level 6
Credits 8
Purpose of module:
Ideally students should be placed in the Grade 2 classroom for two weeks to support / assist teachers in facilitating learning, assessment and general
administrative duties. This is supervised teaching practice.

areas.

Students will:
Learning outcome 1:
10.Select and use study methods appropriate to own needs as well as the demands of Foundation Phase teaching in the South
African context.
11.Use information and communications technology to further own learning and facilitate the learning of others.
12.Convey learning content in written, graphic and other forms which are appropriate to the developmental level/s and language
13.Foster interactive communication with learners through non-judgmental language, supportive replies, constructive feedback, and
14.Use the Language of Learning and Teaching (LoLT) to explain, describe, discuss and relate key concepts in keeping with the
stipulated school curriculum.
Learning outcome 2:
assessment.
learning.
10.Apply an understanding of numeracy and elementary statistics to record, interpret and report on the academic progress and
11.Interpret and understand numerical data relating to psychological assessment of learners.
Learning outcome 3:
Phase area/s.
problem solving.
12.Interpret Foundation Phase curricular knowledge in practice, in learning areas, in terms of a broader understanding of the
13. Evaluate and select learning material (including textbooks), that is level appropriate, and indicate how it should be
assessed, for the various learning areas for the grade.
Learning outcome 4
strategies.
10.Evaluate and improve lessons and materials based on experience, classroom research, and an understanding of the
Learning outcome 5
23.Select and use teaching and learning strategies appropriate to the grade, learning area and topic.
26.Accommodate different learning styles in planning and use of teaching and learning strategies.
Learning outcome 6
24.Support teachers in performing administrative duties required for the effective management of learning environments.
administration.
classes.
Learning outcome 7
17.Select, adapt and/or design assessment tasks and strategies appropriate to Foundation Phase learning areas.
19.Design assessment tasks using clear language and instructions.
20.Collect confirming evidence of learner competence.
23.Interpret and use assessment results (own or teachers) to inform future teaching, learning and assessment
strategies.
24.Justify choice and design of assessment strategies, methods and procedures that shows understanding of the
Learning outcome 8
22.Initiate and maintain effective, professional communication with required stakeholders (if applicable).
26.Support teachers in organising curricular, cross-curricular and extra-curricular activities (where appropriate).
Learning outcome 9
15.Practise and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical
attitude.
16.Behave in ways that enhance the status of professional educators and ensure an accountable culture of teaching and
learning.
20.Show a commitment to act in and actively promote the best interests of learners, colleagues, and the profession.
Content of module:
Not applicable
Assessment:
• Observation

observation
3A 8 15% 15 35% 35 50% 50 100% 100

The Teaching practice 3A is Workplace Integrated Learning in Year 1 (NQF level 6, 8 credits). It provides students with the opportunity to apply their
knowledge (disciplinary and pedagogical) through practice. This is the workplace and situational learning component of the programme.
Ideally students should be placed in the Grade 2 classroom to support / assist teachers in facilitating learning, assessment and general administrative
duties. This is supervised teaching practice.
areas.

papers.

Not applicable
Programme Design Module: Teaching practice 2B (Year 2, Semester 2 ) (Compulsory)

NQF Level 6
Credits 20
Purpose of module:
Ideally students should be placed in the Grade1 classroom for five weeks to support / assist teachers in facilitating learning, assessment and general
administrative duties. This is supervised teaching practice.
Learning outcome 1:
Learning outcome 2:
Learning outcome 3:
Learning outcome 4
areas.
Learning outcome 5
Learning outcome 7
Learning outcome 8
Learning outcome 9

Students will:
Learning outcome 1:
curriculum.
Learning outcome 2:
assessment.
learning.
Learning outcome 3:
14.Demonstrate an understanding of the fields of knowledge which underpin Foundation Phase learning areas.
15.Demonstrate a commitment to the epistemic values and principles which characterise the fields of knowledge in Foundation
Phase area/s.
problem solving.
Learning outcome 4
strategies.
5. Evaluate and improve lessons and materials based on experience, classroom research, and an understanding of the
Learning outcome 5
Learning outcome 6
administration.
classes.
Learning outcome 7
28.Collect confirming evidence of learner competence.
strategies.
being assessed.
Learning outcome 8
30.Initiate and maintain effective, professional communication with required stakeholders (if applicable).
Learning outcome 9
attitude.
learning.
Content of module:
Not applicable
Assessment:
• Observation

observation
2B 20 25% 25 30% 30 45% 45 100% 100

The Teaching practice 1B is Workplace Integrated Learning in Year 1 (NQF level 6, 16 credits). It provides students with the opportunity to apply their
Ideally students should be placed in the Grade 1 classroom for five weeks to support / assist teachers. They should facilitate learning and assessment
and support teachers in their administrative duties. This is supervised teaching practice.
areas.

papers.

Not applicable

NQF Level 6
Credits 12
Purpose of module:
Ideally students should be placed in the Grade1 classroom for three weeks to observe and support / assist teachers in facilitating learning, assessment
and general administrative duties. There is supervised teaching practice.
Learning outcome 1:
Learning outcome 2:
Learning outcome 3:
Learning outcome 4
areas.
Learning outcome 5
Learning outcome 7
Learning outcome 8
Learning outcome 9

Students will:
Learning outcome 1:
curriculum.
Learning outcome 2:
assessment.
learning.
Learning outcome 3:
20.Demonstrate an understanding of the fields of knowledge which underpin Foundation Phase learning areas.
21.Demonstrate a commitment to the epistemic values and principles which characterise the fields of knowledge in Foundation
Phase area/s.
23. Discuss the content of Foundation Phase curricular knowledge.
Learning outcome 4
7. Select, adapt, or design coherent lessons appropriate for the learners, South African context and learning area.
strategies.
10.Evaluate and improve lessons and materials based on experience, classroom research, and an understanding of the
Learning outcome 5
Learning outcome 6
administration.
classes.
Learning outcome 7
36.Assist teachers in collecting sufficient confirming evidence of learner competence.
38.Assist teachers in systematically assessing and recording individual learner progress.
strategies.
being assessed.
Learning outcome 8
37.Assist teachers in maintaining an orderly learning environment.
40.Apply school policies.
Learning outcome 9
attitude.
learning.
Content of module:
Not applicable
Assessment:
• Observation

observation
2A 12 20% 20 30% 30 50% 50 100% 100

Ideally students should be placed in the Grade R classroom for three weeks to observe and support / assist teachers. They should facilitate learning
areas.

papers.

Not applicable
Programme Design Module: Teaching practice 1B (Year 1, Semester 2) (Compulsory)

NQF Level 6
Credits 12
Purpose of module:
Ideally students should be placed in the Grade R classroom for three weeks to observe and support / assist teachers. There should be supervised
teaching practice.
Learning outcome 1:
Learning outcome 2:
Learning outcome 3:
Learning outcome 4
areas.
Learning outcome 5
Learning outcome 7
Learning outcome 8
Learning outcome 9

Students will:
Learning outcome 1:
curriculum.
Learning outcome 2:
assessment.
10.Interpret numerical information in learning area, subject or discipline.
11.Apply an understanding of numerical and statistical information to educational issues, cross-curricular activities, and own
learning.
12.Apply an understanding of numeracy and elementary statistics to record, interpret and report on the academic progress and
Learning outcome 3:
1. Demonstrate an understanding of the fields of knowledge which underpin Foundation Phase learning areas
1. Demonstrate a commitment to the epistemic values and principles which characterise the fields of knowledge in Foundation Phase area/s.
3. Discuss the content of Foundation Phase curricular knowledge.
4. Interpret Foundation Phase curricular knowledge in practice, in learning areas, in terms of a broader understanding of the relevant fields of
knowledge.
5. Evaluate and select learning material (including textbooks), that is level appropriate, and indicate how it should be assessed, for the various
learning areas for the grade.
Learning outcome 4
1. Select and/or design materials and resources appropriate to learning areas that take cognisance of (a collaborative and cooperative) teaching
approach, conceptual adequacy, and content accuracy.
1. Select, adapt, or design coherent lessons appropriate for the learners, South African context and learning area, whilst taking account of the
national, regional and school curriculum policies, learner contexts, and learner differences.
3. Justify selection and design of lessons in ways, which show knowledge and understanding of a theories about teaching, learning, child
development and the curriculum.
4. Evaluate and improve lessons and materials based on experience, classroom research, and an understanding of the knowledge base
underpinning the relevant learning areas being taught in the Foundation Phase.
Learning outcome 5
1. Select and use teaching and learning strategies appropriate to the grade, learning area and topic.
3. Identify learners with special needs and barriers to learning and development.
5. Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners in a range of
contexts, both familiar and unfamiliar.
8. Use classroom research to explain the success or otherwise of teaching and learning strategies.
Learning outcome 6
administration.
Learning outcome 7
2. Design assessment tasks using clear language and instructions.
3. Assist teachers in collecting sufficient confirming evidence of learner competence.
4. Evaluate own and others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and
barriers to learning and development.
5. Assist teachers in systematically assessing and recording individual learner progress.
6. Justify choice and design of assessment strategies, methods and procedures that shows understanding of the assumptions that underlie a
range of assessment approaches, and their strengths and weaknesses in relation to age and learning area being assessed.
Learning outcome 8
44.Assist teachers in maintaining an orderly learning environment.
47.Apply school policies.
Learning outcome 9
attitude.
learning.
Content of module:
Not applicable
Assessment:
• Observation

observation
1A 4 10% 10 10% 10 80% 80 100% 100
1B 12 20% 20 30% 30 50% 50 100% 100
2A 12 20% 20 30% 30 50% 50 100% 100
2B 20 25% 25 30% 30 45% 45 100% 100
3A 8 15% 15 35% 35 50% 50 100% 100

3B 24 35% 35 35% 35 30% 30 100% 100
4A 12 20% 20 30% 30 50% 50 100% 100
4B 24 35% 35 35% 35 30% 30 100% 100

Ideally students should be placed in the Grade R classroom for three weeks to observe and support / assist teachers. They should facilitate learning
areas.


Not applicable

NQF Level 5
Credits 4
Purpose of module:
Ideally students should be placed in the Grade R classroom for one week to observe and support teachers.

areas.

Students will:
Learning outcome 1:
1. Read academic and professional texts critically, integrate and use the knowledge in own studies and in evaluating teaching.
4. Use information and communications technology to further own learning.
curriculum.
Learning outcome 2:
assessment.
Learning outcome 3:
1. Demonstrate a basic understanding of the fields of knowledge which underpin Foundation Phase learning areas.
Phase area/s.
3. Use the characteristic language, terminology and concepts of Foundation phase subject/s or learning area/s appropriately.
5. Evaluate and select learning material (including textbooks), that is level appropriate, explain the sequencing, and indicate how it
should be assessed, for the various learning areas for Grade R.
Learning outcome 4
account of the national, regional and school curriculum policies, learner contexts, and learner differences.
4. Justify selection and design of learning programmes in ways, which show knowledge and understanding of a range of theories
about teaching, learning, child development and curriculum.
5. Evaluate and improve lessons and materials based on observation, classroom research, and an understanding of the knowledge
base underpinning the relevant learning areas or subjects being taught in Grade R.
Learning outcome 5
Select teaching and learning strategies to meet Foundation phase learner and context needs.
9. Select teaching and learning strategies appropriate to the grade, subject and topic.
10. Reflect on how you would adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among
learners in a range of contexts, both familiar and unfamiliar.
11. Discuss the role of teaching and learning support materials to facilitate learner progress and development.
12. Evaluate the efficacy of specific teaching and learning strategies that you observed in achieving learning objectives.
13. Use classroom research to explain the success or otherwise of teaching and learning strategies regarding key educational concepts, the needs
and abilities of the learners, and demands of the learning area.
Learning outcome 6
1. Assist the teacher in creating and maintaining a safe learning environments, which is conducive to learning.
2. Observe and discuss how classroom conflict situations are resolved in an ethical and sensitive manner.
3. Perform administrative duties in support of the teacher for the effective management of learning environments.
4. Assist the teacher in managing learners time, physical space and resources.
Learning outcome 7
1. Select, adapt and/or design assessment tasks and strategies appropriate to Foundation Phase learning areas and the learning
context.
4. Observe the collection of confirming evidence of learner competence.
5. Evaluate others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture,
6. Justify choice and design of assessment strategies, methods and procedures that shows understanding of the assumptions
being assessed.
Learning outcome 8
3. Assist teachers in maintaining orderly learning environments.
4. Initiate and maintain effective, professional communication with the school.
6. Apply school policies.
7. Observe and support curricular, cross-curricular and extra-curricular activities (where appropriate).
Learning outcome 9
attitude.
learning.
Content of module:
N/A
Assessment:
• Observation
This WIL learning will be assessed in the following manner:

observation
1A 4 10% 10 10% 10 80% 80 100% 100
1B 12 20% 20 30% 30 50% 50 100% 100
2A 12 20% 20 30% 30 50% 50 100% 100
2B 20 25% 25 30% 30 45% 45 100% 100
3A 8 15% 15 35% 35 50% 50 100% 100
3B 24 35% 35 35% 35 30% 30 100% 100
4A 12 20% 20 30% 30 50% 50 100% 100
4B 24 35% 35 35% 35 30% 30 100% 100

The Teaching practice 1A is a module in Year 1 (NQF level 5, 4 credits). It provides students with the opportunity to apply their knowledge
(disciplinary and pedagogical) through practice. This is the workplace and situational learning component of the programme.
areas.


Not applicable
Programme Design Module: Psychology 2 (Year 3, Semester 2) (Compulsory)
Module Name Psychology 2

NQF Level 6
Credits 12
Purpose of module:
This module aims to introduce students to the field of developmental psychology and the impact of the socio-economic and political contexts on
children’s development. Students will explore a range childhood adversity issues that impact on development and our assessment of children. They will
also develop an understanding of assessment of children (for school readiness and giftedness).
Learning outcome 1:
Demonstrate competence in reading, writing and speaking to facilitate own academic learning.
Learning outcome 2:
Learning outcome 3:
Demonstrate knowledge of developmental psychology.
Learning outcome 3:
Learning outcome 4:
Monitor and assess learner development, school readiness, learner progress and achievement.
Learning outcome 5:
Students will:
Learning outcome 1:
23. Read and interpret with understanding written and graphic materials relating to developmental psychology.
25. Foster interactive communication with others through non-judgmental language, supportive replies, constructive feedback, and
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to facilitate own learning, and to manage Foundational phase
teaching, learning and assessment.
1. Interpret numerical information in developmental psychology.
3. Interpret and understand numerical data relating to assessment of learners.
Learning outcome 3:
1. Identify and discuss childhood adversity issues and challenges and the impact on childhood development. (For e.g. poverty, deprivation,
neglect and abuse etc.).
2. Identify potential / actual personal and social problems (e.g. abuse, neglect, behavioural issues, etc.) and discuss appropriate action to
assist or refer learners in the solution of personal or social problems.
3. Justify actions in ways which reflects an understanding of developmental psychology.
Learning outcome 4:
1. Discuss the importance of creating safe learning environments, which are conducive to learning.
2. Demonstrate an understanding of managing and disciplining learners in ways that are firm, growth promoting and fair.
3. Discuss ways of resolving classroom conflict situations in an ethical and sensitive manner.
4. Discuss and evaluate teaching and learning strategies required to respond to diverse contexts and learner needs.
Learning outcome 5:
1. Use knowledge of developmental psychology to select, adapt and / or design assessment tasks using clear language and instructions.
2. Select, adapt and/or design assessment tasks and strategies appropriate to establish school readiness and / or achievement of
developmental milestones.
3. Design a range of assessment strategies to accommodate differences in learning style, pace and context.
range of assessment approaches, and their strengths and weaknesses in relation to age and developmental area being assessed.
Learning outcome 6:
1. Cooperate in maintaining orderly learning environments.
2. Demonstrate an ability to engage critically with a wide variety of stakeholders regarding developmental issues related to children.
3. Engage critically with education policies (for e.g. NELDS, SIAS, CAPS), procedures and systems which impact on institutions and
classrooms, as well as on the national education and training landscape.
Content of module:
Socialisation of young children
• De Witt, M. 2016. The young child in context: A psycho-social perspective (2nd edition). Pretoria. Van Schaik.
Chapter 16,
Chapter 17,
Chapter 18
• Watts, J., Cockcroft, K., & Duncan, N. (eds). 2015. Developmental psychology. (reprinted). Cape Town. Juta & Company Ltd.
Chapter 28: Race, culture and psychological theory. p.586-599
Chapter 29: Gender identify: Contestation and questions. p.600-618
Assessing children’s development
School readiness
• De Witt, M. 2016. The young child in context: A psycho-social perspective (2nd edition). Pretoria. Van Schaik
Chapter 12
• NELDS
• Hughes, C., Daily, I., Foley, S., White, N., & Devine, R.T. 2015. Measuring the foundations of school readiness: Introducing a new
questionnaire for teachers – The Brief Early Skills and Support Index (BESSI). British Journal of Educational Psychology. 85(3). p332-356.
Gifted children
Chapter 10
Childhood adversity
Experiences of stress
Chapter 11
Discipline and behavioural issues

Chapter 13
• Nel, M. (editor). 2014. Life Orientation for South African teachers. (first edition). Pretoria. Van Schaik Publishers. Chapter 15: Pages 239 – 250
Understanding environmental deprivation and its effect on children

Chapter 23
Vulnerable children and child abuse

Chapter 24
• Watts, J., Cockcroft, K. & Duncan, N. 2015. Developmental psychology. Cape Town. Juta. Chapter 26: The effect of trauma on child
development: Children in South Africa: Pages 539-562
• Nel, M. (editor). 2014. Life Orientation for South African teachers. (first edition). Pretoria. Van Schaik Publishers. Chapter 21: Pages 341 – 351
The effect of poverty on childhood development

Chapter 26
Being an immigrant child

Chapter 25
Violent crime
• Watts, J., Cockcroft, K. & Duncan, N. 2015. Developmental psychology. Cape Town. Juta. Chapter 25: Violent crime and human development
in South Africa. Pages 514-538
Influences on development
Childcare
Chapter 19
Mass media
Chapter 21
Urbanisation
Chapter 22
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 3
Section 1: Short answer questions: Multiple choice, true / false with motivation to support answers, matching 21,4% 15
columns
Section 2: Short / medium answer: 35,7% 25
Section 3: Long answer: essay / case studies / articles with choice of questions. 42,8% 30
Total 100% 70
Duration 60 minutes
Examination
subjects
Year Year 3
(NQF level 6 modules)
Section 1: Short answer questions: Multiple choice, true / false with motivation to support answers, matching columns 21% 35
Total 100% 165
Duration 2h30

Psychology 2 is a module in Year 3 (NQF level 6, 12 credits). It contributes to the following ELOs in the programme:

Module readings:
Prescribed text:
Chapter 10
Chapter 11
Chapter 12
Chapter 13
Chapter 16
Chapter 17
Chapter 18
Chapter 19
Chapter 21
Chapter 22
Chapter 23
Chapter 24
Chapter 25
Chapter 26
[NOTE: Prescribed in Psychology 1 & 2]
Chapter 25: Violent crime and human development in South Africa. p.514-538
Chapter 26: The effect of trauma on child development: Children in South Africa. p.539-562
Chapter 28: Race, culture and psychological theory. p.586-599
Chapter 29: Gender identify: Contestation and questions. p.600-618
• Hughes, C., Daily, I., Foley, S., White, N., & Devine, R.T. 2015. Measuring the foundations of school readiness: Introducing a new questionnaire for
teachers – The Brief Early Skills and Support Index (BESSI). British Journal of Educational Psychology. 85(3). p332-356.
• Department of Basic Education. 2009. National Early Learning Development Standards for Children. Pretoria. Department of Basic Education.
[NOTE: Prescribed in Psychology 1 & 2, Life Skills teaching 1 and ECD]
• Nel, M. (editor). 2014. Life Orientation for South African teachers. (first edition). Pretoria. Van Schaik Publishers.
Chapter 15: Pages 239 – 250
Chapter 21: Pages 341-351
Programme Design Module: Psychology 1 (Semester 2, Year 2) (Compulsory)
Module Name Psychology 1

NQF Level 6
Credits 18
Purpose of module:
This module aims to introduce students to the field of developmental psychology. Students will explore and engage with a range of developmental theories
and models that shape our understanding of children and their needs, on how we assess and evaluate contexts that facilitate development, and ultimately
impact on teaching practice and assessment.
Learning outcome 1:
Learning outcome 2:
Learning outcome 3:
Learning outcome 4
Learning outcome 5
Learning outcome 6
Learning outcome 7
Students will:
Learning outcome 1:
26. Read academic and professional developmental psychology texts critically, integrate and use the knowledge in own studies and in teaching.
27. Read and interpret with understanding written and graphic materials relating to developmental psychology.
29. Foster interactive communication with others through non-judgmental language, supportive replies, constructive feedback, and acknowledgement
of feelings and demonstration of mediation skills.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to facilitate own learning, and to manage Foundational phase
4. Interpret numerical information in developmental psychology, i.e. achievement of developmental milestones, reading scores, school readiness
assessments etc.
6. Interpret and understand numerical data relating to psychological assessment of learners, for e.g. school readiness assessment.
Learning outcome 3:
1. Demonstrate an understanding of the fields of knowledge which underpin developmental psychology (e.g. cognitive, language, moral, identity etc.)
2. Interpret and apply the theories and models within developmental psychology to own practice.
3. Use the characteristic language, terminology and concepts of developmental psychology appropriately, and with confidence.
4. Critically discuss the content of developmental psychology, and apply appropriate conceptual frameworks to problem solving within these fields of
knowledge.
Learning outcome 4:
5. Discuss the importance of creating safe learning environments, which are conducive to learning.
6. Justify actions in ways which reflects an understanding of developmental psychology.
7. Discuss and evaluate the creation of supporting learning environments in line with the developmental needs of Foundation Phase learners.
Learning outcome 5:
6. Use knowledge of development psychology to select, adapt and / or design assessment tasks using clear language and instructions.
7. Select, adapt and/or design assessment tasks and strategies appropriate to achievement of developmental milestones.
8. Design a range of assessment strategies to accommodate differences in learning style, pace and context.
10. Justify choice and design of assessment strategies, methods and procedures that shows understanding of the assumptions that underlie a range of
assessment approaches, and their strengths and weaknesses in relation to age and developmental area being assessed.
Learning outcome 6:
1. Demonstrate an ability to engage critically with a wide variety of stakeholders regarding developmental issues related to children.
2. Engage critically with education policies (for e.g. NELDS, SIAS, CAPS), procedures and systems which impact on institutions and classrooms,
as well as on the national education and training landscape.
Content of module:
Theories of development
Chapter 1
Chapter 2
• Alridge, J., Sexton, D., Goldman, R., Booker, B. & Werner, M. 1997. Examining contributions of child development theories to early childhood
education. College Student Journal. 31(4), p453-460.
Chapter 13: Erikson’s psychosocial stages of development. p.283-312
Chapter 14: Introduction to cognitive development. p.313-323
Chapter 15: Piaget’s constructivist theory of cognitive development. p.324-343
Chapter 20: Evolutionary psychology. P417-435
Chapter 21: Contributions of cognitive science approaches to cognitive development psychology. p.436-457
Chapter 22: Vygotsky’s theory of development of cultural tools. p.458-492
Chapter 24: Bronfenbrenner’s ecological theory of development. p.501-513
Chapter 23: Developmental psychology: Critiques and contextual considerations. p.494-500
Chapter 27: Critical issues in developmental psychology. p.563-585
• Ginsburg, I.H. 1982. Jean Piaget and Rudolf Steiner: Stages of Child Development and Implications for Pedagogy. Teachers College Record. 84(2).
p327-337
• Ryan, S. & Grleshaber, S. 2004. It’s More Than Child Development Critical Theories, Research, and Teaching Young Children. Young Children. 59(6).
p.44-52
Your role in child development

Chapter 15
The learning child
Chapter 3
Chapter 7
Chapter 16: Intellectual development. p.344-364
Chapter 17: Memory development. p.365-377
• Sabates, R. & Dex, S. 2015. The Impact of Multiple Risk Factors on Young Children’s Cognitive and Behavioural Development. Children & Society. 29.
pp.95-108.
• Strauss, S. 2000. Theories of Cognitive Development and learning and their implications for curriculum development and teaching. Routledge
International Companion to Education. pp.28-50.
• Cowan, N. 2014. Working Memory Underpins Cognitive Development, Learning and Education. Educational Psychology Review. 26(2). pp.197-223.
• Robinson, M. 2008. Child development. Nursey World. 108(4117). pp.20
Physical development of children
Chapter 4
• The nervous system, perception and sensory-motor development
Chapter 5
• Language development
Chapter 6
Chapter 18: Language development. p378-365
• Schwarts, M. 2014. The impact of First Language First model on vocabulary development among preschool bilingual children. Reading & Writing.
27(4). p709-732
• Identity development
Chapter 8
Chapter 20
• Moral development
Chapter 19: Kohlberg’s theory of moral reasoning. Pages 396-417.
• Scott, K. 1987. Missing Developmental Perspectives in Moral Education. Theory & Research in Social Education. 15(4). p257-273
Children’s play
Chapter 9
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 2
columns
Total 100% 60
Duration 60 minutes
Examination
subjects.
Year Year 2
Total 130
Duration 2h00

Psychology 2 is a module in Year 3 (NQF level 6, 12 credits). This module aims to introduce students to the field of developmental psychology. Students will
explore and engage with a range of developmental theories and models that shape our understanding of children and their needs, on how we assess and
evaluate contexts that facilitate development, and ultimately impact on teaching practice and assessment.
It contributes to the following ELOs in the programme:


Module readings:
Prescribed text:
[NOTE: Prescribed in ECD, Life Skills Teaching 1 & Psychology 1]
Chapter 1
Chapter 2
Chapter 3
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 15
Chapter 20
Chapter 13: Erikson’s psychosocial stages of development. p.283-312
Chapter 14: Introduction to cognitive development. p.313-323
Chapter 15: Piaget’s constructivist theory of cognitive development. p.324-343
Chapter 16: Intellectual development. p.344-364
Chapter 17: Memory development. p.365-377
Chapter 18: Language development. p378-365
Chapter 19: Kohlberg’s theory of moral reasoning. Pages 396-417.
Chapter 20: Evolutionary psychology. P417-435
Chapter 21: Contributions of cognitive science approaches to cognitive development psychology. p.436-457
Chapter 22: Vygotsky’s theory of development of cultural tools. p.458-492
Chapter 24: Bronfenbrenner’s ecological theory of development. p.501-513
Chapter 23: Developmental psychology: Critiques and contextual considerations. p.494-500
Chapter 27: Critical issues in developmental psychology. p.563-585
• Alridge, J., Sexton, D., Goldman, R., Booker, B. & Werner, M. 1997. Examining contributions of child development theories to early childhood
• Scott, K. 1987. Missing Developmental Perspectives in Moral Education. Theory & Research in Social Education. 15(4). p257-273
• Sabates, R. & Dex, S. 2015. The Impact of Multiple Risk Factors on Young Children’s Cognitive and Behavioural Development. Children & Society. 29.
pp.95-108.
• Strauss, S. 2000. Theories of Cognitive Development and learning and their implications for curriculum development and teaching. Routledge
International Companion to Education. pp.28-50.
• Cowan, N. 2014. Working Memory Underpins Cognitive Development, Learning and Education. Educational Psychology Review. 26(2). pp.197-223.
• Robinson, M. 2008. Child development. Nursey World. 108(4117). pp.20
• Ginsburg, I.H. 1982. Jean Piaget and Rudolf Steiner: Stages of Child Development and Implications for Pedagogy. Teachers College Record. 84(2).
p327-337
• Ryan, S. & Grleshaber, S. 2004. It’s More Than Child Development Critical Theories, Research, and Teaching Young Children. Young Children. 59(6).
p.44-52
• Schwarts, M. 2014. The impact of First Language First model on vocabulary development among preschool bilingual children. Reading & Writing.
27(4). p709-732
Programme Design Module: Mathematics teaching & learning 3 (Semester 1, Year 3) (Compulsory)
Module Name Mathematics teaching & learning 3

NQF Level 6
Credits 16
Purpose of module:
This module aims to assist students to develop learning programmes, teaching strategies and a learning environment that will enable Grade 2 learners
to progress confidently. This module includes the vital aspect of assessment. It aims to create an awareness of the importance of diligent monitoring of
learner progress and achievement.
Learning outcome 1
Interpret and use numerical and elementary statistical knowledge to facilitate own learning, and to manage Foundational Phase teaching,
Learning outcome 2
Plan, design and reflect on learning programmes that are appropriate for Grade 2 learners, using detailed knowledge of mathematics.
Learning outcome 3
Select, evaluate and adjust teaching and learning strategies to meet Grade 2 learner and context needs.
Learning outcome 4
Manage and administer supportive learning environments in a sensitive, stimulating, democratic and organised way for Grade 2 learners.
Analyse the environment and find solutions to any problems.
Learning outcome 5
Monitor and assess, communicate and record learner progress and achievement in the Grade 2 learning areas.

Students will:
Learning outcome 1
Interpret and use numerical and elementary statistical knowledge to facilitate own learning, and to manage Foundational Phase teaching, learning and
assessment.
1. Apply an understanding of the key terms, concepts and rules of elementary statistics to manage classroom resources and monitor learner
attendance.
2. Apply an understanding of the key terms, concepts and rules elementary statistics to record, interpret and report on the academic progress
and achievement of learners.
4. Understanding of and the ability to apply the key terms, concepts, rules and theories
Learning outcome 2
Plan, design and reflect learning programmes that are appropriate for Grade 2 learners, using detailed knowledge of mathematics.
1. Select, adapt, or design materials and resources appropriate to mathematics that take cognisance of (a collaborative and cooperative) teaching
2. Select, adapt, or design mathematically detailed learning programmes and lessons appropriate for the learners, South African context and
mathematics.
3. Justify selection of learning programmes in ways, which show knowledge and understanding of a range of theories about teaching, learning,
child development and curriculum.
4. Apply well-developed analysis processes to support the selection of learning programmes.
Learning outcome 3
Select, evaluate and adjust teaching and learning strategies to meet Grade 2 learner and context needs.
1. Select and evaluate teaching and learning strategies appropriate to the grade, subject and topic and based on careful assessment, appropriate
to the learners in class.
2. Create expectations which make appropriate demands on the learners, giving special attention to solving word problems.
3. Apply appropriate methods, procedures and techniques which motivate learners to take initiative.
Learning outcome 4
1. Create and maintain safe learning environments, which are conducive to learning and foster creative and critical thinking.
2. Demonstrate the ability to communicate appropriate ways to address these differences.
Learning outcome 5
Monitor and assess, communicate and record learner progress and achievement in the Grade 2 learning areas.
1. Select, adapt and/or design assessment tasks and strategies appropriate to Grade 2 and a range of learning contexts.
6. Systematically assess and record individual learner progress, in order to provide supportive and developmental feedback on learner progress
and achievement as well as inform future learning.
7. Work effectively in a team or group doing cooperative assessment of learner progress, taking responsibility for his or her decisions that affect
the learner.
Content of module:
Building an understanding of number
• Department of Basic Education. 2011. Curriculum and Assessment Statement Policy: Foundation Phase: Mathematics Foundation Phase:
Grades 1-3. Pretoria. DBE.
Pages 8-13, 16, 18-23, 210-234, 249-268, 282-294, 308-328
• Siemon,D et al. 2013. Teaching Mathematics Foundation and Intermediate Phase. (fourth impression 2017). Cape Town. Oxford University
Press.
Chapter 15 Page 242
Chapter 16 Page 263
Chapter 17 Page 289
Chapter 18 Page 318
Building an understanding of pattern
Pages 8-13, 16, 24, 235-237, 269-270, 295-296, 329-331
• Siemon, D et al. 2013. Teaching Mathematics Foundation and Intermediate Phase. (fourth impression 2017). Cape Town. Oxford University
Press.
Chapter 14 Page 226
Building an understanding of space, shape and measurement
Pages 8-13, 16, 25-33, 238-246, 271-280, 297-306, 332-338
Press.
Chapter 20 Page 403
Chapter 21 Page 417
Building an understanding of data
Pages 8-13, 16, 34-35, 247-248, 281, 307, 339
Press.
Chapter 22 Page 429
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 3
columns
Total 100% 70
Duration 60 minutes
Examination
subjects
Year Year 3
Total 100% 165
Duration 2h30

Mathematics teaching & learning 3 is a module in Year 3 (NQF level 6, 16 credits). This module aims to assist students to develop learning
programmes, teaching strategies and a learning environment that will enable Grade 2 learners to progress confidently. This module includes the vital
aspect of assessment. It aims to create an awareness of the importance of diligent monitoring of learner progress and achievement.
areas.

Module readings:
Prescribed text:
• Department of Basic Education. 2011. Curriculum and Assessment Statement Policy: Foundation Phase: Mathematics Foundation Phase: Grades
1-3. Pretoria. DBE.
Pages 8-13, 16, 18-35, 210-248, 249-3339
Press.
Chapter 14 Page 226
Chapter 15 Page 242
Chapter 16 Page 263
Chapter 17 Page 289
Chapter 18 Page 318
Chapter 20 Page 403
Chapter 21 Page 417
Chapter 22 Page 429

NQF Level 6
Credits 16
Purpose of module:
This module aims to assist students to develop learning programmes, teaching strategies and a learning environment that will enable Grade 1 learners
to progress confidently. This module includes the vital aspect of assessment. It aims to create an awareness of the importance of diligent monitoring of
learner progress and achievement.
Learning outcome 1
Interpret and use numerical and elementary statistical knowledge to facilitate own learning, and to manage Grade 1 mathematics
Learning outcome 2
Plan, design and reflect on learning programmes that are appropriate for Grade 1 learners, learning contexts and learning areas.
Learning outcome 3
Select, use and adjust teaching and learning strategies to meet Grade 1 learner and context needs.
Learning outcome 4
Learning outcome 5
Monitor and assess learner progress and achievement in the Grade 1 learning areas.

Students will:
Learning outcome 1
Interpret and use numerical and elementary statistical knowledge to manage Grade 1 mathematics teaching, learning and assessment.
1. Apply an understanding of numeracy and elementary statistics to record, interpret and report on the academic progress and achievement of
learners.
Learning outcome 2
Plan, design and reflect on learning programmes that are appropriate for Grade 1 learners, learning contexts and the learning area of Mathematics.
1. Select adapt, or design materials and resources appropriate to learning areas that take cognisance of (a collaborative and cooperative)
teaching approach, conceptual adequacy, and content accuracy.
2. Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, South African context and learning area,
4. Justify selection and design of learning programmes in ways, which show knowledge and understanding of a range of theories about teaching,
learning, child development and curriculum.
Learning outcome 3
1. Select and use teaching and learning strategies appropriate to Grade 1, the subject and topic and based on careful assessment, appropriate to
the learners in class.
Learning outcome 4
1. Discuss how to create and maintain safe learning environments, which are conducive to learning and foster creative and critical thinking.
2. Explain how to create learning environments that are sensitive to cultural, linguistic and gender and other differences.
3. Describe how they will assist learners to manage themselves, their time, physical space and resources.
Learning outcome 5
Monitor and assess learner progress and achievement in Grade 1 mathematics.
1. Select, adapt and/or design assessment tasks and strategies appropriate to Grade 1 mathematics and a range of learning contexts.
6. Systematically assess and record individual learner progress , in order to provide supportive and developmental feedback.
Content of module:
Building an understanding of number
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: Mathematics Foundation Phase:
Grades 1 - 3. Pretoria. DBE.
Pages 8 – 17, 50,93 – 113, 127 – 147, 159 – 171, 183 – 197, 485 - 497
• Department of Basic Education. 2012. Numeracy Handbook for Foundation Phase Teachers: Grades R–3
Pages 3 - 98, 149 - 166
• Naudé, M. & Meier, C. (editors). 2014. Pretoria. Teaching Foundation Phase Mathematics: A guide for South African students and teachers.
(first edition). Pretoria. Van Schaik.
Chapter 1: Pages 1 - 24
Building an understanding of pattern

Pages 8 – 17, 50, 114 – 116, 148 – 151, 172 – 173, 198 – 199, 485 - 497
Pages 99 - 112, 149 - 166
Building an understanding of space, shape and measurement

Pages 8 – 17, 50, 117 – 125, 152 - 157, 174 – 180, 200 – 207, 485 - 497
Pages 113 -134, 149 - 166
Building an understanding of data

Pages 8 – 17, 50, 126, 158, 181 – 182, 208 – 209, 485 - 497
Pages 135 - 166
(first edition).. Van Schaik.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 2
columns
Total 100% 60
Duration 60 minutes
Examination
subjects
Year Year 2
Total 130
Duration 2h00

Mathematics teaching & learning 2 is a module in Year 2 (NQF level 6, 16 credits). This module aims to assist students to develop learning
programmes, teaching strategies and a learning environment that will enable Grade 1 learners to progress confidently. This module includes the vital
aspect of assessment. It aims to create an awareness of the importance of diligent monitoring of learner progress and achievement.
areas.

Module readings:
Prescribed text:
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: Mathematics Foundation Phase: Grades
1 - 3. Pretoria. DBE.
Pages 8 – 17, 50,93– 209, 485 - 497
Pages 3 - 166
• Naudé, M. & Meier, C. (editors). 2014. Pretoria. Teaching Foundation Phase Mathematics: A guide for South African students and teachers. (first
edition). Pretoria. Van Schaik.

NQF Level 6
Credits 16
Purpose of module:
This module aims to assist students to develop learning programmes, teaching strategies and a learning environment that will enable Grade R
learners to discover mathematics in the world around them and prepare them for formal mathematics education. It aims to assist them in
encouraging creativity and problem-solving skills without sacrificing sound mathematical principles. This module includes the vital aspect of
assessment. It aims to create an awareness of the importance of diligent monitoring of learner progress and achievement.
Learning outcome 1
Interpret and use numerical and elementary statistical knowledge to facilitate own learning, and to manage Grade R mathematics teaching,
Learning outcome 2
Plan, design and reflect on learning programmes that are appropriate for Grade R learners, learning contexts and the learning area of
Mathematics.
Learning outcome 3
Select, use and adjust teaching and learning strategies to meet Grade R learner and context needs.
Learning outcome 4
Manage and administer supportive learning environments in a sensitive, stimulating, democratic and organised way for Grade R learners.
Learning outcome 5
Monitor and assess learner progress and achievement in the Grade R learning areas.

Students will:
Learning outcome 1
Plan, design and reflect on learning programmes that are appropriate for Grade R learners, learning contexts and the learning area of Mathematics.
1. Select adapt, or design materials and resources appropriate to learning areas that take cognisance of (a collaborative and cooperative) teaching
2. Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, South African context and learning area,
Learning outcome 2
1. Select and use teaching and learning strategies appropriate to Grade R, the subject and topic and based on careful assessment, appropriate to the
learners in class.
5. Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners in a range of contexts,
both familiar and unfamiliar.
Learning outcome 3
Manage and administer supportive learning environments in a sensitive, stimulating, democratic and organised way for Grade R learners.
1. Create and maintain safe learning environments, which are conducive to learning and foster creative and critical thinking.
Learning outcome 4
Monitor and assess learner progress and achievement in Grade R mathematics.
1. Select, adapt and/or design assessment tasks and strategies appropriate to Grade R mathematics and a range of learning contexts.
6. Systematically assess and record individual learner progress, in order to provide supportive and developmental feedback.
Content of module:
Developing a sense of number
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: Mathematics Grade R. Pretoria. DBE.
Pages 8 – 17, 37 – 38, 62 - 271
Pages 3 - 98, 149 – 166
edition). Preoria. Van Schaik.
Chapter 9: Pages 265 - 267, 271 - 273, 278
• Excell, L. & Linington, V. (editors) 2015. Teaching Grade R. Cape Town. Juta.
Developing a sense of pattern

Pages 8 – 17, 37 – 38, 62 - 271
Pages 3 - 76, 99 - 112, 149 - 166
edition). Van Schaik.
Chapter 9: Pages 265 - 267, 271 - 273, 278
Developing a sense of space, shape and measurement

Pages 8 – 17, 37 – 38, 62 - 271
Pages 3 - 76, 113 - 166
Chapter 9: Pages 265 - 267, 271 - 273, 278
Developing a sense of data

Pages 8 – 17, 37 – 38, 62 - 271
Pages 3 - 76, 135 - 166
edition).. Van Schaik.
Chapter 9: Pages 265 - 267, 271 - 273, 278
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 1
columns
Total 100% 50
Duration 50 minutes
Examination
subjects

(NQF level 5 & 6
subjects)
Total 100% 100
Duration 1h30
Mathematics teaching & learning 1 is a module in Year 1 (NQF level 6, 16 credits). This module assists students to develop learning
programmes, teaching strategies and a learning environment that will enable Grade R learners to discover mathematics in the world around
them and prepare them for formal mathematics education. It aims to assist them in encouraging creativity and problem-solving skills without
sacrificing sound mathematical principles. This module includes the vital aspect of assessment. It aims to create an awareness of the
importance of diligent monitoring of learner progress and achievement.

Module readings:
Prescribed text:
Pages 8 – 17, 37 – 38, 62 - 271
Pages 3 - 166
Chapter 9: Pages 265 - 267, 271 - 273, 278
Programme Design Module: Life skills 1 (Semester 1, Year 1) (Compulsory)
Module Name Life skills 1

NQF Level 5
Credits 10
Purpose of module:
This module aims to provide students with content knowledge required for Life Skills teaching, learning and assessment in the Foundation Phase. This
module works in conjunction with the Life Skills teaching and learning modules.
Level outcome 1:
Demonstrate competence in accessing, processing and managing information related to Life Skills curriculum requirements for the
Foundation Phase.
Learning outcome 2:
Demonstrate an understanding of the knowledge areas related to Life Skills curriculum requirements for the Foundation Phase.
Learning outcome 3:
Produce and communicate information using appropriate academic and professional conventions related to content knowledge required
in the Life Skills curriculum in the Foundation Phase.

Students will:
Learning outcome 1:
Demonstrate competence in accessing, processing and managing information related to Life Skills curriculum requirements for the Foundation
Phase.
30. Access knowledge related to the knowledge components of the Life Skills Foundation Phase curriculum.
32. Select and use study methods appropriate to own needs in the South African context.
34. Convey learning content in written, graphic and other forms.
Learning outcome 2:
Demonstrate an understanding of the knowledge areas related to Life Skills curriculum requirements for the Foundation Phase.
1. Discuss the developmental milestones that precede Grade R and those that learners are expected to achieve during the Foundation Phase
as they pertain to the Life Skills curriculum and teaching.
2. Demonstrate an understanding of the content knowledge required to teach the Foundation Phase Life Skills curriculum.
3. Demonstrate an understanding of the epistemic values and principles which characterise the South African education system.
4. Demonstrate an ability to engage critically with relevant content knowledge required to teach the Foundation Phase Life Skills curriculum.
5. Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy in discussing the various areas of the Life Skills
curriculum.
6. Use the characteristic language, terminology and concepts related to beginning knowledge, personal and social well-being, creative arts and
physical education with confidence.
7. Critically discuss the content found within the Foundation Phase Life Skills curriculum, and apply appropriate values and
conceptual frameworks to problem solving.
Learning outcome 3:
Produce and communicate information using appropriate academic and professional conventions related to content knowledge required in the Life
Skills curriculum in the Foundation Phase.
1. Use academic and professional conventions in communicating information.
2. Demonstrate an understanding of and respect for conventions around intellectual property, copyright and plagiarism in written
communication.
3. Demonstrate the responsible use of resources, where appropriate.
4. Use the required academic discourse to explain, describe, discuss and relate key concepts in the different learning areas – Beginning
Knowledge, Personal and Social Well-being, Creative Arts and Physical Education – found in the Foundation Phase Life Skills curriculum.
Content of module:
Introduction to Life Skills – the what and the why
• Naudé, M. & Meier, C. (eds) 2016. Teaching Life Skills in the Foundation Phase. Pretoria. Van Schaik Publishers.
Chapter 1: Teaching life skills: a survival guide for the 21st century – Page 3-8, 12-16
• Excell, L. & Linington, V. (eds) 2015 Teaching Grade R. Cape Town. Juta.
Chapter 14: Life Skills – Pages 289-333 (prescribed for Early Childhood Development module in Year 1)
Foundational development knowledge - Locating expectations within a developmental framework

• Department of Basic Education. National Early Learning Development Standards for children birth to four years (NELDS). 2009. Pretoria.
Department of Basic Education.
Chapter 1: Teaching life skills: a survival guide for the 21st century – Page 9-10.
Life skills teaching strategies

Life skills assessment
Chapter 13: Assessment in life skills in the Foundation Phase – Page 429-432
Chapter 7: Assessment in Life Orientation - Page 85-111
Your role
Beginning knowledge
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: Grade R-3: Life Skills. Pretoria. DBE.
Page 8
Chapter 2: Teaching social science in the Foundation Phase - Page 29-58
Chapter 3: Teaching science through inquiry in the Foundation Phase – Page 71-85.
Chapter 4: Technology education in the Foundation Phase – Page 119-126, 150-154.
Personal and social well-being knowledge

Page 9
Chapter 10: Teaching Foundation Phase learners about social well-being – Page 321-325, 340-348
Chapter 11: Sexuality education in the Foundation Phase – Page 351-370
Chapter 12: Teaching Foundation Phase learners about personal well-being – Page 391-399
Chapter 20: pages 319 – 337
Creative Arts knowledge

Page 9
Arts
Chapter 8: Teaching art in the Foundation Phase – Page 236-245
• Odendaal, R. & de Jager, T. (editors) 2016. Creative arts in education. Pretoria. Van Schaik.
Chapter 2: Art – Pages 28-71;
Drama
Chapter 5: Teaching drama in the Foundation Phase – Page 160-166
Chapter 4 – A comprehensive guide to teaching drama – Pages 100-121
Music
Chapter 6: Teaching Foundation Phase learners about music – Page 180-188
Chapter 5 – Music – Pages 124-162
Dance
Chapter 7: Teaching dance in the Foundation Phase – Page 222-224
Chapter 7 – A comprehensive guide to teaching dance – Pages 198-212
Physical education knowledge

Page 9
Chapter 9: Physical education in the Foundation Phase – Page 284-300
• Rink, J.E, & Hall, T.J. 2008. Research on Effective Teaching in Elementary School Physical Education. The Elementary School Journal. 8(3).
P.207-218
• Telford, R.D., Cunningham, R.B., Fitzgerald, R., Olive, L.S., Prosser, L., Jiang, Z., Telford, R.M. 2012. Physical Education, Obesity, and Academic
Achievement: A 2-Year Longitudinal Investigation of Australian Elementary School Children. American Journal of Public Health. 102(2), p368-
374.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 1
matching columns
Total 100% 50
Duration 50 minutes
Examination
The examinations for each module, contribute 60% of the total final mark. Examinations are written for the fundamental, disciplinary and
pedagogical subjects
Year Year 1
Total 100% 100
Duration 1h30

Life skills 1 is a module in Year 1 (NQF level 5, 10 credits). This module to provide students with content knowledge required for Life Skills teaching,
learning and assessment in the Foundation Phase. This module works in conjunction with the Life Skills teaching and learning modules.


Module readings:
Prescribed text:
• Naudé, M. & Meier, C. (ed.) 2016. Teaching Life Skills in the Foundation Phase. Pretoria. Van Schaik Publishers.
Chapter 14: Life Skills – Pages 289-333
(prescribed for Early Childhood Development module in Year 1)
• Rink, J.E, & Hall, T.J. 2008. Research on Effective Teaching in Elementary School Physical Education. The Elementary School Journal. 8(3).
P.207-218
• Telford, R.D., Cunningham, R.B., Fitzgerald, R., Olive, L.S., Prosser, L., Jiang, Z., Telford, R.M. 2012. Physical Education, Obesity, and Academic
Achievement: A 2-Year Longitudinal Investigation of Australian Elementary School Children. American Journal of Public Health. 102(2), p368-
374.
Chapter 7: Assessment in Life Orientation: Page 85-111
Chapter 20: pages 319 – 337
Chapter 2: Art – Pages 28-71
Chapter 4 – A comprehensive guide to teaching drama – Pages 100-121
Chapter 5 – Music – Pages 124-162
Chapter 7 – A comprehensive guide to teaching dance – Pages 198-212
Chapter 7: Teaching dance in the Foundation Phase – Page 222-224.
Programme Design Module: Life skills teaching & learning 4 (Year 4, Semester 1) (Compulsory)
Module Name Life skills teaching & learning 4

NQF Level 7
Credits 16
Purpose of module:
This module builds on the students underpinning knowledge about the Life Skills curriculum concepts and content knowledge, as well as ensuring that
learners are familiar with the Grade 3 CAPS curriculum requirements. Through this module, the student will familiarise themselves with the Grade 3 CAPS
Life Skills learning areas, planning of lessons, selection and development of resources, assessment for and of learning, and the design and implementation
of remediation based on an evaluation of diverse individual learner and context needs.
Through this module, students will also begin to understand progression and scaffolding of learning from Grade R through to Grade 3. Furthermore, each
year promotes further knowledge in specific components related to the Life Skills curriculum and child development – with the focus in this module on the
extending the students’ knowledge of the teaching methods (inquiry, case study and role-play) and approaches, literacy and the creative arts.
Learning outcome 1:
academic learning, and learning in Grade 3 classroom.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to facilitate own learning, and to manage Grade 3 teaching, learning and
assessment.
Learning outcome 3:
Demonstrate competence about the knowledge base underpinning Grade 3 Life Skills.
Learning outcome 4:
Plan, design and reflect on Life Skills programmes and strategies that are appropriate for Grade 3 learners, and learning contexts.
Learning outcome 5:
Learning outcome 6:
Monitor and assess learner progress and achievement in Grade 3 Life Skills learning areas.
Learning outcome 7:
Learning outcome 8:

Students will:
Demonstrate competence in reading, writing and speaking the Language of Learning and Teaching (LoLT) / instruction to facilitate own academic learning,
and learning in Grade 3 classroom.
36. Read and interpret with understanding written and graphic materials relating to Life Skills for Grade 3 learners.
38. Convey learning content in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the Grade
3 learners in their care.
curriculum.
40. Use Conversational isiZulu to explain key concepts in keeping with the school curriculum.

Interpret and use numerical and elementary statistical knowledge to manage Grade 3 Life Skills teaching, learning and assessment.
2. Interpret numerical information applicable to Grade 3.
learners.
4. Interpret and understand numerical data relating to learners’ development (within Life Skills).
Learning outcome 3:
Demonstrate competence about the knowledge base underpinning Grade 3 Life Skills curriculum.
1. Demonstrate an understanding of the fields of knowledge which underpin Life Skills curriculum in Grade 3.
2. Demonstrate a commitment to the epistemic values and principles which characterise the fields of knowledge in Life Skills teaching.
3. Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to teaching Life Skills in Grade 3.
4. Use the characteristic language, terminology and concepts of Life Skills teaching and learning appropriately, and with confidence.
5. Critically discuss the content of Grade 3 (and other Grades) Life Skills curricular knowledge, and apply appropriate values and conceptual
frameworks to problem solving within this field of knowledge.
6. Interpret the Grade 3 Life Skills curricular knowledge in terms of a developing broader of the relevant fields of knowledge.
7. Evaluate and select learning material (including textbooks), that is level appropriate (Grade 3), explain the sequencing, and indicate how it should
be assessed.
Learning outcome 4:
1. Select and/or design appropriate Grade 3 Life Skills materials and resources that take cognisance of (a collaborative and cooperative) teaching
2. Select, adapt, or design coherent lessons that takes account of learner differences in the following learning areas: Beginning knowledge, Personal
and Social Well-being, Creative Arts, and Physical Education.
3. Plan Grade 3 Life Skills lessons and other learning experiences, selecting appropriate teaching and learning strategies.
4. Justify selection and design of lessons in ways, which show knowledge and understanding of a range of theories about teaching, learning, child
development and the Grade 3 Life Skills curriculum.
5. Evaluate and improve Life Skills lessons and materials based on underpinning knowledge of Life Skills teaching & learning in the Foundation Phase.
6. Create expectations which make appropriate demands on Grade 3 learners.
7. Select teaching and learning strategies, which motivate the Grade 3 learners to meet those demands and to take initiative.
8. Discuss how you would accommodate differences in ability, learning style, pace and, in the planning and use of teaching and learning
strategies.
9. Discuss how to identify and assist learners in achieving developmental milestones, those with special needs and barriers to learning
and development through the Grade 3 Life Skills curriculum.
10.Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners in a
range of contexts, both familiar and unfamiliar.
11.Make judgements about the effect that language has on Life Skills learning and, in that light, make necessary adjustments to
teaching and learning strategies.
12. Identify teaching and learning support materials that facilitates Grade 3 learner progress and development.
13. Evaluate the efficacy of teaching and learning strategies in achieving Grade R-Grade 3 Life Skills learning objectives.
Learning outcome 5:
1. Evaluate ways of creating and maintaining safe learning environments, which are conducive to learning.
2. Evaluate ways of disciplining learners in ways that are firm, growth promoting and fair.
3. Evaluate how to create learning environments that are sensitive to cultural, linguistic and gender and other differences.
4. Evaluate and discuss how to resolve classroom conflict situations in an ethical and sensitive manner.
5. Perform administrative duties required for the effective management of the Life Skills curriculum.
6. Discuss and evaluate how the Life Skills curriculum can be used to assist learners to manage themselves, their time, physical space and resources.
7. Evaluate how the Life Skills curriculum can be used to assist (or refer) learners in resolving of personal or social problems.
administration.
Learning outcome 6:
Monitor and assess learner progress and achievement in Grade 3 Life Skills.
1. Select, adapt and/or design assessment tasks and strategies appropriate to Grade 3 Life Skills requirements.
2. Demonstrate an understanding of progression (NELDS, Grades R-Grade 3) with respect to Life Skills learning areas.
5. Identify assessment strategies to accommodate differences in either learning styles, pace or context.
6. Evaluate own, and others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and
7. Discuss how assessment results can be used to inform future teaching, learning and assessment strategies.
8. Identify, discuss and develop a range of assessment strategies to accommodate differences in learning style, pace and context.
9. Discuss and justify choice and design of assessment strategies, methods and procedures that shows understanding of the assumptions that
underlie a range of assessment approaches, and their strengths and weaknesses in relation to age and Life Skills learning area (Beginning
knowledge, Creative Arts, Physical Education, Personal and Social Well-being) being assessed.
Learning outcome 7:
1. Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on the national education
and training landscape
Learning outcome 8:
1. Promote the values and principles of the Constitution, particularly those related to human rights, children’s rights and the
environment.
profession.
Content of module:
Teaching the Grade 3 Life Skills curriculum
Recapping – what’s gone before (Grade R – Grade 2)
• Department of Basic Education. 2011. Curriculum Assessment Policy Statement. Foundation Phase: Grade R-3. Life Skills. Pretoria. Department of
Basic Education.
Page 3-14, 66-67
Extending your teaching methods

• Killen, R. 2015. Teaching strategies: Quality teaching & learning (2nd edition). Cape Town. Juta.
Chapter 11: Using inquiry as a teaching strategy: Page 296 – 320
Chapter 12: Using case study as a teaching strategy: Page 321 – 335
Chapter 13: Using role play as a teaching strategy: Page 336-354
Understanding assessment
• Naude, M. & Davin, R. 2017. Assessment in the Foundation Phase. Pretoria. Van Schaik.
Chapter 6: Assessment of Life Skills in the Foundation Phase: Page 119-150 [Also prescribed for Ed Studies 4]
Beginning Knowledge and Personal and Social Well-being (for Grade 3)

Curriculum requirements for Grade 3
• CAPS: Term 1 – 4: Page 54-57, Page 66-68
Understanding progression – across the foundation phase (Grade 2 to Grade 3)

• CAPS: Term 1 – 4: Page 42-45 and CAPS: Term 1 – 4: Page 54-57
Let’s get practical - Teaching, learning & assessment: developing lesson plans, learning resources and assessment instruments for Grade 3
Chapter 2: Teaching social science in the Foundation Phase – Page 56-58, 60-62 (revision), 64 (revision)
Chapter 4: Technology education in the Foundation Phase – Page 127-149.
Chapter 11: Sexuality Education in the Foundation Phase – Page 377, 380.
• Department of Basic Education. 2017. Grade 3. Life Skills in English. Book 1: Term 1 & 2. [online] Available at:
http://www.education.gov.za/Curriculum/LearningandTeachingSupportMaterials(LTSM)/Workbooks/2017Workbook1.aspx
http://www.education.gov.za/Curriculum/LearningandTeachingSupportMaterials(LTSM)/Workbooks/2017Workbook1.aspx (To be made available
later this year).
• Alarcon, J., Holmes, K., Bybee, E. Historical Thinking Inside the Box: Preservice Elementary Teachers Use Journey Boxes to Craft Counter Narratives.
Social Studies. 106(4). p.186-192.
• Burns, M.V. & Lewis, A.L. 2016. How the Project Approach Challenges Young Children. Gifted Child Today. 39(3). P.140-144.
Creative Arts (for Grade 3)

Understanding progression – across the foundation phase (Grade R – Grade 3)

Let’s get practical - Teaching, learning & assessment: developing lesson plans, learning resources and assessment instruments
Chapter 7: Teaching dance in the Foundation Phase – Page 228
Chapter 8: Teaching art in the Foundation Phase – Page 267, 272-274, 275-278
• O’Neil, K.E. 2011. Reading Pictures: Developing Visual Literacy for General Comprehension. Reading Teacher. 65(3). p.213-223.
• Whitcomb, R. 2013. Teaching Improvisation in Elementary General Music: Facing Fears and Fostering Creativity. Music Educators Journal. 99(3).
p.43-50.
• Perlmutter, A. 2013. Elementary Improvisation. Teaching Music. 21(3). p.50
• Kalinec-Craig, C. 2015. Elementary Teachers’ Perspectives About the Tensions of Teaching Mathematics Through Art and Music. Conference Papers
– Pscyhology of Mathematics & Education in North America. p.908-911.
• Texas Child Care. 2012. What you can do with paper, scissors and glue. Texas Child Care. 36(1). p.1-5.
• Deans, J. 2016. Thinking, feeling and relating: Young children learning through dance. Australasian Journal of Early Childhood. 41(3). p.46-57.
Physical education (for Grade 3)

Understanding progression – across the foundation phase (Grade R to Grade 3)

• Robertson, R. 2015. They Will Do as You Do, Not Just What You Say: Modeling and Teacher Choice in Children’s Health and Wellness. Exchange.
225. p.56-58.
• Child Education Plus. 2008. Ten of the best Healthy eating resources. Childhood Education Plus. 85(7). p.54-55.
• Yates, M. & Brussoni, M. 2016. The Importance of Childrens Risky Play. Green Teacher. 109. p.3-7.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 4
columns
Total 100% 80
Duration 60 minutes
Examination
subjects
Year Year 4
Question type
Total 100% 200
Duration 3h00

Life skills teaching & learning 4 is a module in Year 4 (NQF level 7, 16 credits). This module builds on the students underpinning knowledge about the Life
Skills curriculum concepts and content knowledge, as well as ensuring that learners are familiar with the Grade 3 CAPS curriculum requirements. Through
this module, the student will familiarise themselves with the Grade 3 CAPS Life Skills learning areas, planning of lessons, selection and development of
resources, assessment for and of learning, and the design and implementation of remediation based on an evaluation of diverse individual learner and
context needs.


Module readings:
Prescribed text:
Chapter 2: Teaching social science in the Foundation Phase – Page 56-58, 60-62 (revision), 64 (revision)
Chapter 4: Technology education in the Foundation Phase – Page 127-149.
Chapter 7: Teaching dance in the Foundation Phase – Page 228
Chapter 8: Teaching art in the Foundation Phase – Page 267, 272-274, 275-278
Chapter 11: Sexuality Education in the Foundation Phase – Page 377, 380.
Chapter 11: Using inquiry as a teaching strategy: Page 296 – 320
Chapter 12: Using case study as a teaching strategy: Page 321 – 335
Chapter 13: Using role play as a teaching strategy: Page 336-354
Basic Education.
• Naude, M. & Davin, R. 2017. Assessment in the Foundation Phase. Pretoria. Van Schaik.
Chapter 6: Assessment of Life Skills in the Foundation Phase: Page 119-150
• Alarcon, J., Holmes, K., Bybee, E. Historical Thinking Inside the Box: Preservice Elementary Teachers Use Journey Boxes to Craft Counter Narratives.
Social Studies. 106(4). p.186-192.
• Burns, M.V. & Lewis, A.L. 2016. How the Project Approach Challenges Young Children. Gifted Child Today. 39(3). P.140-144.
• O’Neil, K.E. 2011. Reading Pictures: Developing Visual Literacy for General Comprehension. Reading Teacher. 65(3). p.213-223.
• Whitcomb, R. 2013. Teaching Improvisation in Elementary General Music: Facing Fears and Fostering Creativity. Music Educators Journal. 99(3).
p.43-50.
• Perlmutter, A. 2013. Elementary Improvisation. Teaching Music. 21(3). p.50
• Kalinec-Craig, C. 2015. Elementary Teachers’ Perspectives About the Tensions of Teaching Mathematics Through Art and Music. Conference Papers
– Pscyhology of Mathematics & Education in North America. p.908-911.
• Texas Child Care. 2012. What you can do with paper, scissors and glue. Texas Child Care. 36(1). p.1-5.
• Deans, J. 2016. Thinking, feeling and relating: Young children learning through dance. Australasian Journal of Early Childhood. 41(3). p.46-57.
• Robertson, R. 2015. They Will Do as You Do, Not Just What You Say: Modeling and Teacher Choice in Children’s Health and Wellness. Exchange.
225. p.56-58.
• Child Education Plus. 2008. Ten of the best Healthy eating resources. Childhood Education Plus. 85(7). p.54-55.
• Yates, M. & Brussoni, M. 2016. The Importance of Childrens Risky Play. Green Teacher. 109. p.3-7.
http://www.education.gov.za/Curriculum/LearningandTeachingSupportMaterials(LTSM)/Workbooks/2017Workbook1.aspx (To be made available
later this year).
‘Programme Design Module: Life skills teaching & learning 3 (Semester 1, Year 3) (Compulsory)

NQF Level 6
Credits 16
Purpose of module:
This module builds on the students underpinning knowledge about the Life Skills curriculum concepts and content knowledge, as well as ensuring that
learners are familiar with the Grade 2 CAPS curriculum requirements. Through this module, the student will familiarise themselves with the Grade 2 CAPS
Life Skills learning areas, planning of lessons, development of resources, assessment for and of learning, and the design and implementation of remediation
based on an evaluation of individual learner and context needs.
extending the students’ knowledge of the moral development of children, identifying and managing aggression and bullying, exploring sexuality, the
integration of art across the curriculum, and co-operative learning and problem-solving teaching strategies.
Learning outcome 1:
Learning outcome 2:
assessment.
Learning outcome 3:
Learning outcome 4:
Learning outcome 5:
Learning outcome 6:
Learning outcome 7:
Learning outcome 8:

Students will:
curriculum.

learners.
Learning outcome 3:
12. Discuss the content of Grade 2 Life Skills curricular knowledge, and problem solve.
13. Interpret the Grade 2 Life Skills curricular knowledge in terms of a developing understanding of the relevant fields of knowledge.
be assessed.
Learning outcome 4:
19.Create expectations which make appropriate demands on Grade 2 learners.
20.Select teaching and learning strategies, which motivate the Grade 2 learners to meet those demands and to take initiative.
21.Discuss how you would accommodate differences in ability, learning style, pace and, in the planning and use of teaching and learning
strategies.
22.Discuss how to identify and assist learners in achieving developmental milestones, those with special needs and barriers to learning
24.Make judgements about the effect that language has on Life Skills learning and, in that light, discuss the necessary adjustments to
the teaching and learning strategies.
26. Evaluate the efficacy of teaching and learning strategies in achieving Grade R-Grade 2 Life Skills learning objectives.
Learning outcome 5:
9. Evaluate ways of creating and maintaining safe learning environments, which are conducive to learning.
10. Evaluate ways of disciplining learners in ways that are firm, growth promoting and fair.
11. Evaluate how to create learning environments that are sensitive to cultural, linguistic and gender and other differences.
administration.
Learning outcome 6:
2. Demonstrate an understanding of progression (NELDS, Grades R, Grade 1 and Grade 2) with respect to Life Skills learning areas.
8. Identify and discuss a range of assessment strategies to accommodate differences in context.
Learning outcome 7:
1. Engage critically with education policies, procedures and systems which impact on institutions and classrooms.
Learning outcome 8:
environment.
profession.
Content of module:
A recap of requirements
Basic Education.
Page 3-14, 66-67
Extending your teaching methods

Chapter 9: Using co-operative learning as a teaching strategy: Page 228-257
Chapter 10: Using problem-solving as a teaching strategy: Page 258-295
Resources for Grade 2 teaching

• Department of Basic Education. 2017. Grade 2: Life Skills in English. Book 1. Term 1 & 2. [online] Available at
Beginning Knowledge and Personal and Social Well-being (for Grade 2)

• CAPS: Term 1 – 4: Page 42-45, Pages 66-68
Understanding progression – Comparing Grade 1 to Grade 2

Chapter 1: Teaching life skills – Page 23-24.
Chapter 2: Teaching social science in the Foundation Phase - Page 47-49 (revision), 34-38, 53-58, 59, 62-64.
Chapter 3: Teaching science through inquiry in the Foundation Phase – Page 89-113 (revision).
Chapter 10: Teaching Foundation Phase learners about social well-being – Page 324-325 (revision), 340-342.
Chapter 11: Sexual education in the Foundation Phase – Page 376, 377, 378-385
Chapter 12: Teaching Foundation Phase learners about personal well-being – Page 401-424 (revision)
Chapter 13: Assessment in life skills in the Foundation Phase – Page 433-449 (revision)
• Young Children. 2008. Resources for Teaching and Learning about the Natural World. Young Children. 63(1). p.42-43.
• Rosenow, N. 2008. Learning to Love the Earth & Each Other. Young Children. 63(1). p.10-14.
• Nel, M. (ed). 2014. Life orientation for South African teachers. Pretoria. Van Schaik.
Chapter 5: Teaching-learning for democracy and human rights.
• Department of Basic Education. 2017. Grade 2. Life Skills in English: Book 1: Term 1 & 2. [online] Available at
• Fisher, C.M., Telljohann, S.K., Price, J.H., Dake, J.A & Glassman, T. 2015. Perceptions of Elementary School Children’s Parents Regarding Sexuality
Education. American Journal of Sexuality Education. 10(1). p1-20.
• Midgett, A. & Doumas, D.M. 2016. Training Elementary Students to Intervene as Peer-Advocates to Stop Bullying At School: A Pilot Study. Journal of
Creativity in Mental Health. 11(3-4). p.353-365.
• Newgent, R.A., Beck, M.J., Kress, V.E. & Watkins, M.C. 2016. Social and Relational Aspects of Bullying and Victimization in Elementary School:
Strength Based Strategies for Prevention. Journal of Creativity in Mental Health. 11(3-4). p.285-297.
• Jamsek. M. 2017. Aggression in the Classroom. Teaching Young Children. 10(3). p.31-32.
• Beth,P. & Cahill, A. 2012. Determining if Behavior is Bullying. Teaching Young Children. 5(5). p.34-35.
Creative Arts (for Grade 2)

Curriculum requirements
Understanding progression – Grade 1 and Grade 2

Let’s get practical - Teaching, learning & assessment: developing lesson plans, learning resources and assessment instruments in Grade 2
Chapter 8: Teaching art in the Foundation Phase – Page 265-267, 271-272, 275
• L. & Wardrip, P.S. Making with Young Learners: An Introduction. Teaching Young Children. 9(5). p.6-8
• Whitin, P. & Moench, C. 2015. Preparing Elementary teachers for Arts Integration. Art Education. 68(2). p.36-41.
• Zitomer, M.R. 2016. ‘Dance Makes Me Happy’: experiences of children with disabilities in elementary school dance education. Research in Dance
Education. 17(3). p.218-234
Physical education (for Grade 2)
Understanding progression – from Grade 1 to Grade 2

Chapter 9: Physical education in the Foundation Phase – Page 308, 309-311
• Barker, D., Wallhead, T., Goodyear, V., Brock, S., Amade-Escot, C., 2017. Group Work in Physical Education: Exploring the Interconnectedness of
Theoretical Approaches and Practice. Journal of Teaching in Physical Education. 36(1). p.50-60.
• Lynch, S., Benson, C., Burke, A., Cooper, J., Dwyer, N., Allmark, J., & Kinchin, G.D. 2017. A Practical Guide for Maintaining High Activity Levels in
Physical Education. Strategies. 30(2). p.42-44.
• Schwamberger, B., Wahl-Alexander, Z. & Ressler, J. 2017. Ensuring Moral Development in Physical Education. Strategies. 30(2). p.33-37.
• Casey, A., Goodyear, V.A., Armour, K.M. 2017. Rethinking the relationship between pedagogy, technology and learning in health and physical
education. Sport, Education & Society. 22(2). p.288-304.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 3
columns
Total 100% 70
Duration 60 minutes
Examination
subjects
Year Year 3
(NQF level 6
modules)
Total 100% 165
Duration 2h30

Life skills teaching & learning 3 is a module in Year 3 (NQF level 6, 16 credits). This module builds on the students underpinning knowledge about the Life
Skills curriculum concepts and content knowledge, as well as ensuring that learners are familiar with the Grade 2 CAPS curriculum requirements. Through
this module, the student will familiarise themselves with the Grade 2 CAPS Life Skills learning areas, planning of lessons, development of resources,
assessment for and of learning, and the design and implementation of remediation based on an evaluation of individual learner and context needs.
extending the students’ knowledge of the moral development of children, identifying and managing aggression and bullying, exploring sexuality, the
integration of art across the curriculum, and co-operative learning and problem-solving teaching strategies.


Module readings:
Prescribed text:
Chapter 1: Teaching life skills – Page 23-24.
Chapter 2: Teaching social science in the Foundation Phase - Page 47-49 (revision), 34-38, 53-58, 59, 62-64.
Chapter 3: Teaching science through inquiry in the Foundation Phase – Page 89-113 (revision).
Chapter 9: Physical education in the Foundation Phase – Page 308, 309-311
Chapter 10: Teaching Foundation Phase learners about social well-being – Page 324-325 (revision), 340-342.
Chapter 11: Sexual education in the Foundation Phase – Page 376, 377, 378-385
Chapter 9: Using co-operative learning as a teaching strategy: Page 228-257
Chapter 10: Using problem-solving as a teaching strategy: Page 258-295
[prescribed in Year 1 – Year 4 of Life Skills Teaching]
Basic Education.
• Young Children. 2008. Resources for Teaching and Learning about the Natural World. Young Children. 63(1). p.42-43.
• Rosenow, N. 2008. Learning to Love the Earth & Each Other. Young Children. 63(1). p.10-14.
• Fisher, C.M., Telljohann, S.K., Price, J.H., Dake, J.A & Glassman, T. 2015. Perceptions of Elementary School Children’s Parents Regarding Sexuality
Education. American Journal of Sexuality Education. 10(1). p1-20.
• Midgett, A. & Doumas, D.M. 2016. Training Elementary Students to Intervene as Peer-Advocates to Stop Bullying At School: A Pilot Study. Journal of
Creativity in Mental Health. 11(3-4). p.353-365.
• Newgent, R.A., Beck, M.J., Kress, V.E. & Watkins, M.C. 2016. Social and Relational Aspects of Bullying and Victimization in Elementary School:
Strength Based Strategies for Prevention. Journal of Creativity in Mental Health. 11(3-4). p.285-297.
• Jamsek. M. 2017. Aggression in the Classroom. Teaching Young Children. 10(3). p.31-32.
• Beth,P. & Cahill, A. 2012. Determining if Behavior is Bullying. Teaching Young Children. 5(5). p.34-35.
• Brahms, L. & Wardrip, P.S. Making with Young Learners: An Introduction. Teaching Young Children. 9(5). p.6-8
• Whitin, P. & Moench, C. 2015. Preparing Elementary teachers for Arts Integration. Art Education. 68(2). p.36-41.
• Zitomer, M.R. 2016. ‘Dance Makes Me Happy’: experiences of children with disabilities in elementary school dance education. Research in Dance
Education. 17(3). p.218-234
• Barker, D., Wallhead, T., Goodyear, V., Brock, S., Amade-Escot, C., 2017. Group Work in Physical Education: Exploring the Interconnectedness of
Theoretical Approaches and Practice. Journal of Teaching in Physical Education. 36(1). p.50-60.
• Lynch, S., Benson, C., Burke, A., Cooper, J., Dwyer, N., Allmark, J., & Kinchin, G.D. 2017. A Practical Guide for Maintaining High Activity Levels in
Physical Education. Strategies. 30(2). p.42-44.
• Schwamberger, B., Wahl-Alexander, Z. & Ressler, J. 2017. Ensuring Moral Development in Physical Education. Strategies. 30(2). p.33-37.
• Casey, A., Goodyear, V.A., Armour, K.M. 2017. Rethinking the relationship between pedagogy, technology and learning in health and physical
education. Sport, Education & Society. 22(2). p.288-304.
Chapter 5: Teaching-learning for democracy and human rights.
Programme Design Module: Life skills teaching & learning 2 (Year 2, Semester 2) (Compulsory)

NQF Level 6
Credits 16
Purpose of module:
This module aims to build on the students’ knowledge of Life Skills curriculum concepts and content knowledge, as well as ensure that learners are familiar
with the Grade 1 CAPS curriculum requirements. Through this module, the student will familiarise themselves with the Grade 1 CAPS Life Skills curriculum,
plan lessons, select and / or develop resources, prepare assessment for and of learning, and design remediation based on an evaluation of individual learner
and context needs. Through this module, students will also begin to understand progression and scaffolding of learning from Grade R to Grade 1.
Furthermore, each year promotes further knowledge in specific components related to the Life Skills curriculum and child development – with the focus in
this module on the development of motor skills and co-ordination, sensory activities and emotional regulation, as well as using direct instruction and
discussion as teaching strategies.
Learning outcome 1:
Learning outcome 2:
assessment.
Learning outcome 3:
Learning outcome 4:
Learning outcome 5:
Learning outcome 6:
Learning outcome 7:
Learning outcome 8:

Students will:
curriculum.

learners.
Learning outcome 3:
19. Discuss the content of Grade 1 Life Skills curricular knowledge, and problem solve.
20. Interpret the Grade 1 Life Skills curricular knowledge in terms of a basic understanding of the relevant fields of knowledge.
be assessed.
Learning outcome 4:
approach, and content accuracy.
32.Create expectations which make appropriate demands on Grade 1 learners.
33.Select teaching and learning strategies, which motivate the Grade 1 learners to meet those demands and to take initiative.
34.Discuss how you would accommodate differences in ability in the planning and use of teaching and learning strategies.
Learning outcome 5:
17. Discuss ways of creating and maintaining safe learning environments, which are conducive to learning.
18. Discuss ways of disciplining learners in ways that are firm, growth promoting and fair.
19. Discuss how to create learning environments that are sensitive to cultural, linguistic and gender and other differences.
administration.
Learning outcome 6:
11. Demonstrate an understanding of progression (NELDS, Grades R & 1) with respect to Life Skills learning areas.
Learning outcome 7:
3. Engage with education policies, procedures and systems which impact on institutions and classrooms.
Learning outcome 8:
environment.
profession.
Content of module:
Recapping – what’s gone before
• CAPS Page 8-14
Chapter 1: Teaching Life Skills: a survival guide for the 21st century – Page 12-24.
Resources and approach to the Grade 1 curriculum

• Department of Basic Education. 2017. Grade 1: Life Skills in English. Book 1: Terms 1 & 2. Pretoria. Department of Basic Education. Available at:
• Schaefer, R. 2016. Teacher Inquiry on the Influence of Materials on Children’s Learning. Young Children. 71(5). p.64-73.
Chapter 6: Using direct instruction as a teaching strategy: Page 135-166
Chapter 7: Using discussion as a teaching strategy: Page 167-201
Beginning knowledge and Personal and Social Well-being in Grade 1

• CAPS: Term 1 – 4: Page 30-33
Understanding progression – Comparing Grade R to Grade 1

• CAPS: Term 1 – 4: Page 8; Pages 15-21 and CAPS: Term 1 – 4: Page 30-33
Chapter 3: Teaching science through inquiry in the Foundation Phase – Page 95-113 (revision)
Chapter 10: Teaching Foundation Phase learners about social well-being – Page 324-330 (revision), 331-339, 343-348
Chapter 11: Sexual education in the Foundation Phase – Page 374-376, 377-378, 380-381
• Mann, T.L. 2017. Fostering Emotional Regulation in the Service of Executive Functioning. Young Children. 72(1). p.44-47.
• Harper, L.J. 2016. Using Picture Books to Promote Social-Emotional Literacy. Young Children. 71(3). p.80-86
• Evans-Santiago, B., & Lin, M. 2016. Inclusion With Sensitivity Teaching Children With LGBTQ Families. Young Children. 71(2). p.56-63.
Creative Arts in Grade 1
Understanding progression – from Grade R to Grade 1
• CAPS: Page 9; Pages 22-25 and CAPS: Term 1 – 4: Page 34-37
Chapter 8: Teaching art in the Foundation Phase – Page 236-239 (revision)
Let’s get practical Teaching, learning & assessment: developing lesson plans, learning resources and assessment instruments for Grade 1
Chapter 5: Teaching drama in the Foundation Phase – Page 166-174 (revision)
Chapter 6: Teaching Foundation Phase learners about music – Page 189-212 (revision), 213-217
Chapter 7: Teaching dance in the Foundation Phase – Page 230-232 (revision)
Chapter 8: Teaching art in the Foundation Phase – Page 246-252 (revision), 253-259, 262, 269, 270, 274-275, 278-279 (revision)
• Harris, K.I. & Fisher, H. 2017. Hands On! Promoting Sensory Activities. Teaching Young Children. 10(3). p.13-15.
Physical education in Grade 1

Revision
Chapter 9: Physical education in the Foundation Phase – Page 284-300 (revision)

Understanding progression – Grade R & Grade 1

• CAPS: Page 9; Pages 26-29 and CAPS: Term 1 – 4: Page 38-41
• Huffman, J.M. & Fortenberry, C. 2011. Developing fine motor skills. Young Children. 66(5). p.100-102.
• Fliers, E., Rommelse, N., Vermeulen, S.H.H.M., Altink, M., Faraone, S.V., Sergeant, J.A., Franke, B., & Buitelaar, J.K. 2008. Motor coordination
problems in children and adolescents with ADHD rated by parents and teachers: effects of age and gender. Journal of Neural Transmission. 115(2).
p.211-220.
• Rivard, L.M., Missiuna, C., Hanna, S., & Wishart, L. 2007. Understanding teachers’ perceptions of the motor difficulties of children with
developmental coordination disorder (DCD). British Journal of Educational Psychology. 77(3). p.633-647
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 2
columns
Total 100% 60
Duration 60 minutes
Examination
subjects
Year Year 2
Total 130
Duration 2h00

with the Grade 1 CAPS curriculum requirements. Through this module, the student will familiarise themselves with the Grade 1 CAPS Life Skills curriculum,
plan lessons, select and / or develop resources, prepare assessment for and of learning, and design remediation based on an evaluation of individual learner
and context needs.
Through this module, students will also begin to understand progression and scaffolding of learning from Grade R to Grade 1. Furthermore, each year
promotes further knowledge in specific components related to the Life Skills curriculum and child development – with the focus in this module on the
development of motor skills and co-ordination, sensory activities and emotional regulation, as well as using direct instruction and discussion as teaching
strategies.


Module readings:
Prescribed reading:
Basic Education.
Chapter 1: Teaching Life Skills: a survival guide for the 21st century – Page 12-24.
Chapter 3: Teaching science through inquiry in the Foundation Phase – Page 95-113 (revision)
Chapter 5: Teaching drama in the Foundation Phase – Page 166-174 (revision)
Chapter 6: Teaching Foundation Phase learners about music – Page 189-212 (revision), 213-217
Chapter 7: Teaching dance in the Foundation Phase – Page 230-232 (revision)
Chapter 8: Teaching art in the Foundation Phase – Page 246-252 (revision), 253-259, 262, 269, 270, 274-275, 278-279 (revision)
Chapter 10: Teaching Foundation Phase learners about social well-being – Page 324-330 (revision), 331-339, 343-348
Chapter 11: Sexual education in the Foundation Phase – Page 374-376, 377-378, 380-381
Chapter 6: Using direct instruction as a teaching strategy: Page 135-166
Chapter 7: Using discussion as a teaching strategy: Page 167-201
• Schaefer, R. 2016. Teacher Inquiry on the Influence of Materials on Children’s Learning. Young Children. 71(5). p.64-73.
• Harper, L.J. 2016. Using Picture Books to Promote Social-Emotional Literacy. Young Children. 71(3). p.80-86
• Evans-Santiago, B., & Lin, M. 2016. Inclusion With Sensitivity Teaching Children With LGBTQ Families. Young Children. 71(2). p.56-63.
• Mann, T.L. 2017. Fostering Emotional Regulation in the Service of Executive Functioning. Young Children. 72(1). p.44-47.
• Harris, K.I. & Fisher, H. 2017. Hands On! Promoting Sensory Activities. Teaching Young Children. 10(3). p.13-15.
• Huffman, J.M. & Fortenberry, C. 2011. Developing fine motor skills. Young Children. 66(5). p.100-102.
• Fliers, E., Rommelse, N., Vermeulen, S.H.H.M., Altink, M., Faraone, S.V., Sergeant, J.A., Franke, B., & Buitelaar, J.K. 2008. Motor coordination
problems in children and adolescents with ADHD rated by parents and teachers: effects of age and gender. Journal of Neural Transmission. 115(2).
p.211-220.
• Rivard, L.M., Missiuna, C., Hanna, S., & Wishart, L. 2007. Understanding teachers’ perceptions of the motor difficulties of children with
developmental coordination disorder (DCD). British Journal of Educational Psychology. 77(3). p.633-647
Programme Design Module: Life skills teaching 1 (Semester 2, Year 1) (Compulsory)
Module Name Life skills teaching 1

NQF Level 6
Credits 16
Purpose of module:
This module aims to introduce the student to the Life Skills curriculum concepts and underpinning knowledge, as well as ensure that learners are familiar
with the Grade R CAPS curriculum requirements. Through this module, the student will familiarise themselves with the Grade R CAPS Life Skills learning
areas, planning of lessons, development of resources, and assessment for and of learning.
Through this module, students will also begin to understand progression and scaffolding of learning prior to commencement of Grade R. Furthermore, each
extending the students’ knowledge of the teaching methods (play and direct instruction) and approaches.
Learning outcome 1:
academic learning, and learning in Grade R classrooms.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to facilitate own learning, and to manage Grade R Life Skills teaching,
Learning outcome 3:
Demonstrate competence about the knowledge base underpinning Grade R Life Skills curriculum.
Learning outcome 4:
Plan, design / select, use, and reflect on Life Skills programmes and strategies that are appropriate for Grade R learners, and context needs.
Learning outcome 5:
Learning outcome 6:
Monitor and assess learner progress and achievement in Grade R Life Skills.
Learning outcome 7:
Learning outcome 8:

Students will:
Learning outcome 1:
and learning in Grade R classrooms.
52. Read and interpret with understanding written and graphic materials relating to Life Skills for Grade R learners.
R learners in their care.
curriculum.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to manage Grade R Life Skills teaching, learning and assessment.
11. Interpret numerical information applicable to Grade R.
learners.
Learning outcome 3:
Demonstrate competence about the knowledge base underpinning Grade R Life Skills curriculum.
22. Demonstrate an understanding of the fields of knowledge which underpin Life Skills curriculum in Grade R.
24. Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to teaching Life Skills in Grade R.
26. Discuss the content of Grade R Life Skills curricular knowledge, and problem solve.
27. Interpret the Grade R Life Skills curricular knowledge in terms of a basic understanding of the relevant fields of knowledge.
28. Evaluate and select learning material (including textbooks), that is level appropriate (Grade R), explain the sequencing, and indicate how it should
be assessed.
Learning outcome 4:
Plan, design / select, use, and reflect on Life Skills programmes and strategies that are appropriate for Grade R learners, and context needs.
38. Select and/or design materials and resources appropriate to Grade R Life Skills teaching that take cognisance of (a collaborative and cooperative)
teaching approach, and content accuracy.
40. Plan Grade R Life Skills lessons and other learning experiences, selecting appropriate teaching and learning strategies.
development and the Grade R Life Skills curriculum.
42.Select teaching and learning strategies appropriate to the Grade R Life Skills curriculum requirements.
43.Create expectations which make appropriate demands on Grade R learners.
44.Select teaching and learning strategies, which motivate the Grade R learners to meet those demands and to take initiative.
45.Discuss how you would accommodate differences in ability in the planning and use of teaching and learning strategies.
and development through the Grade R Life Skills curriculum.
48. Identify teaching and learning support materials that facilitates Grade R learner progress and development.
Learning outcome 5:
25. Discuss ways of creating and maintaining safe learning environments, which are conducive to learning.
26. Discuss ways of disciplining learners in ways that are firm, growth promoting and fair.
27. Discuss how to create learning environments that are sensitive to cultural, linguistic and gender and other differences.
32. Evaluate and, where necessary, adjust own actions in ways that show knowledge and understanding of management and administration.
Learning outcome 6:
Monitor and assess learner progress and achievement in Grade R Life Skills.
18. Select, adapt and/or design assessment tasks and strategies appropriate to Grade R Life Skills requirements.
21. Evaluate others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and barriers to
learning and development.
23. Discuss choice and design of assessment strategies, methods and procedures that shows understanding of the assumptions that underlie a range
of assessment approaches, and their strengths and weaknesses in relation to age and Life Skills learning area (Beginning knowledge, Creative Arts,
Physical Education, Personal and Social Well-being) being assessed.
Learning outcome 7:
5. Engage with education policies, procedures and systems which impact on institutions and classrooms.
Learning outcome 8:
environment.
profession.
Content of module:
Teaching the Grade R Life Skills curriculum
Chapter 14: Life Skills – Pages 289-333 (prescribed for Early Childhood Development module in Year 1) (revision)
Chapter 10: Learning and teaching through play – Pages 190-206 (prescribed for Early Childhood Development module in Year 1)
Beginning Knowledge and Personal and Social Well-being (for Grade R)

About the theory – a quick recap
Curriculum requirements for Grade R

• CAPS: Term 1 – 4: Page 8; Pages 15-21, Pages 66-68
Let’s get practical - Teaching, learning & assessment: developing lesson plans, learning resources and assessment instruments for Grade R
Chapter 3: Teaching science through inquiry in the Foundation Phase – Page 95-113
Chapter 10: Teaching Foundation Phase learners about social well-being – Page 324-325 (revision), Page 327-340
Chapter 11: Sexual education in the Foundation Phase – Page 373, 377
• Katz, D.L, Katz, C.S., Treu, J.A., Reynolds, J., Njike, V., Walker, J., Smith, E., & Michael, J., 2011. Teaching Healthful Food Choices to Elementary School
Students and Their Parents: The Nutrition Detectives Program. Journal of School Health. 81(1). p.21-28
• De Rosier, M.E. & Mercer, S.H. 2007. Improving Student Social Behavior: The Effectiveness of Storytelling-Based Character Education Program.
Journal of Research in Character Education. 5(2). p.131-148.
Creative Arts (for Grade R)
Curriculum requirements in Grade R

• CAPS: Page 9; Pages 22-25, Pages 66-68
Let’s get practical - Teaching, learning & assessment: developing lesson plans, learning resources and assessment instruments
Chapter 6: Teaching Foundation Phase learners about music – Page 189-212, 214
Chapter 8: Teaching art in the Foundation Phase – Page 246-252, 260-261, 262, 269, 278-279
• Ljungdahl, L. 2008. Strategies to Improve Literacy Standards Using Creative Arts. The International Journal of Learning. 515(5). P.57-63
• Hendrix, R., Charles, E., & David, S. 2012. The Integration of Creative Drama in an Inquiry-Based Elementary Program: The Effect on Student Attitude
and Conceptual Learning. Journal of Science Teacher Education. 23(7). P.823-846.
Physical education (for Grade R)
Curriculum requirements for Grade R

• CAPS: Page 9; Pages 26-29, Pages 66-68
Understanding progression – comparing NELDS with CAPS Grade R (Term 1 – 4)

Let’s get practical - Teaching, learning & assessment: developing lesson plans, learning resources and assessment instruments for Grade R
• Herbert, P.C., Lohrmann, D.K., Seo, D-C., Stright, A.D., Kolbe, L.J. 2013. Effectiveness of the Energize Elementary School Program to Improve Diet
and Exercise. Journal of School Health. 83(11). p.780-786
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 1
columns
Total 100% 50
Duration 50 minutes
Examination
subjects

(NQF level 5 & 6
subjects)
Total 100% 100
Duration 1h30

Life skills teaching 1 is a module in Year 1 (NQF level 6, 16 credits). This module introduces the student to the Life Skills curriculum concepts and
underpinning knowledge. Through this module, the student will familiarise themselves with the Grade R CAPS Life Skills curriculum and engage in planning
(and delivery) of Life Skills lessons for Grade R learners, including the assessment for and of learning.


Module readings:
Revision (from ECD and Life Skills 1)
Chapter 10: Learning and teaching through play – Pages 190-206
Chapter 14: Life Skills – Pages 289-333
(prescribed for Early Childhood Development module in Year 1)
Beginning knowledge and personal and social well-being

Prescribed texts for beginning knowledge, and personal and social well-being
Chapter 3: Teaching science through inquiry in the Foundation Phase – Page 95-113
Chapter 10: Teaching Foundation Phase learners about social well-being – Page 324-325 (revision), Page 327-340
Chapter 11: Sexual education in the Foundation Phase – Page 373, 377
Prescribed articles for beginning knowledge, and personal and social well-being:
Creative Arts
Prescribed texts for Creative Arts
Chapter 6: Teaching Foundation Phase learners about music – Page 189-212, 214
Chapter 8: Teaching art in the Foundation Phase – Page 246-252, 260-261, 262, 269, 278-279
Prescribed articles for Creative Arts:

• Ljungdahl, L. 2008. Strategies to Improve Literacy Standards Using Creative Arts. The International Journal of Learning. 515(5). P.57-63
• Hendrix, R., Charles, E., & David, S. 2012. The Integration of Creative Drama in an Inquiry-Based Elementary Program: The Effect on Student Attitude
and Conceptual Learning. Journal of Science Teacher Education. 23(7). P.823-846.
Physical education
Prescribed texts for Physical education:
Prescribed articles for physical education:
• Herbert, P.C., Lohrmann, D.K., Seo, D-C., Stright, A.D., Kolbe, L.J. 2013. Effectiveness of the Energize Elementary School Program to Improve Diet
and Exercise. Journal of School Health. 83(11). p.780-786
Programme Design Module: IsiZulu 1 (Year 1, Semester 1) (Elective)
Module Name IsiZulu 1

NQF Level 5
Credits 10
Purpose of module:
This module aims to equip students with basic knowledge and skills pertaining to isiZulu language and literature. A minimum standard of knowledge of
isiZulu language conventions, language skills such as listening, speaking, reading and writing the language correctly, is the required standard. Knowledge of
literature, poetry, songs and stories in isiZulu is also a requirement.
Learning outcome 1:
Demonstrate competence in reading, writing and speaking isiZulu to facilitate own academic learning, and learning in Foundation Phase
classrooms.
Learning outcome 2:

Students will:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking isiZulu facilitate own academic learning, and learning in Foundation Phase classrooms.
56. Read academic and professional texts in the subject area of isiZulu critically, integrate and use the knowledge in own studies and in teaching.
57. Read and interpret with understanding written and graphic materials in isiZulu, or to use in teaching isiZulu, relating to the Foundation Phase.
58. Select and use study methods appropriate to own needs as well as the demands of Foundation Phase teaching of isiZulu in the South African
context.
59. Convey isiZulu learning content in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the
60. Use isiZulu (LoLT) to explain, describe, discuss and relate key concepts in keeping with the stipulated school curriculum.
Learning outcome 2:
Demonstrate competence about the knowledge base underpinning isiZulu in the Foundation Phase.
1. Demonstrate an understanding of the fields of knowledge which underpin isiZulu in the Foundation Phase.
2. Show an ability to use the language and literary conventions as used in isiZulu in the Foundation phase.
3. Use the characteristic language, terminology and concepts of isiZulu in the Foundation phase appropriately, and with confidence.
4. Critically discuss the content of isiZulu as a Foundation Phase learning area.
5. Interpret knowledge of isiZulu in practice, in Foundation Phase learning areas and demonstrate a broad understanding of the relevant
fields of knowledge.
Content of module:
isiZulu Language
• Nkosi, N R & Msomi , G N. 1992. Izikhali Zabaqeqeshi Nabafundi. Pietermaritzburg: Reach Out Publishers.
• Nyembezi, S. & Nxumalo, O E H. 1966. Inqolobane Yesizwe. Pietermaritzburg: Shuter & Shooter.
• Radebe, V O S & Mchunu, B A. 1989. Izindlela Zokufundiswa KwesiZulu. Pietermaritzburg: Reach Out Publishers.
Prescribed article:
• Myhill, D., Jones, S., Watson, A., Lines, H. 2013. Playful explicitness with grammar: a pedagogy for writing. Literacy. 47(2). pp. 103-111.
isiZulu Literature: stories

• Sibiya, N G. 2003. Kuxolelwa Abanjani? Pietermaritzburg: Shuter & Shooter
• Sibiya, N G (Ed) 2005. Wathint’Imbokodo. Pietermaritzburg: Shuter & Shooter. (IsiZulu short story anthology)
IsiZulu Literature: poetry
• Dlamini, JC. 1989. Amavovo Ezinyembezi. Pietermaritzburg: Shuter & Shooter.
Understanding children’s literature

• Evans, Rinelle, Joubert, Ina, & Meier, Corinne. (Editors) 2017. Introducing Children’s Literature: A Guide to the South African Classroom. Van Schaik.
Pretoria.
Chapter 1: What is children’s literature? pp. 1-28;
Chapter 2: Who is the young child? pp. 29-55;
Chapter 3: What is a book? pp. 56-90;
Chapter 4: A short historical overview of children’s literature. pp. ,91-111;
Chapter 5: Types of children’s literature. pp. 112-128.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 1
columns
Total 100% 50
Duration 50 minutes
Examination
subjects
Year Year 1
(NQF level 5)
Total 100% 100
Duration 1h30

This module aims to equip students with basic knowledge and skills pertaining to isiZulu language and literature. A minimum standard of knowledge of
isiZulu language conventions, language skills such as listening, speaking, reading and writing the language correctly, is the required standard. Knowledge of
literature, poetry, songs and stories in isiZulu is also a requirement.


• Moderators’ guide and support assessors.
Module readings:
Prescribed texts:
• Dlamini, JC. 1989. Amavovo Ezinyembezi. Pietermaritzburg: Shuter & Shooter.
• Evans, R., Joubert, I., & Meier, C. (Ed) (2017). Introducing Children’s Literature: A Guide to the South African Classroom. Pretoria. Van Schaik.
Chapter 1, pp.1-28;
Chapter 2 pp.29-55;
Chapter 3 pp. 56-90;
Chapter 4, pp. 91-111;
Chapter 5 pp.112-128.
[NOTE: This text is also prescribed for English HL 2,3,4]
• Nkosi, N.R. & Msomi, G.N. (1992). Izikhali Zabaqeqeshi Nabafundi. Pietermaritzburg: Reach Out Publishers.
• Nyembezi, S. & Nxumalo, O.E.H. (1966) Inqolobane Yesizwe. Pietermaritzburg: Shuter & Shooter.
• Radebe, V.O.S. & Mchunu, B A. (1989). Izindlela Zokufundiswa KwesiZulu. Pietermaritzburg: Reach Out Publishers.
• Sibiya, N.G. (2003). Kuxolelwa Abanjani? Pietermaritzburg: Shuter & Shooter.
• Sibiya, N.G. (Ed) (2005). Wathint’Imbokodo. Pietermaritzburg: Shuter & Shooter.
• Myhill, D., Jones, S., Watson, A., Lines, H. 2013. Playful explicitness with grammar: a pedagogy for writing. Literacy. 47(2). pp. 103-111
Programme Design Module: IsiZulu HL teaching & learning 4 (Year 4, Semester 1) (Elective)
Module Name IsiZulu HL teaching & learning 4

NQF Level 7
Credits 16
Purpose of module:
This module is the final module on isiZulu Home Language teaching and learning. It aims to introduce teaching methodology concepts applicable to the
teaching of isiZulu Home Language (HL) in Grade R - Grade 3. It seeks to ensure that a play-based approach is used in the classroom while ensuring that a
structured and thoughtful approach is utilised in introducing concepts and supporting learners to listening & speaking, reading& viewing, writing &
presenting and language conventions. This module focuses on language conventions and extending writing. Careful assessment for and of learning is also
ensured.
Learning outcome 1:
Demonstrate competence in reading, writing and speaking English to facilitate the teaching of isiZulu HL in Grade R - Grade 3.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to manage assessment of isiZulu HL in Grade R - Grade 3.
Learning outcome 3:
Demonstrate competence about the knowledge base underpinning isiZulu Home Language for Grade R - Grade 3.
Learning outcome 4:
Plan, design and reflect on isiZulu Home Language programmes that are appropriate for Grade R - Grade 3 learners and learning contexts.
Learning outcome 5:
Select, use and adjust teaching and learning strategies appropriate for Grade R - Grade 3 isiZulu Home Language learners and context.
Learning outcome 6:
Plan to monitor and assess learner progress and achievement for Grade R - Grade 3 isiZulu Home Language.
Learning outcome 7:
Function responsibly within the institution.

Students will:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking isiZulu to facilitate the teaching of isiZulu HL in Grade R - Grade 3.
61. Read academic and professional texts critically, integrate and use the knowledge in teaching isiZulu HL.
62. Read and interpret with understanding written and graphic materials relating to Grade R - Grade 3 isiZulu Home Language.
63. Select and use study methods appropriate to the demands of Grade R - Grade 3 isiZulu Home Language teaching in the South African context.
65. Convey learning content in written, graphic and other forms which are appropriate to the developmental level/s and language ability of Grade R - Grade 3
learners in their care.
66. Foster interactive communication with learners through non-judgmental language, supportive replies, constructive feedback, and acknowledgement of feelings.
67. Use isiZulu to explain, describe, discuss and relate key concepts in keeping with CAPS for Grade R - Grade 3 isiZulu HL.
Learning outcome 2:
14. Apply an understanding of numeracy and elementary statistics to record, interpret and report on the academic progress and achievement of learners.
Learning outcome 3:
1. Show an ability to use the norms of expression and language and punctuation conventions appropriate to isiZulu Home Language in Grade R -
Grade 3.
2. Use the characteristic language, terminology and concepts of isiZulu appropriately, and with confidence.
3. Critically discuss the content of isiZulu Home Language Grade R - Grade 3 curricular, with specific reference to listening and speaking.
4. Interpret isiZulu Home Language (Grade R - Grade 3) curricular knowledge (with specific reference to listening & speaking).
5. Evaluate and select learning material (including textbooks), that is appropriate for isiZulu Home Language Grade R - Grade 3, explain the
sequencing, and indicate how it should be assessed.
Learning outcome 4:
1. Select and/or design materials and resources appropriate to listening and speaking that take cognisance of a collaborative and cooperative teaching approach,
conceptual adequacy, and content accuracy.
2. Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, South African context and Grade R - Grade 3 isiZulu Home
Language learners, whilst taking account of policies, learner contexts, and learner differences.
3. Plan lessons and other learning experiences for Grade R - Grade 3 isiZulu Home Language, selecting appropriate teaching and learning strategies for the
listening and speaking component of the curriculum.
4. Justify selection and design of learning programmes in ways which show knowledge and understanding of a range of theories about teaching, learning, child
development, language development and curriculum.
5. Evaluate and improve learning programmes, lessons and materials based on experience, classroom research, and an understanding of the knowledge base
underpinning Grade R - Grade 3 isiZulu Home Language teaching.
Learning outcome 5:
1. Carefully assess, select and use teaching and learning strategies appropriate to Grade R - Grade 3 isiZulu Home Language learners in class.
3. Select and use teaching and learning strategies which motivate learners to meet those demands and to take initiative.
4. Plan to accommodate differences in learning style, pace and ability in the planning and use of teaching and learning strategies.
5. Explain how to identify and assist learners with special needs and barriers to learning and development.
7. Make judgements about the effect that language has on learning and, in that light, make the necessary adjustments to the teaching and learning strategies.
8. Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners in a range of contexts, both familiar
and unfamiliar.
Learning outcome 6:
Plan to monitor and assess learner progress and achievement in Grade R - Grade 3 isiZulu Home Language.
24. Select, adapt and/or design assessment tasks and strategies appropriate to Grade R - Grade 3 isiZulu Home Language (with a specific focus on listening and
speaking) and a range of learning contexts.
26. Design assessment tasks using plain language and instructions.
27. Plan to use a range of assessment strategies to accommodate differences in learning style, pace and context.
28. Evaluate own and others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and barriers to learning
and development.
29. Justify choice and design of assessment strategies, methods and procedures that shows understanding of the assumptions that underlie a range of assessment
approaches, and their strengths and weaknesses in relation to Grade R - Grade 3 isiZulu HL teaching.
Learning outcome 7:
4. Engage critically with education policies (Such as CAPS).
5. Apply policies to own teaching.
Content of module:
Revising Policy (CAPS)
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statements (CAPS). Grade R-Grade 3. IsiZulu Home Language. Pretoria.
DBE.
pp. 1-23, 24-30, 31-52, 53-77, pp. 78-101, pp. 102-132
Planning to teach
• Mays, T. & de Jager, L. (ed.) (2016) Getting practical: A guide to teaching and learning.
Section 2: Planning to teach: Page 23-110 (revision)
• Ross, D., Cartier, J. (2015) Developing Pre-service Elementary Teacher’s Pedagogical Practices While Planning Using the Learning Cycle. Journal of
Science Teacher Education. 26(6). pp.573-591.
• Kimmel, S.C. (2013) PASS THE CHOCOLATE planning with teachers. Knowledge Quest. 42(1). Pp.48-51
• Rusznyak, L. & Walton, E. (2011) Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content
knowledge. Education as Change. 15(2). pp.271-285
• Salajan, F.D., Nyachwaya, J.M., Hoffman, J.G., Hill, B.D. (2016) Improving Teacher Candidates’ Lesson Planning Competencies Through Peer
Review in a Wiki Environment. Teacher Educator. 51(3). pp.185-210
Extending writing
• Joubert, I. (ed.) (2013) Literacy in the Foundation Phase. (2nd ed.) Pretoria. Van Schaik.
Chapter 9: Page 275-277
• Hall, A. (2014). Interactive Writing: Developmentally Appropriate Practice in Blended Classrooms. Young Children. 69(3). p.34-38.
• Edmister, E., Staples, A., Huber, B., & Walz Garrett, J. (2013). Creating Writing Opportunities for Young Children. Young Exceptional Children.
16(3). p.24-35.
• Martin, L. & Thacker, S. (2009). Teaching the Writing Process in Primary Grades One Teacher’s Approach. Young Children. 64(4). p.30-35.
• Cahill, M.A. & Gregory, A.E. (2016). “Please Let Us Write!” Sharing Writing in the Early Childhood Classroom. Young Children. 71(2). p.64-69.
Language conventions
• Nyembezi, C.L.S. (1991) Uhlelo LwesiZulu: Zulu Grammar (Revised). (5 th ed). Pietermaritzburg. Shuter & Shooter (Pty) Ltd.
• Shange, O.L. (2014) Injula Nokujuya kwesiZulu. Pietermaritzburg. Shuter & Shooter.
• Van der Walt, C., Evans, R., Kilfoil, W.R. (2009) Learn 2 Teach: English language teaching in a multilingual context. (4th ed.) Pretoria. Van Schaik.
Chapter 5: Page 85 – 122
Developing thinking
Chapter 8, pp. 214-238
Section 4: Teaching with learning in mind: Page 163-218
Selecting methodologies and techniques
• Radebe, V.O.S & Mchunu, B.A 1989 Izindlela Zokufundiswa KwesiZulu. Pietermaritzburg: Reach Out Publishers
Entire text
• Nkosi, N R & Msomi, G N. 1992. Izikhali Zabaqeqeshi Nabafundi. Pietermaritzburg: Reach Out Publishers
pp. 173-176
pp. 177-180
• Moodley, V. (2013). Introduction to language methodology. Oxford University Press. Cape Town.
pp. 77-106
pp. 151-180
• Recommended reading:
• Killen, R. (2015) Teaching Strategies for Quality Teaching and Learning. (2nd ed.). Cape Town: Juta and Company (Pty) Ltd.
Section 5: Whole class teaching: Page 219-280
Section 6: Small-group, problem-based teaching: Page 281-366
Assessment for and of learning
• Moodley, V. (2013). Introduction to language methodology. Cape Town. Oxford University Press.
Chapter 12, pp. 168-176 (revision)
Section 3: Assessing learning and teaching: Page 111-162.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 4
columns
Total 100% 80
Duration 60 minutes
Examination
subjects
Year Year 4
(NQF level 7
modules)
Total 100% 200
Duration 3h00

This module aims to introduce teaching methodology concepts applicable to the teaching of English Home Language (HL) in Grade 3. It seeks to build upon
the concepts introduced in HL teaching and learning 3. The module establishes a solid knowledge and skills base around appropriate teaching and learning
strategies, methodology and approach to English HL teaching. Careful assessment for and of learning is also ensured.
It contributes to the following ELOs in the programme

Interpret and use numerical and elementary statistical knowledge to facilitate own learning, and to manage Foundation Phase teaching,


Module readings:
Prescribed texts:
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statements (CAPS). Grade R-Grade 3. IsiZulu Home Language. Pretoria.
DBE.
pp. 1-23, 24-30, 31-52, 53-77, pp. 78-101, pp. 102-132
Section 2: Planning to teach: Page 23-110 (revision)
Chapter 12, pp. 168-176
Entire text
• Nkosi, N R & Msomi, G N. 1992. Izikhali Zabaqeqeshi Nabafundi. Pietermaritzburg: Reach Out Publishers
pp. 173-176
pp. 177-180
• Shange, O.L. (2014) Injula Nokujuya kwesiZulu. Pietermaritzburg. Shuter & Shooter.
• Moodley, V. (2013). Introduction to language methodology. Oxford University Press. Cape Town.
• Ross, D., Cartier, J. (2015) Developing Pre-service Elementary Teacher’s Pedagogical Practices While Planning Using the Learning Cycle. Journal of
Science Teacher Education. 26(6). pp.573-591.
• Kimmel, S.C. (2013) PASS THE CHOCOLATE planning with teachers. Knowledge Quest. 42(1). Pp.48-51
• Rusznyak, L. & Walton, E. (2011) Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content
knowledge. Education as Change. 15(2). pp.271-285
• Hall, A. 2014. Interactive Writing: Developmentally Appropriate Practice in Blended Classrooms. Young Children. 69(3). p.34-38.
• Edmister, E., Staples, A., Huber, B., & Walz Garrett, J. 2013. Creating Writing Opportunities for Young Children. Young Exceptional Children. 16(3).
p.24-35.
• Martin, L. & Thacker, S. 2009. Teaching the Writing Process in Primary Grades One Teacher’s Approach. Young Children. 64(4). p.30-35.
• Cahill, M.A. & Gregory, A.E. 2016. “Please Let Us Write!” Sharing Writing in the Early Childhood Classroom. Young Children. 71(2). p.64-69.
• Salajan, F.D., Nyachwaya, J.M., Hoffman, J.G., Hill, B.D. (2016) Improving Teacher Candidates’ Lesson Planning Competencies Through Peer Review
in a Wiki Environment. Teacher Educator. 51(3). pp.185-210.
• Killen, R. (2015) Teaching Strategies for Quality Teaching and Learning. (2nd ed.). Cape Town: Juta and Company (Pty) Ltd.

• Van der Walt, C., Evans, R., Kilfoil, W.R. (2009) Learn 2 Teach: English language teaching in a multilingual context. (4th ed.) Pretoria. Van Schaik.
Chapter 5: Page 85 – 122

NQF Level 6
Credits 16
Purpose of module:
This module is the third of four modules on isiZulu Home Language teaching and learning. It aims to introduce teaching methodology concepts applicable to
the teaching of isiZulu Home Language (HL) in Grade R - Grade 3. It seeks to ensure that a play-based approach is used in the classroom while ensuring that
a structured and thoughtful approach is utilised in introducing concepts and supporting learners to listening & speaking, reading& viewing, writing &
presenting and language conventions. This module focuses on supporting writing. Careful assessment for and of learning is also ensured.
Learning outcome 1:
Learning outcome 2:
Learning outcome 3:
Learning outcome 4:
Learning outcome 5:
Learning outcome 6:
Learning outcome 7:

Learning outcome 1:
Learning outcome 2:
Learning outcome 3:
Grade 3.
8. Critically discuss the content of isiZulu Home Language Grade R - Grade 3 curricular, with specific reference writing.
9. Interpret isiZulu Home Language (Grade R - Grade 3) curricular knowledge (with specific reference writing).
Learning outcome 4:
1. Select and/or design materials and resources appropriate to writing that take cognisance of a collaborative and cooperative teaching approach, conceptual
adequacy, and content accuracy.
3. Plan lessons and other learning experiences for Grade R - Grade 3 isiZulu Home Language, selecting appropriate teaching and learning strategies for the writing
component of the curriculum.
development, language and writing development and curriculum.
Learning outcome 5:
and unfamiliar.
Learning outcome 6:
and development.
Learning outcome 7:
Content of module:
Policy (CAPS)
Department of Basic Education. 2011. Curriculum and Assessment Policy Statements (CAPS). Grade R – Grade 3. isiZulu Home Language. DBE. Pretoria.
o pp. 1-23, 24-30, 31-52, 53-77, pp. 78-101, pp. 102-132
Planning to teach
Section 2: Planning to teach: Page 23-110
Spelling
• Wessels, M, 2015. Facilitating Language Learning in the Foundation Phase. Oxford University Press. Cape Town.
• Block, M.K. & Duke, N.K. 2015. Letter Names Can Cause Confusion and Other Things to Know About Letter-Sound Relationships. Young Children.
70(1). pp. 84-91.
• Young Children. 2007. To Correct or Not to Correct? The Answer May Surprise You. Young Children. 62(1). pp. 41.
Writing
• Joubert, I. (Ed.) 2013 Literacy in the Foundation Phase. Second Edition. Pretoria: Van Schaik.
Chapter 9: Page 271-274 (sentences)
• Olinghouse, N.G. & Graham, S. 2009. The Relationship Between the Discourse Knowledge and the Writing Performance of Elementary -Grade
Students. Journal of Educational Psychology. 101(1). pp.37-50.
• Bradford, K., Newland, A., Rule, A., Montgomery, S. 2016. Rubrics as a Tool in Writing Instruction: Effects on the Opinion Essays of First and
Second Graders. Early Childhood Education Journal. 44(5). pp. 463-472.
• Graves, D.H. Teacher as listener. Instructor. 105(2). pp. 36.
• Hullinger-Sirken, H. & Staley, L. 2016. Understanding Writing Development: Catie’s Continuum. Young Children. 71(5). pp. 74-78.
Assessment
pp. 424-429 (revision)
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 3
columns
Section 2: Short / medium answer: 41.7% 25
Section 3: Long answer: essay / case studies / articles with choice of questions. 33.33% 20
Total 100% 60
Duration 60 minutes
Examination
subjects
Year Year 3
Total 100% 165
Duration 2h30

This module aims to introduce teaching methodology concepts applicable to the teaching of isiZulu Home Language (HL) in Grade 2. It seeks to build upon
strategies, methodology and approach to isiZulu HL teaching. Careful assessment for and of learning is also ensured.


Module readings:
Prescribed texts:
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statement. Foundation Phase. isiZulu Home Language. DBE. Pretoria.
pp. 1-23, 24-30, 31-52, 53-77, pp. 78-101, pp. 102-132 (Grade 3)
Section 2: Planning to teach: Page 23-110
pp. 424-429 (revision)
Chapter 9: Page 271-274 (sentences)
70(1). pp. 84-91.
• Young Children. 2007. To Correct or Not to Correct? The Answer May Surprise You. Young Children. 62(1). pp. 41.
• Journal of Educational Psychology. 101(1). pp.37-50.
• Bradford, K., Newland, A., Rule, A., Montgomery, S. 2016. Rubrics as a Tool in Writing Instruction: Effects on the Opinion Essays of First and Second
Graders. Early Childhood Education Journal. 44(5). pp. 463-472.
• Graves, D.H. Teacher as listener. Instructor. 105(2). pp. 36.
• Hullinger-Sirken, H. & Staley, L. 2016. Understanding Writing Development: Catie’s Continuum. Young Children. 71(5). pp. 74-78.

NQF Level 6
Credits 16
Purpose of module:
This module is the second of four modules on isiZulu Home Language teaching and learning. It aims to introduce teaching methodology concepts applicable
to the teaching of isiZulu Home Language (HL) in Grade R - Grade 3. It seeks to ensure that a play-based approach is used in the classroom while ensuring
that a structured and thoughtful approach is utilised in introducing concepts and supporting learners to listening & speaking, reading& viewing, writing &
presenting and language conventions. This module focuses on supporting emergent literacy, reading & viewing, and literature. Careful assessment for and
of learning is also ensured.
Learning outcome 1:
Learning outcome 2:
Learning outcome 3:
Learning outcome 4:
Learning outcome 5:
Learning outcome 6:
Learning outcome 7:

Students will:
Learning outcome 1:
Learning outcome 2:
Learning outcome 3:
Grade 3.
Learning outcome 4:
6. Select and/or design materials and resources appropriate to listening and speaking that take cognisance of a collaborative and cooperative teaching approach,
development, language development and curriculum.
Learning outcome 5:
and unfamiliar.
Learning outcome 6:
and development.
Learning outcome 7:
Content of module:
Reviewing Policy (CAPS)
• Department of Basic Education. (2011) Curriculum and Assessment Policy Statements (CAPS). 2011. Grade R-3. IsiZulu Home Language. DBE.
Pretoria.
pp. 1-23, 24-30, 31-52, 53-77, pp. 78-101, pp. 102-132
Reviewing language skills

• Wessels, M, 2015. Facilitating Language Learning in the Foundation Phase. Cape Town. Oxford University Press.
Chapter 2: pp. 36-39 (revision)
Chapter 5: pp, 307-323
Introducing literature (stories, poetry)

Chapter 8, 378 – 387
• Hagard, G.L. (2014) Setting the Stage for Purposeful Communication: Fostering Emergent Literacy. Delta Kappa Gamma Bulletin. 80(3). pp.45-48.
• Minns, H. (1997) Read it To Me Now!: Learning at Home and at School. Buckingham. Open University Press.
Chapter 7, pp. 115-125.
Reading
Chapter 5, pp. 98-148.
• Evans, R, Joubert, I & Meier, C. (editors). 2017. Introducing Children’s Literature: A Guide to the South African Classroom.
Chapter 1, pp. 129-158.
Chapter 8, pp.177-198
Chapter 10 pp. 223 – 237
• Lysaker, J.T., Shaw, K., Alicia, Z.A. (2016) Emergent reading comprehension: Social imagination and kindergarteners’ reading of a wordless picture
book. Australian Journal of Language & Literacy. 39(3). pp.245-255.
• Baker, I. & Schifer, M.B. The Reading Chair. Young Children. 71(3). pp.95-96.
• Dollins, C. (2014). Expanding the Power of Read-Alouds. Young Children. 69(3). pp.8-13.
• Hoffman, J.L., Teale, W.H., Junko, Y. (2015). The Book Matters! Choosing Complex Narrative Texts to Support Literary Discussion. Young Children.
70(4). pp.8-15.
• Lawrence, D. (2014). Pre-teaching vocabulary = better comprehension. Educating Young Children: Learning & Teaching in the Early Childhood Years.
20(1). pp.31-33.
• Seitz, H.J. & Bartholomew, C. (2014). Reading Together: Primary Grade Children Connect with Preschoolers. Young Children. 69(1). pp.22-27.
• Wanless, S.B. & Crawford, P. (2016). Reading Your Way to a Culturally Responsive Classroom. Young Children. 71(2). pp.8-15.
• Yi-Chin, L. (2016). Fall in Love With Reading: Ten Simple Things You Can Do at Home. Teaching Young Children. 10(1). pp.3
Teaching literature
Chapter 10, pp. 223-237
Handwriting development
Chapter 7 pp. 181 – 190.
• Kelly, E. 2013. The fundamentals of handwriting and how to teach them. Educating Young Children: Learning and Teaching in the Early Childhood
Years. 19(1). pp.29-31.
• Bull, D. 2014. Write ready – supporting children to develop handwriting skills. Educating Young Children: Learning & Teaching in the Early Years.
20(3). pp.41-42.
• Baghban, M. 2007. The Role of Drawing in the Development of Writing. Young Children. 62(1). pp.20-26
Assessment
• Wessels, M., (2015). Facilitating Language Learning in the Foundation Phase. Oxford University Press. Cape Town.
pp. 424-429
• Mays, T. & de Jager, L. (ed.) (2016) Getting practical: A guide to teaching and learning. Cape Town. Oxford University Press.
Section 2: Page 111-162
• Moodley, V. (2013) Introduction to language methodology. Cape Town. Oxford University Press.
Chapter 5: pp. 107 – 121.
Assessment:
Assignments

Tests for distance
Test for contact
Year Year 2
Total 100% 60
Duration 60 minutes
Examination
subjects
Year Year 2
Total 130
Duration 2h00

IsiZulu HL teaching & learning 2 is a module in Year 2 (NQF level 6, 16 credits). This module is the second of four modules on isiZulu Home Language
teaching and learning. It aims to introduce teaching methodology concepts applicable to the teaching of isiZulu Home Language (HL) in Grade R - Grade 3. It
seeks to ensure that a play-based approach is used in the classroom while ensuring that a structured and thoughtful approach is utilised in introducing
concepts and supporting learners to listening & speaking, reading& viewing, writing & presenting and language conventions. This module focuses on
supporting emergent literacy, reading & viewing, and literature. Careful assessment for and of learning is also ensured.

and learning in Foundation Phase classrooms.
assessment.


Module readings:
Prescribed reading:
• Department of Basic Education. (2011) Curriculum and Assessment Policy Statements (CAPS). 2011. Grade R-3. IsiZulu Home Language. DBE.
Pretoria.
pp. 1-23, 24-30, 31-52, 53-77, pp. 78-101, pp. 102-132
Chapter 2: pp. 36-39 (revision)
Chapter 5: pp, 307-323
Chapter 7 pp. 357-362
Chapter 8 378 – 387
pp. 424-429
Chapter 1, pp. 129-158.
Chapter 8, pp.177-198
Chapter 10 pp. 223 – 237
Chapter 5, pp. 98-148.
Chapter 7 pp. 181 – 190.
• Hagard, G.L. (2014) Setting the Stage for Purposeful Communication: Fostering Emergent Literacy. Delta Kappa Gamma Bulletin. 80(3). pp.45-48.
• Lysaker, J.T., Shaw, K., Alicia, Z.A. (2016) Emergent reading comprehension: Social imagination and kindergarteners’ reading of a wordless picture
book. Australian Journal of Language & Literacy. 39(3). pp.245-255.
• Baker, I. & Schifer, M.B. The Reading Chair. Young Children. 71(3). pp.95-96.
• Dollins, C. (2014). Expanding the Power of Read-Alouds. Young Children. 69(3). pp.8-13.
• Hoffman, J.L., Teale, W.H., Junko, Y. (2015). The Book Matters! Choosing Complex Narrative Texts to Support Literary Discussion. Young Children.
70(4). pp.8-15.
• Lawrence, D. (2014). Pre-teaching vocabulary = better comprehension. Educating Young Children: Learning & Teaching in the Early Childhood Years.
20(1). pp.31-33.
• Seitz, H.J. & Bartholomew, C. (2014). Reading Together: Primary Grade Children Connect with Preschoolers. Young Children. 69(1). pp.22-27.
• Wanless, S.B. & Crawford, P. (2016). Reading Your Way to a Culturally Responsive Classroom. Young Children. 71(2). pp.8-15.
• Yi-Chin, L. (2016). Fall in Love With Reading: Ten Simple Things You Can Do at Home. Teaching Young Children. 10(1). pp.3
Years. 19(1). pp.29-31.
20(3). pp.41-42.
• Baghban, M. 2007. The Role of Drawing in the Development of Writing. Young Children. 62(1). pp.20-26
• Evans, R., Joubert, I., & Meier, C. (ed.) (2017) Introducing Children’s Literature: A Guide to the South African Classroom.
• Mays, T. & de Jager, L. (ed.) (2016) Getting practical: A guide to teaching and learning. Cape Town. Oxford University Press.
Section 2: Page 111-162
• Minns, H. (1997) Read it To Me Now!: Learning at Home and at School. Buckingham. Open University Press.
Chapter 7, pp. 115-125.
• Moodley, V. (2013) Introduction to language methodology. Cape Town. Oxford University Press.
Chapter 5: pp. 107 – 121.

NQF Level 6
Credits 16
Purpose of module:
This module is the first of four modules on isiZulu Home Language teaching and learning. It aims to introduce teaching methodology concepts
applicable to the teaching of isiZulu Home Language (HL) in Grade R - Grade 3-Grade 3. It seeks to ensure that a play-based approach is used in the
classroom while ensuring that a structured and thoughtful approach is utilised in introducing concepts and supporting learners to listening & speaking,
reading& viewing, writing & presenting and language conventions. Careful assessment for and of learning is also ensured.
Learning outcome 1:
Learning outcome 2:
Learning outcome 3:
Learning outcome 4:
Learning outcome 5:
Learning outcome 6:
Learning outcome 7:

Students will:
Learning outcome 1:
86. Convey learning content in written, graphic and other forms which are appropriate to the developmental level/s and language ability of Grade R - Grade
87. Foster interactive communication with learners through non-judgmental language, supportive replies, constructive feedback, and acknowledgement of
feelings.
Learning outcome 2:
learners.
Learning outcome 3:
1. Show an ability to use the norms of expression and language and punctuation conventions appropriate to isiZulu Home Language in Grade R - Grade
3.
5. Evaluate and select learning material (including textbooks), that is appropriate for isiZulu Home Language Grade R - Grade 3, explain the sequencing,
and indicate how it should be assessed.
Learning outcome 4:
11. Select and/or design materials and resources appropriate to listening and speaking that take cognisance of a collaborative and cooperative teaching
12. Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, South African context and Grade R - Grade 3 isiZulu
Home Language learners, whilst taking account of policies, learner contexts, and learner differences.
14. Justify selection and design of learning programmes in ways which show knowledge and understanding of a range of theories about teaching, learning,
child development, language development and curriculum.
15. Evaluate and improve learning programmes, lessons and materials based on experience, classroom research, and an understanding of the knowledge
base underpinning Grade R - Grade 3 isiZulu Home Language teaching.
Learning outcome 5:
27. Make judgements about the effect that language has on learning and, in that light, make the necessary adjustments to the teaching and learning
strategies.
28. Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners in a range of contexts, both
familiar and unfamiliar.
Learning outcome 6:
13. Select, adapt and/or design assessment tasks and strategies appropriate to Grade R - Grade 3 isiZulu Home Language (with a specific focus on listening
and speaking) and a range of learning contexts.
17. Evaluate own and others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and barriers to
learning and development.
assessment approaches, and their strengths and weaknesses in relation to Grade R - Grade 3 isiZulu HL teaching.
Learning outcome 7:
Content of module:
Policy (CAPS)
• Department of Basic Education. (2011). Curriculum and Assessment Policy Statements (CAPS). Foundation Phase. isiZulu HL. DBE. Pretoria.
pp. 1-23, 24-30, 31-52, 53-77, pp. 78-101, pp. 102-132
• Killen, R. (2015). Teaching strategies for quality teaching and learning. 1st ed. Claremont [South Africa]: Juta.
Play-based learning
• Excell, L., & Linington, V. (editors) 2015. Teaching Grade R - Grade 3. Juta and Company. Cape Town.
Chapter 10, pp. 190-206.
Literacy
Chapter 11, pp. 207- 226.
• Joubert, I. (Ed) 2013 Literacy in the Foundation Phase 2/E Revised. Pretoria: Van Schaik.
Chapter 1: pp. 1-21
Prescribed article:
• Bloch, C. (1998) Literacy in the early years: teaching and learning in multilingual early childhood classrooms. PRAESA Occassional Paper 1.
Cape Town.
• Van der Walt, C., Evans, R., Kilfoil, W.R. (2009) Learn 2 teach: English language teaching in a multilingual context. (4th ed). Pretoria. Van
Schaik.
Chapter 1: Learning and teaching languages: Page 1-16.
Language diversity
Chapter 12, pp. 227 -249.
Listening
• Evans, R, Joubert, I & Meier, C. (ed). 2017. Introducing Children’s Literature: A Guide to the South African Classroom.
pp. 129-145.
• Joubert,I (Ed.) 2013 Literacy in the Foundation Phase. Second Edition. Pretoria: Van Schaik Publishers
Chapter 3: pp. 49-69.
Speaking
Chapter 6, pp. 324-333.
• Joubert, I. (ed.) (2013) Literacy in the Foundation Phase. Second Edition. Pretoria: Van Schaik.
Chapter 4: 71-96
Learning letters and sounds
Chapter 2: pp. 36- 51.
• Radebe, V.O.S & Mchunu, B.A 1989 Izindlela Zokufundiswa KwesiZulu. Pietermaritzburg: Reach Out Publishers.
pp. 101-108
• Nkosi, N R & Msomi, G N. 1992. Izikhali Zabaqeqeshi Nabafundi. Pietermaritzburg: Reach Out Publishers.
pp. 189-190
Handwriting – an introduction
• Joubert, I. (ed.) (2013) Literacy in the Foundation Phase. Second Edition. Pretoria: Van Schaik.
Chapter 7: 176-180.
Assessment
Chapter 9: pp. 167-189.
Assessment:
Assignments
Tests for distance

Test for contact
Year Year 1
Total 100% 50
Duration 50 minutes
Examination

(NQF level 5 & 6
subjects)
Total 100% 100
Duration 1h30

isiZulu HL teaching & learning 1 is a module in Year 1 (NQF level 6, 16 credits). This module sets the foundation for teaching and learning throughout
the Foundation Phase, but commences with a thorough grounding in teaching and learning content, methods, strategies, and assessment as
appropriate for Grade R - Grade 3 isiZulu Home Language.

Interpret and use numerical and elementary statistical knowledge to facilitate own learning, and to manage Foundation Phase teaching, learning and
assessment.

Module readings:
Prescribed texts:
• Department of Basic Education. (2011). Curriculum and Assessment Policy Statements (CAPS). Foundation Phase. isiZulu HL. DBE. Pretoria.
pp. 1-23, 24-30, 31-52, 53-77, pp. 78-101, pp. 102-132
Chapter 9: pp. 167-189.
Chapter 10, pp. 190-206.
Chapter 11, pp. 207- 226.
Chapter 12, pp. 227 -249.
• Joubert, I. (Ed) 2013 Literacy in the Foundation Phase 2/E Revised. Pretoria: Van Schaik.
Chapter 1: pp. 1-21
Chapter 3: pp. 49-69.
Chapter 7: 176-180.
• Evans, R, Joubert, I & Meier, C. (ed). 2017. Introducing Children’s Literature: A Guide to the South African Classroom.
pp. 129-145.
• Wessels, M., 2015. Facilitating Language Learning in the Foundation Phase. Cape Town. Oxford University Press.
Chapter 6, pp. 324-333.
• Radebe, V.O.S & Mchunu, B.A 1989 Izindlela Zokufundiswa KwesiZulu. Pietermaritzburg: Reach Out Publishers.
pp. 101-108
• Nkosi, N R & Msomi, G N. 1992. Izikhali Zabaqeqeshi Nabafundi. Pietermaritzburg: Reach Out Publishers.
pp. 189-190
• Bloch, C. (1998) Literacy in the early years: teaching and learning in multilingual early childhood classrooms. PRAESA Occassional Paper 1. Cape
Town.
• Van der Walt, C., Evans, R., Kilfoil, W.R. (2009) Learn 2 teach: English language teaching in a multilingual context. (4th ed). Pretoria. Van Schaik.
Programme Design Module: IsiZulu FAL teaching & learning 3 (Year 4, Semester 2) (Elective)
Module Name IsiZulu FAL teaching & learning 3

NQF Level 7
Credits 14
Purpose of module:
This module is the third (and final) of three isiZulu First Additional Language teaching & learning modules. It aims to introduce teaching methodology,
develop learning programmes, select teaching strategies and create a learning environment suitable for the teaching of isiZulu as a First Additional
Language (FAL) in Grade R-Grade 3. It aims to assist students to teach isiZulu as a First Additional Language in a creative, stimulating and engaging
manner whilst instilling confident and correct use of the language to communicate effectively through listening & speaking, reading & viewing,
writing, presenting and using isiZulu language conventions. This module focuses on writing, presenting and language conventions. It also provides
strategies for the assessment of learning.
Learning outcome 1:
Demonstrate competence in reading, writing and speaking isiZulu to facilitate the teaching of isiZulu First Additional Language (FAL) in
Grade 1-Grade 3.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to manage assessment of isiZulu First Additional Language (FAL) in
Grade 1 – Grade 3.
Learning outcome 3:
Demonstrate competence about the knowledge base underpinning isiZulu as a First Additional Language (FAL) in Grade 1-Grade 3.
Learning outcome 4
Plan, design and reflect on isiZulu First Additional Language (FAL) programmes that are appropriate for Grade 1 – Grade 3 learners and
learning contexts.
Learning outcome 5
Select, use and adjust teaching and learning strategies appropriate for First Additional Language (FAL) Grade 1 – Grade 3 learners and
contexts.
Learning outcome 6
Plan to monitor and assess learner progress and achievement for First Additional Language (FAL) in Grade 1 – Grade 3.
Learning outcome 7
Students will:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking isiZulu to facilitate the teaching of isiZulu First Additional Language (FAL) in Grade 1-
Grade 3.
89. Read academic and professional texts critically, integrate and use the knowledge in teaching isiZulu FAL.
90. Read and interpret with understanding written and graphic materials relating to Grade 1 – Grade 3 isiZulu FAL.
91. Select and use study methods appropriate to the demands of isiZulu First Additional Language (FAL) in Grade 1 – Grade 3 in the South
African context.
93. Convey learning content in written, graphic and other forms which are appropriate to the developmental level/s and language ability of
Grade 1 – Grade 3 learners in their care.
acknowledgement of feelings.
95. Use isiZulu to explain, describe, discuss and relate key concepts in keeping with CAPS for isiZulu First Additional Language (FAL) in Grade 1
– Grade 3.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to manage assessment of isiZulu First Additional Language (FAL) in Grade 1 –
Grade 3.
learners.
Learning outcome 3:
1. Show an ability to use the norms of expression and language and punctuation conventions appropriate to isiZulu as a First
Additional Language (FAL).
3. Critically discuss the content of isiZulu as applied to curricular knowledge of writing, presenting, and language conventions.
4. Interpret isiZulu First Additional Language (Grade 1-Grade 3) curricular knowledge of writing, presenting and language
conventions, planning and assessment in practice.
5. Evaluate and select learning material (including textbooks), that is appropriate for isiZulu as a First Additional Language (FAL)
in Grade 1 – Grade 3, explain the sequencing, and indicate how it should be assessed.
Learning outcome 4
Plan, design and reflect on isiZulu First Additional Language (FAL) programmes that are appropriate for Grade 1 – Grade 3 learners and learning
contexts.
1. Select and/or design materials and resources appropriate to isiZulu FAL that take cognisance of a collaborative and cooperative teaching
2. Select, adapt, or design coherent learning programmes and lessons (with a focus on writing, presenting and language conventions)
appropriate for the learners, South African context and reflect on isiZulu First Additional Language (FAL) programmes that are appropriate
for in Grade 1 – Grade 3 learners and learning contexts, whilst taking account of curriculum policies, learner contexts, and learner
differences.
3. Plan and design lessons and other learning experiences for writing and presenting, and reflect on isiZulu First Additional Language (FAL)
programmes that are appropriate for Grade 1-Grade 3 learners and learning contexts, selecting appropriate teaching and learning
strategies.
4. Justify selection and design of learning programmes in ways which show knowledge and understanding of a range of theories about
teaching, learning, child development, writing, presenting and isiZulu language conventions and the curriculum.
5. Evaluate and improve learning programmes, lessons and materials based on reflection, experience, classroom research, and an
understanding of the knowledge base underpinning isiZulu First Additional Language (FAL) writing, presenting and language convention
requirements for Grade 1 – Grade 3 learners.
Learning outcome 5
Select, use and adjust teaching and learning strategies appropriate for First Additional Language (FAL) Grade 1 – Grade 3 learners and contexts.
1. Select and use teaching and learning strategies appropriate to First Additional Language (FAL) learners and contexts, based on careful
7. Make judgements about the effect that language has on learning and, in that light, make the necessary adjustments to the teaching and
learning strategies.
9. Use teaching and learning support materials to facilitate learner progress and development in listening & speaking.
Learning outcome 6
1. Select, adapt and/or design assessment tasks and strategies appropriate to First Additional Language (FAL) learners and context.
range of assessment approaches, and their strengths and weaknesses in relation to Grade 1 – Grade 3 teaching.
Learning outcome 7
Content of module:
Understanding CAPS
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: isiZulu First Additional Language
Grade 1. Pretoria. DBE.
Page 23, 24, 28, 32-36, 40 (Writing, presenting and language conventions)
Planning to teach isiZulu FAL
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: IsiZulu First Additional Language.
Pretoria. DBE.
Page 52-56 (Term 3)
Page 56-61 (Term 4)
Schaik.
Chapter 4: Effective lesson design & delivery: Page 55-82.
Appendix C: Selecting textbooks and learning support material: Page 364-366
• Mays, T., Grosser, M., de Jager, L. (2016) Getting practical: A guide to teaching & learning. Cape Town. Oxford University Press.
Section 2: Planning to teach: Page 23—110 (revision)
Writing
• Joubert,I (Ed.) 2013 Literacy in the Foundation Phase. Second Edition. Pretoria: Van Schaik.
Schaik.
Chapter 10: Developing writing competence: Page 255-290.
• Wagner, C.J. 2016. Teaching Young Dual Language Learners to be Writers: Rethinking Writing Instruction Through the Lens of Identity.
Journal of Education. 196(1). pp.31-40.
• Hugo, A. & Lenyai, E. (eds). 2013. Teaching English as a First Additional Language in the Foundation Phase. Cape Town. Juta.
Pages 148-158
Pages 159-185
Basic language conventions
Schaik.
Chapter 5: Teaching grammar: Page 85-122.
• Nyembezi, C.L.S. (1991) Uhlelo LwesiZulu: Zulu Grammar (Revised). (5th ed). Pietermaritzburg. Shuter & Shooter (Pty) Ltd.
Assessment
Schaik.
Chapter 11: Assessment: Page 291-328.
Study guide to cover: Use of spelling, dictation, and short paragraphs.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 4
columns
Total 100% 80
Duration 60 minutes
Examination
Year Year 4
Total 100% 200
Duration 3h00

IsiZulu FAL teaching & learning 3 is a module in Year 4 (NQF level 7, 14 credits). This module sets the foundation for teaching and learning isiZulu as a
First Additional Language throughout the remainder of the Foundation Phase, but commences with a thorough grounding in teaching and learning
content, methods, strategies, and assessment as appropriate for Grade 3 isiZulu FAL.

Demonstrate competence in reading, writing and speaking.
Interpret and use numerical and elementary statistical knowledge to facilitate own learning, and to manage Foundation Phase teaching,
areas.


Module readings:
Prescribed text:
• Department of Basic Education. 2011. Curriculum Assessment Policy Statement. isiZulu First Additional Language. Grade 1 – Grade 3. Pretoria.
DBE.
Page 23, 24, 28, 32-36, 40 (Writing, presenting and language conventions)
Page 52-56 (Term 3)
Page 56-61 (Term 4)
Chapter 4: Effective lesson design & delivery: Page 55-82.
Chapter 5: Teaching grammar: Page 85-122.
Chapter 10: Developing writing competence: Page 255-290.
Chapter 11: Assessment: Page 291-328.
Appendix C: Selecting textbooks and learning support material: Page 364-366
• Joubert, I (Ed.) 2013 Literacy in the Foundation Phase. Second Edition. Pretoria: Van Schaik.
Chapter 6: Writing: Page 151-175
• Wagner, C.J. 2016. Teaching Young Dual Language Learners to be Writers: Rethinking Writing Instruction Through the Lens of Identity. Journal
of Education. 196(1). pp.31-40.
• Hugo, A. & Lenyai, E. (eds). 2013. Teaching English as a First Additional Language in the Foundation Phase. Cape Town. Juta.
Pages 148-158
Pages 159-185
Programme Design Module: IsiZulu FAL teaching & learning 2 (Year 3, Semester 2) (Elective)

NQF Level 6
Credits 12
Purpose of module:
This module is the second of three isiZulu First Additional Language teaching & learning modules. It aims to introduce teaching methodology, develop
learning programmes, select teaching strategies and create a learning environment suitable for the teaching of isiZulu as a First Additional Language (FAL) in
Grade R-Grade 3. It aims to assist students to teach isiZulu as a First Additional Language in a creative, stimulating and engaging manner whilst instilling
confident and correct use of the language to communicate effectively through listening & speaking, reading & viewing, writing, presenting and using isiZulu
language conventions. This module focuses on reading and viewing. It also provides strategies for the assessment of learning.
Learning outcome 1:
Demonstrate competence in reading, writing and speaking isiZulu to facilitate the teaching of isiZulu First Additional Language (FAL) in Grade
1-Grade 3.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to manage assessment of isiZulu First Additional Language (FAL) in Grade 1
– Grade 3.
Learning outcome 3:
Learning outcome 4
Plan, design and reflect on isiZulu First Additional Language (FAL) programmes that are appropriate for Grade 1 – Grade 3 learners and
learning contexts.
Learning outcome 5
Select, use and adjust teaching and learning strategies appropriate for First Additional Language (FAL) Grade 1 – Grade 3 learners and
contexts.
Learning outcome 6
Learning outcome 7
Students will:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking isiZulu to facilitate the teaching of isiZulu First Additional Language (FAL) in Grade 1-Grade 3.
98. Select and use study methods appropriate to the demands of isiZulu First Additional Language (FAL) in Grade 1 – Grade 3 in the South African
context.
Grade 1 – Grade 3 learners in their care.
102. Use isiZulu to explain, describe, discuss and relate key concepts in keeping with CAPS for isiZulu First Additional Language (FAL) in Grade
1 – Grade 3.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to manage assessment of isiZulu First Additional Language (FAL) in Grade 1 – Grade 3.
learners.
Learning outcome 3:
8. Critically discuss the content of isiZulu as applied to curricular knowledge of reading and viewing isiZulu as a First Additional
Language (FAL).
9. Interpret isiZulu First Additional Language (Grade 1-Grade 3) curricular knowledge of reading & viewing, planning and
assessment in practice.
10.Evaluate and select learning material (including textbooks), that is appropriate for isiZulu as a First Additional Language (FAL) in
Grade 1 – Grade 3, explain the sequencing, and indicate how it should be assessed.
Learning outcome 4
Plan, design and reflect on isiZulu First Additional Language (FAL) programmes that are appropriate for Grade 1 – Grade 3 learners and learning contexts.
1. Select and/or design materials and resources appropriate to isiZulu FAL that take cognisance of a collaborative and cooperative teaching approach,
2. Select, adapt, or design coherent learning programmes and lessons (with a focus on reading & viewing) appropriate for the learners, South African
context and reflect on isiZulu First Additional Language (FAL) programmes that are appropriate for in Grade 1 – Grade 3 learners and learning
contexts, whilst taking account of curriculum policies, learner contexts, and learner differences.
3. Plan and design lessons and other learning experiences for reading and viewing, and reflect on isiZulu First Additional Language (FAL)
programmes that are appropriate for Grade 1-Grade 3 learners and learning contexts, selecting appropriate teaching and learning strategies.
4. Justify selection and design of learning programmes in ways which show knowledge and understanding of a range of theories about teaching,
learning, child development, listening & speaking and the curriculum.
5. Evaluate and improve learning programmes, lessons and materials based on reflection, experience, classroom research, and an understanding of
the knowledge base underpinning isiZulu First Additional Language (FAL) reading and viewing requirements for Grade 1 – Grade 3 learners.
Learning outcome 5
1. Select and use teaching and learning strategies appropriate to First Additional Language (FAL) learners and contexts, based on careful assessment,
appropriate to the learners in the class.
strategies.
Learning outcome 6
assessment approaches, and their strengths and weaknesses in relation to Grade 1 – Grade 3 teaching.
Learning outcome 7
Learning outcome 1:
3. Select and use study methods appropriate to the demands of isiZulu First Additional Language (FAL) in Grade 1 – Grade 3 in the South African
context.
5. Convey learning content in written, graphic and other forms which are appropriate to the developmental level/s and language ability of Grade 1
– Grade 3 learners in their care.
7. Use isiZulu to explain, describe, discuss and relate key concepts in keeping with CAPS for isiZulu First Additional Language (FAL) in Grade 1 –
Grade 3.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to manage assessment of isiZulu First Additional Language (FAL) in Grade 1 – Grade
3.
learners.
Learning outcome 3:
3. Critically discuss the content of isiZulu as applied to curricular knowledge of listening and speaking isiZulu as a First Additional
Language (FAL).
4. Interpret isiZulu First Additional Language (Grade 1-Grade 3) curricular knowledge of listening and speaking, planning and
assessment in practice.
5. Evaluate and select learning material (including textbooks), that is appropriate for isiZulu as a First Additional Language (FAL) in
Grade 1 – Grade 3, explain the sequencing, and indicate how it should be assessed.
Learning outcome 4
Plan, design and reflect on isiZulu First Additional Language (FAL) programmes that are appropriate for Grade 1 – Grade 3 learners and learning
contexts.
1. Select and/or design materials and resources appropriate to isiZulu FAL that take cognisance of a collaborative and cooperative teaching
2. Select, adapt, or design coherent learning programmes and lessons (with a focus on listening & speaking) appropriate for the learners, South
African context and Plan, design and reflect on isiZulu First Additional Language (FAL) programmes that are appropriate for in Grade 1 – Grade
3 learners and learning contexts, whilst taking account of curriculum policies, learner contexts, and learner differences.
3. Plan and design lessons and other learning experiences for listening and speaking, and reflect on isiZulu First Additional Language (FAL)
programmes that are appropriate for Grade 1-Grade 3 learners and learning contexts, selecting appropriate teaching and learning strategies.
learning, child development, listening & speaking and the curriculum.
5. Evaluate and improve learning programmes, lessons and materials based on reflection, experience, classroom research, and an understanding
of the knowledge base underpinning isiZulu First Additional Language (FAL) listening & speaking requirements for Grade 1 – Grade 3 learners.
Learning outcome 5
1. Select and use teaching and learning strategies appropriate to First Additional Language (FAL) learners and contexts, based on careful
Learning outcome 6
6. Justify choice and design of assessment strategies, methods and procedures that shows understanding of the assumptions that underlie a range
of assessment approaches, and their strengths and weaknesses in relation to Grade 1 – Grade 3 teaching.
Learning outcome 7
Content of module:
Understanding CAPS
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: IsiZulu First Additional Language Grade 2.
Pretoria. DBE.
Page 22, 27, 31, 35, 39
Planning to teach
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: IsiZulu First Additional Language. Pretoria.
DBE.
Page 47-51 (Term 2)
Reading and viewing
Chapter 7: Developing reading competence: Page 149-186
• Bear, D.R., Negrete, S., & Cathey, S. 2012. Developmental Literacy Instruction with Struggling Readers Across Three Stages. New England Reading
Association Journal. 48(1). pp.1-9.
• Duff, A.M., Anderson, J., Durham, C.M., Erickson, A., Guion, C., Ingram, M.H., Kirkpatrick, M., Kreger, K., Lloyd, M., Reeder, H.L. & Sink. W. 2003.
Responding to the rhetoric: Perspectives on reading instruction. Reading Teacher. 56(7). pp. 684-686.
• Shapiro, L.R. & Solity, J. 2016. Differing effects of two synthetic phonics programmes on early reading development. British Journal of Educational
Psychology. 86(2). pp. 182-203.
• Roberts, T.A. 2008. Home Storybook Reading in Primary and Second Language With Preschool Children: Evidence of Equal Effectiveness for Second-
Language Vocabulary Acquisition. Reading Research Quarterly. 43(2). pp. 103-130.
• Hugo, Anna & Lenyai, Ellen (eds). 2013. Teaching English as a First Additional Language in the Foundation Phase. Cape Town. Juta.
Pages 99-113,
Pages 114-145.
• Gordon, P. 2014 Bookworm Phonetics Series Book 1 (FAL) Durban: Reederhouse Publishing.
Assessment
• Naudé, M. & Davin, R. (2017) Assessment in the Foundation Phase. Pretoria. Van Schaik.
Chapter 8: Assessment in First Additional Language: Page 177-188.
Section 3: Assessing learning & teaching: Page 111-162 (revision).
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 3
columns
Total 100%
Duration 60 minutes
Examination
subjects
Year Year 3
Total 100% 165
Duration 2h30
IsiZulu FAL teaching & learning 1 is a module in Year 3 (NQF level 6, 12 credits). This module sets the foundation for teaching and learning isiZulu as a First
Additional Language throughout the remainder of the Foundation Phase, but commences with a thorough grounding in teaching and learning content,
methods, strategies, and assessment as appropriate for Grade 2 isiZulu FAL.



Module readings:
Prescribed text:
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: IsiZulu First Additional Language Grade 2.
Pretoria. DBE.
Page 22, 27, 31, 35, 39
Page 47-51 (Term 2)
Chapter 7: Developing reading competence: Page 149-186
Chapter 8: Assessment in First Additional Language: Page 177-188.
Association Journal. 48(1). pp.1-9.
Responding to the rhetoric: Perspectives on reading instruction. Reading Teacher. 56(7). pp. 684-686.
Psychology. 86(2). pp. 182-203.
• Roberts, T.A. 2008. Home Storybook Reading in Primary and Second Language With Preschool Children: Evidence of Equal Effectiveness for Second-
Language Vocabulary Acquisition. Reading Research Quarterly. 43(2). pp. 103-130.
Section 3: Assessing learning & teaching: Page 111-162 (revision).
• Hugo, Anna & Lenyai, Ellen (eds). 2013. Teaching English as a First Additional Language in the Foundation Phase. Cape Town. Juta.
Pages 99-113,
Pages 114-145.
• Gordon, P. 2014 Bookworm Phonetics Series Book 1 (FAL) Durban: Reederhouse Publishing.
Programme Design Module: IsiZulu FAL teaching & learning 1 (, Year 1, Semester 2) (Elective)

NQF Level 6
Credits 10
Purpose of module:
This module is the first of three isiZulu First Additional Language teaching & learning modules. It aims to introduce teaching methodology, develop learning
programmes, select teaching strategies and create a learning environment suitable for the teaching of isiZulu as a First Additional Language (FAL) in Grade
R-Grade 3. It aims to assist students to teach isiZulu as a First Additional Language in a creative, stimulating and engaging manner whilst instilling confident
and correct use of the language to communicate effectively through listening & speaking, reading & viewing, writing, presenting and using isiZulu language
conventions. This module focuses on listening and speaking. It also provides strategies for the assessment of learning.
Learning outcome 1:
Learning outcome 2:
Learning outcome 3:
Learning outcome 4
Learning outcome 5
Learning outcome 6
Learning outcome 7

Students will:
Learning outcome 1:
105. Select and use study methods appropriate to the demands of isiZulu First Additional Language (FAL) in Grade 1 – Grade 3 in the South African context.
107. Convey learning content in written, graphic and other forms which are appropriate to the developmental level/s and language ability of Grade 1 – Grade 3 learners
in their care.
109. Use isiZulu to explain, describe, discuss and relate key concepts in keeping with CAPS for isiZulu First Additional Language (FAL) in Grade 1 – Grade 3.
Learning outcome 2:
Learning outcome 3:
11. Show an ability to use the norms of expression and language and punctuation conventions appropriate to isiZulu as a First Additional Language
(FAL).
13. Critically discuss the content of isiZulu as applied to curricular knowledge of listening and speaking isiZulu as a First Additional Language (FAL).
14. Interpret isiZulu First Additional Language (Grade 1-Grade 3) curricular knowledge of listening and speaking, planning and assessment in practice.
15. Evaluate and select learning material (including textbooks), that is appropriate for isiZulu as a First Additional Language (FAL) in Grade 1 – Grade 3,
explain the sequencing, and indicate how it should be assessed.
Learning outcome 4
6. Select and/or design materials and resources appropriate to isiZulu FAL that take cognisance of a collaborative and cooperative teaching approach, conceptual
adequacy, and content accuracy.
7. Select, adapt, or design coherent learning programmes and lessons (with a focus on listening & speaking) appropriate for the learners, South African context and
reflect on isiZulu First Additional Language (FAL) programmes that are appropriate for in Grade 1 – Grade 3 learners and learning contexts, whilst taking
account of curriculum policies, learner contexts, and learner differences.
8. Plan and design lessons and other learning experiences for listening and speaking, and reflect on isiZulu First Additional Language (FAL) programmes that are
appropriate for Grade 1-Grade 3 learners and learning contexts, selecting appropriate teaching and learning strategies.
development, listening & speaking and the curriculum.
10. Evaluate and improve learning programmes, lessons and materials based on reflection, experience, classroom research, and an understanding of the knowledge
base underpinning isiZulu First Additional Language (FAL) listening & speaking requirements for Grade 1 – Grade 3 learners.
Learning outcome 5
11. Select and use teaching and learning strategies appropriate to First Additional Language (FAL) learners and contexts, based on careful assessment, appropriate to
the learners in the class.
and unfamiliar.
Learning outcome 6
and development.
approaches, and their strengths and weaknesses in relation to Grade 1 – Grade 3 teaching.
Learning outcome 7
Content of module:
Understanding CAPS
DBE.
Page 20-21, 25, 29-30, 33-34, 37-38 (Listening & speaking)
Background to FAL, including theories and methods
DBE.
Chapter 3: Approaches to teaching additional languages: Page 27-54.
• Long, M. (2000). Second language acquisition theories. In Routledge Encyclopedia on Language Teaching & Learning. pp.527-534.
• Elram, R. (2015). ‘New tricks’: Teachers talk about task-based language teaching. Babel. 50(1). pp.5-11.
• Bygate, M. (2016). Sources, developments and directions of task-based language teaching. Language Learning Journal. 44(4). po.381-400.
• Robertson, M. (2014). Task-Based Language Teaching and Expansive Learning Theory. TESL Canada Journal. 8(31). pp.187-198.
• McCough, A. 2016. Communication and Language Teaching and Learning in Primary School Classrooms: Lessons from Theory, Research and
Practice. REACH Journal of Special Needs Education in Ireland. 29(2). pp. 102-115.
• Elley, W. (1991) Acquiring literacy in a 2nd language. The effect of book based programs. Learning Language. 41(3). pp.375-411.
• Hugo, A. & Lenyai, E. (ed.) (2013) Teaching English as a First Additional Language in the Foundation Phase. Cape Town. Juta.
Pages 1-26, 27-50.
Planning to teach
DBE.
Page 41-46
Section 2: Planning to teach: Page 23—110
Listening
Page 46-69
• Soderman, A.K., Clevenger, K.G., Kent, I.G. 2013. Using Stories to Extinguish Hot Spots in Second Language Acquisition, Preschool to Grade 1. Young
Children. 68(1). pp.34-41.
• Hugo, Anna & Lenyai, Ellen (ed.) (2013). Teaching English as a First Additional Language in the Foundation Phase. Cape Town. Juta.
pp. 51-71.
• Evans, R, Joubert, I & Meier, C. (editors). 2017. Introducing Children’s Literature: A Guide to the South African Classroom. Pretoria. Van Schaik.
Page 129-145.
Speaking
Page 71-96
• Hugo, Anna & Lenyai, Ellen (ed.) (2013). Teaching English as a First Additional Language in the Foundation Phase. Cape Town. Juta.
Page 72-98
Assessment
Chapter 1: Understanding classroom assessment in the 21st century: Page 1-26
Chapter 2: Assessment methods in the Foundation Phase: Page 27-50
Chapter 3: Planning for successful assessment in the Foundation Phase: Page 51-66
Chapter 4: Aspects of Grade R assessment: Page 67-84
Section 3: Assessing learning & teaching: Page 111-162
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 2
Total 100% 60
Duration 60 minutes
Examination
subjects
Year Year 2
Total 130
Duration 2h00

IsiZulu FAL teaching & learning 1 is a module in Year 2 (NQF level 6, 10 credits). This module is the first of three isiZulu First Additional Language teaching &
learning modules. It aims to introduce teaching methodology, develop learning programmes, select teaching strategies and create a learning environment
suitable for the teaching of isiZulu as a First Additional Language (FAL) in Grade R-Grade 3. It aims to assist students to teach isiZulu as a First Additional
Language in a creative, stimulating and engaging manner whilst instilling confident and correct use of the language to communicate effectively through
listening & speaking, reading & viewing, writing, presenting and using isiZulu language conventions. This module focuses on listening and speaking. It also
provides strategies for the assessment of learning.

assessment.

Module readings:
Prescribed text:
DBE.
Page 41-46
Chapter 3: Approaches to teaching additional languages: Page 27-54.
Section 2: Planning to teach: Page 23--110
Page 46-69
Chapter 1: Understanding classroom assessment in the 21st century: Page 1-26
Chapter 2: Assessment methods in the Foundation Phase: Page 27-50
Chapter 3: Planning for successful assessment in the Foundation Phase: Page 51-66
Chapter 4: Aspects of Grade R assessment: Page 67-84
• Long, M. (2000). Second language acquisition theories. In Routledge Encyclopedia on Language Teaching & Learning. pp.527-534.
• Elram, R. (2015). ‘New tricks’: Teachers talk about task-based language teaching. Babel. 50(1). pp.5-11.
• Bygate, M. (2016). Sources, developments and directions of task-based language teaching. Language Learning Journal. 44(4). po.381-400.
• Robertson, M. (2014). Task-Based Language Teaching and Expansive Learning Theory. TESL Canada Journal. 8(31). pp.187-198.
• Soderman, A.K., Clevenger, K.G., Kent, I.G. 2013. Using Stories to Extinguish Hot Spots in Second Language Acquisition, Preschool to Grade 1. Young
Children. 68(1). pp.34-41.
Practice. REACH Journal of Special Needs Education in Ireland. 29(2). pp. 102-115.
• Elley, W. (1991) Acquiring literacy in a 2nd language. The effect of book based programs. Learning Language. 41(3). pp.375-411.
• Hugo, A. & Lenyai, E. (ed.) (2013) Teaching English as a First Additional Language in the Foundation Phase. Cape Town. Juta.
Page 1-26, 27-50.
Page 51-71.
Section 3: Assessing learning & teaching: Page 111-162
Page 129-145.
Programme Design Module: English 1 (Year 1, Semester 2) (Compulsory)
Module Name English 1

NQF Level 5
Credits 10
Purpose of module:
This module aims to equip students with basic knowledge and skills pertaining to English language and literature. A minimum standard of knowledge of
English language conventions, language skills such as listening, speaking, reading and writing the language correctly, is the required standard. Knowledge of
literature, poetry, songs and stories in English is also a requirement.
Learning outcome 1:
Demonstrate competence in reading, writing and speaking English to facilitate own academic learning, and learning in Foundation Phase
classrooms.
Learning outcome 2:

Students will:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking English facilitate own academic learning, and learning in Foundation Phase classrooms.
110. Read academic and professional texts in the subject area of English critically, integrate and use the knowledge in own studies and in
teaching.
111. Read and interpret with understanding written and graphic materials in English, or to use in teaching English, relating to the Foundation
Phase.
112. Select and use study methods appropriate to own needs as well as the demands of Foundation Phase teaching of English in the South
African context.
113. Convey English learning content in written, graphic and other forms which are appropriate to the developmental level/s and language
114. Use English (LoLT) to explain, describe, discuss and relate key concepts in keeping with the stipulated school curriculum.
Learning outcome 2:
Demonstrate competence about the knowledge base underpinning English in the Foundation Phase.
6. Demonstrate an understanding of the fields of knowledge which underpin English in the Foundation Phase.
7. Show an ability to use the language and literary conventions as used in English in the Foundation phase.
8. Use the characteristic language, terminology and concepts of English in the Foundation phase appropriately, and with confidence.
9. Critically discuss the content of English as a Foundation Phase learning area.
10. Interpret knowledge of English in practice, in Foundation Phase learning areas and demonstrate a broad understanding of the
Content of module:
English Language
• Thurman, S. 2003. The only grammar book you’ll ever need. Avon. Adams Media.
Prescribed article:
• Myhill, D., Jones, S., Watson, A., Lines, H. 2013. Playful explicitness with grammar: a pedagogy for writing. Literacy. 47(2). p.103-111.
• Linnegar, J. 2009. Engleish, Our Engleish: Common errors in South African English and how to solve them. Cape Town: Pharos.
English Literature: stories

• Magona, S. 2006. To My Children’s Children. Cape Town. David Phillips.
English Literature: poetry
• Malan, R. 1997 Worldscapes: A Collection of Verse. (reprint) Oxford. Oxford University Press.
Understanding children’s literature
• Evans, Rinelle, Joubert, Ina, & Meier, Corinne. (Editors) 2017. Introducing Children’s Literature: A Guide to the South African Classroom. Van Schaik.
Pretoria.
Chapter 1: What is children’s literature? Page 1-28;
Chapter 2: Who is the young child? Page 29-55;
Chapter 3: What is a book? Page 56-90;
Chapter 4: A short historical overview of children’s literature. Pagev91-111;
Chapter 5: Types of children’s literature. Page 112-128.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 1
columns
Total 100% 50
Duration 50 minutes
Examination
subjects
Year Year 1
(NQF level 5)
Total 100% 100
Duration 1h30
English 1 is a module in Year 1 (NQF level 5, 10 credits). This module provides a foundation of knowledge about English language and literature within the
context of teaching in the Foundation Phase. It enables the teacher to move from a sound knowledge base to the application of knowledge when teaching
English.

Module readings:
Prescribed text:
• Evans, R., Joubert, I., & Meier, C. (Editors) 2017. Introducing Children’s Literature: A Guide to the South African Classroom. Pretoria. Van Schaik.
Chapter 1, pp.1-28; Chapter 2 pp.29-55; Chapter 3 pp. 56-90; Chapter 4, pp. 91-111; Chapter 5 pp.112-128.
This text is also prescribed for English HL 2,3,4.
• Thurman, S. 2003. The only grammar book you’ll ever need. Avon. Adams Media.
• Magona, S. 2006. To My Children’s Children. David Phillips. Cape Town.
• Malan, R. 1997. Worldscapes: A Collection of Verse. (reprint) Oxford. Oxford University Press.
Prescribed article:
• Myhill, D., Jones, S., Watson, A., Lines, H. 2013. Playful explicitness with grammar: a pedagogy for writing. Literacy. 47(2). p.103-111
• Linnegar, J. 2009. Engleish, Our Engleish: Common errors in South African English and how to solve them. Cape Town: Pharos.
Programme Design Module: English HL teaching & learning 4 (Year 4, Semester 2) (Elective)
Module Name English HL teaching & learning 4

NQF Level 7
Credits 16
Purpose of module:
This module aims to introduce teaching methodology concepts applicable to the teaching of English Home Language (HL) in Grade 3. It seeks to build
upon the concepts introduced in HL teaching and learning 3. The module establishes a solid knowledge and skills base around appropriate teaching and
learning strategies, methodology and approach to English HL teaching. Careful assessment for and of learning is also ensured.
Learning outcome 1:
Demonstrate fluency in reading, writing and speaking English to facilitate the teaching of English HL in Grade 3.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to manage assessment of English HL in Grade 3.
Learning outcome 3:
Demonstrate applied competence of, and insight into, the knowledge base underpinning English Home Language for Grade 3.
Learning outcome 4:
Plan, design, reflect and evaluate English Home Language programmes that are appropriate for Grade 3 learners and learning contexts.
Learning outcome 5:
Select, use and adjust integrated teaching and learning strategies appropriate for Grade 3 English Home Language learners and context.
Learning outcome 6:
Plan to manage and administer supportive learning environments in a sensitive, stimulating, democratic and organised way.
Learning outcome 7:
Plan to monitor and assess learner progress and achievement for Grade 3 English Home Language.
Learning outcome 8:

Students will:
Learning outcome 1:
115. Read academic and professional texts critically, integrate and use the knowledge in teaching English HL.
116. Read and interpret with understanding written and graphic materials relating to Grade 3 English Home Language.
117. Select and use study methods appropriate to the demands of Grade 3 English Home Language teaching in the South African context.
Grade 1 learners in their care.
121. Use English fluently to explain, describe, discuss and relate key concepts in keeping with CAPS for Grade 3 English HL.
Learning outcome 2:
learners.
Learning outcome 3:
1. Demonstrate fluency in the use of the norms of expression and language, as well as punctuation conventions appropriate to English
Home Language in Grade 3.
2. Use the characteristic language, terminology and concepts of English appropriately, and with confidence and flair.
3. Critically discuss and evaluate the content of English Home Language Grade 3 curricular knowledge.
4. Interpret English Home Language (Grade 3) curricular knowledge in practice.
5. Evaluate and select learning material (including textbooks), that is appropriate for English Home Language Grade 3, explain the
Learning outcome 4:
Plan, design and reflect on English Home Language programmes that are appropriate for Grade 3 learners and learning contexts.
1. Select and/or design materials and resources appropriate to learning areas that take cognisance of a collaborative and cooperative teaching
2. Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, South African context and Grade 3 English Home
Language, whilst taking account of the national, regional and school curriculum policies, learner contexts, and learner differences.
3. Plan lessons and other learning experiences for Grade 3 English Home Language, selecting appropriate teaching and learning strategies.
5. Evaluate and improve learning programmes, lessons and materials based on experience, classroom research, and an understanding of the
knowledge base underpinning Grade 3 Home Language.
Learning outcome 5:
Select, use and adjust teaching and learning strategies appropriate for Grade 3 English Home Language learners and context.
1. Select and use teaching and learning strategies appropriate to Grade 3 English Home Language and based on careful assessment, appropriate to
6. Select learning methodologies with care, planning for difference in learning styles, mode and approach.
strategies.
9. Use a wide variety of teaching and learning support materials in a creative manner to facilitate learner progress and development.
11. Use classroom research to explain the success or otherwise of teaching and learning strategies regarding key educational concepts, the needs and
abilities of the learners, and demands of Grade 3 English Home Language.
Learning outcome 6:
1. Explain how to create and maintain safe learning environments, which are conducive to learning.
2. Describe how to manage learning environments democratically and in ways that foster creative and critical thinking.
3. Plan strategies to manage learning environments that are sensitive to cultural, linguistic and gender and other differences.
4. Plan how to resolve classroom conflict situations in an ethical and sensitive manner.
5. Develop strategies that will assist learners to manage themselves, their time, physical space and resources.
Learning outcome 7:
Plan to monitor and assess learner progress and achievement in Grade 3 English Home Language.
1. Select, adapt and/or design assessment tasks and strategies appropriate to Grade 3 English Home Language and a range of learning contexts.
assessment approaches, and their strengths and weaknesses in relation to Grade 3 teaching.
Learning outcome 8:
Content of module:
Policy (CAPS)
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statements (CAPS). Grade R-Grade 3. English Home Language. Pretoria.
DBE.
Pages 1-30, 105-130.
Revision of letters and sounds
Pages 36- 251.
Theoretical underpinnings of language teaching and learning
Moodley, V. 2013. Introduction to language methodology. Oxford University Press. Cape Town.
o Pages 2-31
o Pages 32-53
o Pages 54- 76
Assessment for learning, 122-150
o Pages 107-121, 122-150
o Pages 77-106
o Pages 151-180
p.24-35.
Literature and reading
Evans, R, Joubert, I & Meier, C. (editors). 2017. Introducing Children’s Literature: A Guide to the South African Classroom.
o - Pages 177-198; 199-222.
• Baker, I. & Schifer, M.B. The Reading Chair. Young Children. 71(3). p.95-96.
• Dollins, C. 2014. Expanding the Power of Read-Alouds. Young Children. 69(3). p.8-13.
• Friedman, S. 2016. Teaching and Learning with Children’s Books. Young Children. 71(2). p.6-7.
• Hoffman, J.L., Teale, W.H., Junko, Y. 2015. The Book Matters! Choosing Complex Narrative Texts to Support Literary Discussion. Young Children.
70(4). p.8-15.
• Lawrence, D. 2014. Pre-teaching vocabulary = better comprehension. Educating Young Children: Learning & Teaching in the Early Childhood
Years. 20(1). p.31-33.
• Seitz, H.J. & Bartholomew, C. 2014. Reading Together: Primary Grade Children Connect with Preschoolers. Young Children. 69(1). p.22-27.
• Wanless, S.B. & Crawford, P. 2016. Reading Your Way to a Culturally Responsive Classroom. Young Children. 71(2). p.8-15.
• Yi-Chin, L. 2016. Fall in Love With Reading: Ten Simple Things You Can Do at Home. Teaching Young Children. 10(1). p.3
Revision of core concepts and skills (listening, speaking, spelling, reading, writing, language)
Wessels, M, 2015. Facilitating Language Learning in the Foundation Phase. Oxford University Press. Cape Town.
o - Pages 307-323; 324-356; 254-289; 290-306; 393-405; 406-423.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 4
columns
Total 100% 80
Duration 60 minutes
Examination
subjects
Year Year 4
(NQF level 7
modules)
Total 100% 200
Duration 3h00



Module readings:
Prescribed text:
Chapter 7: Page 159-176;
Chapter 9: Page 199-222.
This text is also used in HL 2 &3.
Chapter 2: Page 36 - 251;
Chapter 4: Page s 290-306;
This text is also used in HL 1, 2, 3.
• Moodley, V. 2013. Introduction to language methodology. Oxford University Press. Cape Town.
Chapter1: Page 2-31;
Chapter 3: Page 54- 76;
p.24-35.
70(4). p.8-15.
• Lawrence, D. 2014. Pre-teaching vocabulary = better comprehension. Educating Young Children: Learning & Teaching in the Early Childhood Years.
20(1). p.31-33.

NQF Level 7
Credits 16
Purpose of module:
Learning outcome 1:
Learning outcome 2:
Learning outcome 3:
Learning outcome 4:
Plan, design, reflect and evaluate English Home Language programmes that are appropriate for Grade 3 learners and learning contexts.
Learning outcome 5:
Select, use and adjust integrated teaching and learning strategies appropriate for Grade 3 English Home Language learners and context.
Learning outcome 6:
Learning outcome 7:
Learning outcome 8:

Students will:
Learning outcome 1:
128. Use English fluently to explain, describe, discuss and relate key concepts in keeping with CAPS for Grade 3 English HL.
Learning outcome 2:
learners.
Learning outcome 3:
6. Demonstrate fluency in the use of the norms of expression and language, as well as punctuation conventions appropriate to English
Home Language in Grade 3.
7. Use the characteristic language, terminology and concepts of English appropriately, and with confidence and flair.
8. Critically discuss and evaluate the content of English Home Language Grade 3 curricular knowledge.
Learning outcome 4:
Learning outcome 5:
6. Select learning methodologies with care, planning for difference in learning styles, mode and approach.
strategies.
9. Use a wide variety of teaching and learning support materials in a creative manner to facilitate learner progress and development.
Learning outcome 6:
3. Plan strategies to manage learning environments that are sensitive to cultural, linguistic and gender and other differences.
Learning outcome 7:
Learning outcome 8:
Content of module:
Policy (CAPS)
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statements (CAPS). Grade R-Grade 3. English Home Language. Pretoria.
DBE.
Pages 1-30, 105-130.
Revision of letters and sounds
Pages 36- 251.
Theoretical underpinnings of language teaching and learning
o Pages 2-31
o Pages 32-53
o Pages 54- 76
Assessment for learning, 122-150
o Pages 107-121, 122-150
o Pages 77-106
o Pages 151-180
p.24-35.
Literature and reading
o - Pages 177-198; 199-222.
70(4). p.8-15.
Years. 20(1). p.31-33.
Revision of core concepts and skills (listening, speaking, spelling, reading, writing, language)
o - Pages 307-323; 324-356; 254-289; 290-306; 393-405; 406-423.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 4
columns
Total 100% 80
Duration 60 minutes
Examination
subjects
Year Year 4
(NQF level 7
modules)
Total 100% 200
Duration 3h00



Module readings:
Prescribed text:
This text is also used in HL 2 &3.
Chapter 4: Page s 290-306;
• Moodley, V. 2013. Introduction to language methodology. Oxford University Press. Cape Town.
Chapter1: Page 2-31;
p.24-35.
70(4). p.8-15.
• Lawrence, D. 2014. Pre-teaching vocabulary = better comprehension. Educating Young Children: Learning & Teaching in the Early Childhood Years.
20(1). p.31-33.

NQF Level 6
Credits 16
Purpose of module:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking English to facilitate the teaching of English HL in Grade 2.
Learning outcome 2:
Learning outcome 3:
Demonstrate competence about the knowledge base underpinning English Home Language for Grade 2.
Learning outcome 4:
Learning outcome 5:
Learning outcome 6:
Learning outcome 7:
Learning outcome 8:

Students will:
Learning outcome 1:
135. Use English to explain, describe, discuss and relate key concepts in keeping with CAPS for Grade 2 English HL.
Learning outcome 2:
learners.
Learning outcome 3:
11. Show an ability to use the norms of expression and language, as well as punctuation conventions appropriate to English Home
Language in Grade 2.
12. Use the characteristic language, terminology and concepts of English appropriately, and with confidence.
13. Critically discuss the content of English Home Language Grade 2 curricular knowledge.
Learning outcome 4:
Learning outcome 5:
strategies.
Learning outcome 6:
3. State the criteria for learning environments that are sensitive to cultural, linguistic and gender and other differences.
Learning outcome 7:
assessment approaches, and their strengths and weaknesses in relation to Grade 2 HL teaching.
Learning outcome 8:
Content of module:
Policy (CAPS)
Department of Basic Education. 2011. Curriculum and Assessment Policy Statements (CAPS). Grade R – Grade 3. English Home Language. DBE. Pretoria.
o pp. 1-30, 80-104.
o pp. 36- 251. (revision)
Assessment
o pp. 424-429 (revision)
Listening
o pp. 307-323 (revision and extension)
Speaking
o pp. 324-356 (revision and extension)
Reading
o pp. 254-289
o pp. 159-176
o pp. 357-392 (revision and extension).
Spelling
o pp. 393-405
Block, M.K. & Duke, N.K. 2015. Letter Names Can Cause Confusion and Other Things to Know About Letter-Sound Relationships. Young Children. 70(1). p.84-
91.
Young Children. 2007. To Correct or Not to Correct? The Answer May Surprise You. Young Children. 62(1). p.41.
Writing
o pp. 290-306
Students. Journal of Educational Psychology. 101(1). p.37-50.
Graders. Early Childhood Education Journal. 44(5). p.463-472.
• Graves, D.H. Teacher as listener. Instructor. 105(2). p.36.
• Hullinger-Sirken, H. & Staley, L. 2016. Understanding Writing Development: Catie’s Continuum. Young Children. 71(5). p.74-78.
Years. 19(1). p.29-31.
20(3). p.41-42.
• Baghban, M. 2007. The Role of Drawing in the Development of Writing. Young Children. 62(1). p.20-26
Language
o pp. 406-423
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 3
columns
Section 2: Short / medium answer: 41.7% 25
Section 3: Long answer: essay / case studies / articles with choice of questions. 33.33% 20
Total 100% 60
Duration 60 minutes
Examination
subjects
Year Year 3
Total 100% 165
Duration 2h30



Module readings:
Prescribed text:
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statements (CAPS). Grade R – Grade 3. English Home Language. DBE.
Pretoria.
pp. 1-30, 80-104.
• Evans, R., Joubert, I., & Meier, C. (editors). 2017. Introducing Children’s Literature: A Guide to the South African Classroom.
This text is also used in FAL 1,2,3 and HL 1,2,4, as well as English 1.
• Wessels, M., 2015. Facilitating Language Learning in the Foundation Phase. Cape Town. Oxford University Press.
Chapter 4: Page 290-306,
• Baghban, M. 2007. The Role of Drawing in the Development of Writing. Young Children. 62(1). p.20-26.
70(1). p.84-91.
20(3). p.41-42.
Years. 19(1). p.29-31.
• Young Children. 2007. To Correct or Not to Correct? The Answer May Surprise You. Young Children. 62(1). p.41.

NQF Level 6
Credits 16
Purpose of module:
Learning outcome 1:
Learning outcome 2:
Learning outcome 3:
Learning outcome 4:
Learning outcome 5:
Learning outcome 6:
Learning outcome 7:
Learning outcome 8:

Students will:
Learning outcome 1:
142. Use English to explain, describe, discuss and relate key concepts in keeping with CAPS for Grade 1 English HL.
Learning outcome 2:
learners.

1. Show an ability to use the norms of expression and language, as well as punctuation conventions appropriate to English Home Language in
Grade 1.
3. Critically discuss the content of English Home Language Grade 1 curricular knowledge.
5. Evaluate and select learning material (including textbooks), that is appropriate for English Home Language Grade 1, explain the sequencing,

7. Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, South African context and Grade 1 English
Home Language, whilst taking account of the national, regional and school curriculum policies, learner contexts, and learner differences.

12. Select and use teaching and learning strategies appropriate to Grade 1 English Home Language and based on careful assessment, appropriate
and abilities of the learners, and demands of Grade 1 English Home Language.


range of assessment approaches, and their strengths and weaknesses in relation to Grade 1 teaching.

Content of module:
Policy (CAPS)
Curriculum and Assessment Policy Statements (CAPS). 2011. Grade R-3. English Home Language. DBE. Pretoria.
o pp. 1-30, 55-79.
o pp. 36- 251.
Assessment
o pp. 424-429 (revision)
Listening
o pp. 307-323 (revision and some extension)
Speaking
o pp. 324-333 (revision and some extension)
Reading
o pp. 129-158. (revision)
Teaching literature
o pp. 223 – 237

o pp. 357-362, 378 – 387 (revise).
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 2
columns
Total 100% 60
Duration 60 minutes
Examination
subjects
Year Year 2
(NQF level 6
modules)
Total 130
Duration 2h00

English HL teaching & learning 1 is a module in Year 1 (NQF level 6, 16 credits). This module sets the foundation for teaching and learning throughout
appropriate for Grade 1 English Home Language.

areas.

Module readings:
Prescribed text:
Chapter 1, pages 129-158.
Chapter 2, pages 36 - 251;
Chapter 5 pages 307-323;
Chapter 8 pages 378-387; pages 424-429
This text is also used in English HL 2, 3, 4.
• Curriculum and Assessment Policy Statements (CAPS). 2011. Grade R-3. English Home Language. DBE. Pretoria.
Programme Design Module: English HL teaching & learning 1 (Semester 2, Year 1) (Elective)

NQF Level 6
Credits 16
Purpose of module:
This module aims to introduce teaching methodology concepts applicable to the teaching of English Home Language (HL) in Grade R. It seeks to ensure
that a play-based approach is used in the classroom while ensuring that a structured and thoughtful approach is utilised in introducing concepts and
supporting learners. Careful assessment for and of learning is also ensured.
Learning outcome 1:
Demonstrate competence in reading, writing and speaking English to facilitate the teaching of English HL in Grade R.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to manage assessment of English HL in Grade R.
Learning outcome 3:
Demonstrate competence about the knowledge base underpinning English Home Language for Grade R.
Learning outcome 4:
Plan, design and reflect on English Home Language programmes that are appropriate for Grade R learners and learning contexts.
Learning outcome 5:
Select, use and adjust teaching and learning strategies appropriate for Grade R English Home Language learners and context.
Learning outcome 6:
Learning outcome 7:
Plan to monitor and assess learner progress and achievement for Grade R English Home Language.
Learning outcome 8:

Students will:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking English to facilitate the teaching of English HL in Grade R.
144. Read and interpret with understanding written and graphic materials relating to Grade R English Home Language.
145. Select and use study methods appropriate to the demands of Grade R English Home Language teaching in the South African context.
Grade R learners in their care.
149. Use English to explain, describe, discuss and relate key concepts in keeping with CAPS for Grade R English HL.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to manage assessment of English HL in Grade R.
of learners.

Demonstrate competence about the knowledge base underpinning English Home Language for Grade R.
1. Show an ability to use the norms of expression and language and punctuation conventions appropriate to English Home Language in Grade R.
3. Critically discuss the content of English Home Language Grade R curricular knowledge.
4. Interpret English Home Language (Grade R) curricular knowledge in practice.
5. Evaluate and select learning material (including textbooks), that is appropriate for English Home Language Grade R, explain the sequencing,

Plan, design and reflect on English Home Language programmes that are appropriate for Grade R learners and learning contexts.
2. Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, South African context and Grade R English
Home Language, whilst taking account of the national, regional and school curriculum policies, learner contexts, and learner differences.
3. Plan lessons and other learning experiences for Grade R English Home Language, selecting appropriate teaching and learning strategies.
knowledge base underpinning Grade R Home Language.

Select, use and adjust teaching and learning strategies appropriate for Grade R English Home Language learners and context.
1. Select and use teaching and learning strategies appropriate to Grade R English Home Language and based on careful assessment, appropriate
and abilities of the learners, and demands of Grade R English Home Language.

Plan to monitor and assess learner progress and achievement in Grade R English Home Language.
1. Select, adapt and/or design assessment tasks and strategies appropriate to Grade R English Home Language and a range of learning contexts.
range of assessment approaches, and their strengths and weaknesses in relation to Grade R teaching.

Content of module:
Policy (CAPS)
Curriculum and Assessment Policy Statements (CAPS). Foundation 2011. DBE. Pretoria.
o pp. 1-30, 31-54.
Play-based learning
Excell, L., & Linington, V. (editors) 2015. Teaching Grade R. Juta and Company. Cape Town.
o pp. 190-206.
Literacy
o pp. 207- 226.
Language diversity
o pp. 227 -249.
Assessment
o pp. 167-189.
Introducing language skills (Listening, speaking, reading)
o pp. 36 -39, 307-323, 324-329.
Listening
o pp. 129-145.

o pp. 357-362, 378 – 387.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 1
matching columns
Total 100% 50
Duration 50 minutes
Examination

(NQF level 5 & 6
subjects)
Total 100% 100
Duration 1h30

English HL teaching & learning 1 is a module in Year 1 (NQF level 6, 16 credits). This module sets the foundation for teaching and learning throughout
appropriate for Grade R English Home Language.
areas.

Module readings:
Prescribed text:
• Excell, L., & Linington, V. (editors) 2015. Teaching Grade R. Cape Town. Juta and Company
Chapters 9, 10, 11, 12, pp. 167-249.
This text is also used in English FAL 1, English 1, Mathematics Teaching, Life Skills Teaching and ECD
• Evans, R., Joubert, I. & Meier, C. (editors). 2017. Introducing Children’s Literature: A Guide to the South African Classroom. Pretoria. Van Schaik.
Chapter 2: Page 36 -39;
Programme Design Module: English FAL teaching & learning 3 (Year 4, Semester 2) (Elective)
Module Name English FAL teaching & learning 3

NQF Level 7
Credits 14
Purpose of module:
This module aims to introduce teaching methodology, develop learning programmes, select teaching strategies and create a learning environment
suitable for the teaching of English as a First Additional Language (FAL) in Grade 3. It aims to assist students to teach English as a First Additional
Language in a creative, stimulating and engaging manner whilst instilling confident and correct use of the language in order to communicate effectively
through listening, reading, writing and speaking. Strategies for the assessment of learning are also included.
Learning outcome 1:
Demonstrate applied competence in reading, writing and speaking English to facilitate the teaching of English as a First Additional
Language (FAL) in Grade 3.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to manage assessment of First Additional Language (FAL) in Grade 3.
Learning outcome 3:
Demonstrate applied competence about the knowledge base underpinning English First Additional Language (FAL) in Grade 3.
Learning outcome 4
Plan, design and reflect on First Additional Language (FAL) programmes that are appropriate for in Grade 3 learners and learning
contexts.
Learning outcome 5
Suggest, select, use and adjust teaching and learning strategies appropriate for First Additional Language (FAL) Grade 3 learners and
context.
Learning outcome 6
Learning outcome 7
Plan to monitor and assess learner progress and achievement for First Additional Language (FAL) in Grade 3.
Learning outcome 8

Students will:
Learning outcome 1:
Demonstrate applied competence in reading, writing and speaking English to facilitate the teaching of English as a First Additional Language (FAL) in
Grade 1.
150. Read academic and professional texts critically, integrate and use the knowledge in teaching Grade 3 English FAL.
151. Read and interpret with understanding written and graphic materials relating to Grade 3 English FAL.
152. Select and use study methods appropriate to the demands of English as a First Additional Language (FAL) in Grade 3 in the South
African context.
156. Use English to explain, describe, discuss and relate key concepts in keeping with CAPS for English as a First Additional Language (FAL)
in Grade 3.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to manage assessment of English as a First Additional Language (FAL) in Grade 3.
learners.
Learning outcome 3:
1. Show an ability to use the norms of expression and language and punctuation conventions appropriate to English as a First Additional
3. Critically discuss the content of English as applied to curricular knowledge of English as a First Additional Language (FAL) in Grade 3.
4. Interpret English First Additional Language (Grade 3) curricular knowledge in practice.
5. Evaluate and select learning material (including textbooks), that is appropriate for English as a First Additional Language (FAL) in Grade 3,
Learning outcome 4
Plan, design and reflect on First Additional Language (FAL) programmes that are appropriate for in Grade 3 learners and learning contexts.
7. Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, South African context and Plan, design and
reflect on First Additional Language (FAL) programmes that are appropriate for in Grade 3 learners and learning contexts, whilst taking
8. Plan lessons and other learning experiences for First Additional Language (FAL) programmes that are appropriate for in Grade 3 learners and
learning contexts, selecting appropriate teaching and learning strategies.
knowledge base underpinning Plan, design and reflect on First Additional Language (FAL) programmes that are appropriate for in Grade 3
learners and learning contexts.
Learning outcome 5
Suggest, select, use and adjust teaching and learning strategies appropriate for First Additional Language (FAL) Grade 3 learners and context
12. Select and use teaching and learning strategies appropriate to First Additional Language (FAL) Grade 3 learners and context and based on
careful assessment, appropriate to the learners in class.
and abilities of the learners, and demands of First Additional Language (FAL) Grade 3 learners and context.
Learning outcome 6
Learning outcome 7
Learning outcome 8
Content of module:
Understanding CAPS
Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: English First Additional Language Grade 1.
Pretoria. DBE.
o Pages 8 – 17, 18 – 22, 64 – 86, 87-95
Revising language skills (listening and speaking, and reading)
Hugo, A. & Lenyai, E. (eds). 2013. Teaching English as a First Additional Language in the Foundation Phase. Cape Town. Juta.
o Pages 51-71, Pages 72-98, Pages 99-113, Pages 114-145.
o 6, pages 129-145. (Revision)
o pages 177-197
o pages 223-237
• Campfield, D.E. & Murphy, V.A. 2017. The influence of prosodic input in the second language classroom: does it stimulate child acquisition of
word order and function words? Language Learning Journal. 45(1). p.81-99
• Roberts, T.A. 2008. Home Storybook Reading in Primary and Second Language With Preschool Children: Evidence of Equal Effectiveness for
Second-Language Vocabulary Acquisition. Reading Research Quarterly. 43(2). p.103-130.
Writing in English as a First Additional Language
o Pages 148-158
o Pages 159-185
Journal of Education. 196(1). p.31-40.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 4
columns
Total 100% 80
Duration 60 minutes
Examination
Year Year 4
Total 100% 200
Duration 3h00

English FAL teaching & learning 3 is a module in Year 4 (NQF level 7, 14 credits). This module sets the foundation for teaching and learning English as
a First Additional Language throughout the remainder of the Foundation Phase, but commences with a thorough grounding in teaching and learning
content, methods, strategies, and assessment as appropriate for Grade 3 English FAL.

areas.

Module readings:
Prescribed text:
• Hugo, A. & Lenyai,E. (editors). 2013. Teaching English as a First Additional Language in the Foundation Phase: Practical Guidelines. Cape Town.
Juta.
Chapters 1, 2, 3, 4, 5, 6 pages 1-26, 27-50, 51-70, 71-98, 99-113, 114-147.
This text is also used in English FAL teaching & learning 1 & 3
Chapter 6, pages 129-145. (Revision)
Chapter 8, pages 177-197
This text is also used in English FAL teaching & learning 1 & 2, English 1, and English HL 1-4.
of Education. 196(1). p.31-40.

NQF Level 7
Credits 14
Purpose of module:
Learning outcome 1:
Demonstrate applied competence in reading, writing and speaking English to facilitate the teaching of English as a First Additional
Learning outcome 2:
Learning outcome 3:
Learning outcome 4
contexts.
Learning outcome 5
Suggest, select, use and adjust teaching and learning strategies appropriate for First Additional Language (FAL) Grade 3 learners and
context.
Learning outcome 6
Learning outcome 7
Learning outcome 8
Students will:
Learning outcome 1:
Demonstrate applied competence in reading, writing and speaking English to facilitate the teaching of English as a First Additional Language (FAL) in
Grade 1.
African context.
in Grade 3.
Learning outcome 2:
learners.
Learning outcome 3:
6. Show an ability to use the norms of expression and language and punctuation conventions appropriate to English as a First Additional
8. Critically discuss the content of English as applied to curricular knowledge of English as a First Additional Language (FAL) in Grade 3.
10. Evaluate and select learning material (including textbooks), that is appropriate for English as a First Additional Language (FAL) in Grade 3,
Learning outcome 4
3. Plan lessons and other learning experiences for First Additional Language (FAL) programmes that are appropriate for in Grade 3 learners and
learning contexts, selecting appropriate teaching and learning strategies.
Learning outcome 5
Suggest, select, use and adjust teaching and learning strategies appropriate for First Additional Language (FAL) Grade 3 learners and context
Learning outcome 6
Learning outcome 7
Learning outcome 8
Content of module:
Understanding CAPS
Pretoria. DBE.
o Pages 8 – 17, 18 – 22, 64 – 86, 87-95
Revising language skills (listening and speaking, and reading)
o Pages 51-71, Pages 72-98, Pages 99-113, Pages 114-145.
o 6, pages 129-145. (Revision)
o pages 177-197
o pages 223-237
Writing in English as a First Additional Language
o Pages 148-158
o Pages 159-185
Journal of Education. 196(1). p.31-40.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 4
columns
Total 100% 80
Duration 60 minutes
Examination
Year Year 4
Total 100% 200
Duration 3h00


areas.

Module readings:
Prescribed text:
• Hugo, A. & Lenyai,E. (editors). 2013. Teaching English as a First Additional Language in the Foundation Phase: Practical Guidelines. Cape Town.
Juta.
Chapters 1, 2, 3, 4, 5, 6 pages 1-26, 27-50, 51-70, 71-98, 99-113, 114-147.
of Education. 196(1). p.31-40.

NQF Level 6
Credits 12
Purpose of module:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking English to facilitate the teaching of English as a First Additional Language
(FAL) in Grade 2.
Learning outcome 2:
Learning outcome 3:
Demonstrate competence about the knowledge base underpinning English First Additional Language (FAL) in Grade 2.
Learning outcome 4
contexts.
Learning outcome 5
Select, use and adjust teaching and learning strategies appropriate for First Additional Language (FAL) Grade 2 learners and context.
Learning outcome 6
Learning outcome 7
Learning outcome 8

Students will:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking English to facilitate the teaching of English as a First Additional Language (FAL) in Grade 1.
166. Select and use study methods appropriate to the demands of English as a First Additional Language (FAL) in Grade 2 in the South African
context.
170. Use English to explain, describe, discuss and relate key concepts in keeping with CAPS for English as a First Additional Language (FAL) in
Grade 2.
Learning outcome 2:
learners.
Learning outcome 3:
Demonstrate competence about the knowledge base underpinning English as a First Additional Language (FAL) in Grade 2.
16. Show an ability to use the norms of expression and language and punctuation conventions appropriate to English as a First
Additional Language (FAL) in Grade 2.
18. Critically discuss the content of English as applied to curricular knowledge of English as a First Additional Language (FAL) in
Grade 2.
20.Evaluate and select learning material (including textbooks), that is appropriate for English as a First Additional Language
(FAL) in Grade 2, explain the sequencing, and indicate how it should be assessed.
Learning outcome 4
2. Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, South African context and Plan, design and reflect
on First Additional Language (FAL) programmes that are appropriate for in Grade 2 learners and learning contexts, whilst taking account of the
national, regional and school curriculum policies, learner contexts, and learner differences.
3. Plan lessons and other learning experiences for Plan, design and reflect on First Additional Language (FAL) programmes that are appropriate for in
Grade 2 learners and learning contexts, selecting appropriate teaching and learning strategies.
knowledge base underpinning Plan, design and reflect on First Additional Language (FAL) programmes that are appropriate for in Grade 2 learners
and learning contexts.
Learning outcome 5
Select, use and adjust teaching and learning strategies appropriate for First Additional Language (FAL) Grade 2 learners and context
1. Select and use teaching and learning strategies appropriate to First Additional Language (FAL) Grade 2 learners and context and based on careful
assessment, appropriate to the learners in class.
strategies.
abilities of the learners, and demands of First Additional Language (FAL) Grade 2 learners and context.
Learning outcome 6
Learning outcome 7
1. Select, adapt and/or design assessment tasks and strategies appropriate to First Additional Language (FAL) learners and context..
Learning outcome 8
Content of module:
Understanding CAPS
Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: English First Additional Language Grade 1. Pretoria.
DBE.
o Pages 8 – 17, 18 – 22, 43 – 63, 87-95

Hugo, Anna & Lenyai, Ellen (eds). 2013. Teaching English as a First Additional Language in the Foundation Phase. Cape Town. Juta.
o Pages 1-26, 27 – 50. (revision)
McCough, A. 2016. Communication and Language Teaching and Learning in Primary School Classrooms: Lessons from Theory, Research and Practice. REACH
Journal of Special Needs Education in Ireland. 29(2). p.102-115.
Revising listening and speaking skills
o Pages 51-71, Pages 72-98.
o Pages 129-145 (revision).
Phonics
o Pages 4, 24-26, 30-42, 112-113, 120-123, 141, 182
Hornsby, D., & Wilson. L. 2014. Early Literacy is more than phonics. Practically Primary. 19(3). P.12-15.
Clark. M. 2014. The phonics check three year on: an analysis of the evidence and its implications. Education Journal. 210. p.14-16.
Reading in English as a First Additional Language
o Pages 99-113,
o Pages 114-145.
Bear, D.R., Negrete, S., & Cathey, S. 2012. Developmental Literacy Instruction with Struggling Readers Across Three Stages. New England Reading
Association Journal. 48(1). p.1-9.
Duff, A.M., Anderson, J., Durham, C.M., Erickson, A., Guion, C., Ingram, M.H., Kirkpatrick, M., Kreger, K., Lloyd, M., Reeder, H.L. & Sink. W. 2003. Responding
to the rhetoric: Perspectives on reading instruction. Reading Teacher. 56(7). p.684-686.
Shapiro, L.R. & Solity, J. 2016. Differing effects of two synthetic phonics programmes on early reading development. British Journal of Educational
Psychology. 86(2). p.182-203.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 3
columns
Total 100%
Duration 60 minutes
Examination
subjects
Year Year 3
Total 100% 165
Duration 2h30
English FAL teaching & learning 1 is a module in Year 3 (NQF level 6, 12 credits). This module sets the foundation for teaching and learning English as a First
Additional Language throughout the remainder of the Foundation Phase, but commences with a thorough grounding in teaching and learning content,
methods, strategies, and assessment as appropriate for Grade 2 English FAL.


Module readings:
Prescribed text:
• Hugo, A & Lenyai (editors). 2013. Teaching English as a First Additional Language in the Foundation Phase: Practical Guidelines. Cape Town. Juta
Chapters 1, 2, 3, 4, 5, 6 pages 1-26, 27-50, 51-70, 71-98, 99-113, 114-147.
Pages 4, 24-26, 30-42, 112-113, 120-123, 141, 182
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: English First Additional Language Grade 1.
Pretoria. DBE.
Pages 8 – 17, 18 – 22, 43 – 63, 87-95
Association Journal. 48(1). p.1-9.
• Clark. M. 2014. The phonics check three year on: an analysis of the evidence and its implications. Education Journal. 210. p.14-16.
Responding to the rhetoric: Perspectives on reading instruction. Reading Teacher. 56(7). p.684-686.
• Hornsby, D., & Wilson. L. 2014. Early Literacy is more than phonics. Practically Primary. 19(3). P.12-15.
Practice. REACH Journal of Special Needs Education in Ireland. 29(2). p.102-115.
Psychology. 86(2). p.182-203.

NQF Level 6
Credits 10
Purpose of module:
suitable for the teaching of English as a First Additional Language (FAL) in Grade 1. It aims to assist them to teach English as a First Additional Language
in a creative, stimulating and engaging manner whilst instilling confident and correct use of the language in order to communicate effectively through
listening, reading, writing and speaking. Strategies for the assessment of learning are also included.
Learning outcome 1:
Demonstrate competence in reading, writing and speaking English to facilitate the teaching of English as a First Additional Language
(FAL) in Grade 1.
Learning outcome 2:
Learning outcome 3:
Demonstrate competence about the knowledge base underpinning English First Additional Language (FAL) in Grade 1.
Learning outcome 4
contexts.
Learning outcome 5
Select, use and adjust teaching and learning strategies appropriate for First Additional Language (FAL) Grade 1 learners and context.
Learning outcome 6
Learning outcome 7
Learning outcome 8

Students will:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking English to facilitate the teaching of English as a First Additional Language (FAL) in Grade 1.
171. Read academic and professional texts critically, integrate and use the knowledge in teaching English FAL.
African context.
in Grade 1.
Learning outcome 2:
of learners.
Learning outcome 3:
Demonstrate competence about the knowledge base underpinning English as a First Additional Language (FAL) in Grade 1.
21. Show an ability to use the norms of expression and language and punctuation conventions appropriate to English as a
First Additional Language (FAL) in Grade 1.
23. Critically discuss the content of English as applied to curricular knowledge of English as a First Additional Language (FAL)
in Grade 1.
25.Evaluate and select learning material (including textbooks), that is appropriate for English as a First Additional Language
(FAL) in Grade 1, explain the sequencing, and indicate how it should be assessed.
Learning outcome 4
3. Plan lessons and other learning experiences for Plan, design and reflect on First Additional Language (FAL) programmes that are appropriate
for in Grade 1 learners and learning contexts, selecting appropriate teaching and learning strategies.
Learning outcome 5
Select, use and adjust teaching and learning strategies appropriate for First Additional Language (FAL) Grade 1 learners and context
Learning outcome 6
Learning outcome 7
Learning outcome 8
Content of module:
Understanding CAPS
Pretoria. DBE.
o Pages 8 – 17, 18 – 22, 22 – 42, 87-95
o Pages 1-26, 27 – 50.
Long, M. 2000. Second language acquisition theories. In Routledge Encyclopedia on Language Teaching & Learning. p.527-534.
Elram, R. 2015. ‘New tricks’: Teachers talk about task-based language teaching. Babel. 50(1). p.5-11.
Bygate, M. 2016. Sources, developments and directions of task-based language teaching. Language Learning Journal. 44(4). p.381-400.
Robertson, M. 2014. Task-Based Language Teaching and Expansive Learning Theory. TESL Canada Journal. 8(31). p.187-198.
Maftoon, P. & Sarem, S.N. 2012. The Realization of Gardner’s Multiple Intelligences (MI) Theory in Second Language Acquisition (SLA). Journal of
Language Teaching & Research. 3(6). p.1233-1241.
Listening
o Pages 51-71.
o Pages 129-145.
Soderman, A.K., Clevenger, K.G., Kent, I.G. 2013. Using Stories to Extinguish Hot Spots in Second Language Acquisition, Preschool to Grade 1. Young
Children. 68(1). p.34-41.
Speaking
o Pages 72-98.
Assessment:
Assignments

Tests for distance
Test for contact
Year Year 2
matching columns
Total 100% 60
Duration 60 minutes
Examination
subjects
Year Year 2
Total 130
Duration 2h00


areas.

Module readings:
Prescribed text:
• Hugo, A & Lenyai (editors). 2013. Teaching English as a First Additional Language in the Foundation Phase: Practical Guidelines. Cape Town. Juta
Chapters 1, 2, 3, pages 1-26, 27-50, 51-70.
• Bygate, M. 2016. Sources, developments and directions of task-based language teaching. Language Learning Journal. 44(4). p.381-400.
• Elram, R. 2015. ‘New tricks’: Teachers talk about task-based language teaching. Babel. 50(1). p.5-11.
• Long, M. 2000. Second language acquisition theories. In Routledge Encyclopedia on Language Teaching & Learning. p.527-534.
• Maftoon, P. & Sarem, S.N. 2012. The Realization of Gardner’s Multiple Intelligences (MI) Theory in Second Language Acquisition (SLA). Journal
of Language Teaching & Research. 3(6). p.1233-1241.
• Robertson, M. 2014. Task-Based Language Teaching and Expansive Learning Theory. TESL Canada Journal. 8(31). p.187-198.
Programme Design Module: Educational research (Year 4, Semester 1) (Compulsory)
Module Name Educational research

NQF Level 7
Credits 10
Purpose of module:
This module introduces students to action research and equips them with the skills required to engage in focused, effective and responsive strategies
that improve teaching and learning. It speaks to the notion of teacher as researcher and lifelong learner.
Learning outcome 1:
Demonstrate an understanding of and competence in action research methodology.
Learning outcome 2:
Select, use and apply action research knowledge and principles in a variety of Foundation phase contexts to make
decisions and solve problems.
Learning outcome 3:
Access, analyse and critically evaluate existing research information to produce appropriate and reliable research
communication in a predetermined area of study.

Students will:
Learning outcome 1:
Demonstrate competence in action research methodology to improve teaching practices.
178. Define action research.
179. List the five stages of action research.
180. Discuss the role of the researcher in action research.
181. Describe the evolution of action research in teaching.
182. Understand and explain the role of data in action research.
183. Identify quantitative and qualitative sources of data in teaching and learning settings.
Learning outcome 2:
Select, use and apply action research knowledge and principles in a variety of Foundation phase contexts to make decisions and
solve problems.
28. Identify and develop research questions (to address an identified need).
29. Conduct a literature review.
30. Understand and develop a methodology for action research in a selected area.
31. Analyse and report on data during and after the data collection process.
32. Draw conclusions from the data to improve teaching and learning.
33. Present findings in a professional format.
Learning outcome 3:
Access, analyse and critically evaluate existing research information to produce appropriate and reliable research communication
in a predetermined area of study.
1. Evaluate the use of action research in a variety of teaching and learning settings.
2. Review and discuss a variety of action research methods (lesson study, work sample etc.).
3. Identify ethical issues in conducting research in school settings (i.e. with children).
4. Evaluate the efficacy of action research to solve problems.
5. Identify action research topics in a variety of teaching and learning settings.
6. Produce reliable communication on action research cases and own action research.
Content of module:
Understanding action research
• Pelton, R.P. (editor) 2010. Action Research for Teacher Candidates: Using Classroom Data to Enhance Instruction. Maryland. Rowman &
Littlefield Publishers, Inc.
Chapter 1: An introduction to action research: Page 3-26
Chapter 2: Understanding your data: Page 27-58
Chapter 3: Developing an action research project: Page 59-92
Applying action research to early childhood
Chapter 4: Action Research and the Early Childhood Educator: Page 93-110
Applying action research to teaching and learning
Chapter 5: Action Research through the Lens of Lesson Study: Page 111-134
Chapter 6: Teacher Work Sample Methodology as a Frame for Action Research: Page 135-154
Applying action research to classroom management
Chapter 7: Action Research to Change Student Behavior: Page 155-172
• Baumann, J.F. & Duffy, A.M. 2001. Teacher-researcher methodology: Themes, variations and possibilities. Reading Teacher. 54(6). p.608-615.
Applying action research to barriers to learning
Chapter 8: Response to Intervention: A Framework for Action Research: Page 173-196
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 3
columns
Total 100% 70
Duration 60 minutes
Examination
Year Year 3
Total 100% 165
Duration 2h30

Educational research is a module in Year 3 (NQF level 6, 8 credits). This module introduces students to action research and equips them with the skills
required to engage in focused, effective and responsive strategies that improve teaching and learning. It speaks to the notion of teacher as
researcher and lifelong learner.


Module readings:
Prescribed text
Chapter 1 – 8.
• Baumann, J.F. & Duffy, A.M. 2001. Teacher-researcher methodology: Themes, variations and possibilities. Reading Teacher. 54(6). p.608-615.
Programme Design Module: Early Childhood development (Year 1, Semester 2) (Compulsory)
Module Name Early Childhood development

NQF Level 6
Credits 10
Purpose of module:
This module aims to provide an overview of Early Childhood development theories and models that places the child, and the role of play, at the centre
of Grade R teaching and learning. The module aims to develop informed and reflective Foundation Phase teachers, who can meet the uniquely South
African challenges encountered in Foundation phase schools. The focus of this module is Grade R learners and teachers.
Learning outcome 1:
Demonstrate competence in reading, writing and speaking to facilitate own academic learning, and learning in Grade R classrooms.
Learning outcome 2:
Demonstrate competence about Early Childhood Development (ECD) knowledge base underpinning Grade R learning areas.
Learning outcome 3
Reflect on and review learning programmes that are appropriate for Grade R learners, learning contexts and learning areas.
Learning outcome 4
Identify and discuss teaching and learning strategies to meet Grade R learner and context needs.
Learning outcome 5
Discuss and evaluate the role of supportive learning environments in creating a stimulating, democratic and organised Grade R
environment.
Learning outcome 6
Evaluate the role of assessment in monitoring and assessing learner progress and achievement of the Grade R learner.
Learning outcome 7
Demonstrate an understanding of what it means to function responsibly within the education system, the institution, and the community
in which the institution is located.
Learning outcome 9

Students will:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking to facilitate own academic learning, and learning in Grade R classrooms.
185. Read and interpret with understanding written and graphic materials relating to Early Childhood Development.
186. Discuss learning content in written, graphic and other forms which are appropriate to the developmental level/s and language ability of
the Grade R learners in their care.
187. Discuss the role of interactive communication with learners through non-judgmental language, supportive replies, constructive
feedback, and acknowledgement of feelings.
Learning outcome 2:
Demonstrate competence about Early Childhood Development (ECD) knowledge base underpinning Grade R learning areas.
1. Demonstrate an understanding of the fields of knowledge within Early Childhood Development.
2. Discuss the epistemic values and principles which characterise the fields of knowledge in Early Childhood Development.
3. Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in Early
Childhood Development.
4. Use the characteristic language, terminology and concepts of Early Childhood Development appropriately, and with confidence.
5. Critically discuss the content of Early Childhood Development knowledge, and how this is applied to problem solving within the Grade R
classroom.
6. Demonstrate an understanding of key developmental milestones and their application to the Grade R learner.
Learning outcome 3
Reflect on and review learning programmes that are appropriate for Grade R learners, learning contexts and learning areas.
learning, child development and the Grade R curriculum.
2. Evaluate and improve learning programmes, lessons and materials based on an understanding of Early Childhood Development theories and
models in a specific subject being taught in Grade R.
Learning outcome 4
Identify and discuss teaching and learning strategies to meet Grade R learner and context needs.
1. Identify teaching and learning strategies appropriate to Grade R learner, subject and topic and based on careful assessment of developmental
needs.
2. Discuss expectations which make appropriate developmental demands on the learners.
3. Identify and discuss teaching and learning strategies, which motivate learners to meet those demands and to take initiative.
4. Understand and discuss differences in learning style, pace and ability in the planning and use of teaching and learning strategies.
5. Identify strategies to assist learners with special needs and barriers to learning and development.
6. Discuss the role that language has on learning and, how this is accommodated in teaching and learning strategies for Grade R learners.
7. Discuss teaching and learning strategies that cater for cultural, gender, ethnic, language and other differences among learners in a range of
8. Identify the role of teaching and learning support materials to facilitate learner progress and development.
9. Evaluate the role of play in early childhood development.
10.
Learning outcome 5
Discuss and evaluate the role of supportive learning environments in creating a stimulating, democratic and organised Grade R environment.
1. Discuss the role of creating an optimal and safe learning environment, which is conducive to learning.
2. Discuss ways of managing learning environments democratically and in ways that that foster creative and critical thinking.
3. Identify ways of disciplining learners that that are firm, growth promoting and fair.
4. Discuss the importance of creating learning environments that are sensitive to cultural, linguistic and gender and other differences.
5. Identify ways of managing classroom conflict situations in an ethical and sensitive manner.
6.
7. Evaluate and, where necessary, adjust own actions in ways that show knowledge and understanding of management and administration of the
Grade R classroom.
8.
Learning outcome 6
Evaluate the role of assessment in monitoring and assessing learner progress and achievement of the Grade R learner.
1. Identify and discuss types of assessment within the South African curriculum context.
2. Discuss the assessment cycle.
4. Identify and discuss a range of assessment strategies to accommodate differences in learning style, pace and context.
5. Evaluate potential assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and barriers
to learning and development.
6. Discuss the recording and reporting of learner progress.
7. Discuss how to use assessment results to provide supportive and developmental feedback on learner progress and achievement.
Learning outcome 7
Demonstrate an understanding of what it means to function responsibly within the education system, the institution, and the community in which the
institution is located.
37. Discuss the role of professional cooperation with colleagues. Discuss the role of community involvement and engagement in the
development of the Grade R learner (i.e. parents, guardians, and other members of the community).
38. Identify and discuss ways of establishing partnerships with school community stakeholders.
39. Demonstrate an ability to engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to Early
Childhood Development teaching and learning practices.
40. Engage critically with Early Childhood Development policies and systems which impact on Grade R classroom.
41. Apply school policies and development plans to own learning.
Learning outcome 8
1. Discuss and evaluate the role of Grade R educators in ensuring an accountable culture of teaching and learning.
2. Discuss and promote the values and principles of the Constitution, particularly those related to human rights and the environment.
3. Evaluate own professional progress effectively as a Foundation Phase teacher.
4. Show a commitment to act in and actively promote the best interests of learners, parents, communities, colleagues, and the profession.
Content of module:
An introduction to Grade R
Teaching Grade R:
The what
• Excell & Linington, Chapter 1: Pages 1—12
• The why
• Rhodes, M., & Wellman, H. 2013. Constructing a New Theory from Old Ideas and New Evidence. Cognitive Science. 37(3). p592-602
• Coates, E.A. & Faulkner, D. 2013. International Perspectives on Progress, Change and Development in Early Childhood Education and
Care, 1993 to 2013. International Journal of Early Years Education. 21(2/3). p121-124.
• Gray, C. 2014. Evolution, revolution and development: changing perspectives on early childhood studies – theory, research and
policy. International Journal of Early Years Education. 22(4). p343-345
• The how
• Atmore, E. 2013. Early childhood development in South Africa – progress since apartheid. International Journal of Early Years
Education. 21(2/3). p152-162
Knowing the Grade R child

• Platz, D. 2011. Time Tested Early Childhood Theories and Practices. Education. 132(1). p54-63
• Aldridge, J., Sexton, D., Goldman, R., Booker, B., & Werner, M. 1997. Examining contributions of development theory to early
childhood education. College Student Journal. 31(4), p453-460.
The Grade R teacher

• Excell & Linington, Chapter 5: Pages 77—88; Toward & Henley, Pages 125-142
• Voinea, M., & Damian, M. 2014. The Role of Socio-Emotional Development in Early Childhood. Journal Plus Education. 10(2). p388-
392
• Smith, C.A. 2013. Beyond “I’m Sorry”: The Educator’s Role in Preschoolers’ Emergence of Conscience. Young Children. 38(1). p76-82
Our approach
Working with and in community
• Excell & Linington, Chapter 6: Pages 89—101; Toward & Henley, Pages 143-170
Creating an optimal learning environment

• Excell & Linington, Chapter 7: Pages 102—128, Chapter 10: Pages 190—204
• Robinson, M. 2011. Top Security. Nursery World.
• Principal. 2016. “Standing desks” better for elementary-grade students? Principal. 2. p6-7
• Maslyk, J. 2016. Learning Space Transformation. Principal. 96(2). p12-15
• Gilpin, B. 2016. Leading with a Design Mind. Principal. 96(2). p24-26
• Toward & Henley, Pages 65-86
Teaching, learning and assessment (It’s all in one bag!)
• Excell & Linington, Teaching and learning – Chapter 8: Pages 129—166
• Hansen, C. & Zambo, D. 2007. Loving and Learning with Wemberly and David: Fostering Emotional Development in Early Childhood
Education. Early Childhood Education Journal. 34(4). p273-278
• Fox, K. 2016. Young Voice, Big Impact. Principal. 96(2). p28-31
Assessment for and of learning

• Jie-Qi, C. & McNamee, G. 2006. Strengthening Early Childhood Teacher Preparation: Integrating Assessment, Curriculum Development,
and Instructional Practice in Student Teaching.
• Charlesworth, R. & Leali, S. 2012. Using Problem Solving to Assess Young Children’s Mathematics Knowledge. Early Childhood Education
Journal. 39(6), p373-382.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 1
Section 1: Short answer questions: Multiple choice, true / false with motivation to support 30% 15
answers, matching columns
Total 100% 50
Duration 50 minutes
Examination
matching columns
Total 100% 100
Duration 1h30

Early Childhood development is a module in Year 1 (NQF level 6, 10 credits). This module introduces early childhood development theories and
models, essential for Foundation Phase teaching and in particular meeting Grade R learner needs (and curriculum requirements).

areas.

Module readings:
Prescribed text:
• Excell, L. & Linington, V. (editors) 2015. Teaching Grade R. Cape Town. Juta
Chapters 1, 2, 3, 4, 5, 6, 7, 8, 9
This text is also used in HL teaching & learning (English, Afrikaans & isiZulu), Mathematics teaching & learning, and Life Skills teaching
& learning
Prescribed articles (EBSCOHOST):

• Atmore, E. 2013. Early childhood development in South Africa – progress since apartheid. International Journal of Early Years Education.
21(2/3). p152-162
• Rhodes, M., & Wellman, H. 2013. Constructing a New Theory from Old Ideas and New Evidence. Cognitive Science. 37(3). p592-602
• Coates, E.A. & Faulkner, D. 2013. International Perspectives on Progress, Change and Development in Early Childhood Education and Care,
1993 to 2013. International Journal of Early Years Education. 21(2/3). p121-124.
• Gray, C. 2014. Evolution, revolution and development: changing perspectives on early childhood studies – theory, research and policy.
International Journal of Early Years Education. 22(4). p343-345
• Platz, D. 2011. Time Tested Early Childhood Theories and Practices. Education. 132(1). p54-63
• Aldridge, J., Sexton, D., Goldman, R., Booker, B., & Werner, M. 1997. Examining contributions of development theory to early childhood
• Voinea, M., & Damian, M. 2014. The Role of Socio-Emotional Development in Early Childhood. Journal Plus Education. 10(2). p388-392
• Smith, C.A. 2013. Beyond “I’m Sorry”: The Educator’s Role in Preschoolers’ Emergence of Conscience. Young Children. 38(1). p76-82
• Robinson, M. 2011. Top Security. Nursery World.
• Principal. 2016. “Standing desks” better for elementary-grade students? Principal. 2. p6-7
• Maslyk, J. 2016. Learning Space Transformation. Principal. 96(2). p12-15
• Gilpin, B. 2016. Leading with a Design Mind. Principal. 96(2). p24-26
• Hansen, C. & Zambo, D. 2007. Loving and Learning with Wemberly and David: Fostering Emotional Development in Early Childhood
Education. Early Childhood Education Journal. 34(4). p273-278
• Fox, K. 2016. Young Voice, Big Impact. Principal. 96(2). p28-31
• Jie-Qi, C. & McNamee, G. 2006. Strengthening Early Childhood Teacher Preparation: Integrating Assessment, Curriculum Development, and
Instructional Practice in Student Teaching.
• Charlesworth, R. & Leali, S. 2012. Using Problem Solving to Assess Young Children’s Mathematics Knowledge. Early Childhood Education
Journal. 39(6), p373-382.
• Toward, G., & Henley, C. 2015. The art of being a NQT. Wales. Crowne House Publishing (available through Juta)
Pages 65-86, 125-136, 137-142, 143-156, 157-170
Programme Design - Diversity and inclusion (NQF Level 7, 12 credits, Compulsory, Type of course: Year 3, Semester 1)
Module Descriptors
Module Name Diversity and inclusion

NQF Level 7
Credits 12
Purpose of module:
This module aims to develop further students’ understanding of diversity and inclusion and the impact this has on teaching, learning and assessment in
the Intermediate Phase as well as Grade 7. Through this, the student is prepared to identify, evaluate and adapt their own practice to meet the diverse
needs of individual learners in a variety of contexts.
Outcomes of the module:

Learning outcome 1:
Demonstrate competence in accessing, processing and managing detailed knowledge related to the field of education.
Learning outcome 2:
Produce and communicate information using appropriate academic and professional conventions.
Learning outcome 3:
Learning outcome 4:
Select, plan and design learning programmes in line with the principles of diversity and inclusion that are appropriate for INTERSEN
learners, learning contexts and learning areas.
Learning outcome 5:
Select, plan and design assessment strategies in line with the principles of diversity and inclusion that are appropriate for INTERSEN
learners, learning contexts and learning areas.
Learning outcome 6:

Students will:
Learning outcome 1:
Demonstrate competence in accessing, processing and managing detailed knowledge related to the field of education.
1. Demonstrate an understanding of diversity and inclusion and the impact of government policy on teaching and learning in the Intermediate
Phase as well as Grade 7.
2. Demonstrate an understanding of the epistemic values and principles related to diversity and inclusion which characterise the South African
education system.
3. Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy in discussing the South African education policy on
inclusion.
4. Demonstrate the ability to engage with, investigate, analyse and use diversity management and inclusive education theory, principles and
concepts in own practice.
5. Use the characteristic language, terminology and concepts related to diversity and inclusion.
6. Critically discuss the South African inclusive education policy framework, and apply appropriate values and conceptual frameworks to
problem solving.
7. Critically discuss diversity and inclusion theories, concepts and principles and how they apply to own teaching practice.
Learning outcome 2:
Produce and communicate information using appropriate academic and professional conventions.
2. Demonstrate an understanding of and respect for conventions around intellectual property, copyright and plagiarism in
written communication.
4. Use the required academic discourse to explain, describe, discuss and relate key concepts related to diversity and inclusive
education and its implementation.
Learning outcome 3:
2. Demonstrate an ability to engage critically with a wide variety of stakeholders regarding issues related to diversity and
inclusion.
3. Engage critically with education policies, procedures and systems related to diversity and inclusion.
Learning outcome 4:
Select, plan and design learning programmes in line with the principles of diversity and inclusion that are appropriate for Foundation Phase learners,
learning contexts and learning areas.
1. Discuss a range of issues that relate to diversity (for e.g. learning style, pace, ability, cultural, linguistic and gender
differences etc.) and the impact this has on learning programme selection and design.
2. Select and/or design materials and resources appropriate to identified and specified developmental needs of INTERSEN
learners.
3. Select, adapt, or design coherent lessons appropriate for INTERSEN learners, the South African context and learning area,
whilst taking account of the national, regional and school curriculum policies, learner contexts, and learner differences.
4. Plan lessons and other learning experiences that meet the needs of specified learners (with identified barriers to learning) by
selecting appropriate teaching and learning strategies.
5. Justify selection and design of learning programmes in ways, which show knowledge and understanding of diversity and
inclusion.
Learning outcome 5:
Select, plan and design assessment strategies in line with the principles of diversity and inclusion that are appropriate for INTERSEN Phase learners,
learning contexts and learning areas.
1. Select, adapt and/or design assessment tasks and strategies that meet the diverse needs of learners.
3. Explain the role of differentiated assessment in ensuring inclusive teaching, learning and assessment.
4. Design assessment tasks using clear language and instructions for diverse needs and contexts of INTERSEN learners.
5. Justify choice and design of assessment strategies, methods and procedures that shows an understanding of the principles of diversity and
inclusion.
Learning outcome 6:
1. Demonstrate an understanding of the values, standards and conduct required of South African teachers.
2. Promote the values and principles of the Constitution, particularly those related to human rights, the rights of children and the
environment.
Content of module:
Understanding diversity – race, gender, sexual identity, class and religion
Prescribed articles
Watkins, M. 2011. Complexity reduction, regularities and rules: Grappling with cultural diversity in schooling. Journal of Media and Cultural Studies.
25(6). pp.841-856.
Ullman, J. 2016. Teacher positivity towards gender diversity: exploring relationships and school outcomes for transgender and gender-diverse
students. Sex Education. 0(0).
Msibi, T. 2012. ‘I’m used to it now’: experiences of homophobia among queer youth in South African township schools. Gender and Education. 24(5).
pp.515-533.
Bhana, D., Morrell, R., Shefer, T., & Ngabaza, S. 2010. South African teachers’ responses to teenage pregnancy and teenage mothers in schools.
Culture, Health & Sexuality. 12(8). pp.871-883.
De Lange, N., Mitchell, C., & Bhana, D. 2012. Voices of women teachers about gender inequalities and gender-based violence in rural South Africa.
Gender and Education. 24(5). pp.499-514.
Hill, L.D. 2014. Race, school choice and transfer to opportunity: implications for educational stratification in South Africa. British Journal of Sociology
of Education. 37(4). pp.520-547.
Francis, D.A. 2012. Teacher positioning on the teaching of sexual diversity in South African schools. Culture, Health & Sexuality. 14(6). pp.597-611.
Understanding inclusion
Prescribed text
Landsberg, E., Kruger, D., Swart, E. (editors) 2016. Addressing barriers to learning: A South African Perspective. (3rd edition). Pretoria. Van Schaik.
• Chapter 1: A framework for understanding inclusion
• Chapter 2: Legal and ethical considerations for barrier-free education
Department of Education. 2001. Education White Paper 6. Special Needs Education. Building an Inclusive Education and Training System. Pretoria.
Department of Education.
Prescribed articles
Engelbrecht, P., Nel, M., Nel, N., Tlale, D. 2015. Enacting understanding of inclusion in complex contexts: classroom practices of South African
teachers. South African Journal of Education. 14(8). pp.147-156.
Engelbrecht, P., Nel, M., Smit, S., & van Deventer, M. 2015. The idealism of education polices and the realities in schools: the implementation of
inclusive education in South Africa. International Journal of Inclusive Education. 20(5). pp.520-535.
McKinney, E.L. 2015. Life in Special Schools in South Africa: Voices of Former Students. International Journal of Disability, Development and
Education. 63(3). pp.309-321.
Engelbrecht, P., Savolainen, H., Nel, M., Koskela, T., & Okkolin, M. 2017. Making meaning of inclusive education: classroom practices in Finnish and
South African classrooms. Compare: A Journal of Comparative and International Education. 0(0). pp.1-19.
Recommended reading
Ramrathan, L., le Grange, L., & Higgs, P. (editor2) 2017. Education Studies for Initial Teacher Development. Cape Town. Juta.
o Chapter 26: Inclusive education: pp. 383 – 400
Socioeconomic barriers to learning

o Chapter 3: Socio-economic barriers to learning in contemporary society
Education barriers to learning – identifying and responding
Prescribed text
o Chapter 4: Identification and assessment of barriers to learning
Responding to barriers – policy and practice
Prescribed text
o Chapter 5: Learning support
o Chapter 6: Early childhood development and intervention
o Chapter 7: Addressing life skills challenges
Multilingualism and the Language of Learning and Teaching
Prescribed text
o Chapter 8: First language: challenges in spoken language
o Chapter 9: First language: challenges in reading, writing and spelling
o Chapter 10: Second-language difficulties in a South African context
Prescribed articles
Probyn, M. 2009. ‘Smuggling the vernacular into the classroom’: conflicts and tensions in classroom codeswitching in township/rural schools in South
Africa. International Journal of Bilingual Education & Bilingualism. 12(2). pp.123-136.
Manyike, T.V. 2013. Bilingual literacy or substantive bilinguilsim? L1 and L2 reading and writing performance among Grade 7 learners in three
township schools Gauteng Province, South Africa. Africa Education Review. 10(2). pp.187-203.
Lo, A., Park, J., Collins, J. 2017. Dilemmas of race, register, and inequality in South Africa. Language in Society. 46(1). pp.39-56.
Numeracy barriers to learning
Prescribed text
o Chapter 12: Challenges in mathematics: mathematical literacy and numeracy
Attitudinal barriers to learning
o Chapter 13: Family and community partnerships
o Chapter 14: Xenophobia
Prescribed articles
Vandeyar, S. 2010. Educational and socio-cultural experiences of immigrant students in South African schools. Education Inquiry. 1(4). pp.347-365.
Vandeyar, S. 2013. Youthscapes: the politics of belonging for ‘Makwerekwere’ youth in South African schools. Citizenship Studies. 17(3-4). pp.447-
463.
Meda, L., Sookrajh, R., & Maharaj, B. 2012. Refugee children in South Africa: Access and challenges to achieving universal primary education. Africa
Education Review. 9(1). pp.S152-S168.
Learning and intellectual impairment as barriers to learning
Prescribed text
o Chapter 23: Learning impairment
o Chapter 24: Intellectual impairment
Recommended reading
o Chapter 25: Learning difficulties: pp. 365-382
Health impairment barriers to learning
Prescribed text
o Chapter 26: Health impairments and conditions in children
Disability as a barrier to learning
Prescribed text
o Chapter 15: Orientation: neurology in an educational perspective
o Chapter 16: Physical impairment
Working with the system - Screening, Identification, Assessment and Support
Prescribed text
Department of Basic Education. 2014. Policy on screening, identification, assessment and support. Pretoria. Department of Basic Education.
(including Annexures)
Assessment:
Distance mode
Assignments / Oral presentation
There is one assignment (or oral presentation) for the stipulated modules.
• The assignment either requires students to demonstrate knowledge of a specific area. They will need to read widely and write an essay. OR
• It requires students to apply knowledge and demonstrate their ability to perform specific tasks / activities. This may include and is not limited to
case studies, simulations, projects etc.
The oral presentation (for Conversational isiZulu only), requires the learner to demonstrate their proficiency in isiZulu (conversational) to facilitate learning.
This can be either through a formal presentation or assessed during their Teaching Practice.
The assignment / oral presentation contributes 20% of the final mark.

Tests
Face-to-face mode
Assignment / Oral presentation
There is one assignment for the stipulated modules.
The oral presentation (for Conversational isiZulu only) requires the learner to demonstrate their proficiency in isiZulu (conversational) to facilitate learning.
Tests
Year NQF 7 modules

Section 1: Short answer questions: Multiple choice, true / false with motivation to support answers, matching columns 12,5% 10
Total 100% 80
Duration 60 minutes
Examination
subjects:
Year NQF level 7 modules

Question type Mark %
Section 3: Long answer: essay / case studies / articles with choice of questions OR Oral presentation1 45% 90
Total 100% 200
Duration 3h00
1 Oral presentations only applies to Conversational isiZulu


This module contributes to the following Exit Level Outcomes (ELOs) of the qualification:
and learning in Grade 4-Grade 7 classrooms.
Interpret and use numerical and elementary statistical knowledge to facilitate own learning, and to manage Grade 4 – Grade 7 teaching, learning and
assessment.
Plan, design and reflect on learning programmes that are appropriate for Grade 4 - Grade 7 learners and learning contexts in area/s of specialisation.
Select, use and adjust teaching and learning strategies to meet Grade 4 - Grade 7 learner and context needs.
Monitor and assess learner progress and achievement in the Grade 4 - Grade 7 areas of specialisation.

In terms of external moderation, members from other educational institutions or from public higher education institutions or individuals with the
appropriate qualification, experience and subject knowledge may be appointed as external moderators. They must meet the minimum standards as set
down by the institution in terms of qualifications, experience and subject knowledge.

Prescribed text
o Chapters 1-16 & 23, 24, 26.
Department of Education. 2001. Education White Paper 6. Special Needs Education. Building an Inclusive Education and Training System. Pretoria.
Department of Education.
Department of Basic Education. 2014. Policy on screening, identification, assessment and support. Pretoria. Department of Basic Education.
Prescribed articles
Watkins, M. 2011. Complexity reduction, regularities and rules: Grappling with cultural diversity in schooling. Journal of Media and Cultural Studies. 25(6).
pp.841-856.
Ullman, J. 2016. Teacher positivity towards gender diversity: exploring relationships and school outcomes for transgender and gender-diverse students. Sex
Education. 0(0).
Msibi, T. 2012. ‘I’m used to it now’: experiences of homophobia among queer youth in South African township schools. Gender and Education. 24(5).
pp.515-533.
Bhana, D., Morrell, R., Shefer, T., & Ngabaza, S. 2010. South African teachers’ responses to teenage pregnancy and teenage mothers in schools. Culture,
Health & Sexuality. 12(8). pp.871-883.
De Lange, N., Mitchell, C., & Bhana, D. 2012. Voices of women teachers about gender inequalities and gender-based violence in rural South Africa. Gender
and Education. 24(5). pp.499-514.
Lo, A., Park, J., Collins, J. 2017. Dilemmas of race, register, and inequality in South Africa. Language in Society. 46(1). pp.39-56.
Hill, L.D. 2014. Race, school choice and transfer to opportunity: implications for educational stratification in South Africa. British Journal of Sociology of
Education. 37(4). pp.520-547.
Engelbrecht, P., Nel, M., Nel, N., Tlale, D. 2015. Enacting understanding of inclusion in complex contexts: classroom practices of South African teachers.
South African Journal of Education. 14(8). pp.147-156.
Engelbrecht, P., Nel, M., Smit, S., & van Deventer, M. 2015. The idealism of education polices and the realities in schools: the implementation of inclusive
education in South Africa. International Journal of Inclusive Education. 20(5). pp.520-535.
McKinney, E.L. 2015. Life in Special Schools in South Africa: Voices of Former Students. International Journal of Disability, Development and Education.
63(3). pp.309-321.
Engelbrecht, P., Savolainen, H., Nel, M., Koskela, T., & Okkolin, M. 2017. Making meaning of inclusive education: classroom practices in Finnish and South
African classrooms. Compare: A Journal of Comparative and International Education. 0(0). pp.1-19.
Probyn, M. 2009. ‘Smuggling the vernacular into the classroom’: conflicts and tensions in classroom codeswitching in township/rural schools in South Africa.
International Journal of Bilingual Education & Bilingualism. 12(2). pp.123-136.
Manyike, T.V. 2013. Bilingual literacy or substantive bilinguilsim? L1 and L2 reading and writing performance among Grade 7 learners in three township
schools Gauteng Province, South Africa. Africa Education Review. 10(2). pp.187-203.
Vandeyar, S. 2010. Educational and socio-cultural experiences of immigrant students in South African schools. Education Inquiry. 1(4). pp.347-365.
Vandeyar, S. 2013. Youthscapes: the politics of belonging for ‘Makwerekwere’ youth in South African schools. Citizenship Studies. 17(3-4). pp.447-463.
Meda, L., Sookrajh, R., & Maharaj, B. 2012. Refugee children in South Africa: Access and challenges to achieving universal primary education. Africa
Education Review. 9(1). pp. S152-S168.
Francis, D.A. 2012. Teacher positioning on the teaching of sexual diversity in South African schools. Culture, Health & Sexuality. 14(6). pp.597-611.
Recommended reading
Ramrathan, L., le Grange, L., & Higgs, P. (edition 2) 2017. Education Studies for Initial Teacher Development. Cape Town. Juta.
o Chapters 25 & 26.
Programme Design Module: Conversational isiZulu (Year 4, Semester 1)

Module Descriptors
Finally, the roles that the module will assist in developing should be identified
Module Name Conversational isiZulu

NQF Level 05
Credits 10
Purpose of module:
The Conversational isiZulu module aims to build isiZulu conversational skills of students to further personal and professional learning and development and
facilitate learning through basic isiZulu instruction in the INTERSEN classroom.
Learning outcome 1:
Demonstrate competence in reading, writing and speaking basic isiZulu to facilitate own learning, and support learning in the INTERSEN
classroom.
Learning outcome 2:
Demonstrate competence in isiZulu language construction and conventions needed for basic conversations.

Students will:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking basic isiZulu to facilitate own learning, and support learning in INTERSEN.
188. Read basic isiZulu texts to facilitate own learning of the language.
189. Read and interpret with understanding basic isiZulu written and graphic materials.
190. Communicate in isiZulu to support the learning of INTERSEN learners in their care.
191. Use isiZulu to engage in basic conversations.
Learning outcome 2:
Demonstrate competence in isiZulu language construction and conventions needed for basic conversations.
1. Demonstrate an understanding of isiZulu basic sentence structure, personal subject concords, asking questions (where, what, when
and why), positive and negative requests, noun class 1 and 1A and use of concords in the singular and plural.
2. Show an ability to use conversational isiZulu to greet, make enquiries, engage in dialogue around buying, engage in dialogue that
identifies people and objects, states what you are and are not able to do, makes requests and give orders.
3. Use isiZulu appropriately, and with confidence, in engaging in basic conversations.
Content of module:
Introduction – Sawubona and basic sentence structure
• Muller, B. & Ngubane, S. 1994. Khuluma: Beginner’s Course & Phrase Book in Zulu. Durban. Noël Glass Press.
Chapter 1: Sawubona: pp. 1- 4
Chapter 5: Useful phrases: pp.27-30
Chapter 7: Pronunciation: pp. 36-37
Chapter 9: Vocabulary: pp. 40-47
Concords and basic sentence structure.

Further our vocabulary, making requests and questioning
Chapter 2: Siyathenga: pp. 4-9
Questions = what; infinitive; requests; can (nga).

Identifying people and objects
Chapter 3: Uphumaphi?: pp. 10-15
Answer question when; future tense.

Instructions and requests
Chapter 4: pp. 16 – 26
Chapter 8: Plurals, noun classes and subject concords: Page 38-39
Positive and negative orders; polite requests; noun class; concord; question – why; future tense.
Activities and hobbies
• Muller, B. & Mthethwa, B. (1993). Sanibona II: A Zulu Second Language Course. Durban. Noël Glass Press.
Chapter 1: Ngempelasonto: pp.1—16
Recent past, positive & negative, noun class 2 and concords.

Vocabulary for the classroom
Chapter 2: Esikoleni: pp. 17-34
Revision of orders (positive & negative), answering questions about self (in the negative), asking the question ‘who’, if / when.
States of being
Chapter 3: Alambile amagundane: pp. 35-50
Noun class 3, singular and plural, revision of why and locative.

Don’t be negative
Chapter 4: Uphi uMuzi: pp. 51-69
Negatives, revision of adverbs, commenting on actions, phone conversation & reading.

My family
Chapter 5: Umndeni wakithi: pp. 70 - 88
Questioning – how many, whose; noun class 4; extending location; extending requests – ela.
Saying sorry
Chapter 7: Ngiyaxolisa: pp. 107 -115
Expressing obligation and hopes; revision of object concord; revision of possessive.
Extending your vocabulary
Chapter 8: Esiqiwini: pp. 116 -126
Noun class 5, questioning – which, negative, revision of singular and plural, revision of future tense, extending vocabulary - animals.
Leisure activities
• Muller, B. & Ngubane, S. (1996). Sanibona III: A Zulu Second Language Course. (2nd impression). Durban. Noël Glass Press.
Chapter 1: Olwandle: pp. 1 - 10
Noun class 6, singular and plural prefixes, subject concord for noun class 6, revision of present subjunctive and other concords, extending vocabulary – a
day at the beach.
Making enquiries
Chapter 2: Kumnandi: pp. 11 - 25
Noun class 7 & 8, revision of subject concords and plurals, revision of all noun classes, revision of questioning, extending vocabulary – purchasing.
Consolidating – absolutely!
Chapter 3: Anginayo Ingubo: pp. 11 - 25
Absolute pronouns, revision of negative, extending vocabulary – clothing.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 1
Section 3: Oral presentation 30% 15
Total 100% 50
Duration 50 minutes
Examination
Contributes 60% of final mark. The structure of the exam is as follows:
Year Year 1
Short answer questions: Multiple choice, true / false with motivation to support answers, matching columns 30% 30
Short / medium answer: 40% 40
Oral presentation 30% 30
Total 100% 100
Duration 1h30

academic learning, and learning in Grade 4 - Grade 7 classrooms.
Demonstrate competence about the knowledge base underpinning Grade 4 - Grade 7 learning areas that they will be
teaching.

Module readings:
Prescribed text:
• Muller, B. & Ngubane, S. (1994). Khuluma: Beginner’s Course & Phrase Book in Zulu. Durban. Noël Glass Press. [book and CD]
• Muller, B. & Mthethwa, B. (1993). Sanibona II: A beginner’s course in Zulu. Durban. Noël Glass Press. [book and CD]
• Muller, B. & Ngubane, S. (1996). Sanibona III: A Zulu Second Language Course. (2nd impression). Noël Glass Press. [book and CD]
Programme Design - Being a teacher (NQF Level 7, 20 credits, Compulsory, Type of course: Year 2, Semester 1)
Module Descriptors
Module Name Being a teacher
NQF Level 7
Credits 20
Purpose of module:
This module aims to introduce students to the various roles and competencies required to be a professional Intermediate Phase teacher in the 21st century
classroom. As such students will explore the roles of being a teacher – as a phase / subject specialist; a learning mediator; a designer of learning
programmes and materials; a leader, administrator and manager; a researcher and lifelong learner; an assessor; and of pastoral care. This includes an
introduction to general teaching methodologies and assessment practices required to manage teaching and learning in the classroom.

Learning outcome 1:
Demonstrate competence in accessing, processing and managing detailed knowledge related to the teaching profession, and the roles and
competencies of a teacher in the Foundation Phase
Learning outcome 2:
Demonstrate a detailed understanding of the roles and competencies required in being a teacher to investigate, analyse and solve problems.
Learning outcome 3:
Produce and communicate information using appropriate academic and professional conventions related to your role as teacher
Learning outcome 4:
Learning outcome 5:

Students will:
Learning outcome 1:
Demonstrate competence in accessing, processing and managing detailed knowledge related to the teaching profession, and the roles and competencies
of a teacher in the Foundation Phase.
1. Access knowledge related to the roles and competencies required of being a Foundation Phase teacher.
3. Select and use study methods appropriate to own needs in the South African context.
5. Convey learning content in written, graphic and other forms.
Learning outcome 2:
Demonstrate a detailed understanding of the roles and competencies required in being a teacher to investigate, analyse and solve problems.
8. Demonstrate an understanding of the South African education policy and legal framework and its impact on the curriculum and on professional
conduct.
9. Demonstrate an understanding of the values and principles which characterise the South African education system.
10. Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy in discussing the South African education system and the
roles and competencies of being a Foundation Phase teacher.
11. Demonstrate the ability to engage with, investigate, analyse and use education theory, principles and concepts in own practice.
12. Use the characteristic language, terminology and concepts related to the South African education system.
13. Critically discuss South African education, and apply appropriate values and conceptual frameworks to problem solving.
14. Critically discuss education theories, concepts and principles and how they apply to own teaching practice.
Learning outcome 3:
Produce and communicate information using appropriate academic and professional conventions related to your role as teacher
6. Demonstrate an understanding of and respect for conventions around intellectual property, copyright and plagiarism in written
communication.
8. Use the required academic discourse to explain, describe, discuss and relate key concepts in South African education policy and its
implementation.
Learning outcome 4:
5. Maintain a sense of respect towards others in the learning environment and within the profession.
6. Cooperate professionally with others in an institutional setting.
7. Demonstrate an ability to engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching
and learning practices.
8. Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on the
national education and training landscape.
Learning outcome 5:
3. Demonstrate an understanding of the values, standards and conduct required of South African teachers.
4. Practise and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude.
5. Behave in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.
6. Promote the values and principles of the Constitution, particularly those related to human rights, the rights of children and the
environment.
Content of module:
The context of teaching
Prescribed text
The legal framework
Joubert, R. 2015. The Law of Education. Pretoria. Van Schaik.
o Chapter 1: Law and Education: pp. 1-34
o Chapter 2: Human Rights in Education: pp. 35-78
The policy framework – some examples

Department of Basic Education. 2011. Curriculum Assessment Policy Statement Grades 4-6: English First Additional Language. Pretoria. Department of Basic
Education.
o pp. 3—7; 94—110
Department of Education. Language in Education Policy. 1997 [online] Available at
http://www.education.gov.za/Portals/0/Documents/Policies/GET/LanguageEducationPolicy1997.pdf?ver=2007-08-22-083918-000. [Accessed on 07 April
2017]
Department of Education. National Policy on Whole School Evaluation. [online] Available at
http://www.education.gov.za/Portals/0/Documents/Policies/SchoolEnrichment/Nationalpolicywholeschool2002.pdf?ver=2007-08-24-092757-000.
[Accessed on 07 April 2017]
Killen, R. 2015. Teaching strategies for quality teaching and learning. Cape Town. Juta.
o Chapter 1: pp. 1—23
Illingworth, M. (2015) Think Before You Teach. Wales: Independent Thinking Press.
o Chapter 1: Being a teacher: pp. 7-8
o Chapter 2: Becoming a teacher: pp. 9-14
An introduction to the roles of a teacher
Prescribed text
Your role as teacher
Department of Education. 2000. Norms and standards for educators. Available at http://www.polity.org.za/html/govdocs/notices/2000/not0082.html.
[Accessed on 07 April 2017].
De Beer, J., Du Plessis, E., & Gravett, S. 2015. Becoming a teacher. (2nd edition). Cape Town. Pearson.
o Chapter 9: pp. 254 - 288
Your conduct
South African Council for Educators. Registration Criteria and Procedures. Available at: https://www.sace.org.za/pages/registration-criteria-and-procedures
South African Council for Educators. The Code of Professional Ethics. Available at: https://www.sace.org.za/pages/the-code-of-professional-ethics
Joubert, R. 2016. The Law of Education in South Africa (2016 impression). Pretoria. Van Schaik.
o Chapter 8: Legal aspects of sexual harassment: pp. 251-262
o Chapter 13: The cultural act of teaching: pp. 81-82
o Chapter 14: ‘Your mind is shaped by your environment’: pp. 83-86
o Chapter 3: Page 43-55
The teacher as a reflective practitioner
Prescribed text
o Chapter 1: pp. x—20
o Chapter 5: pp. 116-134
o Chapter 3: Classroom Practice: pp. 15-28
The teacher as a caring professional

Prescribed text
Prescribed articles
Vandeyar, S., Swart, R. 2016. Educational change: a case for a ‘pedagogy of compassion’. Education as Change. 20(3). pp.141-159.
o Chapter 9: A personal philosophy of education: pp. 63-68.
o Chapter 20: Kids need confidence too: pp. 105-106.

o Chapter 5: The care and safety of learners: pp. 153—186
o Chapter 6: Bullying in schools: A legal perspective: pp. 187—202
The teacher as educational theorist

Prescribed text
Chapter 3: pp. 46-75
Mays, T., Grosser, M., de Jager, L. (editors). 2016. Getting Practical: A guide to teaching and learning. Cape Town. Oxford University Press.
o Section 4: pp. 163—218
The teacher as curriculum interpreter

o Chapter 12: What will children need to know in fifteen years time?: pp. 77-80
o Chapter 16: It’s International Chris Wood Day: pp. 91-94
o Chapter 22: No-Brainer Academy: pp. 111-112
Beadle, P. 2010. How to teach. Wales. Crown House Publishing Ltd.

o Chapter 2: Knowledge and understanding: Page 63-78
o Chapter 3: Methods and organisation: Page 79-178
o Chapter 4: Lesson Planning: Page 179-212
The teacher as a mediator of learning

Prescribed text
o Chapter 4: Building in what matters: pp. 29-38
o Chapter 5: Educating children is complex: pp. 39-46
o Chapter 7: A word about your questions – and their questions: pp. 55-58
o Chapter 8: Teaching to the middle: pp. 59-62
o Chapter 10: Doubt, time and imagination: pp. 69-72
o Chapter 14: ‘Your mind is shaped by your environment’: pp. 83-86
o Chapter 19: The aesthetic movement: pp. 103-104
o Chapter 27: Top ten teachers: pp. 141-142
The teacher as assessor

Prescribed text
o Section 3: Assessing learning and teaching: pp. 111—162.
o Chapter 15: Education as stew: pp. 87-90
Ramrathan, L., le Grange, L., & Higgs, P. (editor) 2017. Education Studies for Initial Teacher Development. Cape Town. Juta.
Beadle, P. 2010. How to teach. Wales. Crown Publishing Ltd.

o Chapter 5: Assessment: Page 213-226
Naudé, M. & Davin, R. 2017. Assessment in the Foundation Phase. Pretoria. Van Schaik.
o Chapter 2: Assessment methods in the Foundation Phase: Page 27-50
o Chapter 3: Planning for successful assessment in the Foundation Phase: Page 51-66
o Chapter 4: Aspects of Grade R assessment: Page 67-84
The teacher as a classroom manager

Prescribed text
o Section 8: pp. 395-476

o Chapter 4: School Discipline: pp. 117—152
o Chapter 6: Bullying in schools: a legal perspective: pp.187-203
o Chapter 17: ‘You punctured their trousers!’: pp. 95-98
Beadle, P. 2010. How to teach. Wales. Crown House Publishing Ltd.

o Chapter 1: Management of Students: Page 3-63
The teacher as a user of media

Prescribed text
Chapter 8: pp. 210 – 253
South African Council for Educators. Registration Criteria and Procedures. Available at: https://www.sace.org.za/pp.s/registration-criteria-and-procedures
South African Council for Educators. The Code of Professional Ethics. Available at: https://www.sace.org.za/pp.s/the-code-of-professional-ethics
Prescribed articles
Zainuddin, Z., Halili, S.H. 2016. Flipped Classroom Research and Trends from Different Fields of Study. International Review of Research in Open and
Song, Y., Jong, M.S.Y., Chang, M., & Chen, W. 2017. Guest Editorial: “HOW” to Design, Implement and Evaluate the Flipped Classroom? – A
Delgado, A.J., Wadlow, L., McKnight, K. & O’Malley, K. 2015. Educational Technology: A Review of the Integration, Resources, and Effectiveness of
Marchetti, E. & Valente, A. 2016. It Takes Three: Re-contexualizing Game-based Learning Among Teachers, Developers and Learners. Proceedings of
the European Conference on Games Based learning. 1, 399-406
Hammonds, L., Matherson, L.H., Wilson, E.K. & Wright, V.H. 2013. Gateway Tools: Five Tools to Allow Teachers to Overcome Barriers to Technology
Shifflet, R., Toledo, C., & Mattoon, C. A touch Tablet Surprises: A Preschool Teacher’s Story. Young Children, 36-41.
Razak, A.A., Connolly, T. & Hainey, T. 2011. The use of Game-Based Learning Within the Curriculum for Excellence: The Teachers’ Perspective.
Proceedings of the European Conference on Games Based Learning. 2011, 1-8.
o Chapter 6: Working with the digital native: pp. 47-54
The teacher as researcher and lifelong learner

Prescribed text
Chapter 12: pp. 342—357
o Chapter 18: You are a learner too: pp. 99-102
o Chapter 29: Agents of change: pp. 145-148
o Chapter 30: Sharing good practice. pp. 149-150
Pelton, R.P. (editor) 2010. Action Research for Teacher Candidates: Using Classroom Data to Enhance Instruction. Maryland. Rowman & Littlefield
Publishers, Inc.
o Chapter 1: An introduction to action research: pp.3-26
o Chapter 2: Understanding your data: pp. 27-58
o Chapter 3: Developing an action research project: pp. 59-92
Assessment:
Distance mode
Assignments / Oral presentation
There is one assignment (or oral presentation) for the stipulated modules.
The oral presentation (for Conversational isiZulu only), requires the learner to demonstrate their proficiency in isiZulu (conversational) to facilitate learning.
Tests
Face-to-face mode
Assignment / Oral presentation
There is one assignment for the stipulated modules.
The oral presentation (for Conversational isiZulu only) requires the learner to demonstrate their proficiency in isiZulu (conversational) to facilitate learning.
Tests
Year NQF 7 modules

Section 1: Short answer questions: Multiple choice, true / false with motivation to support answers, matching columns 12,5% 10
Total 100% 80
Duration 60 minutes
Examination
subjects:
Year NQF level 7 modules

Question type Mark %
Section 3: Long answer: essay / case studies / articles with choice of questions OR Oral presentation2 45% 90
Total 100% 200
Duration 3h00

This module contributes to the following Exit Level Outcomes (ELOs) of the qualification:
and learning in Grade 4-Grade 7 classrooms.
Select, use and adjust teaching and learning strategies to meet Grade 4 - Grade 7 learner and context needs.
2 Oral presentations only applies to Conversational isiZulu

Monitor and assess learner progress and achievement in the Grade 4 - Grade 7 areas of specialisation.

In terms of external moderation, members from other educational institutions or from public higher education institutions or individuals with the
appropriate qualification, experience and subject knowledge may be appointed as external moderators. They must meet the minimum standards as set
down by the institution in terms of qualifications, experience and subject knowledge.
Prescribed Textbook: edition, chapter, pp

Prescribed text
Department of Education. 2000. Norms and standards for educators. [online] Available at
http://www.polity.org.za/html/govdocs/notices/2000/not0082.html. [Accessed on 07 April 2017].
Department of Basic Education. 2011. Curriculum Assessment Policy Statement Grades 4-6: English First Additional Language. Pretoria. Department of Basic
Education.
o pp. 3—7; 94—110
Department of Education. Language in Education Policy. 1997 [online] Available at
http://www.education.gov.za/Portals/0/Documents/Policies/GET/LanguageEducationPolicy1997.pdf?ver=2007-08-22-083918-000. [Accessed on 07 April
2017]
Department of Education. National Policy on Whole School Evaluation. 2001. [online] Available at
http://www.education.gov.za/Portals/0/Documents/Policies/SchoolEnrichment/Nationalpolicywholeschool2002.pdf?ver=2007-08-24-092757-000.
[Accessed on 07 April 2017]
o Chapter 1: pp.1—23
o Chapter 2: pp.24—63
o Chapter 1: pp. x—20
o Chapter 8: pp. 210 – 253
o Chapter 9: pp. 254 –288
o Section 3: pp. 111—162.
o Section 8: pp. 395-476
Articles
Zainuddin, Z., Halili, S.H. 2016. Flipped Classroom Research and Trends from Different Fields of Study. International Review of Research in Open and
Song, Y., Jong, M.S.Y., Chang, M., & Chen, W. 2017. Guest Editorial: “HOW” to Design, Implement and Evaluate the Flipped Classroom? – A
Delgado, A.J., Wadlow, L., McKnight, K. & O’Malley, K. 2015. Educational Technology: A Review of the Integration, Resources, and Effectiveness of
Marchetti, E. & Valente, A. 2016. It Takes Three: Re-contexualizing Game-based Learning Among Teachers, Developers and Learners. Proceedings of
the European Conference on Games Based learning. 1, 399-406
Hammonds, L., Matherson, L.H., Wilson, E.K. & Wright, V.H. 2013. Gateway Tools: Five Tools to Allow Teachers to Overcome Barriers to Technology
Shifflet, R., Toledo, C., & Mattoon, C. A touch Tablet Surprises: A Preschool Teacher’s Story. Young Children, 36-41.
Razak, A.A., Connolly, T. & Hainey, T. 2011. The use of Game-Based Learning Within the Curriculum for Excellence: The Teachers’ Perspective.
Proceedings of the European Conference on Games Based Learning. 2011, 1-8.
Vandeyar, S., Swart, R. 2016. Educational change: a case for a ‘pedagogy of compassion’. Education as Change. 20(3). p.141-159.
Recommended reading
o Chapter 1: Being a teacher: pp. 7-8
o Chapter 2: Becoming a teacher: pp. 9-14
Pelton, R.P. (editor) 2010. Action Research for Teacher Candidates: Using Classroom Data to Enhance Instruction. Maryland. Rowman & Littlefield
Publishers, Inc.
o Chapter 1: An introduction to action research: pp. 3-26
o Chapter 2: Understanding your data: pp. 27-58
o Chapter 3: Developing an action research project: pp. 59-92

o Chapter 1: Law and Education: pp. 1-34
o Chapter 2: Human Rights in Education: pp. 35-78
o Chapter 4: School Discipline: pp. 117—152
o Chapter 5: The care and safety of learners: pp. 153—186
o Chapter 6: Bullying in schools: A legal perspective: pp. 187—202
Ramrathan, L., le Grange, L., & Higgs, P. (editor) 2017. Education Studies for Initial Teacher Development. Cape Town. Juta.
Beadle, P. 2010. How to teach. Wales. Crown Publishing Ltd.

o Chapter 5: Assessment: Page 213-226
o Chapter 2: Assessment methods in the Foundation Phase: Page 27-50
o Chapter 3: Planning for successful assessment in the Foundation Phase: Page 51-66
o Chapter 4: Aspects of Grade R assessment: Page 67-84
Programme Design Module: Afrikaans 1 (Year 1, Semester 1) (Elective)
Module Name Afrikaans 1

NQF Level 5
Credits 10
Purpose of module:
This module aims to consolidate knowledge of Afrikaans as a discipline. It contains foundational knowledge of Afrikaans language and literature. This
module works in conjunction with either Afrikaans Home Language or Afrikaans First Additional Language learning modules.
Learning outcome 1:
Demonstrate competence in reading, writing and speaking Afrikaans to facilitate own academic learning, and learning in Foundation Phase
classrooms.
Learning outcome 2:
Demonstrate competence about the knowledge base which underpins Afrikaans as a learning area in the Foundation Phase.
Learning outcome 3:
Produce and communicate information in Afrikaans using appropriate academic and professional conventions related to language and literary
Afrikaans.
Learning outcome 1:
Demonstrate competence in reading, writing and speaking Afrikaans to facilitate own academic learning, and learning in Foundation Phase
classrooms.
192. Read Afrikaans texts critically, integrate and use the knowledge in own studies and in teaching.
193. Read and interpret with understanding written and graphic Afrikaans materials.
194. Convey Afrikaans content in written, graphic and other forms which are appropriate to own academics and the Foundation Phase.
195. Communicate successfully in Afrikaans using reading, writing, listening and speaking.
196. Use Afrikaans to explain, describe, discuss and relate key concepts.
Learning level outcome 2:

Demonstrate competence about the knowledge base which underpins Afrikaans as a learning area in the Foundation Phase.
1. Demonstrate an understanding of Afrikaans language conventions and prescribed Afrikaans literature.
2. Demonstrate a broad understanding of the field of knowledge required to teach the Foundation Phase Afrikaans curriculum.
3. Demonstrate an understanding of the epistemic values and principles that underpin Afrikaans language and literature.
4. Demonstrate an ability to engage critically with relevant Afrikaans language conventions and prescribed literature.
5. Use the characteristic language, terminology and concepts of Afrikaans appropriately and with confidence.
6. Apply appropriate grammatical and literary conventions when using Afrikaans.
7. Use the characteristic language, terminology and concepts related to Afrikaans.
Learning outcome 3:
Produce and communicate information using appropriate academic and professional conventions related to content knowledge required in the Afrikaans curriculum in
the Foundation Phase.
1. Use standard Afrikaans academic and professional conventions in communicating information.
2. Demonstrate an understanding of and respect for conventions around intellectual property, copyright and plagiarism in Afrikaans written communication.
3. Demonstrate the responsible use of Afrikaans resources, where appropriate.
4. Use the required academic discourse to explain, describe, discuss and relate key concepts found in the Foundation Phase Afrikaans curriculum.
Content of module:
Introduction to Afrikaans
Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: Grade R-3: Afrikaans. Pretoria. DBE.
o Pages 3-20.
How a language is learnt

Joubert, I. (editor).2015 Literacy in the Foundation Phase 2ND Edition. Pretoria. Van Schaik.
• Chapter 1: Page 1-15,
• Chapter 2: Page 22-47
Moodley, V. 2013 Introduction to Language Methodology. Cape Town. Oxford University Press.
o Chapter 3: Page 61-76, 151-179
Language changes in Afrikaans

Carstens, M.A.W & Bosman, N .2014. Kontemporêre Afrikaans Taalkunde. Pretoria. Van Schaik.
Afrikaans Phonics
o Chapter 4 Phonics: Page 91-126
o Chapter 5 Phonology: Page 160-163
Excell, L. & Linington, V. (editors) 2015 Teaching Grade R. Cape Town. Juta.
Spelling
o Chapter 5: Page 141-144,163-178,180-215,222-228,244-247.
Basic Afrikaans syntax

o Chapter 7 Pages 209-244
o Chapter 12: Page 234
Afrikaans semantics
Pragmatics
Conventions for writing

o Chapter 10 pages 398-422
Literature
Select either the novel or the short stories:
Baker, Eleanor. 2013. Die kwaart-voor sewe-lelie. Cape Town. Human & Rosseau.
Bredenkamp, L. 2015. Spieelbeelde. Sandton. Macmillan Education South Africa.
Select either the play or the poetry:

de Wet, Reza. 2006. Trits: Trits-Mis, Mirakel, Drif. Halfway House. Maskew Miller Longman.
Foster, R. & Viljoen, L. (Compilers) 1997. Poskaarte: Beelde Van Die Afrikaanse Poesie Sedert 1960. Cape Town: Tafelberg.
Assessment:
Assignments

Tests for distance
Test for contact
Year Year 1
Total 100% 50
Duration 50 minutes
Examination
Year Year 1
Total 100% 100
Duration 1h30

Afrikaans 1 is a module in Year 1 (NQF level 5, 10 credits). This module to provide students with content knowledge required for Afrikaans teaching,
learning and assessment in the Foundation Phase. This module works in conjunction with the Afrikaans teaching and learning modules.

Module readings:
Prescribed text:
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: Grade R-3: Afrikaans. Pretoria. DBE.
Page 3-20.
• Joubert, I. (editor).2015 Literacy in the Foundation Phase (2nd ed.). Pretoria. Van Schaik.
• Carstens, M.A.W.& Bosman, N. 2014. Kontemporêre Afrikaans Taalkunde. Pretoria. Van Schaik.
Chapter 4: Page 91-122 (phonics)
Chapter 5: Page 141-144, 163-178, 180-215, 222-228, 244-247 (phonology)
Chapter 10 pages 398-422
• Excell, L. & Linington, V. (editors) 2015 Teaching Grade R. Cape Town. Juta.
This text is also used in English HL1 & ECD
Select either the novel or the short stories:

• Baker, Eleanor. 2013. Die kwaart-voor sewe-lelie. Human & Rosseau. Cape Town. Whole text.
OR
• Bredenkamp, L. 2015. Spieelbeelde. Macmillan Education South Africa. Sandton. Selected stories.
Select either the play or the poetry:

• de Wet, Reza. 2006. Trits: Trits-Mis, Mirakel, Drif. Maskew Miller Longman. Halfway House. Whole text.
OR
• Foster, R. & Viljoen, L. (Compilers) 1997. Poskaarte: Beelde Van Die Afrikaanse Poesie Sedert 1960. Cape Town: Tafelberg. Selected poems.
• Moodley, V 2013. Introduction to Language Methodology. Cape Town. Oxford University Press.
Chapter 4: Page 78-87, 90-103,
Programme Design Module: Afrikaans HL teaching and learning 1 (Semester 2, Year 1) (Elective)
Module Name Afrikaans HL teaching and learning 1

NQF Level 6
Credits 16
Purpose of module:
This module aims to introduce the student to the Afrikaans Home Language curriculum concepts and underpinning knowledge, as well as ensure that the
learners are familiar with the Grade R curriculum requirements. Through this module, the student will familiarise themselves with the Grade R CAPS
Afrikaans Home Language curriculum and engage in planning and assessment of the Afrikaans lessons.
Learning outcome 1:
Demonstrate competence in reading, writing and speaking Afrikaans to facilitate own academic learning, and learning in Grade R classrooms.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to manage Grade R Afrikaans Home Language assessment.
Learning outcome 3:
Demonstrate competence about the knowledge base underpinning Grade R Home Language.
Learning outcome 4:
Plan, design and reflect on learning programmes that are appropriate for Afrikaans Home Language Grade R learners.
Learning outcome 5
Learning outcome 6
Monitor and assess learner progress and achievement in Grade R Afrikaans Home Language.
Learning outcome 7:

Students will:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking Afrikaans to facilitate own academic learning, and learning in Grade R classrooms.
198. Read and interpret with understanding written and graphic materials relating to Afrikaans.
Grade R learners in their care.
202. Use Afrikaans to explain, describe, discuss and relate key concepts in keeping with the Grade R CAPS curriculum.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to manage Grade R Afrikaans Home Language assessment.
learners.
Learning outcome 3:
Demonstrate competence about the knowledge base underpinning Grade R Afrikaans Home Language.
1. Demonstrate a commitment to the epistemic values and principles which characterise the fields of knowledge in Afrikaans Home
Language.
2. Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to teaching Afrikaans Home
Language in Grade R.
3. Use the characteristic language, terminology and concepts of Afrikaans First Home Language appropriately, and with confidence.
4. Critically discuss the content of Afrikaans Home Language curricular knowledge, and apply appropriate values and conceptual
frameworks to problem solving within this field of knowledge.
5. Evaluate and select learning material (including textbooks), that is level appropriate (Grade R), explain the sequencing, and indicate
how it should be assessed.
Learning outcome 4:
Plan, design and reflect on learning programmes that are appropriate for Afrikaans Home Language Grade R learners.
1. Select and/or design materials and resources appropriate to Grade R Afrikaans First Home Language that includes a collaborative and cooperative
teaching approach.
2. Select, adapt, or design coherent lessons that consider learner’s differences.
3. Plan Grade R Afrikaans Home Language lessons and other learning experiences within teaching programmes, selecting appropriate teaching and
learning, child development and the Grade R Home Language curriculum.
5. Evaluate and improve Afrikaans Home Language lessons and materials based on an understanding of the knowledge base underpinning Afrikaans
Home Language teaching and learning in Grade R.
Learning outcome 5:
1. Select teaching and learning strategies appropriate to the Grade R Afrikaans Home Language curriculum requirements and based on careful
2. Create expectations which make appropriate demands on the Grade R learners.
3. Select teaching and learning strategies, which motivate Grade R learners to meet those demands.
5. Identify and assist learners with special needs and barriers to learning and development through the Grade R Afrikaans Home Language
curriculum.
8. Identify teaching and learning support materials to facilitate the Grade R learner progress and development.
9. Evaluate the efficacy of specific teaching and learning strategies in achieving Grade R Afrikaans Home Language objectives.
Learning outcome 6:
Monitor and assess learner progress and achievement in Grade R Afrikaans Home Language.
1. Select, adapt and/or design assessment tasks and strategies appropriate to Grade R Afrikaans Home Language requirements.
assessment approaches, and their strengths and weaknesses in relation to age and Afrikaans Home Language learning area being assessed.
Learning outcome 7:
1. Engage critically with CAPS education policies relating to Afrikaans Home Language Grade R.
Content of module:
Introduction to Afrikaans Home Language Grade R
Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: Grade R-3: Afrikaans Home Language. Pretoria.
DBE.
• Chapter 2: Page 8
Learning and teaching through play

Excell, L & Linington, V. (editors) 2015 Teaching Grade R. Cape Town. Juta.
Introduction to literacy
o Chapter 11: Page 201 -225.
Phonics
Joubert, I. (editor).2015. Literacy in the Foundation Phase 2ND Edition. Pretoria. Van Schaik.
Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: Grade R-3: Afrikaans Home Language. Pretoria.
DBE.
Yopp, H.K. & Yopp, R.H. 2009. Phonological Awareness Is Child’s Play! Young Children. 64(1). p.12-21.
Handwriting
Baghban, M. 2007. The Role of Drawing in the Development of Writing. Young Children. 62(1). p.20-26
Bull, D. 2014. Write ready – supporting children to develop handwriting skills. Educating Young Children: Learning & Teaching in the Early Years. 20(3). p.41-
42.
Hullinger-Sirken, H. & Staley, L. 2016. Understanding Writing Development: Catie’s Continuum. Young Children. 71(5). p.74-78.
Kelly, E. 2013. The fundamentals of handwriting and how to teach them. Educating Young Children: Learning and Teaching in the Early Childhood Years.
19(1). p.29-31.
Assessment
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 1
columns
Total 100% 50
Duration 50 minutes
Examination
subjects

(NQF level 5 & 6
subjects)
Total 100% 100
Duration 1h30

Afrikaans HL teaching and learning 1 is a module in Year 1 (NQF level 6, 16 credits). This module introduces the student to the Afrikaans Home Language
curriculum concepts and underpinning knowledge. Through this module, the student will familiarise themselves with the Grade R CAPS Afrikaans Home
Language curriculum and engage in planning (and delivery) of Afrikaans Home Language lessons for Grade R learners, including the assessment of these
lessons.


Module readings:
Prescribed texts:
Chapter 9: Assessment- pages173-179
Chapter 10: Learning and teaching through play- pages 190-198
Chapter 11: Pathway to Literacy – pages 207-225
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: Grade R-3: Afrikaans Home Language.
Pretoria. DBE.
Chapter 2: page 8, 16
• Joubert, I. (editor).2015 Literacy in the Foundation Phase 2ND Edition. Pretoria. Van Schaik.
Chapter 7: Handwriting - pages 176-206
Chapter 9: Phonics - pages 239-256
• Baghban, M. 2007. The Role of Drawing in the Development of Writing. Young Children. 62(1). p.20-26
20(3). p.41-42.
Years. 19(1). p.29-31.
• Yopp, H.K. & Yopp, R.H. 2009. Phonological Awareness Is Child’s Play! Young Children. 64(1). p.12-21.
Programme Design Module: Afrikaans HL teaching & learning 4 (Year 4, Semester 2) (Elective)
Module Name Afrikaans HL teaching & learning 4

NQF Level 7
Credits 16
Purpose of module:
This module aims to introduce the student to the Afrikaans Home Language curriculum concepts and underpinning knowledge, as well as ensure that
the learners are familiar with the Grade 3 curriculum requirements. Through this module, the student will familiarise themselves with the Grade 3 CAPS
Learning outcome 1:
Demonstrate integrated knowledge of reading, writing and speaking Afrikaans to facilitate own academic learning, and learning in Grade
3 classrooms.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to manage Grade 3 Afrikaans Home Language assessment.
Learning outcome 3:
Demonstrate competence about the knowledge base underpinning Grade 3 Afrikaans Home Language.
Learning outcome 4:
Plan, design and reflect on learning programmes that are appropriate for Afrikaans Home Language Grade 3 learners.
Learning outcome 5
Learning outcome 6
Monitor and assess learner progress and achievement in Grade 3 Afrikaans Home Language.
Learning outcome 7

Students will:
Learning outcome 1:
Demonstrate integrated knowledge of reading, writing and speaking Afrikaans to facilitate own academic learning, and learning in Grade 3 classrooms.
204. Read and evaluate with understanding written and graphic materials relating to Afrikaans.
the Grade 3 learners in their care.
208. Use Afrikaans to explain, describe, discuss and relate key concepts in keeping with the Grade 3 Caps curriculum.
Learning outcome 2:
learners.
Learning outcome 3:
1. Demonstrate an understanding of the fields of knowledge which underpin Afrikaans Home Language in Grade 3.
2. Demonstrate a commitment to the values and principles which characterise the fields of knowledge in Afrikaans Home Language.
4. Use the characteristic language, terminology and concepts of Afrikaans Home Language appropriately, and with confidence.
5. Critically discuss the content of Afrikaans Home Language curricular, and engage in problem solving as it relates to the various
focus areas
6. Evaluate and select learning material (including textbooks), that is level appropriate (Grade 3), explain the sequencing, and
indicate how it should be assessed.
Learning outcome 4:
6. Select and/or design materials and resources appropriate to Grade 3 Afrikaans Home Language that includes a collaborative and cooperative
teaching approach.
7. Select, adapt, or design coherent lessons that consider learners’ differences.
8. Plan Grade 3 Afrikaans Home Language lessons and other learning experiences, selecting appropriate teaching and learning strategies.
learning, child development and the Grade 3 Afrikaans Home Language curriculum.
10. Evaluate and improve Afrikaans Home Language lessons and materials based on an understanding of the knowledge base underpinning
Afrikaans Home Language teaching and learning in Grade 3.
Learning outcome 5
1. Select teaching and learning strategies based on careful assessment of the Grade 3 Afrikaans Home Language learner and curriculum
requirements.
2. Create expectations which make appropriate demands on the Grade 3 learners.
3. Select teaching and learning strategies, which motivate Grade 3 learners to meet those demands.
5. Identify and assist learners with special needs and barriers to learning and development through the Grade 3 Afrikaans Home Language
curriculum.
8. Identify teaching and learning support materials to facilitate the Grade 3 learner progress and development.
9. Evaluate the efficacy of specific teaching and learning strategies in achieving Grade 3 Afrikaans Home Language objectives.
Learning outcome 6
8. Select, adapt and/or design assessment tasks and strategies appropriate to Grade 3 Afrikaans Home Language requirements.
range of assessment approaches, and their strengths and weaknesses in relation to age and Afrikaans Home Language learning area being
assessed.
Learning outcome 7

3. Engage critically with Afrikaans CAPS curriculum.
Content of module:
Introduction to Afrikaans Home Language Grade 3
Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: Grade R-3: Afrikaans Home Language.
Pretoria. DBE.
Lewis, I., Morris, T., Roux-Erasmus, A., J & Joubert, I. 2011. Platinum Afrikaans Huistaal Graad 3 Onderwysersgids. Maskew Miller Longman.
• Chapter 1: pages vii-xii
The teacher is a mediator of learning in the Grade 3 classroom.
Gravert, S., de Beer, J.J., du Plesis, E. (editors). 2015. Becoming a teacher 2nd Edition. Cape Town. Pearson.
• Chapter 5: The teacher a mediator of learning: Page 113-137
Listening and speaking in a Grade 3 classroom

Joubert, I. (editor). 2015. Literacy in the Foundation Phase (2nd edition). Pretoria. Van Schaik.
• Chapter 3: Kinds of listening: Page 56-59
Stories and listening: Page 60- 62
Approaches to storytelling: Page 63-67
• Chapter 4: Speaking activities: Page 75-78

Poems, rhymes, jokes and songs: Page 79
Drama techniques: Page 80-84
Conversation opportunities: Page 87-94
Role of the teacher: Page 95
Assessment: Page 96
Reading in a Grade 3 classroom

• Chapter 5 pages 118-148
Dollins, C. 2014. Expanding the Power of Read-Alouds. Young Children. 69(3). p.8-13.
Hoffman, J.L., Teale, W.H., Junko, Y. 2015. The Book Matters! Choosing Complex Narrative Texts to Support Literary Discussion. Young Children. 70(4).
p.8-15.
Lawrence, D. 2014. Pre-teaching vocabulary = better comprehension. Educating Young Children: Learning & Teaching in the Early Childhood Years.
20(1). p.31-33.
Seitz, H.J. & Bartholomew, C. 2014. Reading Together: Primary Grade Children Connect with Preschoolers. Young Children. 69(1). p.22-27.
Wanless, S.B. & Crawford, P. 2016. Reading Your Way to a Culturally Responsive Classroom. Young Children. 71(2). p.8-15.
Yi-Chin, L. 2016. Fall in Love With Reading: Ten Simple Things You Can Do at Home. Teaching Young Children. 10(1). p.3
Phonics
Syllables and emphasis: Page 242
Teaching of spelling: Page 267-268
Working with sentences: Page 271-273

Working with texts: Page 275-276
Writing in the Grade 3 classroom
• Chapter 6: Developing writing: Page 154-166
Types of texts: Page 167-174
Motivation to write: Page 173
Assessing writing: Page 174
Hall, A. 2014. Interactive Writing: Developmentally Appropriate Practice in Blended Classrooms. Young Children. 69(3). p.34-38.
Edmister, E., Staples, A., Huber, B., & Walz Garrett, J. 2013. Creating Writing Opportunities for Young Children. Young Exceptional Children. 16(3).
p.24-35.
Martin, L. & Thacker, S. 2009. Teaching the Writing Process in Primary Grades One Teacher’s Approach. Young Children. 64(4). p.30-35.
Thinking and reasoning

• Chapter 8: Taxonomies for use in teaching: Page 214-218
Use of poetry: Page 227-230
Drawings and graphic representations: Page 230-232
Language games and word puzzles: Page 233-235
Assessment
Pretoria. DBE.
o Chapter 7: Rethinking assessment and Home Language-based education in the Foundation Phase: Page 151-176
• Chapter 1: pages xii-xiii
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 4
columns
Total 100% 80
Duration 60 minutes
Examination
Year Year 4
Total 100% 200
Duration 3h00

Afrikaans HL teaching & learning 4 is a module in Year 4 (NQF level 7, 16 credits). This module introduces the student to the Afrikaans Home
Language curriculum concepts and underpinning knowledge. Through this module, the student will familiarise themselves with the Grade 3 CAPS
Afrikaans Home Language curriculum and engage in planning (and delivery) of Afrikaans Home Language lessons for Grade 3 learners, including the
assessment of these lessons.

areas.

Module readings:
Prescribed texts:
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: Grade R-3: Afrikaans Home
Language. Pretoria. DBE.
Chapter 2: Page 11
Chapter 3: pages 56-67
Chapter 8: pages 216-220, 227-235
• Gravett, S., de Beer, J.J., du Plesis, E. (editors). 2015 Becoming a teacher 2nd Edition. Cape Town. Pearson
• Naudé, M. & Davin, R. 2017. Assessment in the Foundation Phase. Pretoria. Van Schaik.
Chapter 7: Rethinking assessment and Home Language-based education in the Foundation Phase: Page 151-176
• Hoffman, J.L., Teale, W.H., Junko, Y. 2015. The Book Matters! Choosing Complex Narrative Texts to Support Literary Discussion. Young
Children. 70(4). p.8-15.
• Edmister, E., Staples, A., Huber, B., & Walz Garrett, J. 2013. Creating Writing Opportunities for Young Children. Young Exceptional Children.
16(3). p.24-35.
Years. 20(1). p.31-33.
• Lewis, I, Morris, T, Roux-Erasmus, A., J & Joubert, I. 2011. Platinum Afrikaans Huistaal Graad 3 Onderwysersgids. Maskew Miller Longman
Chapter 1: pages vii-xiii

NQF Level 7
Credits 16
Purpose of module:
Learning outcome 1:
Demonstrate integrated knowledge of reading, writing and speaking Afrikaans to facilitate own academic learning, and learning in Grade
3 classrooms.
Learning outcome 2:
Learning outcome 3:
Learning outcome 4:
Learning outcome 5
Learning outcome 6
Learning outcome 7

Students will:
Learning outcome 1:
Demonstrate integrated knowledge of reading, writing and speaking Afrikaans to facilitate own academic learning, and learning in Grade 3 classrooms.
210. Read and evaluate with understanding written and graphic materials relating to Afrikaans.
Learning outcome 2:
learners.
Learning outcome 3:
8. Demonstrate a commitment to the values and principles which characterise the fields of knowledge in Afrikaans Home Language.
11. Critically discuss the content of Afrikaans Home Language curricular, and engage in problem solving as it relates to the various
focus areas
12.Evaluate and select learning material (including textbooks), that is level appropriate (Grade 3), explain the sequencing, and
Learning outcome 4:
teaching approach.
13. Plan Grade 3 Afrikaans Home Language lessons and other learning experiences, selecting appropriate teaching and learning strategies.
Learning outcome 5
1. Select teaching and learning strategies based on careful assessment of the Grade 3 Afrikaans Home Language learner and curriculum
requirements.
curriculum.
Learning outcome 6
assessed.
Learning outcome 7

5. Engage critically with Afrikaans CAPS curriculum.
Content of module:
Pretoria. DBE.
• Chapter 1: pages vii-xii
The teacher is a mediator of learning in the Grade 3 classroom.
Gravert, S., de Beer, J.J., du Plesis, E. (editors). 2015. Becoming a teacher 2nd Edition. Cape Town. Pearson.
• Chapter 5: The teacher a mediator of learning: Page 113-137

• Chapter 3: Kinds of listening: Page 56-59
Stories and listening: Page 60- 62
Approaches to storytelling: Page 63-67
• Chapter 4: Speaking activities: Page 75-78

Poems, rhymes, jokes and songs: Page 79
Drama techniques: Page 80-84
Conversation opportunities: Page 87-94
Role of the teacher: Page 95
Assessment: Page 96

Dollins, C. 2014. Expanding the Power of Read-Alouds. Young Children. 69(3). p.8-13.
Hoffman, J.L., Teale, W.H., Junko, Y. 2015. The Book Matters! Choosing Complex Narrative Texts to Support Literary Discussion. Young Children. 70(4).
p.8-15.
Lawrence, D. 2014. Pre-teaching vocabulary = better comprehension. Educating Young Children: Learning & Teaching in the Early Childhood Years.
20(1). p.31-33.
Seitz, H.J. & Bartholomew, C. 2014. Reading Together: Primary Grade Children Connect with Preschoolers. Young Children. 69(1). p.22-27.
Wanless, S.B. & Crawford, P. 2016. Reading Your Way to a Culturally Responsive Classroom. Young Children. 71(2). p.8-15.
Yi-Chin, L. 2016. Fall in Love With Reading: Ten Simple Things You Can Do at Home. Teaching Young Children. 10(1). p.3
Phonics
Syllables and emphasis: Page 242
Teaching of spelling: Page 267-268
Working with sentences: Page 271-273

Working with texts: Page 275-276
• Chapter 6: Developing writing: Page 154-166
Types of texts: Page 167-174
Motivation to write: Page 173
Assessing writing: Page 174
Hall, A. 2014. Interactive Writing: Developmentally Appropriate Practice in Blended Classrooms. Young Children. 69(3). p.34-38.
p.24-35.

• Chapter 8: Taxonomies for use in teaching: Page 214-218
Use of poetry: Page 227-230
Drawings and graphic representations: Page 230-232
Language games and word puzzles: Page 233-235
Assessment
Pretoria. DBE.
o Chapter 7: Rethinking assessment and Home Language-based education in the Foundation Phase: Page 151-176
• Chapter 1: pages xii-xiii
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 4
columns
Total 100% 80
Duration 60 minutes
Examination
Year Year 4
Total 100% 200
Duration 3h00


areas.

Module readings:
Prescribed texts:
Chapter 2: Page 11
Chapter 8: pages 216-220, 227-235
• Gravett, S., de Beer, J.J., du Plesis, E. (editors). 2015 Becoming a teacher 2nd Edition. Cape Town. Pearson
Chapter 7: Rethinking assessment and Home Language-based education in the Foundation Phase: Page 151-176
• Hoffman, J.L., Teale, W.H., Junko, Y. 2015. The Book Matters! Choosing Complex Narrative Texts to Support Literary Discussion. Young
Children. 70(4). p.8-15.
16(3). p.24-35.
Years. 20(1). p.31-33.
• Lewis, I, Morris, T, Roux-Erasmus, A., J & Joubert, I. 2011. Platinum Afrikaans Huistaal Graad 3 Onderwysersgids. Maskew Miller Longman
Chapter 1: pages vii-xiii
Programme Design Module: Afrikaans HL teaching & learning 3 (Semester 2, Year 3) (Elective)

NQF Level 6
Credits 16
Purpose of module:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking Afrikaans to facilitate own academic learning, and learning in Grade 2
classrooms.
Learning outcome 2:
Learning outcome 3:
Learning outcome 4:
Learning outcome 5:
Learning outcome 6:
Plan to monitor and assess learner progress and achievement in Grade 2 Afrikaans Home Language.
Learning outcome 7:

Students will:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking Afrikaans to facilitate own academic learning, and learning in Grade 2 classrooms.
216. Read and interpret with understanding written and graphic materials relating to Afrikaans Home Language.
Learning outcome 2:
learners.
Learning outcome 3:
2. Demonstrate a commitment to the conventions which characterise the fields of knowledge in Afrikaans Home Language.
3. Show an ability to use the conventions appropriate to teaching Afrikaans Home Language in Grade 2.
5. Critically discuss the content of Afrikaans Home Language curricular knowledge, and apply appropriate values and conceptual frameworks to
problem solving within this field of knowledge.
Learning outcome 4:
teaching approach.
18. Plan Grade 2 Afrikaans Home Language lessons and other learning experiences within teaching programmes, selecting appropriate teaching
and learning strategies.
Learning outcome 5:
1. Select teaching and learning strategies appropriate to the Grade 2 Afrikaans Home Language curriculum requirements and based on careful
4. Accommodate differences in learning style, pace and ability in the planning and use of teaching and learning strategies. Identify and assist
learners with special needs and barriers to learning and development through the Grade 2 Afrikaans Home Language curriculum.
Learning outcome 6:
assessed.
Learning outcome 7:
7. Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on the national
education and training landscape.
Content of module:
Pretoria. DBE.
• Chapter 3: Pages 78-105
The teacher is a mediator of learning in the Grade 2 classroom

Gravert, S., de Beer, J.J., du Plesis, E. (editors). 2015 Becoming a teacher 2nd Edition. Cape Town. Pearson
• Chapter 5: The teacher a mediator of learning pages 113-126
Introduction to listening and speaking in a Grade 2 classroom

• Chapter 3: Activities that promote listening pages 56-58
Listening games page 59
Stories and listening pages 60- 67
• Chapter 4: Speaking page 75-94

Joubert, I. (editor). 2015. Literacy in the Foundation Phase 2ND Edition. Pretoria. Van Schaik.
Phonics
Working with words pages 261-266
Teaching of spelling pages 267-268
Working with sentences pages 271-273
Handwriting/ Introduction to letter formation in the writing style of cursive

• Chapter 7: Writing in print: pages 197-201
Cursive and spacing of letters pages 267-268
Assessment of writing pages 206

• Chapter 6: Developing writing pages 154-166
Types of texts pages 167-174
Bradford, K., Newland, A., Rule, A., Montgomery, S. 2016. Rubrics as a Tool in Writing Instruction: Effects on the Opinion Essays of First and Second
Cahill, M.A. & Gregory, A.E. 2016. “Please Let Us Write!” Sharing Writing in the Early Childhood Classroom. Young Children. 71(2). p.64-69.
p.24-35.
Olinghouse, N.G. & Graham, S. 2009. The Relationship Between the Discourse Knowledge and the Writing Performance of Elementary -Grade
• Chapter 8: Taxonomies for use in teaching pages 214-218
Use of pictures pages 221-225
Language games and word puzzles pages232-235
Assessment
Pretoria. DBE.
• Chapter 6: The teacher as an assessor pages 143-153
Assessment:
Assignments

Tests for distance
Test for contact
Year Year 3
Section 1: Short answer questions: Multiple choice, true / false with motivation to support answers, 21,4% 15
matching columns
Total 100% 70
Duration 60 minutes
Examination
pedagogical subjects.
Year Year 3
Total 100% 165
Duration 2h30


areas.

Module readings:
Prescribed texts:
Chapter 2: Page 11
Chapter 7: pages 197-201, 205-206
Chapter 8: pages 214-218, 221-225
Chapter 9: pages 239-242,261-273
• Gravert, S., de Beer, J.J., du Plesis, E. (ed). 2015 Becoming a teacher 2nd Edition. Cape Town. Pearson
Second Graders. Early Childhood Education Journal. 44(5). p.463-472.
16(3). p.24-35.

NQF Level 6
Credits 16
Purpose of module:
Learning outcome 1:
classrooms.
Learning outcome 2:
Learning outcome 3:
Learning outcome 4:
Learning outcome 5:
Learning outcome 6:
Learning outcome 7:

Students will:
Learning outcome 1:
222. Read and interpret with understanding written and graphic materials relating to Afrikaans Home Language.
Learning outcome 2:
learners.
Learning outcome 3:
9. Show an ability to use the conventions appropriate to teaching Afrikaans Home Language in Grade 2.
12. Evaluate and select learning material (including textbooks), that is level appropriate (Grade 2), explain the sequencing,
Learning outcome 4:
teaching approach.
23. Plan Grade 2 Afrikaans Home Language lessons and other learning experiences within teaching programmes, selecting appropriate teaching
and learning strategies.
Learning outcome 5:
4. Accommodate differences in learning style, pace and ability in the planning and use of teaching and learning strategies. Identify and assist
learners with special needs and barriers to learning and development through the Grade 2 Afrikaans Home Language curriculum.
Learning outcome 6:
assessed.
Learning outcome 7:
9. Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on the national
education and training landscape.
Content of module:
Pretoria. DBE.
• Chapter 3: Pages 78-105
The teacher is a mediator of learning in the Grade 2 classroom

• Chapter 5: The teacher a mediator of learning pages 113-126
Introduction to listening and speaking in a Grade 2 classroom

• Chapter 3: Activities that promote listening pages 56-58
Listening games page 59
Stories and listening pages 60- 67
• Chapter 4: Speaking page 75-94

Joubert, I. (editor). 2015. Literacy in the Foundation Phase 2ND Edition. Pretoria. Van Schaik.
Phonics
Working with words pages 261-266
Teaching of spelling pages 267-268
Working with sentences pages 271-273
Handwriting/ Introduction to letter formation in the writing style of cursive

• Chapter 7: Writing in print: pages 197-201
Cursive and spacing of letters pages 267-268
Assessment of writing pages 206

• Chapter 6: Developing writing pages 154-166
Types of texts pages 167-174
Bradford, K., Newland, A., Rule, A., Montgomery, S. 2016. Rubrics as a Tool in Writing Instruction: Effects on the Opinion Essays of First and Second
Cahill, M.A. & Gregory, A.E. 2016. “Please Let Us Write!” Sharing Writing in the Early Childhood Classroom. Young Children. 71(2). p.64-69.
p.24-35.
Olinghouse, N.G. & Graham, S. 2009. The Relationship Between the Discourse Knowledge and the Writing Performance of Elementary -Grade
• Chapter 8: Taxonomies for use in teaching pages 214-218
Use of pictures pages 221-225
Language games and word puzzles pages232-235
Assessment
Pretoria. DBE.
• Chapter 6: The teacher as an assessor pages 143-153
Assessment:
Assignments

Tests for distance
Test for contact
Year Year 3
matching columns
Total 100% 70
Duration 60 minutes
Examination
pedagogical subjects.
Year Year 3
Total 100% 165
Duration 2h30


areas.

Module readings:
Prescribed texts:
Chapter 2: Page 11
Chapter 7: pages 197-201, 205-206
Chapter 8: pages 214-218, 221-225
Chapter 9: pages 239-242,261-273
• Gravert, S., de Beer, J.J., du Plesis, E. (ed). 2015 Becoming a teacher 2nd Edition. Cape Town. Pearson
Second Graders. Early Childhood Education Journal. 44(5). p.463-472.
16(3). p.24-35.
Programme Design Module: Afrikaans HL teaching & learning 2 (Semester 1, Year 2) (Elective)

NQF Level 6
Credits 16
Purpose of module:
This module aims to introduce the student to the Afrikaans Home Language curriculum concepts and underpinning knowledge, as well as ensure that the
learners are familiar with the Grade 1 curriculum requirements. Through this module, the student will familiarise themselves with the Grade 1 CAPS
Learning outcome 1:
Learning outcome 2:
Learning outcome 3:
Learning outcome 4:
Learning outcome 5:
Learning outcome 6:
Learning outcome 7:

Students will:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking Afrikaans to facilitate own academic learning, and learning in Grade 1 Home Language
classrooms.
Learning outcome 2:
learners.
Learning outcome 3:
14. Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to teaching Afrikaans Home Language in
Grade 1.
15. Use the characteristic language, terminology and concepts of Afrikaans First Home Language appropriately, and with confidence.
17. Evaluate and select learning material (including textbooks), that is level appropriate (Grade 1), explain the sequencing, and indicate how it
should be assessed.
Learning outcome 4:
teaching approach.
27. Select, adapt, or design coherent lessons that considers learner’s differences.
28. Plan Grade 1 Afrikaans Home Language lessons and other learning experiences within teaching programmes, selecting appropriate teaching and
learning, child development and the Grade 1 Home Language curriculum.
Learning outcome 5:
curriculum.
Learning outcome 6:
42.Justify choice and design of assessment strategies, methods and procedures that shows understanding of the assumptions that
underlie a range of assessment approaches, and their strengths and weaknesses in relation to age and Afrikaans Home Language
learning area being assessed.
Learning outcome 7:
11. Engage critically with CAPS education policies relating to Afrikaans Home Language Grade1.
Content of module:
Pretoria. DBE.
Introduction to reading in a Grade 1 classroom
• Chapter 2: pages 98-148
Pretoria. DBE.
Gouws, S, Latti, M, Joubert,I, Sprong, A, Swart,K ,de Villiers, R, Dolley, P., Basson, C. 2013. Platinum Afrikaans Huistaal Graad 1. Maskew Miller
Longman.
• Chapter 1: pages x-xii
Phonics
Handwriting/ Introduction to letter formation in the writing style of print
• Chapter 7: Perceptual skills: pages 185-187
• Chapter 7: Teaching methodology of handwriting: pages 187-196
• Chapter 7: Writing in print: page 197
Writing
Graves, D.H. Teacher as listener. Instructor. 105(2). p.36.
Young Children. 2007. To Correct or Not to Correct? The Answer May Surprise You. Young Children. 62(1). p.41.
Assessment
Pretoria. DBE.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 2
matching columns
Total 100% 60
Duration 60 minutes
Examination
Year Year 2
Total 100% 130
Duration 2h00


areas.

Module readings:
Prescribed texts:
Chapter 2: Page 11,12-15
Chapter 7: 185-197
• Gouws, S, Latti, M, Joubert,I, Sprong, A, Swart,K ,de Villiers, R, Dolley, P., Basson, C. 2013. Platinum Afrikaans Huistaal Graad 1. Maskew
Miller Longman.
Chapter 1: pages x-xii
• Bull, D. 2014. Write ready – supporting children to develop handwriting skills. Educating Young Children: Learning & Teaching in the Early
Years. 20(3). p.41-42.
• Young Children. 2007. To Correct or Not to Correct? The Answer May Surprise You. Young Children. 62(1). p.41.
Programme Design Module: Afrikaans FAL teaching & learning 3 (Year 4, Semester 2) (Elective)
Module Name Afrikaans FAL teaching & learning 3

NQF Level 7
Credits 14
Purpose of module:
This module aims to aims to introduce the student to the Afrikaans First Additional Language curriculum concepts and underpinning knowledge, as well
as ensure that the learners are familiar with the Grade 3 curriculum requirements. Through this module, the student will familiarise themselves with
the Grade 3 CAPS Afrikaans First Additional Language curriculum and engage in planning and assessment of the Afrikaans lessons.
Learning outcome 1:
Demonstrate applied competence in reading, writing and speaking Afrikaans FAL to facilitate own academic learning, and learning in
Grade 3 classrooms.
Learning outcome 2:
Interpret and use numerical and elementary statistical knowledge to manage Grade 3 Afrikaans First Additional Language assessment.
Learning outcome 3:
Demonstrate applied competence about the knowledge base underpinning Grade 3 Afrikaans First Additional Language.
Learning outcome 4:
Plan, design, reflect on and evaluate learning programmes that are appropriate for Afrikaans First Additional Language Grade 3 learners.
Learning outcome 5:
Select, use and adjust a variety of teaching and learning strategies to meet Grade 3 Afrikaans FAL learner and context needs.
Learning outcome 6:
Monitor and assess learner progress and achievement in Grade 3 Afrikaans First Additional Language.

Students will:
Learning outcome 1:
Demonstrate applied competence in reading, writing and speaking Afrikaans to facilitate own academic learning, and learning in Grade 3 classrooms.
234. Read and interpret with understanding written and graphic materials relating to Afrikaans as a First Additional Language.
237. Use Afrikaans to explain, describe, discuss and relate key concepts in keeping with the Grade 3 FAL CAPS curriculum.
Learning outcome 2:
Learning outcome 3:
Demonstrate applied competence about the knowledge base underpinning Grade 3 Afrikaans First Additional Language.
1. Demonstrate an in-depth understanding of the fields of knowledge which underpin Afrikaans First Additional Language in Grade
R.
2. Demonstrate a commitment to the values and principles which characterise the fields of knowledge in Afrikaans First Additional
Language.
3. Use Afrikaans language fluently to teach Afrikaans First Additional Language in Grade 3.
4. Use the characteristic language, terminology and concepts of Afrikaans First Additional Language appropriately, and with
confidence.
2. Critically discuss the content of Afrikaans First Additional Language curricular knowledge, and apply appropriate values and
conceptual frameworks to problem solving within this field of knowledge.
Learning outcome 4:
Plan, design and reflect on learning programmes that are appropriate for Afrikaans First Additional Language Grade 3 learners.
31. Select and/or design materials and resources appropriate to Grade 3 Afrikaans First Additional Language that includes a collaborative and
cooperative teaching approach.
33. Plan Grade 3 Afrikaans First Additional Language lessons and other learning experiences, selecting appropriate teaching and learning
strategies.
learning, child development, second language acquisition and the Grade 3 Afrikaans First Additional Language curriculum.
35. Evaluate and improve Afrikaans First Additional Language lessons and materials using knowledge of first additional language acquisition,
teaching methodologies, and Grade 3 learner and curriculum requirements.
Learning outcome 5
10. Select teaching and learning strategies appropriate to the Grade 3 Afrikaans First Additional Language curriculum requirements and based on
14. Identify and assist learners with special needs and barriers to learning and development through the Grade 3 Afrikaans First Additional
Language curriculum.
18. Evaluate the efficacy of specific teaching and learning strategies in achieving Grade 3 Afrikaans First Additional Language objectives.
Learning outcome 6
43. Select, adapt and/or design assessment tasks and strategies appropriate to Grade 3 Afrikaans First Additional Language requirements.
45. Design Afrikaans FAL assessment tasks using clear language and instructions.
range of assessment approaches, and their strengths and weaknesses in relation to age and Afrikaans First Additional Language learning area
being assessed.
Content of module:
Introduction to Afrikaans First Additional Language Grade 3
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Foundation Phase: Grade R-3: Afrikaans First Additional
Chapter 3: Page 66- 88
Listening and speaking in a Grade 3 FAL classroom

• Lätti, M., Gouws, S., Rousseau, N., Schoeman, H. 2011.Afrikaans Sonder Grense Eerste Addisionele Taal Onderwysersgids Graad 3. Cape
Town. Maskew Miller Longman.
Chapter 1:
Reading in a Grade 3 FAL classroom

Chapter 2: Lees en pare en selfstandige lees: Page 15
Begrip- hoekom vrae: Page 16
Chapter 5: A balanced reading programme: Page 118-129
Reading clues: page 135
Skills for making meaning: reading strategies: Page 136
Town. Maskew Miller Longman
Chapter 1:
Phonics
Writing in a Grade 3 FAL classroom

Town. Maskew Miller Longman.
Chapter 1:
Language structure
Chapter 2: Page 17
Chapter 1:
Assessment
Chapter 1:
Chapter 8: Assessment in First Additional Language: Page 177-188 (revision)
Chapter 9: E-assessment in the Foundation Phase: Page 189-211
• Gravert, S, de Beer, JJ, du Plessis, E (editors) 2015.Becoming a Teacher. Cape Town. Pearson.
Assessment:
Assignments

Tests for distance
Test for contact
Year Year 4
matching columns
Total 100% 80
Duration 60 minutes
Examination
Year Year 4
Total 100% 200
Duration 3h00

Afrikaans FAL teaching & learning 3 is a module in Year 4 (NQF level 7, 14 credits). This module introduces the student to the Afrikaans First
Additional Language curriculum concepts and underpinning knowledge. Through this module, the student will familiarise themselves with the Grade
3 CAPS Afrikaans First Additional Language curriculum and engage in planning (and delivery) of Afrikaans First Additional Language lessons for Grade
3 learners, including the assessment of these lessons.

areas.

Module readings:
Prescribed text:
Chapter 4: pages 79-93,
Chapter 5: Page 118-129 & 135-136,
• Lätti, M., Gouws, S., Rousseau, N., Schoeman, H. 2011.Afrikaans Sonder Grense Eerste Addisionele Taal Onderwysersgids Graad 3. Cape Town.
Maskew Miller Longman
Chapter 1
Chapter 8: Assessment in First Additional Language: Page 177-188 (revision)
Chapter 9: E-assessment in the Foundation Phase: Page 189-211
• Gravert, S., de Beer, J.J., du Plessis, E. (editors) 2015.Becoming a Teacher. Cape Town. Pearson.


NQF Level 6
Credits 12
Purpose of module:
This module aims to introduce the student to the Afrikaans First Additional Language curriculum concepts and underpinning knowledge, as well as
ensure that learners are familiar with the Grade 2 curriculum requirements. Through this module, the student will familiarise themselves with the
Grade 2 CAPS Afrikaans First Additional Language curriculum and engage in planning and assessment of Afrikaans First Additional Language lessons.
Learning outcome 1:
classrooms.
Learning outcome 2:
Learning outcome 3:
Demonstrate competence about the knowledge base underpinning Grade 2 Afrikaans First Additional Language.
Learning outcome 4:
Learning outcome 5
Learning outcome 6

Students will:
Learning outcome 1:
239. Read and interpret with understanding written and graphic materials relating to Afrikaans First Additional Language.
242. Use Afrikaans to explain, describe, discuss and relate key concepts in keeping with the Grade 2 First Additional Language Caps
curriculum.
Learning outcome 2:
Learning outcome 3:
1.Demonstrate an understanding of the concepts which underpin Afrikaans First Additional Language in Grade 2.
2. Show an ability to use the language correctly to teach Afrikaans First Additional Language in Grade 2.
confidence.
4. Critically discuss the content of Afrikaans First Additional Language curricular knowledge.
5. Evaluate and select learning material (including textbooks), that is level appropriate (for First Additional Language Grade 2), and
Learning outcome 4:
strategies.
39. Justify selection and design of learning programmes in ways, which show knowledge and understanding of the Grade 2 Afrikaans First
Additional Language curriculum.
40. Evaluate and improve Afrikaans First Additional Language lessons and materials based on an understanding of the knowledge base
underpinning Afrikaans First Additional Language teaching and learning in Grade 2.
Learning outcome 5
1. Select teaching and learning strategies appropriate to the Grade 2 Afrikaans First Additional Language curriculum requirements and based on
7. Adjust teaching and learning strategies to cater for differences among learners.
Learning outcome 6
range of assessment approaches, and their strengths and weaknesses in relation to age and Afrikaans First Additional Language learning area
being assessed.
Content of module:

• Lätti,M, Gouws,S, Smith,A, Rousseau.2011.Afrikaans Sonder Grense Eerste Addisionele Taal Onderwysersgids Graad 2.Cape Town. Maskew
Miller Longman
Chapter 1: pages vii-viii
Reading in a Grade 2 FAL classroom

Chapter 2: Lees en skryf Pages 12-13
Groepbegeleide pages 13-15
Miller Longman
Chapter 1: pages viii-xi
• Bear, D.R., Negrete, S., & Cathey, S. 2012. Developmental Literacy Instruction with Struggling Readers Across Three Stages. New England
Reading Association Journal. 48(1). p.1-9.
Phonics
Chapter 2: Klanke Page 15
Introduction to writing
Chapter 2: Page 17
Miller Longman
Chapter 1: pages xi
Assessment
Miller Longman
Chapter 1: pages xxiv-xxvii
Chapter 8: Assessment in First Additional Language: Page 177-188
• Gravett,S, de Beer, JJ, du Plessis, E (editors) 2015.Becoming a Teacher. Cape Town. Pearson
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 3
columns
Total 100% 70
Duration 60 minutes
Examination
subjects
Year Year 3
(NQF level 6
modules)
Total 100% 165
Duration 2h30


areas.

Module readings:
Prescribed text:
Chapter 2: Pages 12-15&17,
Miller Longman
Chapter 1: pages vii-xi, xxiv-xxvii
Chapter 8: Assessment in First Additional Language: Page 177-188
• Bear, D.R., Negrete, S., & Cathey, S. 2012. Developmental Literacy Instruction with Struggling Readers Across Three Stages. New England
Reading Association Journal. 48(1). p.1-9.
• Gravett,S, de Beer, JJ, du Plessis, E (editors) 2015.Becoming a Teacher. Cape Town. Pearson

NQF Level 6
Credits 10
Purpose of module:
This module aims to introduce the student to the Afrikaans First Additional Language curriculum concepts and underpinning knowledge, as well as
ensure that learners are familiar with the Grade 1 curriculum requirements. Through this module, the student will familiarise themselves with the
Grade 1 CAPS Afrikaans First Additional Language curriculum and engage in planning and assessment of Afrikaans First Additional Language lessons.
Learning outcome 1:
classrooms.
Learning outcome 2:
Learning outcome 3:
Learning outcome 4:
Learning outcome 5:
Learning outcome 6:

Students will:
Learning outcome 1:
Demonstrate competence in reading, writing and speaking Afrikaans to facilitate own academic learning, and learning in Grade 1 First Additional
Language classrooms.
247. Use Afrikaans to explain, describe, discuss and relate key concepts in keeping with the Grade 1 First Additional Language CAPS
curriculum.
Learning outcome 2:
Learning outcome 3:
1. Demonstrate an understanding of the content which underpin Afrikaans First Additional Language in Grade 1.
2. Show an ability to use the language appropriately to teach Afrikaans First Additional Language in Grade 1.
confidence.
4. Critically discuss the content of Afrikaans First Additional Language curricular knowledge.
5. Evaluate and select learning material (including textbooks), that is level appropriate (First Additional Language Grade 1) and
Learning outcome 4:
42. Select, adapt, or design coherent lessons that considers learner’s differences.
strategies.
44. Justify selection and design of learning programmes in ways, which show knowledge and understanding of the Grade 1 Afrikaans First
Additional Language curriculum.
45. Evaluate and improve Afrikaans First Additional Language lessons and materials based on an understanding of the knowledge base
underpinning Afrikaans First Additional Language teaching and learning in Grade 1.
Learning outcome 5
1. Select teaching and learning strategies appropriate to the Grade 1 First Additional Language curriculum requirements and based on careful
7. Adjust teaching and learning strategies to cater for all differences among learners in a range of contexts.
Learning outcome 6
63.Justify choice and design of assessment strategies, methods and procedures in relation to age and Afrikaans First Additional
Language learning area being assessed.
Content of module:
Chapter 12: Language diversity: Teaching a second language in Grade R - Page 232
• Maftoon, P. & Sarem, S.N. 2012. The Realization of Gardner’s Multiple Intelligences (MI) Theory in Second Language Acquisition (SLA).
Journal of Language Teaching & Research. 3(6). p.1233-1241.
Introduction to listening and speaking
Chapter 2: Luister en praat - Page 10-12
Chapter 12: Language diversity: Teaching a second language in Grade R - Page 236-239
Introduction to reading in a Grade 1 FAL classroom

Chapter 2: Gedeelde lees - Page 13
Chapter 11: Story telling - Pages 216-221
• Soderman, A.K., Clevenger, K.G., Kent, I.G. 2013. Using Stories to Extinguish Hot Spots in Second Language Acquisition, Preschool to Grade 1.
Young Children. 68(1). p.34-41.
Assessment
Chapter 9: Types of assessment page 171-175
• Gravett,S., de Beer, J.J., du Plessis, E (editors) 2015.Becoming a Teacher. Cape Town. Pearson
Chapter 6: The teacher as the assessor pages 148-157.
Assessment:
Assignments
Tests for distance
Test for contact
Year Year 2
columns
Total 100% 60
Duration 60 minutes
Examination
Year Year 2
(NQF level 6
modules)
Question type Marks Marks
Total 100% 130
Duration 2h00


areas.

Module readings:
Prescribed text:
Chapter 2: Gedeelde lees - Page 13

Chapter 9: Types of assessment: Page 171-175
Chapter 11: Story telling: Page 216-221
Chapter 12: Language diversity: Teaching a second language in Grade R: Page 232, 236-239
• Maftoon, P. & Sarem, S.N. 2012. The Realization of Gardner’s Multiple Intelligences (MI) Theory in Second Language Acquisition (SLA).
Journal of Language Teaching & Research. 3(6). p.1233-1241.
• Soderman, A.K., Clevenger, K.G., Kent, I.G. 2013. Using Stories to Extinguish Hot Spots in Second Language Acquisition, Preschool to Grade 1.
Young Children. 68(1). p.34-41.
• Gravett,S., de Beer, J.J., du Plessis, E (editors) 2015.Becoming a Teacher. Cape Town. Pearson
Chapter 6: The teacher as the assessor - Page 148-157
Programme Design Module: Academic literacy
Module Descriptors
Finally, the roles that the module will assist in developing should be identified
Module Name Academic and professional communication (Year 1) (Semester 1) (Compulsory)

NQF Level 05
Credits 10
Purpose of module:
The Academic literacy module aims to build academic skills to prepare students for tertiary study / participation in the B.Ed (Foundation Phase
Teaching) as well as further personal and professional learning and development. The module will enable students to conduct desktop research,
analyse texts, produce writing, deliver presentations and study effectively in aid of their academic and professional development.

LO1. Describe, discuss and implement a variety of learning strategies to meet learning objectives in an academic and school context.
LO2. Apply a range of communication, language and learning strategies and principles in learning and school contexts to make decisions and solve
problems.
LO3. Access, analyse and evaluate information to produce appropriate and reliable texts for academic and school contexts.
LO4. Demonstrate an understanding of the implications of ethical complexity in an academic and school context.
LO5. Effectively lead and manage self and others in achieving learning objectives.
LO6. Manage the learning and development needs and performance of self and others in given context.

Students will:
LO1: Describe, discuss and implement a variety of learning strategies to meet learning objectives in an academic and school context.
AC1. Identify and use a variety of learning strategies to access and convey information for academic and school purposes.
AC2. Use speaking/signing and listening strategies to communicate effectively in an academic and school context.
AC3. Demonstrate the ability to structure and schedule one’s own learning.
AC4. Demonstrate an awareness of the need for cultural sensitivity and ethical use of information in producing texts.
LO2: Apply a range of communication, language and learning strategies and principles in learning and school contexts to make decisions and
solve problems.
AC1. Identify and solve problems and make decisions using appropriate critical and creative thinking techniques.
AC2. Construct an oral or written argument to present ideas, facts and/or opinions using valid and reliable evidence.
AC3. Demonstrate the ability to respond to texts by showing understanding and critical awareness of purpose, meaning and context.
AC4. Demonstrate the ability to present information in graphical form, and to accurately interpret graphs, tables, diagrams, etc.
LO3: Access, analyse and evaluate information to produce appropriate and reliable texts for academic and organisational contexts.
AC1. Access and critically evaluate information from a variety of primary and secondary sources.
AC2. Process and present information using a variety of media.
AC3. Plan and produce a variety of texts using appropriate oral and written language structures and conventions.
AC4. Communicate knowledge and concepts in a variety of ways, in appropriate formats and using appropriate technologies.
LO4: Demonstrate an understanding of the implications of ethical complexity in an academic and school context.
AC1. Consider ethical issues in conducting research, managing information and producing written and oral texts.
AC2. Produce research and texts that adhere to ethical and academic conventions.
AC3. Demonstrate accountability for decisions and actions taken in conducting research and producing written and oral texts.
AC4. Communicate written and oral texts in a culturally sensitive manner in academic and professional contexts.
LO5: Effectively lead and manage others in achieving learning objectives.

AC1. Demonstrate the ability to communicate and interact within a group to achieve team and organisational objectives.
AC2. Demonstrate appropriate verbal and non-verbal skills in planning and participating in group discussions, presentations and / or forums.
LO6: Manage the learning and development needs and performance of self in given context.
AC1. Explore further learning and development needs in relation to one’s own education and career goals.
Content of module:
Yourself as student, yourself as teacher
• Skills in the workplace [Bardwell, EBSCO]
• Skills for the 21st century workplace [Harvard University Advanced Leadership Initiative Think Tank]
• Teaching in the 21st century [Stronge et al, Part I & II]; [Cooper, Journal for Pastoral Care]
Managing work and study
• Managing yourself [Drucker, HBR]; [Siewierski, Chapter 12, section 12.2]
• Managing your time [Siewierski, Chapter 12, section 12.3]
Introduction to academic literacy
• Learning and development for study and work [Siewierski, Chapter 1, Section 1.1.1, 1.1.2]
• Learning strategically [Siewierski, Chapter 1, Section 1.1.3, 1.1.4]
• Learning with others [Bond, Current Issues in Education]
Speak
• Listening effectively [Hudson, ITM]]
• Writing for presentations [Siewierski, Chapter 11, Section 11.1-11.2]
• Delivering oral texts [Siewierski, Chapter 11, Section 11.4-11.5]
• Non-verbal ques [Siewierski, Chapter 11, Section 11.5.2]
• Using visual aids and multimedia [Siewierski, Chapter 11, Section 11.3]; [Siewierski, Chapter 9, Section 9.6]
Read
• Reading for purpose [Siewierski, Chapter 2, Section 2.1-2.3]
• Ethics in research and writing [Siewierski, Chapter 2, Section 2.4]; [Siewierski, Chapter 5, Section 5.3
• Understanding referencing and avoiding plagiarism [Siewierski, Chapter 2, Section 2.5]
• Searching, selecting and evaluating texts [Siewierski, Chapter 5, Section 5.1, 5.2, 5.6]
Think
• Analysing texts [Siewierski, Chapter 7, Section 7.1-7.6]
• Interpreting and constructing arguments [Siewierski, Chapter 8, Section 8.1-8.5]
Write
• Planning your writing [Siewierski, Chapter 3, Section 3.1-3.9]
• Drafting your writing [Siewierski, Chapter 4, Section 4.1-4.7]; [Siewierski, Chapter 6, Section 6.1-6.5]
• Editing and refining your writing [Siewierski, Chapter 10, Section 10.1-10.6]
• Writing for assessment [Siewierski, Chapter 12, Section 12.4-12.5]
Assessment:

Assignments
It requires students to apply knowledge and demonstrate their ability to perform specific tasks / activities. This may include and is not limited to

Tests for distance
Test for contact
Year Year 1
Total 100% 50
Duration 50 minutes
Examination
Contributes 60% of final mark. The structure of the exam is as follows:
Year Year 1
Short answer questions: Multiple choice, true / false with motivation to support answers, matching columns 30% 30
Short / medium answer: 40% 40
Long answer: essay / case studies / articles with choice of questions. 30% 30
Total 100% 100
Duration 1h30

Both internal and external moderation is conducted to ensure assessment is consistent, accurate and well-designed. The policy of the institution
will guide this process. However, the following applies broadly to internal moderation:

papers.
• A minimum of a 10% random sample applies for moderation of tests, assignments and examination papers. However, if serious
discrepancies are identified, the procedure of the institution applies regarding re-assessment.
The institution makes use of external moderation (for fourth year subjects – Education Studies, Psychology, Mathematics, English, isiZulu,
Afrikaans, Mathematics Teaching & Learning, Home language Teaching & Learning (English / isiZulu / Afrikaans), Life Skills Teaching & Learning).
The above bullets, along with the additional point below, apply:
Module readings:
Prescribed text:
• Siewierski, C. 2015. Introduction to scholarship: Building academic skills for tertiary study. First edition. Oxford University Press.
Prescribed articles (Online):

• Bardwell, C. 2002. Making the Transition from College to the World of Work. EBSCO Publishing.
• President and Fellows of Harvard College. 2014. Education for the 21st Century: Executive Summary.
• Stronge, J., Grant, L. W. and Xu, X. 2015. The Changing Roles of Teachers: What Research Indicates. Part I. http://www.p21.org/news-
events/p21blog/1791-the-changing-roles-of-teachers-what-research-indicates-part-i-of-ii-
• Stronge, J., Grant, L. W. and Xu, X. 2015. The Changing Roles of Teachers: What Research Indicates. Part II. http://www.p21.org/news-
events/p21blog/1792
• Cooper, B. 2004. Empathy, Interaction and Caring: Teachers’ Roles in a Constrained Environment. Journal for Pastoral Care & Personal-
Social Education. http://oppimateriaalit.jamk.fi/edusociety/files/2010/06/EmpathyInteractionandCaringartikkeli.pdf
• Drucker, P. 2005. Managing Oneself. Harvard Business Review, (January)
• Hudson, P. n.d. Listening: a teacher’s most important skill. International Teacher Magazine.
http://consiliumeducation.com/itm/2015/04/05/a-teachers-most-important-skill/
• Hudson, P. n.d. Five ways to improve your listening skills. International Teacher Magazine.
http://consiliumeducation.com/itm/2017/02/01/five-ways-to-improve-your-listening-skills/
• Bond, N. 2013. Developing a Professional Learning Community among Preservice Teachers. Current Issues in Education. Aug2013, Vol. 16
Issue 2, p1-15. 15p http://web.b.ebscohost.com/ehost/detail/detail?vid=49&sid=f8fce532-6d54-41e8-b2da-
293a2741ccdd%40sessionmgr102&hid=115&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=90227899&db=ehh
• Morgan, A. 1989. Communication skills for teachers. Annual Meeting of the Speech Communication Association (75th, San Francisco, CA,
November 18-21, 1989)
• Kember, D. 1999. Integrating Part-time Study with Family, Work and Social Obligations. Studies in Higher Education 24:1.
• International Teacher Magazine: Listening http://consiliumeducation.com/itm/listening/
• Homden, A. n.d. The essential skill of analytical thinking. International Teacher Magazine.
http://consiliumeducation.com/itm/2016/06/11/the-essential-skill-of-analytical-thinking/
7. Table of Modules (Name of module, credits per module per level, knowledge fields, minimum specialist requirements.
Use the information in the module descriptions provided above to show the “knowledge mix” that makes up each module, and therefore the
programme as a whole. For each module, reflect the kind of learning embedded in the module, the credit weighting and the level for the different kinds
of learning. This will allow a reflection on learning integration and knowledge mix within each module. For example, a module that primarily develops
knowledge related to the study of education, but also allows the student to develop understanding of how the knowledge can be applied in teaching
would cover both disciplinary and pedagogic learning, with the major part of the credits being allocated to the study of education, and a smaller
component being allocated to pedagogic learning.
Disciplinary Learning Pedagogic Learning Practical Fundamental Situational

Learning Learning Learning
Study of Subject General Pedagogic

Education & its Knowledge Pedagogic Content
Foundations. Knowledge Knowledge
Module
Name (in the
order in which they L L L L L L L L L L L L L L L L L L L L L L L L L L L L
would typically be 5 6 7 8 5 6 7 8 5 6 7 8 5 6 7 8 5 6 7 8 5 6 7 8 5 6 7 8
offered as the
programme is
delivered)
Education 12 4
Studies 101
Education 6 2 2 6
Studies 102
Education 16
Studies 201
Education 16
Studies 202
Education 16
Studies 301
Education 16
Studies 401
Introduction to 8
Educational
Research
English 16
Language
Communication
101
isiZulu for 16
communication
Integrated 8
Computer
Technology
Teaching 2 6
Practice 1
Teaching 4 4
Practice 2
Teaching 10 6
Practice 3
Mathematics 16
for Foundation
Phase teachers
101
Mathematics 16
for Foundation
Phase Teachers
201
Mathematics 4 8 4
teaching in the
Foundation
Phase 201
Mathematics 4 8 4
teaching in the
Foundation
Phase 301
Mathematics 8 4 4
teaching in the
Foundation
Phase 401
Early Child 16
development
Physical 16
Education for
children
Health 16
Education
Life Skills 201 4 8 4
English 202 16
English 301 16
English Home 4 8 4
language
teaching 201
English Home 4 8 4
Language
teaching 301
English Home 8 4 4
language
teaching 401
English First 4 8 4
additional
language
teaching 201
English First 4 8 4
Additional
language
teaching 301
English First 8 4 4
additional
language
teaching 401
isiZulu 201 16
isiZulu 301 16
isiZulu home 4 8 4
language
teaching 201
isiZulu Home 4 8 4
language
teaching 301
isiZulu Home 8 4 4
language
teaching 401
isiZulu First 4 8 4
additional
language
teaching 201
isiZulu First 4 8 4
additional
language
teaching 301
isiZulu First 8 4 4
additional
language
Teaching 401
Total credit 12 14 64 0 64 64 16 0 4 34 0 0 0 64 32 0 0 8 26 0 40 0 0 0 0 48 22 0
points
*Please note that this table is not a programme design tool. It is simply a technical tool designed to provide a birds-eye’ overview of the programme once it has
been designed.
Summary of cp per level and groupings of knowledge mix:
• Education Foundations/Generic teaching methods/fundamental learning/situational learning:-
Total cp – 238cp
L5 –56cp
L6 – 96cp
L7 - 86 (of which Education Foundations is 64cp)
• Teaching Specialisation content/methods and practical learning:-

Total – 274cp
L5 - 64
L6 – 136cp
L7 – 74cp
Total cp for prog. – 512cp
8. Additional information on arrangements for Work Integrated Learning
(Number of weeks in total, number of weeks per annum, supervision and assessment, etc)
Supervised Teaching Practice in accredited schools will take place in year 2, year 3 and year 4 as follows:
Year 1: micro-teaching (campus based)
Year 2: duration of 6 weeks in an accredited school
The school will be accredited by the institution based on a selection process that is articulated below.
The institution will be responsible for the selection of schools for Teaching Practices. A database of appropriate schools will be developed by the
institution through its network of schools established during its marketing processes. In addition, schools that have been identified and referred to by
students (past and present) will also be considered by the institution for consideration as potential sites for teaching practice. Schools that are
regarded as functional schools with the capacity to support the teaching practice programme of the institution will be the selection criteria for inclusion
in the school database. A list of functional schools will be obtained from the school district offices. Preliminary visits to each of the identified schools
will be made by officials of the institution. These visits will establish the appropriateness of the school for teaching practice and to establish
professional relationships with the school management, outlining the educational and training needs for teaching practices, the administrative
requirements, assessment processes and their acceptance to be on the list for potential student teachers to do their teaching practice. The visits will
be followed with a formal document outlining the requirements of teaching practice, the expected roles of the school teachers and management, the
documentation required for teaching practice and details about mentor support for the student teachers and assessment of students.
In addition to the documentation that will be provided to participating schools, regional training sessions will be held twice a year by the institution’s
academic staff, before each teaching practice sessions. These regional training sessions will be for all participating schools where a minimum of two
teachers from each school will be invited to these sessions. The training sessions will include an overview of initial teacher development, the purpose
of teaching practices, the requirements from each constituent involved in the teaching practice support, supervision, management and assessment,
including documentations required, and mentorship training by lecturers from the institution.
Each student will be supervised by the schools’ mentor teacher and institution’s academic staff and tutors. The institution employed tutors would be
employed under the direction of the respective academic lecturers of the institution to provide additional support in teaching practice supervision. The
school mentor teacher will mentor the student on a daily basis and provide formative assessments for student development during the teaching
practice sessions, while the institution employed academic staff and tutor will review lesson plans, observe lessons taught, give oral and written
feedback on lesson planning and lesson teaching and provide formative and summative assessments for students under her/his supervision. Final
assessment will be done by the institution’s Teaching Practice co-ordinator through a review of the school based formative assessments and the
institution’s academic staff and tutors’ formative and summative assessments.
Each student will be visited by the institution’s academic staff and/or tutors twice over each teaching practice session and if required, a third visit to
review students who are on borderline.
9. Date of implementation of the programme for the first time

January 2021
10. Approval by Council and Senate

20 January 2020
11. Date of submission

30 June 2020
12. Contact information
Name of contact person – Prof Chandru Kistan

Physical address –160 Monty Naicker Road
Telephone number (Telkom/Cell phone) – 031 827 8300 or 0825721134
E-mail: -kistanc15@gmail.com
13. Applications should be sent to:
Mr R Sheodass
Department of Higher Education and Training
123 Schoeman Street
Private Bag X 174
PRETORIA
0001
Tel: (012) 312 5364

Fax: (012) 323 6589/0862983415
E-mail: Sheodass.R@dhet.gov.za
Bachelor of Education Foundation Phase Course Breakdown
There are 9 streams in the Foundation Phase teaching qualification as indicated, with
Stream 1 – Stream 5 being compulsory, and the student having to select a Language Stream
(Stream 6-8) and an optional second First Additional Language (Stream 9):
• Stream 1: Fundamental learning (compulsory); 20 credits

• Stream 2: Pedagogical learning (compulsory); 98 credits
• Stream 3: Practical and situational learning (compulsory); 120 credits
• Stream 4: Disciplinary learning – Mathematics (compulsory); 74 credits
• Stream 5: Disciplinary learning – Life skills (compulsory); 74 credits
• Stream 6: Disciplinary learning – Language 1 (isiZulu HL, English FAL) (elective); 122
credits
• Stream 7: Disciplinary learning – Language 2 (Afrikaans HL, English FAL, Conversational
isiZulu) (elective); 132 credits
• Stream 8: Disciplinary learning – Language 3 (English HL, English FAL, isiZulu FAL)
(elective); 164 credits
• Stream 9: Disciplinary learning – Language 3 (isiZulu FAL / Afrikaans FAL) (elective); 52
credits
Stream 1: Fundamental learning (compulsory)
Students must complete the following modules, worth 20 credits.
NQF Credit
Module title Level pts Module type Year Semester
Academic literacy 1 5 10 Foundational 1 1
Technology & Teaching 1 5 10 Foundational 1 1
TOTAL CREDITS 20
1
Stream 2: Pedagogical learning (compulsory)
Students must complete all the modules in this stream, and achieve 98 credits:
NQF Credit
Education studies 1 5 16 Foundational 1 1
Early Childhood development 6 10 Foundational 1 2
Being a teacher 7 20 Foundational 2 1
Psychology 1 6 18 Foundational 2 2
Diversity and inclusion 7 12 Foundational 3 1
Psychology 2 6 12 Foundational 3 2
Educational research 7 10 Foundational 4 1
TOTAL CREDITS 98
Stream 3: Practical and situational learning (compulsory)
NQF Credit
Teaching practice 1A 5 4 Foundational 1 1
Teaching practice 1B 6 16 Foundational 1 2
2
TOTAL CREDITS 120
Stream 4: Disciplinary learning – Mathematics (compulsory)
NQF Credit
Mathematics 1 5 10 Foundational 1 1
Mathematics teaching &

learning 1 6 16 Foundational 1 2



TOTAL CREDITS 74
Stream 5: Disciplinary learning – Life skills (compulsory)
NQF Credit
Life skills 1 5 10 Foundational 1 1
Life skills teaching 1 6 16 Foundational 1 2
Life skills teaching & learning 2 6 16 Foundational 2 2
3
TOTAL CREDITS 74
Language streams
Students must select one language stream as indicated, i.e. Stream 6, or 7 or 8. Note that
each language stream has its own credit value as indicated.
Students may elect to do another First Additional Language (Stream 9).
The language streams have been developed to comply with the Minimum Requirements for
Teacher Education Qualifications, 2015.
Stream 6: Disciplinary learning – Language 1 (isiZulu HL, English FAL) (elective)

You must achieve a minimum of 122 credits for this Language stream:
NQF Credit
IsiZulu 1 5 10 Elective 1 1
English 1 5 10 Elective 1 2
isiZulu HL teaching & learning 1 6 12 Elective 1 2
English FAL teaching & learning

1 6 16 Elective 2 2

2 6 12 Elective 3 2

3 7 14 Elective 4 2
TOTAL CREDITS 122
4
Stream 7: Disciplinary learning – Language 2 (Afrikaans HL, English FAL, Conversational
isiZulu) (elective)
NQF Credit Module

Module title Level pts type Year Semester
Afrikaans 1 5 10 Elective 1 1
Afrikaans HL teaching and

learning 1 6 12 Elective 1 2
Afrikaans HL teaching &


1 6 16 Elective 2 2


2 6 12 Elective 3 2
Conversational isiZulu 1 5 10 Elective 4 1


3 7 14 Elective 4 2
TOTAL CREDITS 132
Stream 8: Disciplinary learning – Language 3 (English HL, English FAL, isiZulu FAL) (elective)
5
NQF Credit
English HL teaching & learning

1 6 12 Elective 1 2

2 6 16 Elective 2 1

1 6 16 Elective 2 2
isiZulu FAL teaching & learning

1 6 16 Elective 2 2

3 6 16 Elective 3 1

2 6 12 Elective 3 2

2 6 12 Elective 3 2

4 7 16 Elective 4 1

3 7 14 Elective 4 2

3 7 14 Elective 4 2
TOTAL CREDITS 164
Stream 9: Disciplinary learning – Language 4 (isiZulu FAL or Afrikaans FAL) (elective)

Students may elect to do second First Additional Language (i.e. isiZulu or Afrikaans).
If they do select a second First Additional Language, the following is required for teaching of
the language:
6
NQF Credit
Afrikaans 1 5 10 Elective 1 1
Afrikaans FAL teaching &



TOTAL CREDITS 52
OR
NQF Credit
isiZulu FAL teaching & learning 1 6 16 Elective 2 2
TOTAL CREDITS 52

Berea College B Ed FP Teaching Submission

Uploaded by

Copyright:

Available Formats

You might also like

Berea College B Ed FP Teaching Submission

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Berea College B Ed FP Teaching Submission

Uploaded by

Copyright:

Available Formats

Submission of new teacher education qualifications for approval by the Department of Higher Education and Training

1. Name of the institution

3. Qualifications required for admission

4. Articulation with other qualifications and programmes

5. Mode of delivery of the programme

See attached document that details the module description

Programme Design Module: Technology and Teaching (Year 1, Semester 1) (Compulsory)

Module Name Technology & teaching (Year 1) (Semester 1)

Assessment criteria for module outcomes

Formative assessment for contact and distance mode of delivery:

There is one assignment for each module.

The assignment contributes 20% of the final mark.

Tests for distance

Test for contact

Year Year 1 & Year 4

Exit level outcome 3:

• Moderation is only conducted by suitably qualified and appointed personnel.

Module Name Teaching practice 4B

This covers, but is not limited to:

This learning will be assessed in the following manner:

Year Credits Assessment methods & contribution

School report Institutional PoE Total

4B 24 35% 35 35% 35 30% 30 100% 100

Contribution of this module to the programme knowledge mix:

It is aligned to the following ELOs:

• Moderation is only conducted by suitably qualified and appointed personnel.

Prescribed Textbook: edition, chapter, pages

Programme Design Module: Teaching practice 4A (Year 4, Semester 1) (Compulsory)

Module Name Teaching practice 4A

Assessment criteria for module outcomes

This covers, but is not limited to:

This learning will be assessed in the following manner:

Year Credits Assessment methods & contribution

School report Institutional PoE Total

4A 12 20% 20 30% 30 50% 50 100% 100

Contribution of this module to the programme knowledge mix:

• Moderation is only conducted by suitably qualified and appointed personnel.

Prescribed Textbook: edition, chapter, pages

Programme Design Module: Teaching practice 3B (Year 3, Semester 2 ) (Compulsory)

Module Name Teaching practice 3B

Assessment criteria for module outcomes

This learning will be assessed in the following manner:

Year Credits Assessment methods & contribution

School report Institutional PoE Total

3B 24 35% 35 35% 35 30% 30 100% 100

Contribution of this module to the programme knowledge mix:

• Moderation is only conducted by suitably qualified and appointed personnel.

Prescribed Textbook: edition, chapter, pages

Programme Design Module: Teaching practice 3A (Year 3, Semester1) (Compulsory)

Module Name Teaching practice 3A

Exit level outcome 1:

Assessment criteria for module outcomes

This learning will be assessed in the following manner:

Year Credits Assessment methods & contribution

School report Institutional PoE Total

3A 8 15% 15 35% 35 50% 50 100% 100

Contribution of this module to the programme knowledge mix:

• Moderation is only conducted by suitably qualified and appointed personnel.