| Child and Adolescent Development - CAD1501 | |||
|---|---|---|---|
| Higher Certificate | Year module | NQF level: 5 | Credits: 12 |
| Module presented in English | |||
| Purpose: The module provides an overview of the physical, cognitive, emotional, social and moral development stages of children and adolescents. Successful candidates will develop basic knowledge assumed for all potential teachers by having a basic understanding of the - different human development theories aimed at the child and adolescent life phases, and - aspects that may influence the successful mastery of development tasks and the effect these have on the well-being of the individual. | |||
| Guidance, Counselling and Life Skills Development - GCS1501 | |||
|---|---|---|---|
| Higher Certificate | Year module | NQF level: 5 | Credits: 12 |
| Module presented in English | |||
| Purpose: The module provides an overview of the guidance, counselling life skills domains. Successful candidates will develop an understanding of the core concepts, key terms, fundamental theories, rules and general principles underpinning guidance, counselling and life skills. Qualifying candidates will be able to demonstrate an informed understanding of these domains assumed for all teachers teaching in diverse settings. Candidates will further be in a position to make an informed decision if they would like to become specialist life orientation teachers and/or educational psychologists in future. | |||
| Introduction to Personal and Social Wellbeing - IPS1501 | |||
|---|---|---|---|
| Under Graduate Degree | Year module | NQF level: 5 | Credits: 12 |
| Module presented in English | |||
| Purpose: The primary purpose of this module is to providing a fundamental understanding of life skills in general; what life skills are about, the different topics to be included in the Life Skills' teaching plan to promote personal and social wellbeing, teaching methods and the assessment of life skills within divers teaching and learning contexts. Graduates are equipped with the required subject content knowledge base, theory, and methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified beginner teachers. Students' theoretical understanding is enriched by contextualizing different theoretical frameworks, observing human rights and taking African philosophies/Indigenous Knowledge Systems into consideration. | |||
| Care and Support for Personal and Social Well-being - CSP2601 | |||
|---|---|---|---|
| Under Graduate Degree | Year module | NQF level: 6 | Credits: 12 |
| Module presented in English | |||
| Purpose: The primary purpose this module has is to fulfill the specialist requirements for teaching Life Skills as a subject. The study content deepens pedagogical knowledge of teaching life skills underpinning situational learning. Students' theoretical understanding is deepened and strengthened by interrogating, appreciating, and contextualizing theoretical frameworks and policy documents, observing human rights and taking African philosophies/Indigenous Knowledge Systems into consideration when teaching life skills. This module further equips graduates with basic guidance and counselling skills they need in order to render care and support to learners in need within their ethical scope of practice as Life Skills teachers. Students are exposed to various learning opportunities that will enable them to demonstrate competencies and responsibility as academically and professionally qualified beginner life skills teachers. | |||
| Psychology of Education - PED3701 | |||
|---|---|---|---|
| Under Graduate Degree | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English | |||
| Purpose: The purpose of this module is to explore adolescents in their totality as individuals and focusses on the nature of development (physical, cognitive, social, emotional, moral, spiritual ect.) and learning. The module considers learning challenges, the understanding of learning, learning styles, motivation and learner differences. It focuses on the understanding that assumptions about the nature of learners (development) and learning underpin all decisions made by classroom teachers. These discussions will be taken further in the modules: Educational Studies in context and Inclusive Education. | |||
| Teaching Life Skills - TMN3703 | |||
|---|---|---|---|
| Under Graduate Degree | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English | |||
| Purpose: The purpose of this module is to obtain knowledge, skills, values and attitudes to teach Life Skills in the Intermediate Phase of the General Education and Training Band. The purpose is also to obtain foundational, practical and reflexive competences to facilitate the teaching and learning of Life Skills on a beginner teacher's level. | |||
| Teaching Life Orientation in the Senior Phase - TMS3722 | |||
|---|---|---|---|
| Under Graduate Degree | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English | |||
| Purpose: The purpose of this module is to ensure that qualifying student teachers: - acquire the knowledge, skills, values and attitudes that will enable them to teach Life Orientation in the senior phase; - integrate knowledge and skills acquired from other modules in the qualification such as Instructional studies, Curriculum Development and Implementation, Assessment, Classroom management, Inclusive Education and the disciplinary knowledge in the subject to develop and enhance their teaching ability, preparing them to fulfil their roles as a classroom teacher in the varying contexts of South African classrooms; - acquire, integrate and practice their foundational, practical and reflexive competences to prepare them to facilitate the teaching and learning of Life Orientation on a beginner teacher's level. | |||
| Psychology of Education - HED4814 | |||
|---|---|---|---|
| Honours | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | Module presented online | ||
| Purpose: The purpose of the module is to provide qualifying students with a strong theoretical understanding of the social nature of education as a process and schooling as an evolving social construct to maximise opportunities for teaching and learning by means of social interaction, evident in sociology of education. The module will also serve as a framework for the analysis of social change in the South African schooling system, while participating in complex societal discourses and implementing evidence based solutions linked to theory-driven arguments. | |||
| Psychology of Education and Child Development - PDP4801 | |||
|---|---|---|---|
| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | |||
| Purpose: The purpose of this module is to provide students with background to the discipline of Educational Psychology and Child Development. Qualifying students will enhance their knowledge of various theoretical frameworks, perspectives, models as well as policy documents that pertain to Educational Psychology. Students will be introduced to a range of child development theories and required to gain in-depth understanding of educationally at risk learners as well as the factors that contribute to their personal and academic challenges within the South African school context. | |||
| Cognition and Learning - PDP4802 | |||
|---|---|---|---|
| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | |||
| Purpose: This module intends to provide students with information about the relationship between cognition and learning according to constructivist learning principles. Qualifying students will enhance their knowledge of learning, educational neuroscience, multiple intelligences and talent identification. The purpose of this module is to introduce students to the key role of cognition in the learning process. This module will enhance the students by teaching them aspects of the learning process. | |||
| Classroom Intervention Strategies for Teaching and Learning Support - PDP4803 | |||
|---|---|---|---|
| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | |||
| Purpose: Education and training policies for example South African Schools Act (SASA), White Paper 6 and the Screening, Identification, Assessment and Support (SIAS) policy documents require teachers to have specialised skills in order to render teaching and learning support. It is expected from teachers to take responsibility and be creative in responding to learners' needs within the appropriate teaching and learning context in diverse school and classroom settings. Furthermore this module acknowledges an African voice by infusing African philosophies/indigenous knowledge systems. The purpose is to offer students the necessary specialised knowledge and skills from a positive psychology perspective to act professionally in applying intervention classroom strategies for rendering teaching and learning support. The eco-systemic and asset based models will form the theoretical underpinning of this module and knowledge of theories drawing from resilience and positive psychology intervention models, will provide candidates the necessary knowledge and skills for encouraging parental involvement, community partnerships and multidisciplinary collaboration. Successful students will have an understanding of their legal responsibilities, their role and function within the multidisciplinary team and community based organisations in rendering classroom support through purposeful intervention strategies. | |||
| Psycho-social, emotional and behavioural challenges - PDP4804 | |||
|---|---|---|---|
| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | |||
| Purpose: The purpose of this module is to enhance qualifying students' knowledge of the psycho-social, emotional and behavioural challenges by applying psychological methods that influence the interaction of teaching and learning. The module allows students to be able to identify the mitigating and protective factors of the identified challenges by conducting formal and non-formal assessments. The module also allows students to be able to provide intervention to learners exhibiting challenges. Furthermore, the student will deepen their knowledge on processes for the referral of learners to field specialists as required as and when required. This module lays a practical foundation for students to be able to understand, identify, assess and provide support to learners, teachers and parents when learners experience challenges related to their psycho-social, emotional and behavioural functioning. | |||
| Applying action research for improved practice - PDP4805 | |||
|---|---|---|---|
| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | |||
| Purpose: The purpose of this module is to provide students with the necessary theory in line with the requirements at the NQF 8 level. It offers the theoretical underpinnings in order to identify the characteristics of action research and be able to distinguish the basic steps in action research. The module introduces the student to the ethics surrounding action research, deciding on an area of focus, data collection techniques and considerations, data analysis and interpretation, action planning to facilitate change, writing up and the evaluation of action research. | |||
| Creating and maintaining a psychosocial safe environment for teaching and learning - PDT4801 | |||
|---|---|---|---|
| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | |||
| Purpose: The purpose of this module is to providing teachers with the skills on how to create and maintain a conducive teaching and learning environment that fosters well-being, resilience and coping, as well as learning how to implement and apply these skills in practice. This module aims to strengthen and expand the teacher's experiential knowledge on what is meant by a psychosocial safe environment for teaching and learning in the African context. This module involves a high level of theoretical and practical engagement, as well as intellectual independence where it is expected from the student to relate and apply the knowledge gained to his/her unique teaching and learning professional environment by using work integrated learning. The development of the relevant professional skills will motivate and inspire teachers to make a difference in their classrooms and school environments by creating and taking on advanced leadership roles in their specific situations. | |||
| Psychosocial Support and Project Management in diverse teaching and learning environments - PDT4802 | |||
|---|---|---|---|
| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | |||
| Purpose: The module's purpose is to enable teachers to gain an experiential understanding of their roles and responsibilities as active multi-disciplinary team members in rendering psychosocial support in promoting psychosocial wellbeing within diverse school settings by taking into consideration African philosophies and observing individual and group human rights. Teachers are enabled within their scope of practice to facilitate support to the identified learner by applying theory and principles of guidance, counselling, case and project management. The module is rooted in cutting edge theories. Fundamental understanding of counselling and project management is offered to students by interrogating, appreciating, and contextualizing the body of knowledge. Work integrated learning in the form of problem-based learning and/or project based learning assist students to undertake leadership roles by acquiring the necessary skills to apply theory in practice illustrating intellectual independence. | |||
| Teacher wellbeing - PDT4803 | |||
|---|---|---|---|
| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | |||
| Purpose: The purpose of this module is to equip students with skills to implement theoretical knowledge into practice to the issue of the psychosocial wellbeing of teachers. Qualifying students will enhance their detailed knowledge, insight and application of theories, models, policy documents and research findings that pertain to teacher wellbeing in the South African context in particular. Students will be introduced to a range of perspectives and will be required to gain an in-depth understanding of the importance of teacher wellbeing; of factors that impact on wellbeing in general and in the African context in particular; of how teacher wellbeing can be determined; and of ways to enhance their wellbeing. Students will need to demonstrate the ability to apply procedures in an ethically acceptable manner within their scope of practice to determine the wellbeing of teachers and to design a creative response to enhance their wellbeing. | |||
| The vulnerable learner - PDT4804 | |||
|---|---|---|---|
| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | |||
| Purpose: Psychosocial wellbeing of learners allows for a multi-sectoral and multi-disciplinary approach towards understanding the psychosocial context of education and training and its impact on learners' work. The purpose of this module is to deepen teachers' knowledge and engagement in theories and applying theory in practice pertaining to the manifestation of learners' vulnerability in different teaching and learning contexts. This module requires teachers to interrogate the body of knowledge including local communities' knowledge in order to apply theory in practice by developing creative responses to psychosocial problems and issues. The module creates opportunities for teachers to use a range of skills to screen, identify and assess learners' vulnerability drawing from positive psychology. Work integrated problem/project based learning allows for advanced reflection and creative responses embracing the spirit of Ubuntu. Intellectual independence is fostered by critical reflection on programme sustainability, suitability of different ethical value systems and accountability for practice. | |||
| Theoretical frameworks and legislation underpinning psychosocial wellbeing in teaching and learning environments - PDT4805 | |||
|---|---|---|---|
| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | |||
| Purpose: The module strengthens students' deep understanding of the body of knowledge with regard to theoretical frameworks/models, legislation and policies underpinning psychosocial wellbeing in the teaching and learning environment. Legislation with regard to child welfare and psychosocial wellbeing, education policy documents and theoretical frameworks provide a pathway to identify, analyse and address psychosocial issues within diverse teaching and learning environments. Infusion of African philosophies embraces the spirit of Ubuntu when addressing learners' psychosocial needs. Awareness of policies acquires students to apply ethical standards and professionalism when addressing psychosocial issues. Teachers' intellectual independence is fostered by creating work integrated learning opportunities to apply and transfer standard policies while reflecting critically on theoretical models/framework in diverse contexts. | |||
| Africanisation within the context of Life Orientation - PGL4801 | |||
|---|---|---|---|
| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | |||
| Purpose: The purpose of this module is to deepen and broaden the teachers' knowledge regarding theoretical frameworks, policies, Acts that are applicable to Life Orientation within the teaching and learning context. The knowledge and skills gained from this module will equip teachers with relevant African philosophies and other theories which will be practically applied in their teaching and learning contexts. The module enables qualifying students to know the theories forming a lens for understanding diverse complex situations. In applying principles that address learners' rights and dynamic environment, teachers will be in a position to address challenging situations competently. Furthermore qualifying students will be in a position to use African philosophies to use a range of skills to reflect critically in their practice. Intellectual independence is fostered through indigenous practices and other theoretical underpinnings that will equip teachers with facilitation skills, problem solving and work integrated learning in the holistic development of learners. | |||
| Facilitation of Life Orientation in diverse Teaching and Learning contexts - PGL4802 | |||
|---|---|---|---|
| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | |||
| Purpose: The purpose of this module is to strengthen and deepen teachers' applied knowledge in the facilitation of Life Orientation. Qualifying students should be able to apply pedagogical content knowledge and techniques of teaching LO in a range of diverse contexts. Professionalism and ethical conduct should be displayed by teachers in the teaching practice of LO. Qualifying students should be able to use a range of specialized skills to identify, analyze and address complex or abstract problems drawing from a body of pedagogical content knowledge. Students will be able to reflect on the facilitation of pedagogical content knowledge infusing African philosophies. | |||
| Linking the world of school and the world of work - PGL4803 | |||
|---|---|---|---|
| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | |||
| Purpose: The purpose of this module is to provide teachers with in-depth knowledge, and critical engagement in the current developments in career guidance. Qualifying students are equipped with the understanding of the process of the interrelatedness of career and personal development. Students are introduced to theoretical perspectives and approaches in career guidance from an African perspective, work integrated learning that is problem/project based provides learning opportunities in order to apply theory to practice. The module enables students to identify, critically analyse and address complexities in the world of work. Qualifying students will be able to access, process and manage information in order to impart knowledge and skills to develop creative responses in dynamic work environments. Students critically reflect on human rights, ethical conduct within safe work environments. Students are encouraged to be professional, accountable, responsible and independent in decision making. | |||
| Promoting values and spiritual intelligence in education - PGL4804 | |||
|---|---|---|---|
| Post Graduate Diploma | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | |||
| Purpose: The purpose of the module is to strengthen and deepen the teachers' knowledge in the subject Life Orientation with regard to values in education and spiritual intelligence. Qualifying students will be equipped with skills to explore the interrelated aspects of being human in order to understand humanity and the need for values in education. Furthermore students will examine the current landscape in South Africa, with regard to the implementation of values in education including human rights. They will also reflect on values from an African perspective as well as other approaches currently applied in educational settings. Students will consider the role of spiritual intelligence, as the innate wisdom that precedes the acquisition of value and introduce a ground breaking approach to understanding values in education. They will be able to critically reflect on ethical issues regarding the suitability of different value systems within diverse contexts. Finally, the qualifying student will explore, take responsibility be accountable for their work, use of resources and be able to make decisions. | |||
| Understanding, counselling and supporting learners from diverse contexts - PGL4805 | |||
|---|---|---|---|
| Year module | NQF level: 8 | Credits: 24 | |
| Module presented in | |||
| Purpose: The purpose of this module is to deepen and strengthen the students' applied competence regarding challenges that learners encounter in and outside the classroom context. Qualifying students will be equipped with counselling skills within their professional practice in the teaching and learning environment. Students in this module will be able to understand learners from diverse contexts and render teaching and learning support reflecting good human rights practice and Africanisation. The candidates will be able to identify and address ethical issues within the teaching and learning environment and critically reflect the applicability of different ethical value systems relating to specific contexts. Students will be responsible and accountable for their work, decision-making and use of resources. | |||