faculty of education undergraduate programmes … and... · 2019 undergraduate programmes 3 the...

FACULTY OF EDUCATION

UNDERGRADUATE PROGRAMMES 2020

2 FACULTY OF EDUCATION

Education

The primary school teacher education programme is integrated with students’ practice over four years

in the UJ-founded, Funda UJabule School. This is

unique in the country. At this school students observe how children develop, they work

closely with teachers and are mentored by teachers.

32019 UNDERGRADUATE PROGRAMMES

The Faculty of Education at UJ is committed to knowledge making for 21 century education. To this end the Faculty offers initial teacher education programmes (Bachelor of Education degrees).

Teacher education for primary school teaching BEd in Foundation Phase Teaching (Grades R-3) BEd in Intermediate Phase Teaching (Grades 4-7)Teacher education for secondary school teacher education BEd in Senior Phase and FET Teaching (Grades 7-12)

In addition to the BEd in Senior Phase and FET teaching a second route is available for graduates who are interested in teaching at the secondary school level. This programme is the Postgraduate Certificate in Education (PGCE). PGCE (Further Education and Training Teaching)

(Grade 7-12) PGCE: (Senior Phase & Further Education and Training

Teaching) (Grade 10-12)

Through its teacher education programmes, the Faculty strives to prepare teachers who are caring, accountable and critically reflective about the who, what, how and why of teaching in a diversity of contexts. Through integrating coursework at the University and practicum at schools the Faculty creates learning opportunities for student-teachers to acquire a thorough understanding of learning and development

in childhood/adolescence sound subject knowledge an understanding of contextual factors that impact

learning and schooling an appreciation of the demands of the teaching profession a repertoire of teaching strategies and skills a reflective stance towards teaching.

The primary school teacher education programmes are unique in the country. The coursework is integrated with practical experience over four years in the UJ founded, Funda UJabule School. At this school, which is situated on the Soweto campus, students observe how children learn and develop, they work closely with teachers and they are mentored by the teachers.

Disclaimer: Due to limited space, fulfilling all the minimum entry requirements does not guarantee acceptance into a programme.

PRO

GRA

MM

E

Qua

lifica

tion

Cod

e

Min

imum

APS

Engl

ish

as a

ho

me

lang

uage

AN

D/O

R

Engl

ish

as a

firs

t or s

econ

d ad

diti

onal

lang

uage

C ARE

ER

CAM

PUS

DEGREE PROGRAMMES FOR PRIMARY SCHOOL TEACHING

BEd Degree in Foundation Phase Teaching (4 years)

FOUNDATION PHASE TEACHING GRADE R-3

B5BFPQ 26 5 (60%+) OR 6 (70%+) Educator focusing on primary school teaching

SWC

BEd Degree in Intermediate Phase Teaching (4 years)

INTERMEDIATE PHASE TEACHING GRADE 4-7

B5BITQ 26 5 (60%+) OR 6 (70%+) Educator focusing on primary school teaching

SWC

PRO

GRA

MM

E

Qua

lifica

tion

Cod

e

Min

imum

APS

Engl

ish

as a

hom

e la

ngua

ge

AN

D/O

R

Engl

ish

as a

firs

t or

seco

nd a

ddit

iona

l la

ngua

ge

Mat

hem

atic

s

AN

D/O

R

Mat

hem

atic

al

Lite

racy

CAM

PUS

BEd Degree in Senior Phase and Further Education and Training (Grade 8-12) – BUSINESS AND MANAGEMENT STUDIES

ACCOUNTING B5BSAQ 26 5(60%+) OR 6 (70%+) 4 (50%) – – APK

BUSINESS MANAGEMENT B5BSBQ 26 5(60%+) OR 6 (70%+) 4 (50%) OR 6 (70%) APK

ECONOMICS B5BSEQ 26 5(60%+) OR 6 (70%+) 4 (50%) – – APK

CAREER: Educator focusing on high school teaching

PRO

GRA

MM

E

Qua

lifica

tion

Cod

e

Min

imum

APS

Engl

ish

as a

ho

me

lang

uage

AN

D/O

R

Engl

ish

as a

firs

t or s

econ

d ad

diti

onal

lang

uage

C ARE

ER

CAM

PUS

DEGREE PROGRAMMES FOR HIGH SCHOOL TEACHING

BEd Degree in Senior Phase and Further Education and Training (Grade 8-12) – LIFE ORIENTATION

PSYCHOLOGY B5LOPQ 26 5 (60%+) OR 6 (70%+) Educator focusing on high school teaching

APK


PRO

GRA

MM

E

Qua

lifica

tion

Cod

e

Min

imum

APS

Engl

ish

as a

ho

me

lang

uage

AN

D/O

R

Engl

ish

as a

firs

t or s

econ

d ad

diti

onal

lang

uage

AN

D/O

R

Afr

ikaa

ns

CARE

ER

CAM

PUS

PRO

GRA

MM

E

Qua

lifica

tion

Cod

e

Min

imum

APS

Engl

ish

as a

hom

e la

ngua

ge

Engl

ish

as a

firs

t or

seco

nd a

ddit

iona

l la

ngua

ge

Mat

hem

atic

s

AN

D/O

R

Mat

hem

atic

al

Lite

racy

AN

D/O

R

Phys

ical

Sci

ence

s

AN

D/O

R

Life

Sci

ence

s

AN

D/O

R

Geo

grap

hy

CAM

PUS

BEd Degree in Senior Phase and Further Education and Training (Grade 8-12) – GEOGRAPHY, LIFE SCIENCES, MATHEMATICS EDUCATION AND PHYSICAL SCIENCES

GEOGRAPHY B5SGEQ 26

5 (6

0%+)

6 (7

0%+)

4 (5

0%+) OR

6 (7

0%+) OR

3 (4

0%+) OR

3 (4

0%+)

AN

D

3 (4

0%+) APK

LIFE SCIENCES B5SLSQ 26

5 (6

0%+)

6 (7

0%+)

4 (5

0%+) OR

6 (7

0%+)

AN

D

4 (5

0%+) OR

4 (5

0%+) – – APK

MATHEMATICS B5SMMQ 26

5 (6

0%+)

6 (7

0%+)

4 (5

0%+) OR

6 (7

0%+) – – – – – – APK

PHYSICAL SCIENCE

B5SPSQ 26

5 (6

0%+)

6 (7

0%+)

4 (5

0%+) – –

AN

D

4 (5

0%+) – – – – APK

CAREER: Educator focusing on high school teaching

BEd Degree in Senior Phase and Further Education and Training (Grade 8-12) – LANGUAGE EDUCATION

AFRIKAANS B5LAFQ 26

5 (6

0%) OR

6 (7

0%+) AND

4 (5

0%+) Educator

focusing on high school teaching

APK

ENGLISH B5LAEQ 265

(60%

) OR

6 (7

0%+) – – APK

ISIZULUIsiZulu must be your home language

B5LAZQ 26

5 (6

0%) OR

6 (7

0%+) – – APK

SEPEDISepedi must be your home language

B5LASQ 26

5 (6

0%) OR

6 (7

0%+) – – APK


POSTGRADUATE CERTIFICATE IN EDUCATION (PGCE)Though this is noted as a postgraduate qualification it still forms part of the initial preparation for teachers, thus listed in this undergraduate prospectus. There are two options to choose from as listed below. The PGCE is offered over two years for part time study and one year for full time study.

PGCE (Further Education and Training Teaching)

Qualification code: A5FTTQ

Campus: Auckland Park Kingsway Campus (APK)

Admission requirements: A first degree on level 7 with a minimum of 360 credits with two school related subjects, one on second year level and one on third year level. Assessment of prior learning could also lead to entry or an advanced credit standing.NOTE: The Postgraduate Certificate in Further Education and Training Teaching consists of three one-year modules with the following options: Education and Teaching Studies plus specialisation in two Teaching Methodology and Practicum modules in FET Teaching. Education and Teaching Studies plus specialisation in one Teaching Methodology and Practicum module in FET Teaching

and one support specialisation. Education and Teaching Studies plus specialisation in one Teaching Methodology and Practicum module in FET Teaching

and one research project.

Students should have sufficient knowledge of the disciplines underpinning the specific teaching specialisations (subjects) to teach that particular school subject. All methodologies listed are offered subject to a minimum of 10 student registrations.

Methodologies associated to this qualification

Accounting Life Sciences Geography IsiZulu Visual Arts Engineering and Design

Business Studies Physical Sciences English Sepedi History Electrical Engineering

Economics Mathematics Afrikaans Design Arts Civil Technology Mechanical Engineering

Support methodologies associated to this qualification Information and Communication Technology Physical Education

Research associated to this qualification History Research

PGCE (Senior Phase & Further Education and Training Teaching)

Qualification code: A5SFTQ

Campus: Auckland Park Kingsway Campus (APK)

Admission requirements: A first degree on level 7 with a minimum of 360 credits with two school related subjects, one on third year level and one on first year level. An approved National Diploma on level 6 with a minimum of 360 credits from an accredited higher institution with two school related subjects, one on second year level and one on third year level. Assessment of prior learning could also lead to entry or an advanced credit standing.NOTE: PGCE (Senior Phase & FET Teaching) consists of three one-year modules with the following options: Education and Teaching Studies Teaching Methodology and Practicum A in Senior Phase Teaching Methodology and Practicum B in FET Phase Teaching The latter two modules focus on student’s Pedagogical Content Knowledge

Students should have sufficient knowledge of the disciplines underpinning the specific teaching specialisations (subjects) to teach that particular school subject. All methodologies listed are offered subject to a minimum of 10 student registrations.


SCHOOL BASED PRACTICUM/ WORK INTEGRATED LEARNING (WIL)Prescribed periods of school based practicum/ WIL must be completed in approved schools during the time of study. Students complete their school based practicum/ WIL during the year in which they study their methodologies. These school based practicum/ WIL is planned as follows: Three consecutive weeks the first semester. Seven consecutive weeks in the second semester. It could be expected of students to complete these periods of practical teaching during university holidays. The university reserves the right to do placement of students in schools in alignment with the training needs. Although

students employed as full time teachers are allowed to complete their WIL at the schools where they teach, they may be placed at another school for the nine weeks of WIL if they are not teaching in the phase they are registered for or not teaching the subject methodology registered for.

SERVICE LEARNINGStudents will be required to complete 46 hours of service learning throughout the year at selected schools and community sites which is a compulsory component of the Education and Teaching Studies module.

ADMISSION REQUIREMENTS for the BEd programmes A valid National Senior Certificate (NSC) with admission for degree purposes. Minimum APS of 26, excluding Life Orientation. A Bachelor’s degree endorsement (the minimum entry requirements to study towards a degree) does not guarantee

admission to the BEd. Preliminary admission is based on the results obtained in the final Grade 11 examination.

Final admission is based on the final Grade 12 results.

ADMISSION REQUIREMENTS: National Certificate (vocational) (NCV)Subject to institutional admission requirements, the minimum admission requirement to Bachelor’s degree programme is a National Certificate (Vocational) Level 4 issued by the Council for General and Further Education and Training. The minimum legislative requirements for admission to a Bachelors’ degree include the achievement of: Three (3) fundamental subjects between 60-69% – including English as language of learning and teaching. Three vocational subjects from the designated list between 70-79%.

ADMISSION REQUIREMENTS for applicants holding the National Senior Certificate for Adults (NASCA) or the Amended Senior Certificate (ASC) for qualifications in the Faculty of Education.The B-degree endorsement is a legal requirement to be admitted into the undergraduate programmes in the Faculty of Education. Thus for both the NASCA and ASC for admission to a programme in the Faculty of Education the Senate Discretionary Approval process will be followed.

Applications will be dealt with by the Faculty Teaching and Learning Committee for recommendation to the Faculty Board. Faculty Board will then refer the approved applications to Senate for Senate Discretionary approval.

Methodologies associated to this qualification

Accounting Life Sciences Geography IsiZulu Visual Arts Engineering and Design

Business Studies Physical Sciences English Sepedi History Electrical Engineering

Economics Mathematics Afrikaans Design Arts Civil Technology Mechanical Engineering

Technology Business and Management Studies

Natural Sciences

Arts and Culture Social Sciences Languages: English OR Afrikaans OR IsiZulu OR Sepedi

7


Bachelor of Education in Foundation Phase TeachingPURPOSE OF THE PROGRAMME

The purpose of the qualification is to deliver professionally qualified beginner teachers for the foundation phase. This is done by providing student teachers with a well-rounded education that equips them with the required subject content knowledge base, teaching competence, a sound and nuanced understanding of the integrated nature of theory and practice in education and the context of the teaching profession in South Africa. The programme focuses specifically on child development, literacy, numeracy (mathematics) and the knowledge that underpins life skills.

OUTCOMES OF THE PROGRAMME

Students who complete this programme will be able to:

• Teach the foundation phase curriculum (numeracy, literacy and life-skills) proficiently• Use advanced literacy skills for teaching • Support and nurture learning and development in diverse educational contexts. • Identify and address barriers to learning in the early years of schooling • Teach literacy in English and Sotho or IsiZulu (as first language and additional language). • Formulate a personal teaching philosophy and critically reflect on their teaching philosophy and

how it relates to teaching conduct.

ADDITIONAL INFORMATION


INTERNATIONAL STUDENTS

Please note that a separate process is followed for international students. In addition to the above-mentioned, a study permit and medical insurance certificate must be produced. Contact the International Office at: 011 559 3129.

DURATION OF THE PROGRAMMES: 4 YEARS FULL-TIME STUDY ONLY.

CURRICULUM (All modules are compulsory)

FIRST YEAR OF STUDY

First Semester Modules Second Semester Modules

Education Studies 1A Education Studies 1B

Teaching Studies 1A Teaching Studies 1B

Introduction to Zulu for the Foundation Phase 1A OR Introduction to Sotho for theFoundation Phase 1A

Zulu for the Foundation Phase 1B O Sotho for the Foundation Phase 1B

Mathematics for the Foundation Phase 1A Mathematics for the Foundationc Phase 1B

Teaching Methodology and Practicum 1A Teaching Methodology and Practicum 1B

English for the Foundation Phase 1A English for the Foundation Phase 1B

Culture and the Natural Environment for theFoundation Phase

Special notes: • For the module Introduction to Zulu/ Sotho for the Foundation Phase the following applies:

Students, who pass a proficiency test in Zulu/Sotho, may enrol for a suitable module in another program offered on the SWC or for a module in the BEd Intermediate Phase.

• Teaching methodology and practicum are integrated. This implies that students will engage in learning from practice, learning in practice and learning from service, aiming at developing specialised pedagogical content knowledge and teaching competence in each subject area.

• The students spend on a regular basis time in the teaching school linked to the University on the UJ Soweto Campus. They engage in structured observation and progressively take up limited classroom assistance and teaching responsibilities. This allows for continuous integration of theory and practice. The fourth year of the programme will strongly focus on developing the student teacher as reflective practitioner. During their fourth year students will be placed at different schools on the list of approved schools for Work Integrated Learning (WIL). During their placements in schools they will not only take on teaching responsibilities, but they will also do assignments which will require the demonstration of integrated and applied knowing. These assignments will form the basis for engaging in critical reflection during coursework on campus.

• The curriculum does not include the development of basic ICT competence as fundamental learning. Students who do not pass a basic ICT competency test will be required to attend compulsory ICT skills training.


PRACTICUM WHICH INCLUDES WIL

Study period

Duration Assessment

First Year 2 weeks Practicum which includes WIL and service learning amounts to 2 weeks. The WIL at schools consists mainly of structured observation, linked to assignments which are formally assessed.

Second Year 2 weeks Practicum which includes WIL and service learning amounts to 2 weeks. The WIL at schools consists mainly of structured observation, linked to assignments which are formally assessed.

Third Year 6 weeks Practicum which includes WIL and Service learning amounts to 6 weeks. During WIL at schools students take up teaching responsibilities which are formally assessed by their teacher mentors and also by staff. Students also submit assignments which are formally assessed.

Fourth Year 10 weeks at selected schools

During WIL at schools students take up teaching responsibilities which are formally assessed by the teacher mentors and also by staff. Students also submit assignments which are formally assessed.

WHAT FINANCIAL SUPPORT IS AVAILABLE?The Funza Lushaka Bursary Programme for Teachers enables students of high academic potential and commitment to undertake initial teacher education and upon qualification to enter the service of provincial departments of education. The bursaries are designed to help meet the national need for high calibre teachers in priority areas.

For more information please visit www.funzalushaka.doe.gov.za. The National Student Financial Aid Scheme (NSFAS) may be contacted at011 559 3642/3906 on the Auckland Park Kingsway Campus (APK) and011 559 5507/5509 on the Soweto Campus (SWC).Email: [email protected], www.bursaries.co.za

HOW CAN I APPLY?Please apply online at www.uj.ac.za/apply

FACULTY CONTACT DETAILSAuckland Park Kingsway Campus 011 559 3251Soweto Campus 011 559 5562Email [email protected] Website www.uj.ac.za/edu

The Faculty reserves the right to change information in this brochure.Please consult the Faculty’s website for latest developments.


Bachelor of Education in Intermediate Phase TeachingPURPOSE OF THE PROGRAMME

The Bachelor of Education in Intermediate Phase Teaching prepares students to teach learners from Grades 4 to 7. The purpose of the qualification is to deliver professionally qualified beginner teachers for the intermediate phase. This is done by providing student teachers with a well-rounded education that equips them with the required subject content knowledge base, teaching competence, a sound and nuanced understanding of the integrated nature of theory and practice in education and the context of the teaching profession in South Africa.

OUTCOMES OF THE PROGRAMME • Students who complete this programme will be able to: • Teach English as First and Additional language and communicate in either Sotho or Zulu. • Teach at least three school subjects from the following subject areas: Mathematics, Science and

Technology, Social Sciences, Life Skills, and Zulu/Sotho, in accordance with learners’ needs and the requirements of the school curriculum.

• Support and nurture learning and development in diverse educational contexts. • Teach fundamental mathematical concepts which underpin the Intermediate Phase school

curriculum. • Identify and address barriers to learning in the classroom. • Formulate a personal teaching philosophy and critically reflect on their teaching philosophy and

how it related to teaching conduct

INTERNATIONAL STUDENTS Please note that a separate process is followed for international students. In addition to the above-mentioned, a study permit and medical insurance certificate must be produced. Contact the International Office at: 011 559 3129.


DURATION OF THE PROGRAMMES: 4 YEARS FULL-TIME STUDY ONLY.CURRICULUM (All modules are compulsory)

FIRST YEAR OF STUDY

First semester modules Second semester modules



Introduction to Mathematics for the IntermediatePhase 1A

Introduction to Mathematics for the IntermediatePhase 1B

English as language of teachingand learning 1A

English as language of teachingand learning 1B

Introduction to Social Science for the Intermediate Phase 1A

Introduction to Science and Technology for the Intermediate Phase 1A

Introduction to Zulu for theIntermediate Phase 1B ORIntroduction to Sotho for theIntermediate Phase 1B

Introduction to Culture and the Natural Environmentfor the Intermediate Phase 1B

Special notes:

• For the module Introduction to Zulu/ Sotho for the Foundation Phase the following applies: Students, who pass a proficiency test in Zulu/Sotho, may enrol for a suitable module in another program offered on the SWC or for a module in the BEd Intermediate Phase.


• The students spend on a regular basis time in the teaching school linked to the University on the UJ Soweto Campus. They engage in structured observation and progressively take up limited classroom assistance and teaching responsibilities. This allows for continuous integration of theory and practice. The fourth year of the programme will strongly focus on developing the student teacher as reflective practitioner. During their fourth year students will be placed at different schools on the list of approved schools for Work Integrated Learning (WIL). During their placements in schools they will not only take on teaching responsibilities, but they will also do assignments which will require the demonstration of integrated and applied knowing. These assignments will form the basis for engaging in critical reflection during coursework on campus.

• The curriculum does not include the development of basic ICT competence as fundamental learning. Students who do not pass a basic ICT competency test will be required to attend compulsory ICT skills training.



Study period Duration Assessment

First Year 2 weeks Practicum which includes WIL and service learning amounts to 2 weeks. The WIL at schools consists mainly of structured observation, linked to assignments which are formally assessed.

Second Year 2 weeks Practicum which includes WIL and service learning amounts to 2 weeks. The WIL at schools consists mainly of structured observation, linked to assignments which are formally assessed.

Third Year 6 weeks Practicum which includes WIL and Service learning amounts to 6 weeks. During WIL at schools students take up teaching responsibilities which are formally assessed by their teacher mentors and also by staff. Students also submit assignments which are formally assessed.



WHAT FINANCIAL SUPPORT IS AVAILABLE?

The Funza Lushaka Bursary Programme for Teachers enables students of high academic potential and commitment to undertake initial teacher education and upon qualification to enter the service of provincial departments of education. The bursaries are designed to help meet the national need for high calibre teachers in priority areas.



FACULTY CONTACT DETAILSAuckland Park Kingsway Campus 011 559 3251Soweto Campus 011 559 5562Email [email protected] Website www.uj.ac.za/edu



Bachelor of Education in Senior Phase and FET TeachingPURPOSE OF THE PROGRAMME

The purpose of the Bachelor of Education in Senior Phase (SP) and Further Education and Training (FET) teaching is to deliver professionally qualified beginner teachers for the Senior and FET phase of schooling. This is done by providing student teachers with a well-rounded education that equips them with specialised teaching competence in at least three specialisations: (one SP subject and two FET subjects or one SP subject, one FET subject and one support role), and a nuanced understanding of the integrated nature of theory and practice in education and the context of the teaching profession in South Africa.


OUTCOMES OF THE PROGRAMME

1. Teach three specialisations (one SP subject and two FET subjects or one SP subject, one FET subject and one support role) linked to the following subject domains and learning support specialisations.

Subject Domains • Humanities • Science and Technology • Languages • Business and Management Learning Support Specialisations • Addressing Neurodevelopmental Learning Needs • Physical Education • School ICT Support Specialist • School Library and Information Centre Support

2. Support and nurture learning and development in diverse educational contexts.

3. Identify and address barriers to learning in the classroom.

4. Formulate a personal teaching philosophy and critically reflect on their teaching philosophy and how it relates to teaching conduct

ADDITIONAL REQUIREMENTS

Applicants must meet the criteria set by other faculties with regard to the chosen academic majors. All additional criteria for specific methodologies have to be met as well.

INTERNATIONAL STUDENTS

Please note that a separate process is followed for international students. In addition to the above-mentioned, a study permit and medical insurance certificate must be produced. Contact the International Office at: 011 559 3129.

DURATION OF THE PROGRAMMES: 4 YEARS FULL-TIME STUDY ONLY.CURRICULUM (All modules are compulsory)

FIRST YEAR OF STUDY

First semester modules Second semester modules



English as Language for Teaching and Learning

Academic Literacy for Education (Year Module)

Electives

1st Academic Major 1A 1st Academic Major 1B

2nd Academic Major 1A 2nd Academic Major 1B


SPECIFIC REGULATIONS FOR THE BED IN SENIOR PHASE AND FET TEACHING


• The fourth year of the programme will strongly focus on developing the student teacher as reflective practitioner. During their fourth year students will be placed in different schools on the list of approved schools for Work Integrated Learning (WIL). During their placements at schools they will not only take on teaching responsibilities, but they will also do assignments which will require the demonstration of integrated and applied knowing. These assignments will form the basis for engaging in critical reflection during coursework on campus.

• The fourth year module follows a “commuting” (Korthagen et al 2001)2 structure. In the fourth year a practice-to-theory-to-practice approach is followed – an alternation between practical in-school experiences, reflection on these experiences, relating experiences to relevant theory, and bringing theory to bear on fresh situations. The academic coursework on campus is primarily aimed at preparing students for their placement in schools, but also affords students the opportunity to reflect on their experiences in schools and to enrich these experiences through invoking theory, which in turn will initiate the next cycle in the practice-to-theory-to-practice approach. During placement at schools, students will be required to take on teaching responsibilities, as well as completion of assignments which will require the demonstration of integrated and applied knowing.

• The curriculum does not include the development of basic Information Communications Technology (ICT) competence as fundamental learning. Students who do not pass a basic ICT competency test will be required to attend compulsory ICT skills workshops

• Students do the academic majors with other faculties therefore the content is not reflected in the presentation. The home department principle applies that other faculties take full responsibility for the modules. However the learning support specializations and the Technology related majors are offered by the Faculty of Education and are included in this presentation.


Study period Duration Assessment

First Year 1 weeks

Second Year 3 weeks The WIL at schools consists mainly of structured observation linked to assignments which are formally assessed

Third Year 3 weeks During WIL at schools students take up teaching responsibilities which are formally assessed by the teacher mentors and also by staff. Students also submit assignments which are formally assessed.




Final note:

1. The following four (4) subjects might not be known to you; here are some additional information regarding these subjects:

Subject Content

Physical Education The purpose of this subject is to develop the role of the teacher as a support specialist in secondary schools in order to address movement programmes in the holistic development of the secondary school learner

Addressing Neurodevelopmental Learning Needs The purpose of this module is to assist the teacher in developing knowledge about neurodevelopment in adolescence.

School ICT Support The purpose of this subject is to assist students in developing sufficient knowledge and skills to enable them to fulfil the role of ICT Support Specialist in an FET school. For this module, the ICT Support Specialist role focuses on the development of an appropriate ICT implementation strategy for a school

School Library and Information Centre Support The purpose of this module is to assist students in developing sufficient knowledge and skills to enable them to fulfil the role of Information Management (IM) Support Specialist in a secondary school.

For this module, the IM Support Specialist role focuses on the development of an understanding of the role and function of the school library and information centre.

WHAT FINANCIAL SUPPORT IS AVAILABLE?

The Funza Lushaka Bursary Programme for Teachers enables students of high academic potential and commitment to undertake initial teacher education and upon qualification to enter the service of provincial departments of education. The bursaries are designed to help meet the national need for high calibre teachers in priority areas.



FACULTY CONTACT DETAILSAuckland Park Kingsway Campus 011 559 3251Soweto Campus 011 559 5562Email [email protected] or [email protected] Website www.uj.ac.za/edu


192019 UNDERGRADUATE STUDIES

faculty of education undergraduate programmes … and... · 2019 undergraduate programmes 3 the...

Documents