Bachelor of Education in Foundation Phase Teaching

AFR 102 Afrikaans I (8 Credits) NQF 5
The aim of the Afrikaans Grammar module is to focus on grammar in order to enhance students’ understanding of basic language concepts as they apply to Afrikaans phonetics, morphology, syntax and semantics. Additional communicative skills in Afrikaans listening, reading, speaking, writing, perceptual abilities and reproduction skills will also receive attention.

CPT 118 End User Computing I (8 credits) NQF 5
This module develops mastery of both the alphabetic and numeric keyboarding on the computer by touch. Basic micro-computer skills will be presented. The emphasis is on accuracy and a minimum speed of 20 words a minute. Computerized diagnostic tests identify individual weaknesses and levels of proficiency. The module will introduce the basic functions of MS Word in typing simple documents.

EDC 101 Pedagogy I: Classroom Management and Voice & Diction (12 Credits) NQF 5
This module is intended to cover two aspects of initial teacher training in classroom management. They are: Voice Development and Behaviour Management. Voice development focuses on how to develop vocal techniques for clear and meaningful spoken communication. Through voice analysis and the study of  voice projection, vocal quality, oral reading skills and correct pronunciation of vowels and consonants, students will lay the foundation of effective speaking skills. Behaviour management focuses on teaching style and how to use appropriate techniques for eliciting good behaviour and how to create a positive atmosphere which is conducive for learning.

EDR 101 Reception Year Emergent Learning (12 Credits) NQF 6
This module is intended to provide the student teacher with the knowledge and skills to be able to teach and educate the reception year learner. It will focus on the teaching of the three learning programmes of the reception year as well as the integrated approach which enhances the development of the learner. The module also includes suitable learning content, the daily programme, planning indoor/outdoor play areas and assessment in the reception year.

ENG 144 Academic Writing for Education (8 Credits) NQF 5
The English Academic Writing module is meant to direct students towards effective ways of developing their academic language proficiency. The classes will therefore provide the initial opportunities for developing academic language skills in order to communicate productively and perceptively. Students are encouraged to take ultimate responsibility for their further growth. The module follows a problem-centered and task-based approach, which means that students learn by solving real academic problems, and doing authentic academic tasks.

MTE 101 Mathematics I (12 Credits) NQF 5
This module is designed to satisfy the mathematics requirement for students in the B.Ed. Foundation Phase Programme. Mental Arithmetic is a required component of this module. Topics include basic arithmetic operations, ratio and proportion, measurement systems, graphs, data analysis, probability, introductory geometry and basic algebra. Special emphasis is given throughout the module to problem solving techniques including the appropriate use of calculators and computers.

REB 117 Values, Character, & Personal Enrichment I (8 Credits) NQF 5
This module focuses on the importance of values and character as essential ingredients of successful career and personal enrichment. In line with the mission of the institution to provide values-based education this module covers the values necessary in citizenship, workplace and in personal life. It also covers the values as outlined in the United Nations Charter, and the Christian worldview. The module further explores inward disciplines such as prayer and personal devotions; outward disciplines such as community engagement; and corporate disciplines such as stewardship of environment and abilities, and moral philosophy.

EDC 102 Pedagogy II: Curriculum (12 Credits) NQF 6
The purpose of this module is twofold, firstly to expose students to theories in curriculum studies and secondly to facilitate the development of teaching skills. Key elements of curriculum design will be covered. The new Curriculum and Assessment Policy Statement (CAPS) as well as the Revised National Curriculum Statement will be studied. The main objectives of the module are to help students realize that curriculum goes beyond the content of a subject and to become aware of the factors which influence curriculum design. It also aims to empower them with the ability to design curricula and to plan and deliver a lesson successfully.

EDP 102 Education I: Philosophy of Education & Service (8 Credits) NQF 5
This module explores the definition, nature and foundations of True Education. Traditional and modern philosophies of education are also examined including current issues in education. The making of a worldview is explored with regards to a Christian approach to philosophy and education. Included in this module is the rational for community engagement, laying the foundation for students to actively participate in a service learning project in their local communities.

EDT 102 Practice Teaching I (8 Credits) NQF 5

The rationale for practical learning experiences is for teachers in training to be able to learn from practice through observing teachers in an authentic school context and to learn through practice by preparing and actively participating in teaching and learning in the appropriate classroom setting/ or online. Learning activities will include lesson planning for teaching. Students will do observations and practice teaching in the Foundation Phase. Students will put into practice skills they have acquired in the Methods modules for Mathematics, Language (English HL and FAL) and Life Skills. They will prepare lessons and apparatus and gather teaching resources for teaching in Foundation Phase.

Prerequisite: EDR 101 Reception Year: Emergent Learning

EDT 201 Practice Teaching IIA (12 Credits) 6 NQF

The rationale for practical learning experiences is for teachers in training to be able to learn from practice through observing teachers in an authentic school context and to learn through practice by preparing and actively participating in teaching and learning in the appropriate classroom setting. The purpose of the module is to prepare students to put into practice skills they have acquired in classroom management, preparation of daily programmes, learning materials and teaching strategies more specifically for Grade R.  Students will also practice teaching skills amongst their peers.

Prerequisite: EDT 102 Practice Teaching I

EDT 202 Practice Teaching IIB (12 Credits) 6 NQF

The rationale for practical learning experiences is for teachers in training to be able to learn from practice through observing teachers in an authentic school context and to learn through practice by preparing and actively participating in teaching and learning in the appropriate classroom setting. The purpose of the module is to prepare students to put into practice skills they have acquired in classroom management, preparation of daily programmes, learning materials and teaching strategies more specifically for Grade R.  Students will also use practice teaching skills amongst their peers.

Prerequisite: EDT 201 Practice Teaching IIA

EDT 301 Practice Teaching IIIA (16 Credits) NQF 7

The rationale for practical learning experiences is for teachers in training to be able to learn from practice through observing teachers in an authentic school context and to learn through practice by preparing and actively participating in teaching and learning in the appropriate classroom setting. This experience should allow students the opportunity to integrate the theory and competences that they have acquired in their learning programme. Students will learn how to meet the diverse needs of learners in schools through consistently reflecting on their own practice as well as what they observe. Practical learning will be assessed to ascertain whether the learning outcomes of the practical learning experience have been met. In addition, mentoring should be received from the appropriate stakeholders within the school context and from the institution of learning. Student teachers enter the participating school as associate members of the teaching profession.

Prerequisite: EDT 202 Practice Teaching IIB; All first and second-year modules.

EDT 302 Practice Teaching IIIB (16 Credits) NQF 7

The rationale for practical learning experiences is for teachers in training to be able to learn from practice through observing teachers in an authentic school context and to learn through practice by preparing and actively participating in teaching and learning in the appropriate classroom setting. This experience should allow students the opportunity to integrate the theory and competences that they have acquired in their learning programme. Students will learn how to meet the diverse needs of learners in schools through consistently reflecting on their own practice as well as what they observe. Practical learning will be assessed to ascertain whether the learning outcomes of the practical learning experience have been met. In addition, mentoring should be received from the appropriate stakeholders within the school context and from the institution of learning. Student teachers enter the participating school as associate members of the teaching profession.

Prerequisite: EDT 301 Practice Teaching IIB

EDT 401 Practice Teaching IVA (20 Credits) NQF 7

The rationale for practical learning experiences is for teachers in training to be able to learn from practice through observing teachers in an authentic school context and to learn through practice by preparing and actively participating in teaching and learning in the appropriate classroom setting. This experience should allow students the opportunity to integrate the theory and competences that they have acquired in their learning programme. Students will learn how to meet the diverse needs of learners in schools through consistently reflecting on their own practice as well as what they observe. Practical learning will be assessed to ascertain whether the learning outcomes of the practical learning experience have been met. In addition, mentoring should be received from the appropriate stakeholders within the school context and from the institution of learning. Student teachers enter the participating school as associate members of the teaching profession. Students will also expand their professional portfolio by creating a Curriculum Vitae, by learning to apply for vacancies, and by learning to attend an interview.

Prerequisite: EDT 302 Practice Teaching IIIB

EDT 402 Practice Teaching IVB (20 Credits) NQF 7

The rationale for practical learning experiences is for teachers in training to be able to learn from practice through observing teachers in an authentic school context and to learn through practice by preparing and actively participating in teaching and learning in the appropriate classroom setting. This experience should allow students the opportunity to integrate the theory and competences that they have acquired in their learning programme. Students will learn how to meet the diverse needs of learners in schools through consistently reflecting on their own practice as well as what they observe. Practical learning will be assessed to ascertain whether the learning outcomes of the practical learning experience have been met. In addition, mentoring should be received from the appropriate stakeholders within the school context and from the institution of learning. Student teachers enter the participating school as associate members of the teaching profession. Students will also expand their professional portfolio by creating a Curriculum Vitae, by learning to apply for vacancies, and by learning to attend an interview.

Prerequisite: EDT 401 Practice Teaching IVA

ENG 145 English I: Language & Grammar (8 Credits) NQF 5
English I is designed to prepare students for the writing that they will do in all their college modules. This is a foundational module which focuses on the nature and function of language as well as introducing students to the study of the human communication process. It aims to guide students to a better knowledge of grammar which involves understanding the communicative function of sentences, understanding relations between parts of texts, metaphorical expressions and other important grammatical concepts. It aims to equip students with knowledge, experience and skills necessary for the rigour of academic discourse.

HLD 126 Principles of Health (8 Credits) NQF 5
This module introduces health principles within the framework of the Scriptures, the Advent Health message and current medical practice. Principles of health will be examined in light of current health problems such as cardiovascular diseases, cancer, tuberculosis, diabetes, as well as Covid-19. One of the very relevant social issues, HIV/AIDS, will be discussed from a Christian viewpoint. The module will show how healthy practices may be integrated into individual lifestyles and applied within the greater environmental and social contexts.

MTE 102 Mathematics II (8 Credits) NQF 6
Enabling children to solve mathematical problems is seen as an important goal of mathematics education. This module aims to introduce students to different approaches to problem solving and investigation in primary schools. An essential element is considering the ways in which problem solving and investigation develop children’s abilities to think and reason mathematically. Students will also develop the ability to analyse and evaluate the difficulty and appropriateness of problems and investigations for different ages and stages of learning, and to construct new contexts, problems and investigations.
Prerequisite: MTE 101 Mathematics I

PSY 102 Life Skills I (8 Credits) NQF 5
In this module students will develop a theoretical understanding of the Life Skills concepts of Personal and Social well-being which forms part of the section Beginning Knowledge. It will include a study of the key concepts related to Beginning Knowledge focusing on an understanding of who the foundation phase child is and what will contribute to the child’s well-being, socially, emotionally and physically. This study area includes social health, emotional health, and relationships with other people and the environment, including values and attitudes. The study area Personal and Social Well-being will include aspects such as nutrition, diseases (including HIV/AIDS), safety, violence, abuse and environmental health. Foundation Phase teachers in South Africa are learning mediators, leaders, administrators, scholars and researchers who have to be positive to cope in every situation of a child’s life in supporting and developing his or her wholeness. It is therefore important that the students learn what it means to fulfill the various roles that are required of them in the classroom.

AFR 201 Afrikaans II (Additional Language) (12 Credits) NQF 6 
The aim of the module Afrikaans II: Literature is to improve students’ understanding of Afrikaans literature by studying a collection of present day texts comprising different genres and literary topics. The focus of the Afrikaans text on everyday issues will be looked at by making use of topical questions. The study of literature will include an understanding of basic literary concepts in poetry and prose.
Prerequisite: AFR 102 Afrikaans I

EDC 201 Pedagogy III: Teaching & Learning (8 Credits) NQF 6
Learning is integral to education. This module focuses on learning theories and how these can be applied through various teaching and learning strategies particularly in the Foundation Phase. Study will also be given to other factors which influence learning e.g. motivation, emotional intelligence, motivation etc. Various teaching methods which will enhance learning will be explored. The module is intended to ensure that the students as prospective teachers will have sufficient knowledge of the theory of learning to be able to apply it to address the diverse needs of learners within the South African context. The importance of regular reflection on practice in order to ascertain effectiveness will be highlighted.
Prerequisites: CPT 118 End User Computing, EDC 101 Pedagogy I: Classroom Management & Voice and Diction

EDS 201 Natural Science & Technology (12 Credits) NQF 6
This module comprises of two important sections: Natural Science and Technology. The Natural Sciences have been grouped into four main content areas. This first half of this module will focus on these areas, with reference to the National Curriculum Statement (NCS) and the Curriculum and Assessment Policy Statement (CAPS). The four focus areas (Life and Living; Energy and Change; Matter and Materials and Planet Earth and Beyond) will be discussed under a few important headings. Important scientific process skills are also included in the module content. The second section of this module focusses on Technology. Emphasis is placed on a holistic approach to Technology Education in the Foundation Phase. The module also includes a practical section on how to implement technology education in the foundation Phase. Key topics include the design process as well as technological process skills. This module also highlights the important role of science and technology teaching in the community.
Prerequisite: HLD 126 Principle of Health

ENE 244 English II: Method of English Grade R (8 Credits) NQF 6
This module is intended to provide the student with the theoretical knowledge needed to teach language and literacy in English Home Language in Grade R. In the Foundation Phase, the skills in the Home Language curriculum are: Listening and speaking; Reading and phonics; and Writing and handwriting. Thinking and Reasoning and Language Structure and Use are integrated into all four language skills (listening, speaking, reading and writing). The student also learns that The Languages Programme is integrated into all other subject areas. Language is used across the curriculum in play and all oral work.
Prerequisites: ENG 144 Academic Writing for Education; ENG 145 English I: Language & Grammar

MTE 201 Maths III: Method of Maths Grade R (12 Credits) NQF 6
The Reception Year forges the link between the child’s pre-school life and the rest of the foundation years. In this module, student teachers will gain an understanding of the development of the intellectual and cognitive processes of the pre-school child. It also aims to familiarize the student teacher with the principles of integration and play-based learning in order to learn how to facilitate an understanding of the mathematics. The student teacher must learn methods of teaching that will encourage the young learner to discover and internalize mathematics in flexible and meaningful ways. The part that technology plays in the child learning foundation mathematics, will be highlighted as well. Furthermore, the student teacher will get acquainted with the Curriculum and Assessment Policy Statements of South African mathematics with specific reference to the Grade R – foundation phase. Guidance and exposure to appropriate methodologies for this phase will be offered.
Prerequisites: MTE 101 Mathematics I; MTE 102 Mathematics II

REB 217 Values, Character, & Personal Enrichment II (8 Credits) NQF 5
This module outlines the importance of values and how they are related to character and personal enrichment. These ideas are firstly examined as general concepts and secondly in relation to particular belief systems, specifically in the context of the Seventh-day Adventist Church. The module therefore also highlights the distinctive beliefs of Seventh-day Adventism and their practical worth for character development and personal enrichment in both private and public life.
Prerequisite: REB 117 Values, Character, & Personal Enrichment I

EDA 202 Art (8 Credits) NQF 6
This module will focus on the theoretical as well as the practical application of Art in the Foundation Phase. Firstly, it will investigate the concepts of creativity and aesthetics as well as explore the cognitive, affective, psychomotor and imaginative aspects as it applies to ECD. Students will be introduced to a wide variety of visual literacy. They will also be expected to demonstrate ethically responsible behaviour while reflecting on the diversity of children’s art in the Foundation phase, within the context of a multi-cultural society. Time will be allocated to study the content of the Curriculum and Assessment Policy Statement and the National Curriculum Statement with regards to Foundation Phase Art. Secondly, students  will be involved in the practical application of art and will identify and plan creative age-appropriate art activities for Grade R – 3. This will be reflected in an Art Portfolio which will be part of the formative assessment.

EDH 202 Education II: History of Education (12 Credits) NQF 7
This module traces the evolution of the history of education from primitive education up to the present. It will investigate the aims, organization and content of education practices in ancient, medieval, pre-industrial, industrial, colonial, postcolonial and modern times. This will enable the student to critically examine the fundamental part which education plays in the transformation of society. The student should understand how past events in human history have shaped modern education systems and what theories in the arena of teacher education have been developed. Prerequisite: EDP 102 Education I: Philosophy of Service and Education

EHD 202 Handwriting (8 Credits) NQF 5
In the Foundation Phase, the aim of teaching handwriting is to teach each child to write legibly, fluently, without strain, and with sufficient speed for all practical purposes. Handwriting is still a necessary skill in our society, and the development of an efficient, individual style depends on the mastery of basic skills, which can be achieved only by competent teaching and regular practice. Children progress through developmental stages before they have the necessary hand-eye co-ordination, fine motor skills and visual discrimination to produce conventional handwriting. These developmental stages are discussed in this module. This module also discusses the main stages in teaching children handwriting which are: teaching grip, letter shapes and movements; teaching ligatures and increasing speed and endurance without loss of quality. Handwriting problems and the solutions to these problems are discussed.

LAN 201 Xhosa: Conversational Language (8 Credits) NQF 5
This is a foundational module in Xhosa. It will enable students to communicate in Xhosa in an acceptable manner, in possible situations teachers might find themselves in our multicultural society. The emphasis will be on conversation. The subject matter is meant as a commencement in the learning of Xhosa and assumes that the student has no knowledge of the language at all.

MTE 202 Mathematics IV: FP Maths Teaching (8 Credits) NQF 6
The Numeracy Programme in the Foundation Phase is critical to developing a sense of what mathematics is. In this module, student teachers will gain an understanding of the theoretical frameworks, the development of the intellectual and cognitive processes in the pre-school child as well as the importance of language and concept formation. This will enable them to also understand the process that plays a role in the development of number concept and the development of critical thinking skills which are important in problem solving. Children need to understand the mathematics that they learn in flexible and meaningful ways so that they can apply it with confidence to make sense of the world. This module also discusses the critical factors that contribute to the development of numeracy. It assists the student teacher in interpreting the curriculum of South African mathematics for the foundation phase. This module also provides guidance for foundation phase student teachers on how to support children develop the required knowledge and skills. It will also discuss the role of technology in Mathematics teaching.
Prerequisites: MTE 101 Mathematics I; MTE 201 Mathematics III

PSY 203 Life Skills II (8 Credits) NQF 6
Life Skills module II will give students an understanding of beginning knowledge in the Foundation Phase. This module places specific emphasis on social, emotional, physical and cognitive development. This module will focus on assisting student teachers to understand how children acquire and apply life skills and knowledge in the foundation phase in ways that are meaningful to their own lives. An understanding of the relationship between people and the environment will be looked at, as well as learning how to equip students with knowledge, skills and values for self-fulfilment as citizens of the democratic South Africa. Students will understand that Foundation Phase learners are part of a broader community and should thus be able to see their own identities in harmony with those of others. The module will give students a better understanding of the diversity of people across all races, genders and socio-economic contexts.
Prerequisite: PSY 102 Life Skills I

AFR 301 Afrikaans III (Method Additional Language) (12 Credits) NQF 6
The aim of the module Afrikaans Method is to acquaint student teachers with the implementation approaches and strategies for the method of Afrikaans in the Foundation Phase classroom by incorporating key aspects of the theory and practice of literacy teaching and learning for Afrikaans as First Additional Language.
Prerequisite: AFR 201 Afrikaans II

EDC 301 Pedagogy IV: Barriers & Inclusion (12 Credits) NQF 7
The purpose of this module is to gain insight into the field of Special Needs Education; the inclusive education policy, the latest trends and theoretical perspectives, and in particular how to identify learners who have special learning, counseling or health needs, how to refer these learners to relevant services and take appropriate action within the learning situation. In addition, the learner will be able to identify barriers to learning and take appropriate action within or outside the learning situation, which includes dealing with problems of absenteeism and dropout. Important note: This module is aimed at facilitating an initial, restricted, sympathetic and confidential response to learners in the form of a referral. It is not intended that educators should attempt to function as psychologists. Educators should find relevant sources or persons to whom learners can be referred.

ENE 346 English 1st Additional Language I (8 Credits) NQF 6
In the Foundation Phase, the main skills in the First Additional Language curriculum are: Listening and Speaking; Reading and Phonics; and Writing and Handwriting. Thinking and Reasoning as well as Language Structure and Use are integrated into all four language skills (listening, speaking, reading and writing). Methodology of English First Additional Language is designed to provide the student with the theoretical knowledge needed to teach the learner these skills with a strong emphasis on building a solid oral foundation. The student also learns that The Languages Programme is integrated into all other subject areas. Language is used across the curriculum in all listening, speaking, reading and writing skills.

ENE 347 English IV: Method of English Grade 1 to 3 (12 Credits) NQF 6
This module is intended to provide the student with the theoretical knowledge needed to teach language and literacy in English Home Language in Grades 1, 2 and 3. In the Foundation Phase, the skills in the Home Language curriculum are: Listening and Speaking; Reading and Phonics and Writing and Handwriting. Thinking and Reasoning as well as Language Structure and Use are integrated into all four language skills. The student also learns that the Languages Programme is integrated into all other subject areas. Language is used across the curriculum in all oral work, reading and writing
Prerequisites: ENG 144 Academic Writing for Education; ENG 145 English I: Language & Grammar; ENE 244 English II: Method of English Grade R

MTE 301 Maths V: Method of Maths Grade 1-3 (12 Credits) NQF 6
Methodology of Mathematics is designed to provide the student with the theoretical knowledge needed to teach the learner about Numbers, Operations and Relationships, Patterns and Functions (algebra), Space and Shape (geometry), Measurement and Data handling. The Student will learn that his approach requires an understanding of the uniqueness of each learner and their unique understanding of mathematics. The student will get better acquainted with the content and requirements as prescribed by the Curriculum and Assessment Policy Statement (CAPS) for Mathematics, and on methods to successfully instruct Grade 1 – 3 learners in mathematics. The continuous process of both informal and formal assessment and an overview of the methods of completing them and giving feedback to learners to enhance the learning experience.
Prerequisite: MTE 201 Maths III: Method of Maths Grade R

EDE 301 Education IV: Educational Policy & Law (12 Credits) NQF 7
The module provides students not only with knowledge of a selection of policies and laws relating to the teaching practice, but also provide students with insight on current development in Educational Policy and Law governing education that would stimulate legal and policy investigation. Furthermore, to stimulate public debate surrounding the type of education that we hope to achieve focussing specifically on the legal system which include the constitution, human rights, education legislation and labour law.

EDM 302 Music, Movement & Drama (4 Credits) NQF 6
This module equips students with skills to teach music, movement and drama effectively in the Foundation Phase of primary school. Emphasis is put on creativity, interpretation, presentation, reflection, participation and collaboration.
It includes an introduction to the basic fundamentals of music, movement and drama, motivation for the existence of music, movement and drama in the curriculum, teaching methods for the different aspects of music, movement and drama presentation and the assessment of it.

EDS 301 Education III: Sociology of Education (8 Credits) NQF 7
This module examines the relationship between education and society. In this module we will consider diverse theoretical approaches, major themes, and issues in the field of education and apply this knowledge to understanding the relationship between education and society. Since schools are complex social organizations, we must also understand the relationships among the role players that make up the school community. Education is dynamic and is therefore changing rapidly. With this in mind, we will include in our study the very recent innovations in the sociology of education. The aim of the module is to enable students to think critically about education as a social institution. Strengths and weaknesses will be assessed and every effort will be made to point out future prospects that will enhance education and the delivery thereof. Topics for discussion include: Theoretical frameworks of Education; Conflicting functions and processes in Education; Education and Stratification; The School as an Organisation; Students: The Core of the School; Education in South Africa; Restructuring of Education – postapartheid South Africa.
Prerequisite: EDC 102 Pedagogy II: Curriculum

ENG 345 English III: Literature (8 Credits) NQF 6
The module is designed as an introduction to children’s literature as a field of critical literature study. It will focus on the selection, reading, analysis and evaluation of stories and poetry which meet the reading and listening interests and needs of children. The development of an appreciation for children’s literature will be undertaken while exploring the rich variety of genres, authors and illustrators.
Prerequisites: ENG 144 Academic Writing for Education; ENG 145 English I: Language & Grammar

PSY 302 Life Skills III: Method (8 Credits) NQF 6
The module will focus on assisting student teachers to understand how children acquire and apply life skills and knowledge in the Foundation Phase in ways that are meaningful to their own lives. Central to the holistic development of learners is the development of a healthy self-concept and therefore the different areas of development are integrated with the development of the self, in the life of the student as well as the learner. Students will learn how to develop adequate programme materials, as well as teaching, learning and assessment strategies to facilitate multi-religious and multicultural teaching and learning situations in the Foundation Phase. The purpose of this module is to enable students to improve and develop their content knowledge, together with a pedagogical content knowledge base of the Life Orientation Learning Area, as found in the Curriculum and Assessment Policy Statement 2012, (CAPS).
Prerequisite: PSY 202 Life Skills II

REB 317 Values, Character, & Personal Enrichment III (8 Credits) NQF 5
This module concerns itself with the values, character development and personal enrichment acquired from studying the life of Jesus as revealed in the Gospels. It begins with a brief geographical and historical overview of the holy land. The module then focuses on the values, character development and personal enrichment enshrined in the life and teachings of Jesus Christ. These include the concepts of forgiveness, work ethic and honesty, caring for others, stewardship – caring for the environment, how to deal with stress and discouragement, and servant leadership. Students will also learn from the ultimate sacrifice which Jesus made.
Prerequisite: REB 217 Values, Character, & Personal Enrichment II

EDC 401 Pedagogy V: Assessment (12 Credits) NQF 7
Assessments are an important tool to help determine how children have developed as well as to substantiate suggestions and document behaviors. In this module, student will learn how to interpret learner performance resulting from assessment. They will gain knowledge about formative and summative assessment methods and learn how to give feedback to learners and parents. They will be able to explain the links between teaching, learning and assessment and critically evaluate the differences between norm-based and criterion-based assessment. They will be able to define the term: ‘continuous assessment’ and implement a variety of assessment strategies. Last but not least  they will learn to reflect critically on assessment and evaluation issues, on their own practices and understand why assessment is important.

BHS 445 Research Methodology & Design (12 Credits) NQF 7
This module provides an introduction to the theory and application of the principles of social sciences research. It introduces students to the theory of science, examines epistemological claims of various approaches to knowing, and provides students with a rationale for the importance of social science research methods in education. The module addresses philosophical frameworks, methodologies, strategic planning, and ethical considerations involved in both basic and applied research. Upon successful completion of the module, students should be able to identify topics for inquiry, select the appropriate methods and designs for answering a chosen research question, and formulate a structured plan of research.

ENE 445 English 1st Additional Language II (12 Credits) NQF 6
In the Foundation Phase, the main skills in the First Additional Language curriculum are: Listening  and Speaking; Reading and Phonics; and Writing and Handwriting. Thinking and Reasoning as well as Language Structure and Use are integrated into all four language skills (listening, speaking, reading and writing). Methodology of English First Additional Language is designed to provide the student with the theoretical knowledge needed to teach the learner these skills with a strong emphasis on building a solid oral foundation. The student also learns that The Languages Programme is integrated into all other subject areas. Language is used across the curriculum in all listening, speaking, reading and writing skills.
Prerequisite: ENE 346 English First Additional Language I

PSY 401 Educational Psychology I (8 Credits) NQF 6
Educational Psychology I places emphasis on child development and learning. This module has been designed to introduce psychological principles, theories, and methodologies to issues of teaching and learning in schools i.e. cognitive, language, social, moral and emotional development. In addition, it will cover the management of serious behavioural problems and how these can be prevented. The module is intended to ensure that the students as future teachers will have adequate knowledge of the theory of learning, to be applied to address the needs of learners e.g. behavioural, social and constructive approaches to learning and instruction. It also serves as a prerequisite to Educational Psychology (II).

BHS 446 Research Project (8 Credits) NQF 7
This module aims to familiarise the student with the tools and skills needed to become an innovative researcher. The students should be able to identify topics for inquiry, select the appropriate methods and designs for answering a chosen research question, and formulate a structured plan of research. The module will address philosophical frameworks, methodologies, strategic planning, and ethical considerations involved in both basic and applied research. Each student will undertake a research project, once data collection and analysis have been done, each student will present his/her findings via a webinar.
Prerequisite: BHS 445 Research Methodology & Design

EDD 402 Education V: Contemporary Issues (8 Credits) NQF 7
This module, Contemporary Issues in Education, explores a wide range of related issues and topics. It considers strengths, weaknesses, reforms, and the rapid changes in education, that face educators today. Some issues are global and many are national. Educators will be empowered to embrace strategies and approaches that will help them meet the many challenges facing education today. Furthermore, this module challenges each student to do an indepth study of the issues and also provide a more extensive analysis. Topics include: Gender issues in education, Education for equality, Affirmative action in education, Financing education, Business and industry involvement in education, and the provision of adult education.

EEG 403 Professional Ethics & Governance (8 Credits) NQF 7
The module aims to highlight the code of Professional Ethics that describes the values that are central to the educator’s professional practice. Furthermore, to provoke thinking, stimulating debate and discussion about ethical issues and to sharpen the students’ understanding of ethical issues and their ability to act ethically. Students should also investigate how personal professional development of educators are linked to the ethical development of the whole school, creating an ethos that builds professionalism and accountability. The second part is to assess the extent of transformation and the nature of participation in School Governance.

PSY 402 Educational Psychology II (12 Credits) NQF 7
This module aims to apply the principles of educational psychology in the South African context. It is designed to aid teachers/educators to enhance the learning experience of students in a developing country. This module draws on the theoretical perspectives in educational psychology that are especially relevant in order to understand and address the unique challenges of education in South Africa. Educational Psychology (II) aims to enlighten future educators about how economic, social, and cultural factors impact the South African learner.
Prerequisite: PSY 401 Educational Psychology I

CPT 033 Fundamental Computing I
The module provides students with the mastery of the alpha- numeric keyboard using MS Word, with an emphasis on controlled speed, the correct display of basic documents, and a speed objective of 25-30 words per minute. Computerized diagnostic tests identify individual weaknesses and levels of proficiency.

MTH 052 Foundation Mathematics I (12 credits) NQF 5
This module provides a comprehensive study of basic mathematical skills and will provide a strong mathematical foundation in the application of mathematical concepts, in addition to serving as a basis for further studies in mathematics. Areas of focus include basic arithmetic (e.g. fractions, ratios, discounts, exponents); fundamental algebra (e.g. expressions, algebraic equations, inequalities, graphs); basic statistics (e.g. measures of central tendency, standard deviation, probability, data summary); and basic finance (simple & compound growth, foreign exchange rates). The module therefore focuses on a basic understanding of mathematics concepts.

REB 017 Values, Character, & Personal Enrichment (4 Credits) NQF 5
This module is taught as an interdisciplinary module for all foundation-year students at Helderberg College of Higher Education. The module aims to help students to develop a set of values which will assist them to achieve success in a tertiary environment and in their  subsequent roles in life. The module will be taught from a faith-based perspective with a focus on the Christian faith.

CPT 034 Fundamental Computing II
The module provides students with keyboarding techniques to master the keyboard by improving their speed and accuracy. The module also includes the use of basic word processing functions in typing paragraphs, memorandums, letters, papers, reports and advertisements.
Prerequisite: CPT 033 Fundamental Computing I

EDP 089 Fundamentals of Foundation Phase Education (12 Credits) NQF 5
This module will focus on the following topics: An introduction to the theories of learning and the fundamentals of the whole -child approach to education; the educational approach to children with special needs/barriers to learning; child development through play and classroom management; and group work. The module will require a minimal amount of observation and report writing particularly of / on Grade R.

ENG 020 Basic English: Language and Vocabulary (20 Credits)

A module to elevate the level of English in general to a point that will enable active participation in, and understanding of college lectures, procedures, and assignments. There will be a focus on so-called academic literacies which will include skills in reading, writing, listening and verbal communication, as well as developing thinking skills. Discussions, research assignments and presentations will aim at the integration of faith as part of the learning experience, by focusing on Bible-based values and SDA beliefs.

EDU 070 Study Skills (12 Credits)

This module is designed to improve academic study skills and introduce resources that will engender success in college-level courses. Topics include basic study skills, memory techniques, note-taking strategies, test-taking techniques, personal improvement strategies, goal setting, and learning resources. Students are also encouraged to monitor, regulate, and take responsibility for their own learning. Upon completion, students should be able to apply the techniques learned to improve their performance in academic courses.

ENG 082 Academic Language Skills (20 Credits)

The English Academic Language Skills module is meant to direct students towards effective ways of developing their academic language proficiency. The classes will therefore provide the initial opportunities for developing academic language proficiency, but students need to take ultimate responsibility for further growth. The module follows a problem-centred and task-based approach, which means that students learn by:

• Solving real academic problems, and
• Undertaking authentic academic tasks.

ENG 084 Academic Reading Skills (8 Credits)

Academic Reading Skills is a skills-development module designed to develop active reading comprehension, flexible reading rates, and strategies to meet varied purposes for reading. Since the development of skills only increases through repeated practice and application, students should expect to do about three hours of reading a week. Students are taught how to read better by improving control of language (understanding, identifying, analysing, criticising), speeding up their reading, coping with texts and applying strategies for learning. The skills focus is the development of a variety of strategic academic reading techniques. In this manner, the students develop the ability to, amongst other skills, successfully gather and process information, distinguish between thematically relevant and irrelevant information, derive the meaning of ‘unknown’ words by establishing the context based on clues in the text. Suitable, context-specific strategies and methods will be applied in this module.