CPUT B Ed Honours Courses Information 2025 by Cape Peninsula University of Technology

B Ed Honours Information Booklet 2025

Faculty of Education Cape Peninsula University of Technology

Wellington campus Mowbray campus

Introduction In 2018, CPUT offered a new suite of B Ed Honours qualifications. These will be aligned with the Minimum Requirements for Teacher Education Qualifications and the Higher Education Qualifications Sub-Framework. As such, these qualifications will be pegged at level 8 on the 10-level NQF framework.

Purpose of the B.Ed. Honours degrees The B Ed Honours qualifications offered by CPUT consist of a generic component and an elective component. The generic component comprises current relevant educational themes and perspectives (offered in the module Education 5) as well as research methods and techniques (offered in the modules Introduction to Research in Education and Research Methods in Education). The generic component serves as an essential, foundational underpinning for the elective component, the latter which comprises a specialisation module (e.g. Inclusive Education, Mathematics, Science, Management of Educational Institutions, etc.) as well as a research project conducted within the selected field of specialisation. The purpose of the qualification is then firstly to consolidate and deepen students’ knowledge of their selected specialisation and secondly to develop research capacity in the methodology and techniques of that specialisation in order to prepare students for advanced post-graduate studies in the selected field of specialisation. Being the first post-graduate degree in education, the qualification aims to equip students with a high level of theoretical engagement and intellectual independence relevant to their chosen specialisation, as well as to understand the important role of research and specialised skills related to exploring key issues within their chosen specialisation. Students will plan, conduct and report on a research project under supervision which will address contemporary and critical issues in the selected specialisation. Students will be provided with sufficient depth of knowledge and skills to enable their continued professional and personal intellectual development, and the opportunity for further postgraduate study at NQF level 9 and higher.

The various B.Ed. Honours degrees offered by CPUT • •

B Ed Honours in Teaching and Learning (Full-time and Part-time) B Ed Honours in Educational Management and Leadership (Part-time)

Admission requirements for B Ed Honours The minimum admission requirement is a level 7 qualification (on the 10-level NQF framework) that includes an education qualification. For B Ed Honours in Teaching and Learning, the minimum admission requirement is

• •

A Level 7 Bachelor of Education degree with a minimum average of 60% and a minimum of 60% in the final undergraduate year in the subject selected as specialisation module in BEd Hons, OR Another Level 7 Bachelor’s degree which includes a subject cognate to the module selected as specialisation module in BEd Hons on at least second year level, with a minimum average of 60% for the degree and a minimum of 60% in the aforementioned subject, followed by a recognised professional teaching qualification which includes curriculum studies cognate to the module 2

•

selected as specialisation module in BEd Hons, with a minimum average of 60% in the teaching qualification and a minimum of 60% in the aforementioned curriculum studies, OR An appropriate 360 cr National Diploma which includes a subject cognate to the module selected as specialisation module in BEd Hons on at least second year level, with a minimum average of 60% for the degree and a minimum of 60% in the aforementioned subject, followed by a recognised professional teaching qualification which includes curriculum studies cognate to the module selected as specialisation module in BEd Hons, with a minimum average of 60% in the teaching qualification and a minimum of 60% in the aforementioned curriculum studies, OR A non-degree four-year professional teaching qualification with a minimum average of 60% and a minimum of 60% in the final undergraduate year in the subject selected as specialisation module in BEd Hons, as well as an Advanced Diploma in a cognate sub-field of Education, with a minimum average of 60% and a minimum of 60% in the final undergraduate year in the subject selected as specialisation module in BEd Hons. Examples of the above-mentioned qualifications required for admission are: • • • • • •

A four-year B Ed degree (Level 7), or An appropriate three-year B degree plus an education qualification such as PGCE (Level 7), or An appropriate three-year ND (National Diploma) plus an education qualification such as PGCE (Level 7), or A four year (former) college of education Higher Diploma in Education (HDE), followed by a level 7 Advanced Diploma in Education (ADE), or a three year (former) college of education Diploma in Education (DE), followed by an Advanced Certificate in Education (ACE), followed by a level 7 Advanced Diploma in Education (ADE), or a three year (former) college of education Diploma in Education (DE), followed by a Further Diploma in Education (FDE), followed by a level 7 Advanced Diploma in Education (ADE)

For B Ed Honours in Educational Management and Leadership, the minimum admission requirement is • • • •

A four-year Bachelor of Education (Level 7) degree with a minimum average of 60%, OR Another appropriate Bachelor’s degree, with a minimum average of 60% for the degree, followed by a recognised professional teaching qualification, with a minimum average of 60%, OR An appropriate 360 cr National Diploma with a minimum average of 60% for the diploma followed by a recognised professional teaching qualification, with a minimum average of 60%, OR A four-year professional teaching qualification with a minimum average of 60%, as well as an Advanced Diploma in a cognate sub-field of Education, with a minimum average of 60% In all cases above, the qualification(s) must include (a) major subject(s) cognate to the broad field of educational management and leadership.

Note: Applicants in possession of an appropriate ND, who wish to apply for B Ed Honours Educational Management and Leadership, must first complete a full-time PCGE (at a Level 7) in order to enroll for additional modules in education management offered in the full-time B Ed undergraduate qualifications at CPUT.

Articulation Upon completion of either B Ed Honours qualifications, a student may apply towards studying a Master’s degree in Education (M Ed).

Structure of the B Ed Honours qualifications B Ed Honours in Teaching and Learning: Module name

Education 5 Introduction to Research in Education Research Methods in Education Research project Specialisation subjects (choose one from): Afrikaans First Language Business Management Computer Applications Technology Drama Foundation Phase Human Movement Inclusive Education Mathematics Mathematical Literacy Music Second Language/First Additional Language Science Technical and Vocational Education and Training Visual Art

NQF level SAQA of subject credits of subject 8 30 8 5 8 20 8 30

Compulsory or optional (elective)

8 8 8 8 8 8 8 8 8 8 8 8 8

40 40 40 40 40 40 40 40 40 40 40 40 40

Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective

Elective

Compulsory Compulsory Compulsory Compulsory

B Ed Honours in Educational Management and Leadership: Module name

NQF level SAQA of subject credits of subject 8 30 8 5 8 20 8 30 8 40

Education 5 Introduction to Research in Education Research Methods in Education Research project Specialisation: Management of Education Institutions, consisting of the following units of learning (8 credits each): • Leadership Strategies in Education • Operations Management in Education • Human Capital Management in Education • Community Relationship Management • Law in Education

Compulsory or optional (elective) Compulsory Compulsory Compulsory Compulsory Compulsory

Study programme of the B Ed Honours for 2025

B Ed Honours in Teaching and Learning:

All modules are year modules. The qualification will be offered part-time over two years, or full-time over one year (the latter depending on the number of students).

Part-time (2 years):

Full-time (1 year):

Year 1: Education 5 Introduction to Research in Education (students can be exempted from this module after passing a diagnostic test) Research Methods in Education Year 2: Selected specialization module Research project within the selected specialization field All of the above modules

On Mowbray campus, the compulsory subjects will be offered over 12 weekends (Friday evening and Saturday morning) and the specialization subjects on one late afternoon/evening per week for 30 weeks. On Wellington campus, all subjects are offered on Tuesday and Thursday late afternoons/evenings for 30 weeks. NB: 1. A specialization subject in B Ed Honours in Teaching and Learning will only be offered if there are enough students who apply and register for that specialization subject. 2. A specialization subject in B Ed Honours in Teaching and Learning will not necessarily be offered on both Mowbray and Wellington campus. To ensure sufficient numbers per specialization, it may be decided to only offer it on Mowbray or Wellington. 3. Final decisions regarding the above will only be made once students have applied and the selection procedure has been completed. This could be in November of the preceding year.

4. It is therefore recommended that you apply for at least two specialization subjects, and indicate your order of preference. B Ed Honours in Educational Management and Leadership in 2024:

All modules are year modules. The qualification will be offered part-time over two years.

Part-time:

Year 1: Education 5 Introduction to Research in Education (students can be exempted from this module after passing a diagnostic test) Research Methods in Education Law in Education Human Capital Management in Education Year 2: Operations Management in Education Community Relationship Management Leadership Strategies in Education Research project within the field of educational management and leadership

Contact sessions are on Friday evenings from 16:00 until 22:00 and Saturday mornings from 08:00 until 14:00, on twelve selected weekends. On the Mowbray campus these qualifications will be offered in English, and on Wellington in dual medium (Afrikaans and English). Note that these are post-graduate qualifications, and that students will therefore be expected to work extensively on their own. They can expect to spend per subject 2 to 5 hours on their own for every hour contact time. They will also conduct a fairly extensive research project, which, experience has shown, can be extremely time-consuming. Students will be required to do written assignments. These assignments must be typed, and submitted electronically (i.e. by e-mail or on BlackBoard). Therefore, students are required to be sufficiently computer literate. If not, they need to make personal arrangements to become computer literate before enrolling for the B Ed Honours.

Application procedure for the B Ed Honours for 2024

All applications must be completed online at https://www.cput.ac.za/study/apply Your application must include the following: • A completed application form • Receipt that an application fee has been paid if you have not registered with CPUT or Cape Technikon or Peninsula Technikon before • A copy of your identity document • Certified copies of all your qualifications • Certified copies of academic transcripts of previous qualifications (i.e. subjects passed and marks obtained) • A typed record of your experience in education (or related field), i.e. a short CV • A typed letter, in which you clearly motivate why you want to further your studies in your selected specialisation(s) • Your preferred specialisations (at least two in order of preference) if you apply for B Ed Honours in Teaching and Learning Incomplete and late applications will not be considered.

8. • •

Fees payable Application fee: R100 (if before 30 Sept; thereafter R150) – if not an ex-CPUT, ex -Cape Technikon or ex –Peninsula Technikon student. Class fees: Approx. R17 000 in total

Subject information B Ed Honours in Teaching and Learning:

Module Education 5

Brief description of module This compulsory, fundamental (generic) module is one of the core components of the qualification. It is on an advanced level as it builds on basic knowledge and skills students should have acquired in undergraduate studies. This module has several focus areas, mostly with the aim to support students’ research activities in the programme. First it enables students to understand different educational themes and perspectives. Second, it provides students with conceptual tools for knowledge generation. Finally, it prepares students to be able to read and critique research in education. Towards the fulfillment of these three purposes, the following content constitutes the course work: •

Learning outcomes of module On successful completion of this module, students are expected to be able to: - Educational themes and perspectives: Demonstrate an understanding of theoretical and conceptual perspectives underpinning educational practice under the following themes: (a) Philosophy of Education; (b) Psychology of Education; (c) Sociology of Education; (d) Inclusive Education Perspectives; and (e) History of Education • Contemporary policy challenges: (i) Identify contemporary policy challenges; (ii) Analyse how policy challenges impact practice (e.g. HIV-AIDs and teachers; curriculum changes)

• Critical appreciation of Educational Educational themes and Research: perspectives (i) Critique and analyse other people’s a. Philosophical perspectives; research; e.g. (ii) Link different frameworks of Philosophical thinking to educational debates (e.g. frameworks of thinking; positivism and interpretivism) critical and creative citizenship; adulthood and citizenship; indigenous knowledge; b. Psychological perspectives and debates: Psychological perspectives in Education; e.g. Theoretical explanations about learners and learning Implications for learners and learning Principles of human learning Factors in effective teaching

Introduction to Research in Education

c. Sociological perspectives and debates; e.g. Indigenous Knowledge Systems (IKS) modern society and schooling Multicultural education and diversity d. Inclusive Education models and debates; e.g. When learning does not occur as theorised Models and Types of intervention e. Historical perspectives; e.g. Ideological underpinnings of education SA education past, present and future directions • Contemporary policy challenges; e.g. HIV/AIDS and teachers curriculum change and implications for practice • Critical appreciation of Educational Research; e.g. Textual analysis This compulsory, fundamental (generic) module is one of the core components of the qualification. It has been designed to support and empower students to become proficient and confident in their academic literacy skills. As such, this module aims to develop the following academic literacy knowledge and skills of students: - Library skills, including academic literature (in print and electronic form) retrieval skills - Academic reading skills (reading with understanding, and being able to extract and report the key ideas/concepts) - Collating ideas and concepts from various sources to form a coherent/structured writing piece. - Academic discourse - reading and writing for academic purposes - Characteristics of academic writing including referencing, using the Harvard referencing method - Structure of academic writing - Differences between academic writing and non-academic writing

On successful completion of this module, students are expected to be able to: - Access, retrieve and evaluate literature from various sources, including hard copies in academic libraries, and electronic copies from academic journal databases, dissertation databases, internet and other sources - Read, interpret, summarise and collate relevant information from various sources - Apply correct principles of academic writing in order to write a coherent report on literature read, while constructing supportive evidence through logical argumentation based on literature read - Correctly utilise in-text and end-of-text referencing techniques

Research Methods in Education

Students may choose to be diagnostically assessed prior to the commencement of this module. Upon achieving the required minimum mark, they can be credited for this module. This compulsory, fundamental (generic) module is one of the core components of the qualification. It is on an advanced level as it builds on basic knowledge and skills of educational research students should have acquired in undergraduate studies, as well as in the module Introduction to Research. This module equips students with fundamental, generic knowledge and skills which, combined with the disciplinary pedagogical and content knowledge acquired from their specialization, should enable them to conduct an independent research project of 30 credits in their specialization, under the supervision of a specialization expert. As such, this module will enable students to: - Understand the paradigms within which educational research is situated - Understand the research process and can apply it to develop a research project in their specialization - Understand the difference between ordinary knowledge and scientific knowledge - Can critically engage with educational research literature - Understand educational research methodology (both quantitative and qualitative) and the range of research methods utilized, and can implement them - Can design and implement suitable data collection instruments, can analyze (qualitative and quantitative) data collected by collection instruments, can interpret and discuss results - Understand the principles and obligations of ethics in research, and are able to adhere to these

Research project

This compulsory, fundamental (generic) module is one of the core components of the qualification. It is on an advanced level as it builds on and integrates

On successful completion of this module, students are expected to be able to: - Understand how to apply research theories, research methodology, methods and techniques to research in education - Demonstrate the ability to critically interrogate multiple sources of knowledge in research - Apply or transfer appropriate standard procedures, processes or techniques to unfamiliar problems in research - Demonstrate the ability to use a range of specialized skills to identify, analyse and address complex or abstract problems in research - Demonstrate the ability to identify and address ethical issues based on critical reflection in research - Access, process and manage information – critically review information, synthesise data, evaluate and manage processes in research - Manage own learning – demonstrate the ability to apply, in a self-critical manner, learning strategies - Display accountability – demonstrate the ability to take full accountability for his/her work, decision making and use of resources

On successful completion of this module, students are expected to be able to independently undertake a comprehensive research project under the supervision of an

Specialisation module (choose ONE from:) Afrikaans First Language

knowledge and skills students should have acquired in the module Research Methods in Education as well as in the Specialisation module. It entails an independent research project under the supervision of an academic supervior in the particular field of specialisation. It includes - Formulating a research topic and research problem/question - Undertaking a comprehensive literature review - Deciding on and designing a research approach and research plan - Designing and implementing data collection instruments - Analysing and interpreting data, and commenting on findings - Adhering to ethical principles of educational research

academic supervisor. This research project will include a research proposal, and will be conducted in the discipline in which the student does his/her specialisation module. In particular, students are expected to be able to: - Identify and formulate a research problem, research question and research title - Locate, interrogate and report on literature relevant to their field of specialisation, and in particular to the subfield in which they conduct their research - Identify and/or design a suitable theoretical framework for the research - Design, substantiate and implement an appropriate research methodology - Collect, analyse, interpret and comment on data and findings - Implement suitable measures to ensure ethical principles -

This specialization module is one of the elective components of the qualification. It is on an advanced level as it builds on the basic knowledge and skills that students in Afrikaans First Language should have acquired in their undergraduate studies.

On successful completion of this module, students are expected to be able to: - Understand the grammatical structure and implications of the use of Afrikaans and is able to apply this knowledge in different contexts. - Critically evaluate multiple sources on grammatical use in literary texts and discourse. - Demonstrate the complexities of applying or transferring the appropriate knowledge to a variety of language contexts. - Analyze and synthesize complex and abstract issues relevant to the use of Afrikaans as a First Language. - Identify and address ethical issues based on critical reflection as reflected and found in a variety of language uses and contexts, i.e. critical literacy. - Demonstrate the effective use of language in the gathering and selection of information, the synthesis and evaluation of data in different language contexts. - Demonstrate the ability to present and communicate academic ideas and discourses in various contexts

This module equips students with specific knowledge and skills which, combined with knowledge and skills acquired in the module Research Methods in Education,, should enable them to conduct an independent research project of 30 credits in their specialization field (i.e. Afrikaans First Language), under the supervision of a specialization expert. As such, this module will enable students to: -

Understand the paradigms and paradigm shifts within the academic discourse in Afrikaans as First Language Understand, analyze and synthesize complex and abstract issues in a wide range of texts. Reflect and understand issues of the complex structure of discourse in

Business Management

the Afrikaans Language and to apply their knowledge in different contexts. Be critical and discerning readers of various genres in Literature as well as of literary reviews. Identify and address ethical issues as reflected in a variety of uses of language in different contexts. Demonstrate the ability to present and communicate academic ideas and trends in various contexts. Understand and reflect on the effective use of language in the gathering of information, the synthesis and evaluation of data in different contexts. Conduct an independent research project on an aspect of their own choice regarding Afrikaans Language Teaching in the primary / secondary school.

This specialisation module is one of the elective components of the qualification. It is on an advanced level as it builds on the well-rounded knowledge base acquired in undergraduate studies. This module equips students with advanced knowledge, skills, values and attitudes which should enable them to demonstrate consolidated and deepened expertise of Business Management as a module. As such, this module aims to enable students to: - Demonstrate a high level of theoretical engagement and intellectual independence through advanced reflection and development by means of a systematic survey of current thinking, practice and research methods applicable to the following sub-areas of Business Management: o Strategic Management o Marketing Management and Communication/Advertising o Human Resource management o Environmental management o E Business - Demonstrate a critical ability to identify, evaluate and solve defined,

Demonstrate the ability to reflect on and apply effective use of language as a medium of learning and communication. Manage own learning – demonstrate the ability to apply, in a self-critical manner, accumulated knowledge of the structure and use of Afrikaans in various familiar and unfamiliar contexts.

On successful completion of this module, students are expected to be able to: - Understand how to apply Business Theories to research in education - Demonstrate the ability to critically interrogate multiple sources of knowledge in Business Management - Apply or transfer appropriate standard procedures, processes or techniques to unfamiliar problems in Business Management - Demonstrate the ability to use a range of specialized skills to identify, analyse and address complex or abstract problems relating to the teaching of Business Management - Demonstrate the ability to identify and address ethical issues based on critical reflection in Business Management - Manage own learning-demonstrate the ability to apply in a self-critical manner , learning strategies in Business Management - Display accountability-demonstrate the ability to take full accountability for his/her work, decision making and use of resources.

routine and new problems within familiar context, and to apply solutions based on relevant evidence and procedures or other forms of explanation appropriate to the teaching of Business Management. - Demonstrate research capacity relating to the teaching and learning of Business Management Computer Applications Technology

This specialization module is one of the elective components of the qualification. It is on an advanced level as it builds on the basic knowledge and skills that students in Computer Applications Technology should have acquired in their undergraduate studies. Computer Applications Technology (CAT) is the study of the integrated components of a computer system (hardware and software) and the practical techniques for their efficient use and application to solve everyday problems. The solutions to problems are designed, managed and processed via end-user applications and communicated using appropriate information and communication technologies (ICTs). ICTs are the combination of networks, hardware and software as well as the means of communication, collaboration and engagement that enable the processing, management and exchange of data, information and knowledge. The module content will enable the student to teach and manage learnng in a CAT environment using ICT to solve problems at advanced level and with fluency, as well as to engage in independent research into aspects of the teaching and learning of CAT.

Drama

This specialization module is one of the elective components of the qualification. The module is at an advanced level further developing students’ required underpinning disciplinary knowledge and practical skills from undergraduate studies. The focus of the module is on enhancing the depth of knowledge whilst strengthening the application of knowledge and expanding practical skills. The module will enable students to

On successful completion of this module, students are expected to be, at an advanced level and with fluency, able to: - Identify and use ICT to solve every day problems using end user applications - Critically evaluate and apply problem solving principles within the didactic paradigm of the curriculum and assessment policy statement (CAPS) and in CAT in particular - Contribute to systematic and disciplined thinking, with particular reference to the area of CAT -

Provide well-founded interpretations of literature in the area of CAT.

Select and use techniques and technologies for the collection, storage, processing of data into information that leads to knowledge and decision-making Select and operate the physical and nonphysical components of a computer system in order to assist in problem solving using end user applications Select and use network technologies to facilitate the management and dissemination of digital data

Select and use internet technologies for the digital presentation of multimedia data On successful completion of this module, students are expected to be able to: - Know and understand all relevant underlying disciplinary concepts and theories - Evaluate and analyze resources and methodologies within the discipline - Synthesize and integrate various components, strategies and techniques and apply it to practice - Use a range of specialized skills to identify, analyze and address complex problems through related research

Foundation Phase

Analyze and critically evaluate methodology and practices within the discipline - Critically engage with educational research material - Apply appropriate techniques and procedures to practical situations - Demonstrate the ability the use a range of specialized skills within the discipline This is an elective module on an advanced level and builds on the basic knowledge and skills of the undergraduate foundation phase program.

Display accountability for his/her work and decision making regarding the discipline

On successful completion of this module, students are expected to be able to: - Understand how to apply research theories, research methodology, methods and techniques to research aspects related to the teaching and learning of This module equips students with literacy, numeracy and grade R. fundamental knowledge and skills on an - Demonstrate the ability to critically advanced level of both pedagogical and interrogate multiple sources of content knowledge of literacy, numeracy knowledge in research about literacy, and grade R. The knowledge gained numeracy and grade R. here will be used to execute the research - Apply or transfer appropriate standard project. procedures, processes or techniques to As such, this module aims to enable unfamiliar problems in research students to: pertaining to literacy, numeracy and - Understand the paradigms of grade R. Demonstrate the ability to use a range of literacy, numeracy and grade R as specialized skills to identify, analyse and well as where educational research address complex or abstract problems in in this discipline is situated. research in literacy, numeracy and grade - Identify a research problem and R. utilize the knowledge and skills - Demonstrate the ability to identify and gained from the research address ethical issues based on critical reflection in research related to literacy, methodology to find a solution to numeracy and grade R. the problem. Access, process and manage - Understand the difference between information, critically review ordinary knowledge and scientific information, synthesise data, evaluate knowledge in literacy, numeracy and manage processes in research. and grade R. - Manage own learning – demonstrate the - Can critically engage with recent ability to apply, in a self-critical manner, learning strategies. and relevant literature that has Display accountability for his/her work, specific reference to literacy, decision making and use of resources. numeracy and grade R. - Critically read and think about research literature pertaining to theoretical frameworks applicable to literacy, numeracy and grade R. - Understand educational research methodology (both quantitative and qualitative) and the range of research methods that can be used in research within the foundation phase as well as to implement these methods within the research project.

Human Movement Science

Inclusive Education

Can design and implement suitable data collection instruments for the research project and analyse data collected to make interpretations of the results. - Understand the principles of ethics in research and implement the procedures of research and should be able to adhere to these. This is an elective module for the Intermediate/Senior Phase in GET on an advanced level and builds on basic knowledge and practical skills which students should have acquired in undergraduate studies.

On successful completion of this module, students are expected to be able to: - demonstrate knowledge of and engagement in Human Movement Science, First Aid Level 1 and Level 2, and an understanding of how to apply such knowledge in the school Human Movement Science environment - equips students to specialize in - plan, organize and discuss various topics Human Movement Science, and evaluate knowledge and knowledge theoretical and practical knowledge production and application thereof, including - understand, select, analyze and apply but not limited to sports coaching, appropriate procedures and techniques to psychology and recreation different problems and situations in the - provides them with fundamental class background knowledge and practical - use a range of specialized skills to application in motoric principles identify, analyse and address complex - provides them with fundamental and abstract problems in Human background knowledge and practical Movement Science application to teach learners with - identify and address ethical issues based physical disabilities on critical reflection in Human - equips them with relevant Movement Science and research knowledge and skills to undertake practices an independent research project - access, process and manage information within this discipline related to Human Movement Science - offer creative insight and solutions to problems and issues appropriate to the context - organize and manage programmes applicable to the module - manage own learning by demonstrating the ability to apply, in a self-critical manner, learning strategies - display accountability to take full accountability for his/her work, decision making and use of resources. This elective module is on an advanced On successful completion of this module, level as it builds on basic knowledge students are expected to be able to: and skills of Inclusive Education which - Scope of knowledge: the student will be students should have acquired in their able to demonstrate how to apply understanding of Inclusive Education undergraduate studies. theories in a variety of IE settings; This module explores issues around - Knowledge literacy: the student will be Inclusive Education focusing on learners able to interrogate and evaluate multiple who experience barriers to learning and sources of knowledge in IE; development from different - Method and procedure: the student will perspectives: be able to demonstrate an understanding

To enhance the skill of Inclusive Education in educational settings, particularly: - the holistic development of the child; - to strengthen the application of knowledge through practical approaches in educational settings; - the micro political climate that helps or hinders the inclusion process. Cross-linkages are made throughout the course to emphasize how these perspectives cannot be viewed in isolation.

The needs of learners experiencing barriers are addressed as well as how to improve student’s general teaching skills and practices. This module will enable students to: - gain an increased understanding of learners experiencing barriers to learning and development and how these can be understood from a developmental perspective, a human rights perspective, diversity, social justice, equity and equality; - gain knowledge of intrinsic and extrinsic barriers to learning and development - understand global, historical and local trends in the education of learners experiencing barriers - explore differing educational settings within an inclusive education perspective - debate ‘inclusionary pedagogy’ and issues of change - explore assessment issues and how they affect learners experiencing barriers - learn how to adapt the classroom environment, learning materials and teaching strategies in order to educate learners experiencing barriers more effectively - explore socio-political aspects of inclusive education, within the school and the community including issues such as social class, gender and ethnicity on achievement and underachievement - To explore perspectives on parents and community involvement - Provide detail on specific disabilities and how to practically

of the complexities and uncertainties of developing an intervention programme for their learners; Problem solving: the student will be able to demonstrate an ability to identify, analyse and address complex or abstract problems drawing from their IE Practice; Ethics and professional practice: the student will be able to demonstrate an ability to identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to specific IE contexts; Accessing, processing and managing information: the student will be able to gather, synthesize, evaluate, and manage data collected from their IE practice; Producing and communicating information: the student will be able to present and communicate academic, professional and didactic knowledge to the IE Practice stakeholders (parents, teachers, principals etc). This feedback will consist of creative insights, rigorous interpretations and solutions to the IE Practice; Context and systems: the student will be able to operate effectively within a system based on an understanding of the roles and elements within the system based on the work of Bronfennbrenner; Management of learning: the student will be able to reflect on their professional ongoing learning needs in a self-critical manner; Accountability: the student will be able to take full responsibility for his/her work, decision making and use of resources, and full accountability for the decisions and actions of others where appropriate.

Mathematics

Mathematica l Literacy

accommodate learners experiencing barriers in the classroom and educational setting understand theories and practices of social, emotional and behavioural management examine the support structures available and how to access these to better meet both the needs of learners and educators understand refugee children and children with HIV/AIDS

This specialization module is one of the elective components of the qualification. It builds on the knowledge and skills acquired in Mathematics and Mathematics Curriculum Studies in undergraduate studies towards an advanced level of understanding of relevant perspectives, theory and practice within mathematics education.

On successful completion of this module, students are expected to be able to: - Demonstrate understanding of relevant and current perspectives and theory in mathematics education - Explore application of theory within the practice of teaching mathematics in different learning contexts - Reflect on issues related to the role of language in the teaching and learning of Four organising principles form the mathematics in multiple settings foundation of this course: problem- Demonstrate knowledge of mathematical solving and modeling, mathematical problem-solving and modeling within language, mathematical reasoning; and the context of algebra and geometry assessment. These are explored within including application to the school the context of teaching and learning curriculum selected mathematics content and are - Develop mathematical reasoning with a linked to empirical research within the focus on generalisation, justification and field of mathematics education. proof - Establish links between teaching, learning and assessment which involves understanding of the purpose, nature and practice of assessment of mathematics in South Africa. This module in the FET band is one of On successful completion of this module, the elective components of this students are expected to be able to: qualification. It builds on the - Understand how to apply the theories knowledge and skills acquired in underpinning Mathematical Literacy Mathematical Literacy and Education Mathematical Literacy Curriculum - Demonstrate an ability to critically Studies in undergraduate studies towards interrogate multiple sources of an advanced level of understanding of knowledge in Mathematical Literacy and relevant perspectives, theory and the teaching thereof to diverse learners practice within mathematical literacy in different learning environments education. - Apply or transfer appropriate instructional strategies, processes or Four organising principles form the techniques to unfamiliar problems in foundation of this course: learning module content, learning and selection theories and teacher beliefs and of applicable contexts identities; problem-solving and - Access, process and manage suitable modeling, language in the teaching and Mathematical Literacy content in learning of Mathematical Literacy; and different contexts to develop creative assessment. These are explored within responses and solutions to problems the context of teaching and learning

selected mathematical literacy content in various contexts and are linked to empirical research within the field of mathematical literacy education.

Music

This is an elective module for both GET and FET on an advanced level and builds on basic knowledge and practical skills which students should have acquired in undergraduate studies. Practical Component: Grade VIII (Unisa, Trinity, Royal Schools) in any musical instrument or Choral Conducting (in which case a 45 minute recital will be sufficient if an examination was not attempted) [Spesialization] Theoretical Component: •

The pre-requisite levels needed for the Practical Examination (Unisa Grade VI etc)

•

Orchestration (for School Orchestra)

Manage own learning – demonstrate the ability to apply, in a self-critical manner, learning strategies in developing a Mathematical Literacy teacher identity - Able to create, present and communicate Mathematical Literacy instructional materials and solutions in a creative and rigorous way, appropriate to the context of Mathematical Literacy - Display accountability – demonstrate the ability to take full accountability for his/her work, decision making and use of resources On successful completion of this module, students are expected to be able to: - Reach the required standard of Practical Performance in the chosen speciality; - Evaluate, apply and demonstrate knowledge in practice of the different Style Periods; - Demonstrate an ability to illustrate effective orchestration-technique required for schools; - Provide a substancial scope of knowledge in accordance to the level of the chosen instrument. This will provide the student with sufficient tools to successfully undertake the teaching and learning aspect of the chosen discipline (instrument) in the classroom on an individual and/or group basis. - Display accountability to take full responsibility for his/her work, decision making and use of resources. -

Academic Component: •

Isms in the 20th Century : An indepth study of musical “isms” developed mostly in the the 20th century. Thas will provide a firm foundation of musical knowledge from which to launch further research in Music and its Methodology.

Second Language/ First Additional Language

Research Project (preferably on the Practical component to underpin the Learning and Teaching aspect) This elective module is one of the specialization modules of the qualification. It is offered on an advanced level as it builds on basic knowledge and skills language teaching students should have acquired in undergraduate studies. This module equips students with advanced specialized knowledge and

On successful completion of this module, students are expected to be able to: - Demonstrate an understanding and knowledge of language acquisition theories - Demonstrate the ability to interrogate multiple sources of knowledge about theories of second language teaching and learning

skills in second language teaching which should enable them to conduct an independent research project of 30 credits in this field under the supervision of a specialization expert. As such, this module will enable students to acquire an understanding of: -

Science

the paradigms in which second language teaching and learning theory is situated; - the principles of second language curriculum design, interpretation and implementation; - the complexities of pedagogical content knowledge within the field of second language teaching and learning. This specialization module is one of the elective components of the qualification. It is on an advanced level as it builds on the basic knowledge and skills that students in Life Sciences/Physics/Chemistry/Natural Sciences should have acquired in their undergraduate studies. This subject equips students with specific knowledge and skills which, combined with knowledge and skills acquired in the module Research Methods in Education, should enable them to conduct an independent research project of 30 credits in their specialization field (i.e. Life Sciences/Physics/Chemistry/Natural Sciences), under the supervision of a subject specialist. As such, this subject will enable students to: -

understand the quantitative and qualitative paradigms of research in science have a good understanding of scientific research methodological designs develop their skills in scientific literacy and be able to demonstrate the ability to present and communicate academic ideas and trends in various contexts. reflect and understand issues regarding context-based teaching and alternative frameworks in the teaching of science critically engage with recent and relevant literature that has specific

Identify, analyse and address the complexities of second language curricula at the chosen level(s) of specialization, e.g. Foundation Phase, Intermediate Phase, Senior Phase and FET Demonstrate pedagogical content knowledge (including pedagogical approaches, strategies and techniques) within the field of second language teaching and learning, and at the chosen level of specialization, e.g. Foundation Phase, Intermediate Phase, Senior Phase and FET

On successful completion of this module, students are expected to be able to: - demonstrate an understanding of the values and rights enshrined in the South African Constitution (Act 108 of 1996), how these values and rights permeate the South African Schools Act( No 84 of 1996) and other relevant legislation and how these values could be developed through the teaching and learning process, in particular, in science, - demonstrate and / or show evidence of having acquired the seven roles and associated competencies for Educators for Schooling ( Norms and Standards for educators: Government gazette: Department of Education: 4 February 2000) and competencies as outlined in the HEQF and SAQA frameworks, - have developed a solid grounding in the principles as well as the teaching and learning theories that underpin the development of the National Curriculum Statement (NCS) and Curriculum and Assessment Policy Statement (CAPS) for Life Sciences/Physics/Chemistry/Natural Sciences. - demonstrate the ability to, through the application of appropriate research methodologies, reflect on issues in the teaching and learning of science, - demonstrate the ability to identify and address ethical issues based on critical reflection of contemporary issues and modern applications in Life Sciences/Physics/Chemistry/Natural Sciences

Technical and Vocational Education and Training

reference to various issues such as assessment, diversity and indigenous knowledge systems related to science and science education identify and address ethical issues as reflected in the use and application of science in different contexts equip students to have a deeper understanding of the theoretical and practical knowledge and applications of certain topics in Life Sciences/Physics/Chemistry/Natural Sciences provide them with fundamental background knowledge regarding contemporary issues and modern applications in Life Sciences/Physics/Chemistry/Natural Sciences

This module is an elective, specifically aimed at B Ed graduates who are Technical and Vocational Education and Training (TVET) practitioners. While an ADE (TVT) is not a requirement, it would be a decided advantage. The module will provide broad, but high level, introduction to technical and vocational education and training as a field of teaching and learning with the aim of enabling TVET and other educational practitioners to undertake advanced studies involving a systematic survey of current thinking, practice and research in this area of specialization. The module will enable students to demonstrate a high level of theoretical engagement and intellectual independence through advanced reflection and development by means of a systematic survey of current theory, practice and research methods applicable to the application of TVET within the current national and international context by means of a focus on the following areas: -

Vocational education and training vs academic education, adult education, special needs education and skills training Vocational education as a craft, profession and pedagogy

explore application of theory within the practice of teaching science in different learning contexts - reflect on issues related to the role of language in the teaching and learning of science in different contexts, - demonstrate the ability to critically interrogate multiple sources of knowledge in research about assessment, diversity and indigenous knowledge systems related to science and science education - demonstrate knowledge of and engagement in Life Sciences/Physics/Chemistry/Natural Sciences and an understanding of how to apply such knowledge in the school environment - have developed the skills of doing research within the educational environment and in particular the science classroom. On successful completion of this module, students are expected to be able to: - Understand how to apply theories and current education research to the TVET environment - Demonstrate the ability to critically interrogate multiple sources of knowledge relating to TVET with existing international and and national contexts. - Apply or transfer appropriate standard procedures, processes or techniques to unfamiliar problems within TVET educational institutions - Demonstrate the ability to use a range of specialized knowledge and skills to identify, analysis and address complex or abstract problems relating to TVET. - Demonstrate the ability to identify and address ethical issues based on critical reflection of current TVET theory and practice. - Manage own learning, and demonstrate the ability to apply in a self-critical manner, knowledge of current TVET theory and practice. - Display accountability-demonstrate the ability to take full accountability for his/her work, decision making and use of resources.

Curriculum planning within various vocational settings Methods and media commonly used in various forms of vocational education Assessment in vocational education Work integrated learning in vocational education

Students will be expected to demonstrate a critical ability to identify, evaluate and solve defined, routine and new problems within familiar contexts, and to apply solutions based on relevant evidence and procedures or other forms of explanation appropriate to the TVET environment. Visual Art

This module is an elective component in the BEd Honours. The underpinning knowledge is a fundamental understanding of the disciplinary pedagogical knowledge of Visual Art Education, as well as the core content of Visual Art theory and practice.

On successful completion of this module, students are expected to be able to: -

As such, this module will enable students to develop a deeper understanding of the disciplinary pedagogical theories and practices that are embraced in Visual Art Education. -

Students will complete a practical portfolio which will result in an individual, externally-moderated exhibition.

Demonstrate Visual Art Education literacy and the ability to draw on and apply the body of knowledge and methods appropriate to Visual Art Education. Demonstrate an understanding of method and procedure, and appreciate how to select, apply or transfer appropriate procedures, processes and techniques to tasks in Visual Art Education. Critically review information in the context of Visual Art Education in order to develop creative responses to problems. Produce a substantial practical portfolio which demonstrates an ability to present academic, professional and aesthetic ideas effectively, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to Visual Art Education. Manage production and learning and an ability to apply, in a self-critical manner, learning strategies which effectively address his or her professional and ongoing learning needs and the professional and ongoing learning needs of others. Demonstrate accountability, showing an ability to take full responsibility for their own work, decision-making and use of resources.

B Ed Honours in Educational Management and Leadership: 20

Module Education 5

Introduction to Research in Education Research Methods in Education Research project Leadership Strategies in Education

Brief description of module Please refer to Education 5 in the qualification B Ed Honours in Teaching and Learning above. Please refer to Introduction to Research in Education in the qualification B Ed Honours in Teaching and Learning above. Please refer to Research Methods in Education in the qualification B Ed Honours in Teaching and Learning above. Please refer to Research project in the qualification B Ed Honours in Teaching and Learning above. This compulsory module is one of the core components of the qualification. It is on an advanced level as it builds on the well-rounded knowledge base acquired in undergraduate studies. This module equips students with advanced knowledge, skills, values and attitudes which should enable them to demonstrate consolidated and deepened expertise relating to strategic leadership in Education. As such, this module will enable students to: - Demonstrate a high level of theoretical engagement and intellectual independence through advanced reflection and development by means of a systematic survey of current thinking, practice and research methods applicable to the following sub-areas of strategic leadership in Education: o The philosophy of strategy o Social systems theory and strategy o Strategic paradigms o Developing strategic options and choices for educational institutions o Leading the strategic process at educational institutions o Managing strategic alignment at educational institutions - Demonstrate a critical ability to identify, evaluate and solve defined, routine and new problems within familiar context, and to apply solutions based on relevant evidence and procedures or other forms of explanation appropriate to the strategic leadership of educational institutions.

Learning outcomes of module Please refer to Education 5 in the qualification B Ed Honours in Teaching and Learning above. Please refer to Introduction to Research in Education in the qualification B Ed Honours in Teaching and Learning above. Please refer to Research Methods in Education in the qualification B Ed Honours in Teaching and Learning above. Please refer to Research project in the qualification B Ed Honours in Teaching and Learning above. On successful completion of this module, students are expected to be able to: - Understand how to apply leadership strategies to research in education - Demonstrate the ability to critically interrogate multiple sources of knowledge relating to Leadership strategies in education - Apply or transfer appropriate standard procedures, processes or techniques to unfamiliar problems at Educational institutions - Demonstrate the ability to use a range of specialized knowledge and skills to identify, analysis and address complex or abstract problems relating to strategic leadership of educational institutions - Demonstrate the ability to identify and address ethical issues based on critical reflection of strategic leadership in education - Manage own learning-demonstrate the ability to apply in a self-critical manner, leadership strategies - Display accountability-demonstrate the ability to take full accountability for his/her work, decision making and use of resources.

Operations Management in Education

- Demonstrate research capacity relating to the strategic leadership of educational institutions This compulsory module is one of the core components of the qualification. It is on an advanced level as it builds on the well-rounded knowledge base acquired in undergraduate studies. This module equips students with advanced knowledge, skills, values and attitudes which should enable them to demonstrate consolidated and deepened expertise relating to operations management in Education. As such, this module will enable students to: - Demonstrate a high level of theoretical engagement and intellectual independence through advanced reflection and development by means of a systematic survey of current thinking, practice and research methods applicable to the following sub-areas of Operations Management in Education: o Approaching Operations Management: Philosophy and Principles o Perspectives on educational institutions as organisations o Frameworks for analyzing and understanding the structures and procedures of educational institutions o Frameworks for analyzing and understanding the technical support elements of educational institutions o Acquiring and controlling material and financial resources o Developing awareness and skills in resource and financial management and administration o Information systems development in education o New developments in the management of information systems - Demonstrate a critical ability to identify, evaluate and solve defined, routine and new problems within familiar context, and to apply solutions based on relevant evidence and procedures or other forms of explanation appropriate to the management of operations at educational institutions.

On successful completion of this module, students are expected to be able to - Understand how to apply their knowledge of operations management to research in education - Demonstrate the ability to critically interrogate multiple sources of knowledge relating to operations management in education - Apply or transfer appropriate standard procedures, processes or techniques to unfamiliar problems at Educational institutions - Demonstrate the ability to use a range of specialized knowledge and skills to identify, analyze and address complex or abstract problems relating to the management of operations at educational institutions - Demonstrate the ability to identify and address ethical issues based on critical reflection of the management of operations in education - Manage own learning-demonstrate the ability to apply in a self-critical manner, knowledge and skills pertaining to the management of operations in education - Display accountability-demonstrate the ability to take full accountability for his/her work, decision making and use of resources.

Human Capital Management in Education

- Demonstrate research capacity relating to the management of operations at educational institutions This compulsory module is one of the On successful completion of this module, core components of the qualification. It students are expected to be able to is on an advanced level as it builds on the - Understand how to apply human capital well-rounded knowledge base acquired management strategies to research in in undergraduate studies. education - Demonstrate the ability to critically This module will consolidate and deepen interrogate multiple sources of the student’s knowledge of prevalent and knowledge relating to human capital fundamental themes relating to human management strategies in education capital management in education, which - Apply or transfer appropriate standard would have been included in their procedures, processes or techniques to undergraduate studies. This module will unfamiliar problems at educational demand a high level of theoretical institutions engagement and intellectual - Demonstrate the ability to use a range of independence. specialized knowledge and skills to identify, analysis and address complex As such, this module will enable students or abstract problems relating to human to: capital management of educational - Demonstrate a high level of theoretical institutions engagement and intellectual - Demonstrate the ability to identify and independence through advanced address ethical issues based on critical reflection and development by means reflection of human capital management of a systematic survey of current in education thinking, practice and research - Manage own learning-demonstrate the methods applicable to the following ability to apply, in a self-critical sub-areas of Human Capital manner, issues related to human capital Management in Education: strategies - Display accountability-demonstrate the o Strategies for inspiring, challenging, ability to take full accountability for motivating and empowering people to his/her work, decision making and use commit to the school's values, vision of resources. and mission and to carry them forward in planned action; o Manage conflict and other challenging situations effectively and work towards solutions. o Practices and procedures related to quality assurance systems, including whole-school review and evaluation and performance management; o Processes and systems underpinning accountability, responsiveness and responsibility o Relationships between performance management, continuing professional development and sustainable school improvement; o Approaches to promoting continuing professional development, including approaches to adult learning;

Community Relationship Management

o Ways in which shared leadership, participation in decision-making, teambuilding and effective teamwork may be encouraged, promoted and implemented; o Ways in which motivation, morale and job satisfaction may be enhanced; and o The significance and interpretation of Ubuntu within interpersonal relationships and effective communication and feedback. o Demonstrate leadership through participating in professional learning. o Practices for performance management, both organisational and individual; - Demonstrate a critical ability to identify, evaluate and solve defined, routine and new problems within familiar context, and to apply solutions based on relevant evidence and procedures or other forms of explanation appropriate to the management of human capital at educational institutions. - Students will be able to demonstrate research capacity relating to the management of human capital at educational institutions. This compulsory module is one of the core components of the qualification. It is on an advanced level as it builds on the well-rounded knowledge base acquired in undergraduate studies. This module equips students with advanced knowledge, skills, values and attitudes which should enable them to demonstrate consolidated and deepened expertise relating to community relationship management in education. As such, this module will enable students to: - Demonstrate a high level of theoretical engagement and intellectual independence through advanced reflection and development by means of a systematic survey of current thinking, practice and research methods applicable to the following sub-areas of community relationship management in education: o Decentralisation: a new policy framework for leadership at educational institutions

On successful completion of this module, students are expected to be able to - Understand how to apply community relationship management theory to research in education - Demonstrate the ability to critically interrogate multiple sources of knowledge relating to Leadership strategies in education - Apply or transfer appropriate standard procedures, processes or techniques to unfamiliar problems at Educational institutions - Demonstrate the ability to use a range of specialized knowledge and skills to identify, analysis and address complex or abstract problems relating to community relationship management at educational institutions - Demonstrate the ability to identify and address ethical issues based on critical reflection of community relationship management in education - Manage own learning-demonstrate the ability to apply in a self-critical manner, strategies to lead and manage an

Law in Education

o The role of community within an educational institution’s relationship educational reform policy context with its various communities. o Educational organisations as social - Display accountability-demonstrate the systems ability to take full accountability for o Educational organisations his/her work, decision making and use functioning within different frames of resources. o The organizational ecology of an educational organisation o Methods and techniques for building and strengthening strategic partnerships - Demonstrate a critical ability to identify, evaluate and solve defined, routine and new problems within familiar context, and to apply solutions based on relevant evidence and procedures or other forms of explanation appropriate to community relationship management at educational institutions. - Demonstrate research capacity relating to community relationship management at educational institutions This compulsory module is one of the core components of the qualification. It is on an advanced level as it builds on the On successful completion of this module, well-rounded knowledge base acquired students are expected to be able to: in undergraduate studies. - Understand how to apply SA legal issues to research in education This module equips students with - Demonstrate the ability to critically advanced knowledge, skills, values and interrogate multiple sources of attitudes which should enable them to knowledge relating to law in education demonstrate consolidated and deepened - Apply or transfer appropriate standard expertise relating to law in Education. procedures, processes or techniques to unfamiliar problems at educational As such, this module will enable students institutions to: - Demonstrate the ability to use a range - Demonstrate a high level of of specialized knowledge and skills to theoretical engagement and identify, analysis and address complex intellectual independence through or abstract problems relating to advanced reflection and development leadership of educational institutions by means of a systematic survey of within the SA legal framework current thinking, practice and - Demonstrate the ability to identify and research methods applicable to the address ethical issues based on critical following sub-areas of law in reflection of leadership in education Education: within the SA legal framework - South African educational legislation - Manage own learning-demonstrate the and policy; ability to apply in a self-critical manner o Labour Law and its , leadership strategies within the SA application in the school legal framework context; - Display accountability-demonstrate the o Statutory frameworks and ability to take full accountability for regulations related to quality his/her work, decision making and use assurance and of resources. accountability, including the South African Schools Act

(as amended) and the Integrated Quality Management System (IQMS). o Legislation and procedures relating to the conduct and actions of educators and learners; o Legal and regulatory frameworks related to managing schools in South Africa o Legislation and procedures relating to the recruitment, selection and appointment of staff. o Legislation and procedures relating to the disciplinary actions Demonstrate a critical ability to identify, evaluate and solve defined, routine and new problems within familiar context, and to apply solutions based on relevant evidence and procedures or other forms of explanation appropriate to the strategic leadership of educational institutions within the SA legal framework. Demonstrate research capacity relating to legal issues within the SA educational context

10. Staff and contact details B Ed Honours Administrative Assistants: Wellington campus: Ms Shirley du Plessis

Mowbray campus: Ntombizodwa Mbili

021 864 5220 duplessisshi@cput.ac.za

Mbilin@cput.ac.za

B Ed Honours course coordinators: Wellington campus: Prof C Livingston

livingstonc@cput.ac.za

Mowbray campus: Mr Henry Oliver

oliverh@cput.ac.za