Program Overview

Programme: BEdHons Learning Support

The BEdHons in Learning Support is aimed at Foundation Phase (Grade 1-3) and Intermediate Phase (Grade 4-7) teachers.

Programme Information

The programme is designed to provide teachers with the knowledge and skills necessary to support learners with learning difficulties.

Admission Requirements

To be eligible for admission, applicants must meet one of the following requirements:

• Relevant bachelor's degree and a relevant Teacher's Diploma (e.g. BA + HED)
• Relevant bachelor's degree and a Postgraduate Certificate in Education
• Relevant four-year bachelor's degree in Education (e.g. BEd)
• Relevant M+4 Teacher's Diploma and relevant Advanced Diploma in Education

Additional Requirements

Selection is based on:

• Meeting the minimum academic requirements required for admission
• Previous academic performance
• Applicable academic and/or teaching background
• Availability of supervision for the required research project
• Proven academic potential which may include academic communication and computer application skills
• Additionally, an interview may be requested
• The requirements of professional registration bodies
• The discretion of the head of department

Examinations and Pass Requirements

Subject to exceptions approved by the Dean, on the recommendation of the relevant head of department, a student may not sit for an examination for the honours degree more than twice in the same module. A final-year student who has failed a maximum of three semester modules or their equivalent, with a final mark of at least 40% in each, may be admitted by the Dean to a Chancellor's examination/s in these modules during January of the following year, provided that this will enable the student to comply with all the requirements for the degree.

Research Information

A research project is compulsory and must be handed in for examination, as prescribed by the particular department.

Pass with Distinction

The degree is conferred with distinction on a student who has obtained an average of at least 75%, with a minimum of 70% in each module (no rounding).

Minimum Credits

The minimum number of credits required for the degree is 128.

Fundamental Modules

• LSG 780: Part 2: Research report 780 (Credits: 16.00)
  • Module content: Supervised research project of limited scope. Application of quantitative and/or qualitative research methods. Writing a research report and presenting a research paper in a team.
• NMQ 755: Part 1: Research proposal 755 (Credits: 16.00)
  • Module content: Guided literature research, formulation of a conceptual framework and development of a research proposal for a supervised research project of limited scope.

Core Modules

• CDD 710: Curriculum development 710 (Credits: 16.00)
  • Module content: Principles and foundations of curriculum/programme design and development. International and national models and trends in curriculum/programme development. Principles of outcomes-based programming in the SAQA context. Curriculum development models and instruments in action. Situation and task analysis needs assessment. Development. Dissemination. Implementation as a change process. Assessment and evaluation.
• EDS 711: Philosophy and social imperatives of education 711 (Credits: 16.00)
  • Module content: Meta-theories in education. Empiricism; rational empiricism; critical rationalism; critical theory; phenomenology; hermeneutics; system theory; philosophies in education: traditional philosophies; indigenous (African) philosophies. The influence of modernism and postmodernism on education. Sociological imperatives for education. Theories of societal change and roles and values of education. Comparative perspectives on learning theories and their meaning for education.
• ILN 720: Identification and assessment of learners' needs 720 (Credits: 16.00)
  • Module content: This module will equip students to implement inclusive education principles by preparing them how to adapt all educational activities to meet the learners' levels of competence within their unique and diverse teaching and learning contexts. Some of these strategies include: modifying the National Curriculum Statement through applying different curriculum differentiation techniques; adopting a multi-level teaching approach and designing multi-level lessons; and conducting alternative assessment procedures.
• JGS 730: Early intervention in numeracy and literacy 730 (Credits: 16.00)
  • Module content: This module will equip students with theoretical knowledge and practical skills in dealing with numeracy and literacy in Early Childhood Education and Foundation Phase. It is inquiry-based and takes on a critical stance on issues raised globally and nationally on the mediation and facilitation of literacy and numeracy in the Foundation Phase classroom. Students will be able to assist learners in the acquisition of mathematical and literacy concepts, skills and processes.
• LSG 710: Learning support 710 (Credits: 16.00)
  • Module content: Develop knowledge and insight regarding learners with learning difficulties. Systemic factors that influence the development of the learner; the impact of perception (motor, visual and auditory) on the integrated learning process and principles of inclusive education. A practical learning support model which focuses on assessment as well as devising a supporting strategies to cater for individual needs.
• NMQ 745: Educational research methodology 745 (Credits: 16.00)
  • Module content: The nature of educational enquiry: contexts of research, research ethics, truth, rationality, subjectivity and objectivity; Quantitative and qualitative modes of enquiry, research designs and data collection techniques. Various approaches to qualitative research including case study research, historical research, ethnographic research, and action research. Basic concepts and principles of quantitative research. Statistical techniques in the educational research process. Survey methodology and questionnaire design. Classification and graphical representation of data. Descriptive measures. Statistical inference. Data-processing procedures. Parametric versus non-parametric tests. Some test statistics (e.g. F-Test and T-test). Formulating a research methodology for a limited project.