FACULTY OF ARTS AND DESIGN

DEPARTMENT OF SCHOOL OF EDUCATION

PROGRAMME TITLE

Bachelor of Education in Senior Phase and Further

Education and Training Teaching (B. Ed SP & FET)

PROGRAMME CODE
BEECM1, BETEC1, BENSC1

Study Guide

2024

SUBJECT TITLE: EDUCATION II

SUBJECT CODE: EDCN 201

SAQA CREDITS: 12 CREDITS

NQF LEVEL: 6
This module was revised on: 07/03/2021
Revised by: Ms S. Bukhosini
Name of Lecturer : Ms S. Bukhosini

Office : FD108E
Campus location : Indumiso in Imbali, Pietermaritzburg
Telephone : 033-845-9030
Fax No : 033-0338458936
E-Mail : Sithulileb@dut.ac.za
Consultation times with Lecturer: Thursday 14h00-16h00
Head of Department : Dr. CN Mthiyane
Programme coordinator : Dr D Mzinhle/ Mr C Makwara
Campus location : Indumiso Campus, Imbali, Pietermaritzburg
Room number : 654|0|FC1001
Telephone : 033-845-8926
Fax No : 033-8458936
Departmental Secretary / Programme secretary: Upasna Rampersadh

Contact details : 033-845 8927

Lectures : 4 periods per week

Practicals : None

Tutorials : 1 Periods per week

Lecture Venue : FC 1001

Practical Venue : NONE
Tutorial Venue : C16
Duration : 13 WEEKS
Relevant Policies and rules: Refer to Handbook 2022

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1. Welcome:

Welcome to the B. Ed. Education 201 Course and congratulations for your success in level one.
The purpose of this guide is to introduce you to Inclusive Education, Gender Education and
Educational Psychology. You will gain a lot from the disciplines; you are going to develop
critical awareness and analytical prowess as the student teacher with regards to your
professional work, life and relationship with other colleagues.

You have now already experienced life in an institution of higher education. However, this
serves to welcome you all once again into B. Ed. students to the teacher Profession. This marks
the beginning of a new life, that of training as an educator which is different from that of the
High School. It is hoped that your will maximize your opportunities, grow intellectually, and
act with responsibility and discipline.

I must remind you that attendance at lectures and activities sessions is compulsory. It is to your
disadvantage to miss lectures. In addition, a great amount of reading must take place outside
of the formal lecture times. Relevant information can be found in the library.

This information must be read in conjunction with the Education Handbook [2020] and the
Rule Book for Students [2020].

2. Using your onlineThinkLearnZone (Moodle) classroom

All taught subjects/modules have their own online classroom on the ThinkLearnZone.
You can access your classroom at https://thinklearnzone.dut.ac.za

To log in, ask your lecturer for guidance or check out “how to log in” on the DUT e-
learning website http://elearning.dut.ac.za/faq/faq_students/

The e-learning website also has contact information for help and technical assistance
http://elearning.dut.ac.za/contacts/

You can call the e-learning helpdesk on 031 373 6758 or email them on
edtechadmin@dut.ac.za

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3. Introduction to the module

Education is a module with a number of disciplines such as Psychology, Inclusive Education

and Gender Studies. These will help student teachers to develop their understanding of child
development and behaviour. It aims at helping student teachers appreciate appropriate teaching
theories which they can use in the development of lessons in their respective electives. General
teaching strategies and methods are explored, and student teachers are expected to use this
information in their specific areas of specialization. Emphasis is going to be on understanding
the current Curriculum and Assessment Policy Statement.

No specific or specialized knowledge or skills are a pre-requisite for this course, but student
teachers are expected to have a positive, committed and dedicated approach and attitude to
their work.

A professional attitude needs to be developed from the beginning of training as

teachers/educators. It is also essential to continuously work on your communication skills,
especially communication in English.

4. Learning outcomes:

Learning Outcomes are statements that describe significant and essential learning that students
are expected to achieve, and can reliably demonstrate at the end of a course or programme. In
other words, learning outcomes identify what the student will know and be able to do by the
end of a course or programme.

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5. Learning, teaching and assessment strategies
a) Learning activities

Lectures; Tutorials; Demonstrations and Presentations

Learning activity % learning time

Lectures 40%

Research 30

Presentations 30%

b) Graduate attributes:

Students will be able to demonstrate a broad understanding and sound knowledge base of
educational philosophy as a science of teaching (Profession) for their elective disciplines.

Students will be able to demonstrate basic proficiency and competencies in information

literacy, oral and written communication when planning and presenting their lessons.

Students will be able to demonstrate social responsibility, ethics and awareness of diversity
when choosing suitable teaching approach and creating inclusive learning environments where
diverse learners’ needs and backgrounds are considered.

c) Assessment
Group classroom discussion in August and September (Inclusive Education);
Assignment out of 50 Marks (Educational Psychology)
Group presentation (Gender Education)

The promotion mark will be accumulated through formative and summative assessments.

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 i. FORMATIVE ASSESSMENTS

No Type of assessment Date Weighting

30%
1. Group work September 2024

35%
2. Assignment 1 October 2024

35%
3. Test 1 October/November 2024

100%
TOTAL

The formative assessments constitute the YEAR MARK.

ii. SUMMATIVE ASSESSMENT

A final examination will be written at the end of the year.

The promotion mark will be worked out as follows:

Formative Assessment 40%

Summative Assessment (Final Examination)
60%

Any student with a year mark of less than 40 % will NOT be allowed to write the final
examination and will be deemed to have failed.

iii. Test dates and due dates for assignments:

• All assignments must be submitted on the due date or earlier.
• Assignments must be handed to the lecturer during class.

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 • Assignments must be typed. Always attach a cover page with important details such
as your full name, student number, lecturer’s name, and degree. (You are advised
to make and keep a copy of all assignments submitted)
• A doctor’s certificate must be submitted within 48 hours should you miss a test
because of an illness.
• Keep returned tests and assignments in case there is a query about your marks.

d) Activities to promote learning

• Consultation with lecturer
• Discussion forum (Moodle and Blogs)

e) Library orientation
Library orientation will be conducted in the first week after registration

6. Scheme of work
MODULE 1: INCLUSIVE EDUCATION

TOPIC LECTURE FRAMES DATE

Policies informing Inclusive • White paper 6 August 2024
Education. • CAPS
• RSA constitution 1996

Curriculum differentiation • Definition of curriculum and September 2024

curriculum differentiation
• History of curriculum
• Examples of curriculum
differentiation.

Marginalization of learners • Marginalized learners. September 2024

Differentiation strategies • Approaches to differentiation; September 2024

• Dimensions of differentiation.

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Supplementary notes and handouts will be given to assist the students through the subject
material.
MODULE 2: GENDER EDUCATION
TOPIC LECTURE FRAMES DATE
Introduction to Gender • Social construction of gender September 2024
Studies • Feminist philosophy (liberal, socialist, radical
etc)

Gender & Society • Human rights - gender equality & human October 2024
dignity
• Patriarchy and the role of other socialising
agents (church, culture, religions etc)
• Gender-based violence

Gender & Poverty • Feminisation of poverty October 2024

• Women and Development

Gender & Sexuality • LGBTI - lived experiences & hate crimes (e.g. October 2024
black lesbian experiences)
• Queer studies

Gender & Culture • Socialisation and cultural identities October 2024

• Language and socialisation

Gender & the Media • Representation and portrayal October 2024

• Stereotyping

Gender & the Workplace • Employment equity & ‘glass ceilings’ October 2024
• Status of women in relation to international
protocols

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 MODULE 3: EDUCATIONAL PSYCHOLOGY
TOPIC: LECTURE FRAMES DATE
Psychology • Definition of psychology; October 2024
• Psychology as a science discipline;
• Branches of psychology.

Educational • Definition of educational psychology; October 2024

Psychology • Importance to teaching

African • Definition African psychology; October 2024

Psychology • History of Psychology
• African vs Western/mainstream psychology;

African-centred • Sociocultural issues of African descent; October 2024

meta-theory • African descent communities and worldviews;
• African indigenous beliefs, values and
traditions vs western ideology;
• Pure African culture vs reconstructed African
ways.

South African • History of South African psychology; October 2024

Psychology • Psychology in South African context.

Behaviorism and • Definition; October 2024

behaviorist theory • Skinner;
• Pavlov
• Implications to teaching

Constructivism • Piaget’s theory November 2022

• Bruner’s perspective
• Montessori
• Implications to teaching

Human • Ecological systems theory; November 2024

development • Moral development- Kohlberg’s theory
theories

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Recommended readings.
Mwamwenda, T.S. 2004. Educational psychology. Cape Town: Heinemann.
Idemudia, E.S. 2015. Psychology in Africa or African psychology? Discourse on paradigm
shift in psychotherapy and psychological practice in Africa, World Journal Psychotherapy, 8,
pp. 2-7.
Nwoye, A. 2015. What is African psychology/ the psychology of? Theory & Psychology, Vol.
25 (1), pp. 96-116.
Cooper, S. & Nicholas, L. 2012. 2012. An overview of South African psychology,
International Journal of Psychology, Vol. 47 (2), pp. 89-101.
Makhubela, M. 2016. From psychology in Africa to African psychology: Going nowhere
slowly, Psychology in society, Vol. 52 (1), pp. 1-18.

Leedy, P. D. and Ormrod, J. E. (2010). Practical Research: Planning and Design (9th Edition).
Boston: Pearson Education International.

7. Copyright and plagiarism

All authors in South Africa, including writers of dissertations/theses are bound and protected
by the Copyright Act 98 of 1978, which may be consulted in the University Library. In terms
of this Act, the copyright of the dissertation/thesis is vested in the writer.

Plagiarism is the submission, by any person or group of persons, without acknowledgement,

of written, visual, or oral material or an idea, originally produced by someone else, purporting
to be one’s own or a group’s own work (Durban University of Technology Rule Book for
Students).

This could include:

• Inaccurate or no acknowledgement of another’ ideas and/or written, visual or oral
material;

• Paragraphs, sentences, a single sentence or significant parts of a sentence from any text
including the Internet, which are copied directly and not enclosed in quotation marks
or appropriately footnoted or referenced (taken in part from Griffith University School
of Environmental Planning: Course Guide 2000);

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 • Paraphrasing of sentences, paragraphs or themes, i.e. taking a quotation and rewriting
or summarizing it in your own words without appropriate references;

• Presenting or reproducing someone’s artefact, art work, designs or experimental results

as your own, without appropriate references;

• Collusion, e.g. another person or group of persons assisting in the production of a work
to be submitted for assessment without the requirement, consent or knowledge of the
assessor;

• Submitting one’s previously assessed or published work for assessment or publication

elsewhere, without appropriate acknowledgement (Curtin University of Technology);

• In the case of collaborative projects, falsely representing the individual contributions of

collaborating persons where individual contributions are to be identified (Curtin
University of Technology)

8. Student support
Those students who need more clarification will be assisted by the lecturer during the
consultation time. Students must see the lecturer urgently when requested to do so in order to
solve issues.

Students can make an appointment to see lecturer, to discuss your work. Please observe the
consultation times and avoid consulting outside of these times, unless prior arrangements have
been made.

We will also help you develop your skills in academic writing or research, or any other skills
that are specific to your degree programme through the Writing Centre. Student success is very
important to DUT, and the services available through our Writing Centre are designed to ensure
all students have the best possible support. The Writing Centre provides assistance to students
on the exploration and usage of various instructional technologies, including our online
learning management system, Blackboard. Students interested in help with writing skills can
visit our Writing Centre that is staffed with professional and student tutors for a wide range of
specific courses as well as a computer lab which students can use with their tutors for more
intensive help. As well as giving you academic advice, the staff are there to help you tackle

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practical issues that you may need support with, such as examination preparation and time
management. We hope to help you build a lasting relationship with your teaching and academic
staff, and that you will approach us with any question you might have about your course, your
study or any aspect of your work. Peer support schemes are support structures led by students,
for students. These schemes aim to give you a sense of belonging and identity with the
University and ultimately, to enhance your student experience. Many subject areas at the
University will have dedicated postgraduate drop-in sessions where postgraduate students will
meet and hold discussions and there will be frequent opportunities for master’s students to
network with their peers.

9. Work Integrated Learning (WIL), industry, community, and occupation-related

information.
You are expected to have 4 weeks experimental learning during the academic year.

10. Quality assurance and enhancement

We value the highest academic and professional standards and aim to be well recognised for
the quality of teaching, learning facilities and educational experience offered to students. Our
strategy places students at the centre, engaging them in collaborative learning in a supportive
and well-resourced academic environment. We aim to enhance the quality of student learning
through investment in the learning environment and our staff. We endeavour to ensure that the
continuous improvement of the student experience is at the core of quality assurance and
enhancement activity, and that staff take personal responsibility for the quality of their
contribution towards this. Our processes, which include course and module approval, student
feedback, internal and external moderation of assessments, annual review of courses and
periodic review, annual subject evaluations and lecturer evaluations are designed to
interconnect to create an approach which is rigorous and effective. Collectively, teaching staff
and academic managers are responsible for ensuring that the design, development,
management, teaching and assessment of courses and subjects facilitate effective learning,
while students have responsibility to engage in the learning process.

Any areas of concern will be addressed during the student/staff committee meeting which will
be held at least once a term.

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