F akulteit O pvoedkunde
BEd – program/me
F aculty
of
E ducation
2014
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Inhoudsopgawe
BELANGRIKE DATUMS VIR DIE 2014 AKADEMIESE JAAR
1
VOORWOORD DEUR DIE BEd-PROGRAMSAMEROEPER – Dr M le Cordeur
2
BEd-PROGRAM (doelstellings en doelwitte)
3
ADDISIONELE ONKOSTES IN DIE BEd-PROGRAM
4
MOONTLIKE VRAE & ANTWOORDE 5
KURSUSTERMINOLOGIE WAT IN DIE JAARBOEK GEBRUIK WORD
6
VERSKILLENDE SOORTE PUNTE
7
REËLS TEN OPSIGTE VAN AFWESIGHEID VAN KLASSE OF TOETSE
8
DIE GEVAAR VAN PLAGIAAT IN JOU AKADEMIESE WERK
8
STUDENTE MET SPESIALE LEERBEHOEFTES
9
VERSEKERING: STUDENTE EN HUL EIENDOM
10
GRIEWEPROSEDURE10
OPVOEDKUNDESTUDENTEKOMITEE (OSK)
12
OPVOEDKUNDEBIBLIOTEEK13
INLIGTINGSENTRUM VIR KINDER- EN JEUGLEKTUUR (ISKEMUS)
14
ONDERRIG EN LEER
15
SKOOLPRAKTYKVEREISTES EN DAAROPVOLGENDE RESES
16
WAARNEMING: INLIGTING VIR BEd II- en III-STUDENTE
16
DOELWITTE TYDENS WAARNEMING VAN BEd II-STUDENTE
16
DOELWITTE TYDENS WAARNEMING VAN BEd III-STUDENTE
17
DOELWITTE VIR SKOOLPRATIKUM
18
REËLS TYDENS SKOOLPRAKTIKUM
19
REËLS VIR SKOOLPRAKTIKUMPLASING VIR BEd I-, III- EN IV-STUDENTE
19
MODULES EN DOSENTE VIR 2014
21
Content
IMPORTANT DATES FOR THE 2014 ACADEMIC YEAR 1
FOREWORD BY THE BEd PROGRAMME MANAGER – Dr M le Cordeur 2
BEd PROGRAMME (Aims and objectives) 3
ADDITIONAL COSTS IN THE BEd PROGRAMME 4
POSSIBLE QUESTIONS AND ANSWERS 5
COURSE TERMINOLOGY USED IN THE CALENDAR 6
VARIOUS KINDS OF MARKS 7
RULES GOVERNING ABSENCE FROM CLASSES OR TESTS 8
THE DANGER OF PLAGIARISM IN ACADEMIC WORK 8
STUDENTS WITH SPECIAL LEARNING NEEDS 9
INSURANCE: STUDENTS AND THEIR PROPERTY 10
GRIEVANCE PROCEDURES10
EDUCATION STUDENTS’ COMMITTEE (ESC) 12
EDUCATION LIBRARY 13
INFORMATION CENTRE FOR CHILDREN’S AND YOUTH LITERATURE
AND MEDIA (ISKEMUS) 14
TEACHING AND LEARNING 15
SCHOOL PRACTICE REQUIREMENTS AND SUBSEQUENT RECESS 16
OBSERVATION: INFORMATION FOR BEd II and III STUDENTS 16
AIMS FOR OBSERVATION OF BEd II STUDENTS 16
AIMS FOR OBSERVATION OF BEd III STUDENTS 17
AIMS FOR SCHOOL VISITS 18
RULES FOR SCHOOL VISITS 19
RULES FOR SCHOOL VISIT PLACEMENT FOR BEd I, III AND IV STUDENTS 19
MODULES AND LECTURERS FOR 2014 21
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Belangrike Datums vir die
Important dates for the
2014 Akademiese Jaar
2014 academic year
EERSTE SEMESTER
FIRST SEMESTER
Maandag 13 Januarie
BEd II- en III-studente begin met
skoolwaarneming
BEd
and
students start
with
Monday 13 January
BEdII IIenIIIIII-studente
begin
metschool
observation
skoolwaarneming
Vrydag 24 Januarie
Friday 24 January
Laaste dag van skoolwaarneming vir
BEd II- en III-studente
Donderdag 23 Januarie Verwelkoming van nuweling-eerste
jaarstudente: Rektor en Dekaan
Last
day dag
of school
observation for vir
Laaste
van skoolwaarneming
BEd
and
students
BEdII IIenIIIIII-studente
Vrydag 24 Januarie
Oriëntering van eerstejaars ten opsigte van BEd-program
Maandag 3 Februarie
Aanvang van klasse vir eerste kwartaal
of new
students:
Thursday 23 January Welcoming
Verwelkoming
vanfirst-year
nuweling-eerste
Rector
and Dean
jaarstudente:
Rektor en Dekaan
Orientation
first-years
withten
regard
to Friday 24 January
Oriënteringofvan
eerstejaars
opsigte
BEd
vanprogramme
BEd-program
Start
of classes
for first
Monday 3 February
Aanvang
van klasse
vir term
eerste kwartaal
Vrydag 14 Maart Klasse vir eerste kwartaal eindig
Friday 14 March Vrydag 21 Maart
Menseregtedag
Friday 21 March
Saterdag 29 Maart – Sondag 6 April
US Reses
End
of first-term
Klasse
vir eersteclasses
kwartaal eindig
Human
Rights Day
Menseregtedag
Saturday 29 March – Sunday 6 April US Recess
Maandag 7 April
Aanvang van klasse vir tweede kwartaal
Monday 7 April
Woensdag 16 April
Klasrooster vir Vrydag word gevolg
Wednesday 16 April
Aanvang
van klasse
vir tweede
Start
of classes
for second
term kwartaal
Klasrooster
virfor
Friday
word
gevolg
Class
timetable
Friday
is followed
Vrydag 18 April
Goeie Vrydag
Friday 18 April
GoeieFriday
Friday
Good
Maandag 21 April Paasmaandag
Monday 21 April Paasmaandag
Easter
Monday
Dinsdag 22 April Klasrooster vir Maandag word gevolg
Tuesday 22 April Class
timetable
Monday
is followed
Klasrooster
virfor
Monday
word
gevolg
Maandag 28 April
Openbare vakansiedag
Monday 28 April
Donderdag 1 Mei
Werkersdag
Thursday 1 May
Public
holiday
Openbare
vakansiedag
Workers’
Day
Werkersdag
Vrydag 16 Mei
Klasse vir die tweede kwartaal eindig
Friday 16 May
Dinsdag 20 Mei
Junie-eksamen (eerste geleentheid) begin
Tuesday 20 May
End
of classes
third kwartaal
term
Klasse
vir diefor
tweede
eindig
June
examinations
start (1st
opportunity)
Junie-eksamen
(eerste
geleentheid)
begin
Dinsdag 10 Junie
Vrydag 27 Junie
Junie eksamen (tweede geleentheid) begin
Einde van Eerste Semester
Tuesday 10 June
Friday 27 June
Junie
eksamen (tweede
geleentheid)
begin
June
examinations
start (2nd
opportunity)
End of First Semester
TWEEDE SEMESTER
SECOND SEMESTER
Monday 21 July
Maandag 21 Julie
Aanvang van klasse vir derde kwartaal
Maandag 21 Julie – Vrydag 19 Sept BEd II-, III- & IV-studente begin met skoolbesoek
Vrydag 5 September
Klasse vir Derde Kwartaal eindig
Saterdag 6 Sept. – Sondag 14 Sept US reses (NB: Geen reses vir BEd II-, III-, IV- studente)
Maandag 15 September
Aanvang van klasse vir vierde kwartaal
Vrydag 19 September
BEd II-, III-, IV- studente se laaste dag van skoolbesoek
Maandag 22 Sept. – Vrydag 26 Sept Inhaal van uitstaande skoolbesoekverpligtinge
Woensdag 24 September Erfenisdag
Maandag 29 September
BEd II-, III & IV-studente terug van skoolbesoek
Woensdag 1 Oktober
Internasionale Onderwysersdag
Vrydag 24 Oktober
Klasse vir die vierde kwartaal eindig
Dinsdag 28 Oktober
November-eksamen (eerste geleentheid) begin
Woensdag 19 November Einde van November-eksamen (eerste geleentheid)
Donderdag 20 November
Aanvang van November-
eksamen (tweede geleentheid)
Saterdag 6 Desember
Einde van November-eksamen (tweede geleentheid)
Start of classes for third term
Monday 21 July – Friday 19 Sept BEd II, III & IV students start with school visits
Friday 5 September
End of classes for third term ends
Saturday 6 Sept. – Sunday 14 Sept US recess (NB: No recess for BEd II, III & IV students)
Monday 15 September
Start of classes for
third term
Friday 19 September
BEd II, III, IV students’ last day of school visits
Monday 22 Sept. – Friday 26 Sept Catching up on outstanding school visit obligations
Wednesday 24 September Heritage Day
Monday 29 September Wednesday 1 October Friday 24 October Tuesday 28 October tions BEd II, III & IV students back from school visits
International Teachers’ Day
End of classes for the
fourth term
Start of November examina(first opportunity)
Wednesday 19 November End of November examinations (first opportunity)
Thursday 20 November Start of November examinations
(second opportunity)
Saturday 6 December End of November examinations (second opportunity)
NB: BEd II-, III-, IV- studente
NB: BEd II-, III-, IV- studente
Saturday 20 Sept to Sunday 28 Sept
Recess
Only if you have fully complied with the requirements of school visits.
See the requirements on pages 21-24.
Saterdag 20 Sept tot Sondag 28 Sept
Reses
Slegs indien jy volledig aan die skoolbesoekvereistes voldoen het. Kyk die vereistes op bladsye 21-24.
1
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Dr Michael le Cordeur
Voorwoord deur die
bed-programsameroeper
Foreword by the BEd
Programme Co-Ordinator
Beste BEd-student
Dear BEd student
Geluk met jou keuse van onderwys as loopbaan. Die onderwys­beroep
is ’n edele professie en ’n belangrike beroep in die konteks van die
verwesenliking van die visie vir ’n suksesvolle nuwe Suid-Afrika. Boonop
is dit ’n uiters vervullende en bevredigende werksrigting. Onderwys is ’n
dinamiese sosiale proses wat as een van die belangrikste skakels tussen
die verlede, die hede en die toekoms dien.
Congratulations on choosing education as a career. Teaching is a noble
and important profession in the context of achieving the vision for a
successful new South Africa. It is without a doubt a very rewarding and
gratifying career option. Education is seen as a dynamic social process
which is one of the most important links between the past, the present
and the future.
Jy betree die wêreld van onderwysersopleiding in ’n baie
opwindende en uitdagende tyd. Oor die afgelope dekade het die
onderwysbeleid vir skole sowel as onderwysopleidingsinstellings in
Suid-Afrika etlike veranderinge ondergaan. AI die veranderinge
is daarop gemik om nasionale onderwyslewering en -organisasie
te verbeter, en dit sluit skoolkurrikulumveranderinge sowel as
veranderinge in die kurrikula en beleid vir onderwysersopleiding in.
You enter teacher education at an exciting and challenging time.
There have been many changes in education policies for schools as well
as teacher education institutions in South Africa in the past decade.
These are all aimed at improving the delivery and organisation of
education nationally and include school curriculum change as well as
changes in the curricula and policies related to teacher education.
At the Faculty of Education at Stellenbosch University we have
always strived to at the forefront of development in education. The
faculty offers a well organised and dynamic Bachelor of Education
degree which is framed within research and developments related to
education transformation. Staff members are qualified and motivated
and involved in education processes both locally and nationally. Their
collective experience and expertise undoubtedly add value to the
programmes on offer.
By die Fakulteit Opvoedkunde van die Universiteit Stellenbosch was
dit nog altyd ons strewe om aan die spits van onderwysontwikkeling
te wees. Binne die raamwerk van navorsing en ontwikkeling met
betrekking tot onderwystransformasie, bied die Fakulteit ’n goed
georganiseerde en dinamiese Baccalaureus in Opvoedkunde-(BEd-)
graadprogram aan. Fakulteitspersoneel is bekwaam en gemotiveerd
asook betrokke by sowel plaaslike as landswye onderwysprosesse.
Derhalwe voeg hulle met gesamentlike ervaring en kundigheid
ongetwyfeld waarde tot die programaanbod toe.
The BEd programme has been developed in terms of the current
national policy imperatives with sufficient flexibility to adjust and be
reviewed as future demands change. Over the four years of the
BEd degree we have provided professional and academic training
related to teaching and learning as well as research. Programme
content has been structured and organised to reflect and include
continuity and progression, culminating in a professional qualification
suited to the demands of education in modern society.
Die BEd-program is ingevolge heersende nasionale beleidsvereistes
ontwikkel, met voldoende buigsaamheid om ook na gelang van
toekomstige veranderinge in vereistes aangepas en hersien te word.
Oor die vier jaar van die BEd-graadprogram bied ons professionele
en akademiese opleiding met betrekking tot onderrig en leer sowel as
navorsing. Die programinhoud is gestruktureer en georganiseer om
deurlopendheid en vordering te weerspieël en in te sluit, en lei tot ’n
professionele kwalifikasie wat voldoen aan die onderwysvereistes van
die moderne samelewing.
This booklet has been compiled to help you to understand the
BEd programme structure and function and to assist with questions
you might have about programme issues. It is important for you to
consult this booklet regarding the outline of your programme and
choices you might need to make along the way where options are
provided. If you need any further information please consult with your
lecturers who present the particular subjects.
Hierdie inligtingstuk is saamgestel om jou die BEd-program­
struktuur en -werking te help verstaan, en om die vrae wat jy moontlik
oor programkwessies het, te beantwoord. Raadpleeg asseblief die
inligtingstuk oor die uiteensetting van jou program, en die keuses wat
jy dalk mettertyd moet uitoefen waar dit so aangedui word. Indien jy
enige verdere inligting verlang, skakel gerus met die dosente wat die
betrokke vakke aanbied.
I wish you well with your studies in the BEd programme.
– Dr Michael le Cordeur
BEd Programme Co-ordinator
Alle sterkte met jou studie vanjaar in die BEd-program.
– Dr Michael le Cordeur
(BEd-programvoorsitter)
2
Die BEd-program
The BEd programme
Doelstelling
Aim
Die hoofdoel van die vierjarige program is die aanvanklike opleiding
van onderwysers vir die Algemene Onderwys- en Opleidingsband.
Die keusemoontlikhede van die program maak spesialisering ten
opsigte van die Grondslagfase (grade R tot 3) of die Intermediêre
(grade 4 tot 6) en die Senior Fase (grade 7 tot 9) vanaf die tweede
jaar moontlik.
The main aim of this four-year programme is the initial training
of teachers for the General Education and Training Band.
The programme allows students to specialise in the
Foundation Phase (Grades R to 3) or the Intermediate
Phase (Grades 4 to 6) and Senior Phase (Grades 7 to 9) from
their second year.
Voornemende studente moet met hulle aanvanklike aansoek
om toelating aandui watter rigting hulle van hul tweede jaar
af wil volg, naamlik Intermediêre en Senior Fases (ISF) of
Grondslagfase (GF). Studente wat ná die eerste studiejaar
van hoofrigting wil verander, moet skriftelik daarvoor
aansoek doen. Sodanige aansoeke moet voor 31 Oktober
van die eerste studiejaar aan die Registrateur gerig word.
Prospective students must indicate in their initial
application for admission whether they intend to specialise
in the Intermediate Phase and Senior Phase (ISP) or the
Foundation Phase (FP). Students who wish to change their
main field of study after the first year of study must apply
in writing. Such applications must be submitted to the
Registrar before 31 October of the first year of study.
Programdoelwitte
Programme outcomes
Aan die einde van die vierjaar-program behoort jy in staat te wees
om:
At the end of the four-year programme you should be able
to:
l
’n Kritiese begrip van die rol van die onderwyser en skole in die
samelewing te toon deur die komplekse verwantskappe tussen
onderwys, individu en samelewing te identifiseer, te omskryf, te
analiseer en te evalueer in die konteks van plaaslike, nasionale
en globale verandering.
l
Show a critical understanding of the role of the teacher
and schools in society by identifying, defining, analysing and
evaluating the complex relationships between education, the
individual and society in the context of local, national and global
change.
l
Krities te reflekteer oor die impak van die onderwyser se
eie taak op die leerder, klaskamer- en skoolopset, en om die
relevansie van persoonlike en skoolpraktyk tot demokratiese
transformasie te analiseer.
l
Reflect critically on the impact of the teacher’s own task on the
learner, and the classroom and school system and to analyse
the relevance of personal and school practice to democratic
transformation.
l
Onderwysbeleid, -doelstellings, -uitkomste en -praktyke – in die
konteks van die Grondwet en Menseregte – te verstaan en te
implementeer, asook deel te neem aan kritiese diskoerse wat
kan bydra tot beleidsverandering en -verbetering.
l
Understand and implement educational policy, aims, outcomes
and practices – within the context of the Constitution and
Human Rights – and to participate in critical discourse that can
contribute to policy change and improvement.
l
Die belangrikste uitdagings in die onderwys te identifiseer en
daarop te reageer, soos om die doelstellings van opvoeding en
onderwys te ontleed en te verduidelik; begrip te toon van die
kognitiewe, emosionele en sosiale ontwikkeling van leerders;
die sentrale rol van taalverwerwing te verstaan; diversiteit te
begryp en dit te kan fasiliteer; die prosesse van onderrig- enleer te verstaan en te beoefen; en die veranderende aard en
sosiale konstruksie van kennis te herken en te kan verduidelik.
l
Identify the most important challenges in education and react
to them, for instance by analysing and explaining the aims
of education; to show an understanding of the cognitive,
emotional and social development of learners; to understand
the central role of language acquisition; to understand diversity
and be capable of facilitating it; to understand and practise the
processes of learning and teaching; and be able to explain the
changing nature of social construction of knowledge.
l
As onderwyser op multidimensionele behoeftes van die leerder
te reageer en begrip te toon vir die rol van onderwysers in die
algehele ontwikkeling van elke leerder.
l
React, as a teacher, to the multidimensional needs of the
learner and to show understanding of the role of the teacher in
the total development of each learner.
Skoolbesoek
School visits
Onderrig en leer-modules is deel van die skoolpraktyk en is ’n
slaagvoorvereiste vir die volgende studiejaar. Hierdie modules
moet 120 krediete oor vier jaar genereer en word soos volg
uiteengesit:
Teaching and learning modules are part of school practice and are
a prerequisite for passing to the next year of study. These modules,
which must generate 120 credits over four years, are explained as
follows:
l
In die eerste studiejaar doen studente ervaring op in
skoolpraktyk aan die Fakulteit gedurende die jaar deur
waarneming en mikro-onderrig. Hierdie praktyk is deel van die
klaspunt vir Onderrig en Leer 178.
l
In the first year of study, students gain experience in school
practice at the faculty through observation and micro-teaching.
This practice is part of the class mark for Teaching and
Learning 178.
l
In die tweede, derde en vierde studiejaar doen studente
gedurende die derde skoolkwartaal by skole praktykservaring
op. Hierdie praktyk is deel van die klaspunt vir Onderrig en
Leer 278/288, 378/388 en 478/488.
l
In the third term of the second, third and fourth year of study,
students gain experience in teaching practice at schools. This
practice constitutes part of the class mark for Teaching and
Learning 278/288, 378/388 and 478/488.
l
In die tweede en derde studiejare doen studente skoolbesoek
(waarneming) by skole van hul keuse aan die begin van die
skooljaar (begin saam met die onderwysers) en die skoolbesoek
word soos volg uiteengesit:
l
In the second and third years of study students do school visits
(observation) at schools of their choice at the beginning of the
school year (begin together with the teachers). The school visit
is explained as follows:
Tweedejaarstudente (GF) moet aan die begin van die
skooljaar ’n verpligte waarnemingsperiode van 10 skooldae
in Graad R doen, wat deel van die klaspunt vir Onderrig en
Leer 288 is.
Second-year students (FP) must participate in a compulsory
observation period of 10 school days in Grade R at a
school at the beginning of the year. This constitutes part of
the class mark for Teaching and Learning 288.
l
l
3
BEd_Programboek_2014_hmd_proef 2_10 mrt.indd 5
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Third-year students (FP) are required to do 10 school days’
compulsory observation in any Grade 1 at the beginning of
the year. This counts towards the class mark for Teaching
and Learning 388.
Derdejaarstudente (GF) moet aan die begin van die
skooljaar ’n verpligte waarnemingsperiode van 10 skooldae
in enige graad 1 doen, wat deel van die klaspunt vir
Onderrig en Leer 388 is.
l
l
Second-year students (FP) must participate in a compulsory
observation period of 10 school days in any Grade 4 at
a school at the beginning of the year. This constitutes part
of the class mark for Teaching and Learning 278.
Tweedejaarstudente (ISF) moet aan die begin van die
skooljaar ’n verpligte waarnemingsperiode van 10 skooldae
in enige graad 4 doen, wat deel van die klaspunt vir
Onderrig en Leer 278 is.
l
l
Third-year students (FP) are required to do 10 school days’
compulsory observation in any Grade 8 at the beginning of
the year. This counts towards the class mark for Teaching
and Learning 378.
Derdejaarstudente (ISF) moet aan die begin van elke
skooljaar ’n verpligte waarnemingsperiode van 10 skooldae
in enige graad 8 doen, wat deel van die klaspunt vir
Onderrig en Leer 378 is.
l
l
l
Tweede- en derdejaarstudente volg ’n stelsel van tuisskool­
besoek tydens die derde skoolkwartaal.
l
During the third term second and third-year students follow
a system of home school visits.
l
Vierdejaarstudente doen hul proeftydperk by skole op
Stellenbosch en in die omgewing sodat dosente hulle kan
besoek tydens die derde skoolkwartaal in die Wes-Kaap.
l
Fourth-year students do their teaching practice at schools in
Stellenbosch and the surrounding area so that lecturers can
visit them in the third term (WCED school term).
l
Studente kan nie alternatiewe navorsings- of onderwys­
geleenthede gebruik om die vereiste aktiwiteite van die
Leer- en Onderrigprogram te vervang of aan te vul nie.
l
Students may not use alternative research or teaching oppor­
tunities to supplement or replace the required Learning and
Teaching programme.
Meertaligheidsvereistes
Requirements of multilingualism
Die graad word alleenlik toegeken aan studente wat aan die
meer­taligheidsvereistes voldoen het in ooreenstemming met die
provinsiale taalbeleid en die beleid van moedertaal-gebaseerde
meertaligheid in Wes-Kaapse skole. Dit beteken dat minstens een
taal as onderrigIeertaal (met slaagvereiste van 60%), ’n tweede taal
as professionele kommunikasiemiddel (met ’n slaagvereiste van
50%) en ’n derde taal met basiese kommunikasievaardighede (met
’n slaagvereiste van 50%) gevolg en geslaag moet word .
The degree is conferred only if students meet the multilingual
requirements of the provincial language policy and the policy of
mother tongue-based multilingualism in Western Cape schools.
This means studying and passing at least one language as a language
of learning and teaching (pass mark of 60%), a second language as
a professional communication medium (pass mark of 50%) and a
third language at the level of basic communication skills (pass mark
of 50%).
Addisionele uitgawes in
die BEd-program
Additional costs in the
BEd programme
Gedurende die jaar is daar uitgawes (sommige verpligtend, ander
opsioneel) wat deur BEd-studente aangegaan moet word. Maak
gevolglik vir die volgende uitgawes voorsiening:
During the year there are certain expenses (some mandatory,
others optional) that BEd students will incur. Therefore, provision
must be made for the following expenses:
Vervoerkoste
Travelling costs
Gedurende jou skoolbesoeke sal jy moet begroot vir addisionele
reiskoste. Daar word van studente verwag om elke dag gedurende
die derde skoolkwartaal na die skole te reis. Maak asseblief
voorsiening vir hierdie uitgawes! Dit kan so hoog soos R5 000
wees. Sommige studente het in die verlede die inisiatief aan die
dag gelê om saamryklubs gedurende praktiese onderwyssessies te
reël.
During your school visits you will have to budget for additional
travelling expenses. Students are expected to travel to the schools
every day during the third school term. Please make provision for
these expenses! They can come to as much as R5 000. In the past
some students took the initiative to arrange lift clubs during the
practice teaching sessions.
l
Gedurende jou BEd II- en III-jaar doen jy skoolbesoeke in
jou tuisdorp, en sal jou vervoerkoste afhang van hoe ver jou
huis van die skool, wat voldoen aan die vereistes vir praktiese
onderwys, is.
l
Studente wat in die Stellenbosch-omgewing woon, mag dit
ietwat meer uitdagend vind om ’n geskikte skool te vind, omdat
beskikbare skole in Stellenbosch gereserveer word vir die BEd
IV-studente wat deur dosente besoek word.
l
Gedurende jou BEd IV-jaar sal jy by ’n skool in of naby
Stellenbosch of selfs in die Kaapse noordelike voorstede en die
Boland geplaas word.
l
BEd II Grondslagfase-, Intermediêre Fase- en Senior Fasestudente sal ook addisionele vervoerkoste aangaan gedurende
hul Donderdagoggend-skoolbesoeke wat van Februarie tot
April strek.
l
During your BEd II and III years you will do school visits in your
home town and your travelling expenses will depend on how
far your home is from the school that meets the requirements
for teaching practice.
l
Students who live in the Stellenbosch area may find it more of
a challenge to find a suitable school because available schools
in Stellenbosch are reserved for the BEd IV students who are
visited by lecturers.
l
In your BEd IV year you will be placed at a school in or near
Stellenbosch or even in the northern suburbs of Cape Town
and the Boland.
l
BEd II Foundation Phase, Intermediary and Senior Phase
students will also incur additional travelling costs related to
their Thursday morning school visits that run from February to
April.
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Verblyfkoste
Accommodation costs
BEd 11 en BEd III-studente se skoolbesoektydperk behels ’n
tuisdorpskoolbesoek. Dit beteken dat hulle hul skoolbesoek doen
by ’n skool op hul tuisdorp. Daar moet dus ingedagte gehou word
dat hoewel ’n student verblyfkoste vir ’n volle jaar se verblyf op
Stellenbosch betaal, hy/sy ongeveer 3 maande nie op Stellenbosch
woonagtig gaan wees nie.
During the BEd 11 and BEd III students’ school visit period they
do their school visits at a school in their home town. Students
must bear in mind, therefore, that although a student pays for a full
year’s accommodation in Stellenbosch, he/she will be away from
Stellenbosch for approximately 3 months.
If a BEd II of BEd III student is compelled to stay in Stellenbosch
for some reason, he/she will need to budget for additional
transport costs since he/she will have to visit a school beyond
Stellenbosch (see ‘Travelling costs’ above).
Indien ’n BEd II of BEd III-student weens omstandighede
verplig is om wel op Stellenbosch te bly, sal hy/sy moet begroot
vir addisionele vervoeronkoste, aangesien hy/sy ’n skool buite
Stellenbosch sal moet besoek. (Kyk “Vervoerkoste” hierbo).
Making material for teaching and learning
Vervaardiging van onderrig- en leermateriaal
During the four years of study media are regularly made for use in
presenting lessons.
Gedurende die vier jaar van studie word media gereeld vervaardig
wat tydens die aanbied van lesse gebruik word.
l
BEd I-studente kry opdragte om media te vervaardig as deel
van die Onderrig- en Leermodule wat addisionele uitgawes van
R300 of meer kan meebring.
l
BEd II, III en IV-studente moet gedurende hul skoolbesoektydperk media vervaardig, soos deur hulle benodig gaan word
tydens lesaanbieding. Die koste hieraan verbonde hang alles af
van hoeveel media jy vervaardig en hoeveel moeite jy doen.
Dit kan R1 000 of meer beloop.
l
BEd I students get assignments to make media as part as the
Teaching and Learning module. The making of these media will
need additional costs. These expenses can be as high as R300,
or more.
l
BEd II, III and IV students have to make media during their
school visit periods, depending on the media they will need in
presenting lessons. The cost of these media depends on how
many media you make and the effort you put into it. The cost
could amount to R1 000 or more.
Moontlike vrae en
antwoorde
Possible questions and
answers
V: Kan ek die NOS-program volg na ek ’n BEd-graad voltooi het?
Q: Can I do the PGCE programme after I have completed a
BEd degree?
A: Nee. Om toegelaat te word tot die NOS-program, moet jy in besit
wees van ’n graad waarin voldoen word aan die bepalings vir
Kurrikulumspesialiseringsvakke. (Raadpleeg Jaarboek 2014.)
BEd is ’n Algemene Onderwysopleidingsgraad.
A: No. To be admitted to the PCGE programme you must be in
possession of a degree in which you have met the requirements for
curriculum specialisation subjects (consult Calendar 2014). BEd is a
general education training degree.
V: Wat moet ek doen indien ek bykomende skryftyd en spesiale
hulp gedurende toetse en eksamens benodig?
Q: What must I do if I need additional writing time and special
assistance during tests and examinations?
A: Studente wat reeds kwalifiseer vir bykomende skryftyd of ander
spesiale hulp benodig, moet binne die eerste twee weke vandat die
klasse begin, by die dosente van hulle spesifieke modules aanmeld.
Studente wat later gedurende die jaar vir bykomende skryftyd
kwalifiseer, moet dit sonder versuim onder die aandag van die
betrokke dosente bring. Let asseblief op dat die Eksamenafdeling
bykomende skryftyd, skribeerders en lokale alleenlik vir eksamens
reël. Die akademiese departement moet voorsiening maak wanneer
toetse geskryf word, insluitend toetse wat gedurende die eksamens
geskryf word.
A: Students who already qualify for additional writing time or require
other special assistance must report to the lecturers of their particular modules within the first two weeks of the start of classes. Students who qualify for additional writing time later in the year must
bring it to the attention of the relevant lecturers without any delay.
Please note that the Examinations section will arrange for additional
writing time, scribes and venues for the examinations only. The
academic department must make provision for when tests are to be
written, including tests that are written during the examinations.
V: Wat moet ek doen indien ek my kursus wil staak?
Q: What must I do if I wish to discontinue my course?
A: Indien jy die kursus wil staak, moet jy na die Afdeling Studente­
rekords in die Administrasie A-gebou gaan en ’n algemene staakvorm
invul. Indien jy nie amptelik hierdie prosedure nakom nie, gaan die
Universiteit steeds van jou verwag om jou volle klas- en onderriggeld
te betaal. Dit is baie belangrik om dr Rhodes (lokaaI 4007) in kennis
te stel, aangesien jou staking praktiese implikasies het.
A: If you wish to discontinue your course, you must approach the
Division Student Records in the Administration A building and
complete a general termination form. If you do not comply with this
procedure, the University will still expect you to pay full class and
tutoring fees. It is very important that you inform Dr Rhodes (room
4007) since the discontinuation will have practical implications.
V: Word ek gepenaliseer indien ek nie klasse bywoon nie?
V: Will I be penalised if I do not attend classes?
A: Ja. Klasbywoning word as ’n belangrike aspek van ’n student se
akademiese aktiwiteite beskou en dit vorm ook ’n integrale deel
van elke module waarvoor ’n student geregistreer is. Klasbywoning
word ten sterkste aanbeveel. Dosente in die betrokke modules sal
aan die begin van die jaar spesifieke riglyne oor sy/haar betrokke
module se klasbywoning aan studente kommunikeer. Raadpleeg ook
die Algemene Jaarboek in sake die Universiteitsbeleid betreffende
klasbywoning. Swak klasbywoning word wel in ag geneem wanneer
besluit word of iemand toelating tot ’n eksamen kan kry.
A: Yes. Class attendance is an important aspect of the academic
activities of a student and forms an integral part of every module
for which a student registers. Class attendance is recommended in
the strongest possible terms. The lecturer of each module informs
students of the specific guidelines on class attendance relevant to
her/his module at the beginning of each year. In these guidelines you
will find a quotation from the General Calendar on University policy
in respect of class attendance. Poor class attendance is, in fact, taken
into account when deciding whether a student may gain admission to
an examination.
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Kursusterminologie wat in
Course terminology that is
die Jaarboek gebruik word
used in the Calendar
Gedurende jou studiejare gaan jy met vele nuwe begrippe te make
hê – begrippe wat gekoppel word aan die Universiteit en aan die
program wat jy volg. Dit is belangrik om hierdie begrippe te ken en
om te weet wat hulle beteken. Begrippe wat veral op die
BEd-program betrekking het, is die volgende:
During your years of study you will come to know many new
terms – terms related to the University and the programme that
you’re following. It is important to know these terms and their
meanings. Terms that specifically apply to the BEd programme
include the following:
GRAADPROGRAM
DEGREE PROGRAMME
’n Graadprogram is ’n samestelling van modules, byvoorbeeld BEd.
’n Mens praat dan ook van die BEd-graad of BEd-program.
A degree programme is a combination of modules, for example
BEd. This degree will be called the BEd degree or BEd programme.
VAK
SUBJECT
MODULE
MODULE
’n Vak is ’n afgebakende dissipline of gebied van die wetenskap,
byvoorbeeld Wiskunde, Afrikaans of Sosiale Wetenskappe.
Elke vak het ’n vaknommer wat na die spesifieke vak verwys. So
byvoorbeeld verwys 59188 na die vak Sosiale Wetenskappe.
A subject is a distinct discipline or field of learning, for example
Mathematics, Afrikaans, Social Sciences. Each subject has a subject
number that refers to that specific subject. For example, 59188
refers to the subject Social Sciences.
’n Module is ’n groep lesings, seminare, praktika, ensovoorts wat
’n eenheid binne ’n vak vorm. Voorbeelde van modules is Sosiale
Wetenskappe 178, Sosiale Wetenskappe 278, Sosiale Wetenskappe
378 en Sosiale Wetenskappe 478. Elke module het ’n modulekode,
byvoorbeeld 178, 278 of 378. ’n Volledige modulekode Iyk
gewoonlik soos volg: 178 (10) – kyk asseblief na die uiteensetting
hieronder.
A module is a set of classes/lectures, seminars, practicals, etc.
forming a unit within a subject. Social Sciences 178, Social Sciences
278, Social Sciences 378 and Social Sciences 478 are all examples of
modules. Each module has its own module code, for example 178,
278 or 378. The full module code usually appears as follows:
178 (10) – see the explanation below.
MODULE CODE
MODULEKODE
A module code has a specific meaning. Take the module code 178
(10) as an example:
’n Modulekode het ’n spesifieke betekenis. Kom ons neem die
modulekode 178 (10) as voorbeeld:
l
Die eerste syfer dui die jaargang aan waarin die module
aangebied word. In die modulekode 178 dui die 1 aan dat die
vak in die eerste studiejaar aangebied word. Insgelyks dui die
2 in die modulekode 278 aan dat die module in die tweede
studiejaar aangebied word.
l
Die tweede syfer dien as ’n onderskeidingsyfer tussen
verskillende modules van dieselfde vak in ’n spesifieke jaargang.
Hierdie syfer dui die semester aan (tensy anders vermeld),
volgens die onderstaande patroon:
l
The first digit refers to the year of study in which the module
is presented. The 1 in the module code 178 indicates that this
module is presented during the first year of study. Similarly,
in the module code 278 the 2 indicates that this module is
presented during the second year of study.
l
The second digit serves to distinguish between modules of the
same subject in the same year of study. This digit refers to the
semester (unless stated otherwise) in the following pattern:
1, 2 or 3: Modules offered in the first semester, for example
Educational Psychology (Development and Learning) 124;
l
1, 2 of 3: Modules wat in die eerste semester aangebied word, byvoorbeeld Opvoedkundige Sielkunde (Ontwikkeling en Leer) 124;
l
4, 5 or 6: Modules offered in the second semester, for
example Curriculum Studies 144;
l
4, 5 of 6: Modules wat in die tweede semester aangebied word, byvoorbeeld Kurrikulumstudie 144;
7, 8 or 9: Modules offered over both semesters – i.e. year
modules – for example Social Sciences 178.
l
l
7, 8 of 9: Modules wat oor albei semesters strek – dit wil sê jaarmodules – byvoorbeeld Sosiale Wetenskappe 178.
l
l
l
Die derde syfer het geen spesifieke betekenis nie, maar
kan as onderskeidingsyfer tussen verskillende modules van
dieselfde vak in ’n spesifieke jaargang dien, byvoorbeeld
Lewensoriëntering 376 (Fisieke Ontwikkeling en Beweging);
Lewensoriëntering 377 (Multireligie en Multikultuur); en
Lewensoriëntering 378 (Omgewing en die Kurrikulum).
l
The third digit has no specific meaning but can be used to
distinguish between different modules of the same subject in
the same year of study, for example:
Life Orientation 376 (Physical Development and Movement);
Life Orientation 377 (Multireligion and Multicultural); and
Life Orientation 378 (Environment and the Curriculum).
l
The number in brackets
The number in brackets indicates the credit value of the
module. For example, Social Sciences 178 (10) is a year module
offered in the first year and a student will acquire 10 credits on
completing it.
Die getal tussen hakies:
Dit dui die kredietwaarde aan wat aan ’n module gekoppel
word. So byvoorbeeld is Sosiale Wetenskappe 178 (10) ’n
jaarmodule in die eerste jaar waarvoor ’n student 10 krediete
verwerf.
CREDIT
A credit is a factor that carries a specific weight and that is
allocated to a module. It refers to the number of hours a year
that a student should spend on the module. These hours include
lectures, tutorials, examination times and practicals, where
applicable.
KREDIET
’n Krediet is die gewigdraende faktor wat aan elke module
toegeken word. Dit verwys na die aantal ure per jaar wat ’n
student aan ’n module moet bestee. Hierdie tyd sluit in lesings,
tutoriale, eksamentye en prakties, waar van toepassing.
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DOSEERLADING
TEACHING LOAD
Die doseerlading gekoppel aan elke module word as volg aangedui:
L – ’n lesing van 50 minute (bv. 1 L)
P – ’n praktikumperiode van 50 minute (bv. 1P, 2P, 3P)
The teaching load for each module is indicated as follows:
L – a lecture lasting 50 minutes (e.g. 1L)
P – a practical period lasting 50 minutes (e.g. 1P, 2P, 3P)
S – ’n seminaar van 50 minute (bv. 1S)
S – a seminar lasting 50 minutes (e.g. 1S)
T – ’n tutoriaal van 50 minute (bv. IT,2T)
T – a tutorial lasting 50 minutes (e.g. 1T, 2T)
So byvoorbeeld beteken Kurrikulumstudie 144 (10) 2L + 1 TU dat
twee lesings per week aangebied word en dat een tutoriale sessie
per week bygewoon moet word.
For example, “Curriculum Studies 144 (10) 2L + 1T” means that
two lectures are presented per week and one tutorial session per
week should be attended.
MODULE RAAMWERK
MODULE FRAMEWORK
Dit is die riglyne wat met die aanbieding van die module gedurende
die semester of jaar gevolg word. Dit bevat inligting wat op
dosente, inhoud, assesseringsmetodes, formules vir die berekening
van die prestasiepunt, asook slaagvereistes betrekking het.
These are the guidelines that will be followed in the presentation of
the module during the semester or year. In the module framework
you will find information pertaining to the lecturer, content,
assessment method, formula for the calculation of the final mark,
pass requirements, etc.
DEURLOPENDE ASSESSERING
CONTINUOUS ASSESSMENT
In sekere modules van die BEd-program word daar nie ’n finale
eksamen vereis nie, maar vind assessering deur middel van
deurlopende assessering plaas.
For some modules of the Bed programme no final examination
is required. Assessment takes place by means of continuous
assessment.
Deurlopende assessering is ’n proses waarvolgens ’n student
se werk in ’n semester- of jaarmodule stelselmatig tydens
opeenvolgende geleenthede gedurende die semester of jaar
geassesseer word. Hierdie assesseringsgeleenthede kan in die
vorm van byvoorbeeld toetse, take of praktiese werk geskied.
’n Finale prestasiepunt word toegeken sonder dat ’n formele
Universiteitseksamen afgelê word.
Continuous assessment is a process by which a student’s
work in a semester or year module is systematically assessed
on successive occasions during the semester or year. These
assessment opportunities can take the form of tests, tasks, practical
work, etc. Students are awarded their final marks for the module
without having to take a formal university examination at the end
of the module.
Different kinds of marks
Verskillende soorte punte
During the year different kinds of marks are obtained:
Gedurende die jaar word verskillende soorte punte verwerf:
VORDERINGSPUNT
PROGRESS MARK
KLASPUNT
CLASS MARK
EKSAMENPUNT
EXAMINATION MARK
A progress mark is the mark awarded in a year module at the end
of the first semester on the basis of the student’s performance
in tests, tasks and other assignments up to June of the year
concerned.
In ’n jaarmodule word ’n vorderingspunt aan die einde van die
eerste semester toegeken. Hierdie punt word op prestasie in
toetse, take en ander opdragte tot en met Junie van die betrokke
jaar gegrond.
In modules in which an examination is required, a class mark is
allocated. A class mark is calculated according to class attendance,
class work, tests, tasks, assignments and practical work (where
appropriate). The manner in which class marks are determined has
to be communicated to the students at the start of the relevant
semester or year by means of the module framework.
In modules waar ’n eksamen vereis word, word ’n klaspunt
toegeken. ’n Klaspunt word volgens klasbywoning, klaswerk,
toetse, take, opdragte en praktiese werk (waar toepaslik) bereken.
Die metode waarvolgens die klaspunt bepaal word, moet aan
die begin van die betrokke semester of jaar deur middel van die
moduleraamwerk aan die studente bekend gemaak word.
Performance in an examination is represented by an examination
mark.
Die prestasie in ’n eksamen word deur ’n eksamenpunt
weergegee.
FINAL MARK
PRESTASIEPUNT
The overall, final performance in a module is represented by a
final mark. The final mark is calculated by taking into account the
class mark AND the examination mark. A fixed formula is used
for this. This formula has to be communicated to the students at
the start of the relevant semester or year by means of the module
framework.
Die algehele, finale prestasie in ’n module word deur ’n
prestasiepunt weergegee. Die prestasiepunt word volgens die
klaspunt EN die eksamenpunt bereken. ’n Vaste formule word hier
gebruik. Die formule moet aan die begin van die betrokke semester
of jaar deur middel van die moduleraamwerk aan die studente
bekend gemaak word.
ONLY the final mark will be used to determine whether a
student passes (with or without distinction) or fails a module,
obtains bursaries, etc.
ALLEENLIK die prestasiepunt bepaal of ’n student ’n module
slaag (met of sonder onderskeiding) of sak, beurse verwerf,
ensovoorts.
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Reëls ten opsigte van
afwesigheid van
klasse of toetse
Rules concerning absence
from classes or tests
A student shall without delay consult the lecturer of a module in
which he/she has been prevented by illness or other causes from
attending the classes or taking the class tests or carrying out the
class work or if he/she has neglected to carry out the class work.
Where absence is due to illness, a written application for leave of
absence, accompanied by a medical certificate issued preferably
during the illness or by appropriate proof in other cases, shall be
lodged with the Registrar without delay.
’n Student moet die dosent van ’n module sonder versuim
raadpleeg indien hy/sy deur siekte of ander oorsake verhinder is
om die klasse by te woon, of die klastoetse af te lê, of versuim het
om die klaswerk uit te voer. In gevalle waar die afwesigheid deur
siekte meegebring word, moet ’n skriftelike aansoek om verlof
tot afwesigheid, vergesel van ’n mediese sertifikaat wat verkieslik
tydens die siekte uitgereik is, of toepaslike bewyse in ander gevalle,
sonder versuim aan die Registrateur voorgelê word.
The University reserves the right to allow lecturers or
the Registrar to deny applications for leave of absence where
such applications are not lodged in good time, or where such
applications are not practically feasible.
Die Universiteit behou hom die reg voor dat dosente, of die
Registrateur, versoeke van dié aard wat te laat gerig is, of nie
prakties haalbaar is nie, kan weier.
NB: It is your duty as a student to acquaint yourself with
the guidelines for the consideration of applications for leave
of absence (LoA) by students as determined by the SU
Senate. Consult the General Calendar (Part 1), 2014,
p. 112 in this regard.
NB: Dit is jou plig as student om jou te vergewis van die
riglyne vir die oorweging van aansoeke deur studente om
verlof tot afwesigheid (VTA) soos deur die Senaat van die
US vasgelê is. Raadpleeg die Algemene Jaarboek (Deel 1)
2014, bl. 116 in dié verband.
The danger of plagiarism in
your academic work
Die gevaar van plagiaat in
jou akademiese werk
What is plagiarism?
Wat is plagiaat?
You commit plagiarism if you present someone else’s ideas
(published or unpublished), written matter and intellectual or
artistic products as if they were your own. People’s ideas may be
contained in the following:
l Written text: articles, books, dissertations, theses, newspapers,
magazines, notes, course material, co-students’ projects,
e-mail messages, data, computer code, everything on the
Internet, etc.
l Visual text: fine art, graphics, photographs, etc.
l Multimedia products: websites, video productions, films, CDs,
design projects, etc.
l Music: compositions, lyrics, CDs, music or sound bites on the
Internet, etc.
l Spoken text: speeches, audio recordings, lectures, interviews,
etc.
Any case of plagiarism is regarded as a serious offence that
could have dire consequences for a student. It could lead to
criminal or civil action or suspension from the University.
’n Mens pleeg plagiaat as jy iemand anders se idees (gepubliseer of
ongepubliseer), geskrewe materiaal en intellektuele of artistieke
produkte aanbied asof dit jou eie is. Mense se idees is onder meer
vervat in:
l Geskrewe teks: artikels, boeke, verhandelings, proefskrifte,
koerante, tydskrifte, notas, kursusmateriaal, medestudente se
werkstukke, e-posboodskappe, data, rekenaarkodes, alles op
die internet, ens.
l Visuele teks: beeldende en grafiese kuns, foto’s, ens.
l Multimediaprodukte: webwerwe, videoproduksies, films, CD’s,
ontwerpprojekte, ens.
l Musiek: komposisies, lirieke, CD’s, musiek of klankgrepe op die
internet, ens.
l Gesproke teks: toesprake, kassetopnames, lesings, onderhoude,
ens.
Plagiaat is ’n baie ernstige oortreding. Dit kan vir die
student verreikende gevolge inhou, soos skorsing uit die
Universiteit, asook moontlike kriminele of siviele optrede.
The intention with academic studies is precisely that the ideas of
both the lecturers and the students will be shaped and polished
by others. At the same time, students ought to go further than
what was devised, written and created by others; they should
critically evaluate it, provide new and original input or syntheses,
and apply these to contemporary and local studies of problems.
This is where academic activity becomes satisfying at university
level.
Die bedoeling met akademiese studie is juis dat die idees van sowel
die dosent as die student deur hierdie idees en materiaal van ander
gevorm en geslyp sal word. Terselfdertyd moet die student ook
verder gaan as dit wat ander gedink, geskryf en geskep het en dit
krities evalueer, nuwe en oorspronklike insette of sinteses maak,
en dit toepas op eietydse internasionale en plaaslike problematiek.
Hierin lê die besondere bevrediging van akademiese werk op
universiteitsvlak.
Naturally, lecturers can only evaluate the contribution of their
students if the contributions of others are clearly distinguished.
This takes place through acknowledged systems or the process
of acknowledgement and referencing (http://libguides.sun.ac.za/
content. php?pid=344501&sid=2818227). If these conventions are
not adhered to and the required recognition is not given, the basis
of the academic work at a university is undermined.
Uiteraard kan die dosent slegs evalueer wat die bydrae
van die student self is wanneer die bydrae van ander persone
duidelik onderskei word. Dit gebeur by wyse van erkende stelsels
van erkenning en aanhaling (http://libguides.sun.ac.za/content.
php?pid=344501&sid=2818227). Deur nie die konvensies te volg en
die nodige erkenning te gee nie, word die grondslag van akademiese
werk aan ’n universiteit ondermyn.
How to avoid committing plagiarism: http://libguides.sun.ac.za/
content.php?pid=344501&sid=2818225
Hoe om plagiaat te vermy: http://libguides.sun.ac.za/content.
php?pid=344501&sid=2818225
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Wat is die kategorieë van plagiaatoortredings?
What are the categories of plagiarism offences?
In terme van die US se hantering van oortredings m.b.t. plagiaat
word drie breë kategorie-oortredings onderskei:
In terms of the way in which SU handles cases of plagiarism, three
broad categories are distinguished:
Kategorie 1: Blatante gevalle, waar die Departement van oordeel
is dat die saak in elk geval na die Sentrale Dissiplinêre
Komitee (SDK) verwys moet word (bv. waar die
werkstuk of geskrewe materiaal van ’n ander persoon
op ’n blatante wyse oorgeneem word).
Category 1: Blatant cases, where the department is of the opinion
that the case should be referred to the Central
Disciplinary Committee (CDC) (e.g. where an
assignment or written material has been blatantly
stolen from another person).
Kategorie 2: Minder ernstige gevalle, waar daar op ’n onoor­
deelkundige wyse – in terme van plagiaat – met
bronne omgegaan word, maar wat uiteraard steeds
as plagiaat geld.
Category 2: Less serious cases, where sources have been handled
injudiciously – in terms of plagiarism – but by nature
still constitute plagiarism.
Kategorie 3: Oortredings wat beskou kan word as nalatigheid of
onnoukeurigheid in die omgang met en erkenning van
bronne, maar wat steeds as plagiaat beskou word.
Category 3: Offences that can be regarded as resulting from
negligence or inaccuracy in working with and
acknowledging sources, but can still be regarded as
plagiarism.
Dit is belangrik dat jy jou vergewis van die hantering
van plagiaatoortredings, asook strawwe wat opgelê
kan word. Raadpleeg die Algemene Jaarboek
(Deel 1) 2014, bls. 207 tot 212.
It is important for you to acquaint yourself with the
way in which plagiarism offences are handled, as well
as of the punishment that can be imposed. Consult
the General Calendar (Part 1) 2014, pp. 196-191.
Studente met spesiale
leerbehoeftes
Students with special
learning needs
’n Kantoor vir Studente met Spesiale Leerbehoeftes (KSSL)
is tot stand gebring in die Sentrum vir Studentevoorligting en
-ontwikkeling. In die ondersteuning van studente met spesiale
leerbehoeftes, is dit ’n prioriteit vir die Fakulteit Opvoedkunde om
nou met die KSSL saam te werk. Om hierdie studente van hulp te
wees en raad te gee, is daar ’n kontakpersoon aangestel binne die
Fakulteit Opvoedkunde.
An Office for Students with Special Learning Needs (Disabilities)
(OSSLN) has been established at the Centre for Student
Counselling and Development. In supporting students with
special learning needs, the Faculty of Education regards it
as a priority to work closely with the OSSLN. The Faculty
has appointed a contact person to assist and advise these
students.
Die kontakpersoon by die Fakulteit Opvoedkunde rakende
studente met spesiale leerbehoeftes. is:
The contact person in the Faculty of Education for students with
special learning needs is:
Prof Estelle Swart
Prof Estelle Swart
Departement Opvoedkundige Sielkunde
Department of Educational Psychology
Kantoor 2026
Room 2026
GG Clllié-gebou
GG Clllié Building
Tel.: 021 8082305
Tel.: 021 8082305
Die prosedure om te volg:
1. Studente met spesiale leerbehoeftes (gestremdhede) kontak
die Fakulteit se verteenwoordiger, prof Estelle Swart
(kontakbesonderhede hierbo). Besonderhede word geneem en
behoeftes word bespreek.
2. Daarna meld die studente aan by die KSSL. Die KSSL doen
vervolgens ’n aanbeveling vir spesiale ondersteuning aan die
Registrateursafdeling (mnr Danie Roux) wat goedkeuring
daarvoor verleen.
The procedure to follow:
1. Students with special learning needs (disabilities) should contact
the faculty’s representative, Prof Estelle Swart (contact details
above). Particulars will be taken down and specific needs
discussed.
2. After that has been done, the students are to report to the
OSSLN, which will make a recommendation for special support
to Mr Danie Roux at the Registrar’s Office, who is tasked with
granting approval.
Vir verdere inligting vanaf die KSSL, kontak:
Me Marcia Lyner-Cleophas
Hoof: Kantoor vir Studente met Spesiale Leerbehoeftes
(Gestremdhede)
For more information from the OSSLN, contact:
Ms Marcia Lyner-Cleophas
Head: Office for Students with Special Learning Needs
(Disabilities)
Centre for Student Counselling and Development
Tel: 021 808 3497
Sentrum vir Studentevoorligting en -ontwikkeling
Tel.: 021 8083497
For more information regarding the Teaching and Learning module
and teaching practice, contact:
Dr B Rhodes
Vir navrae rondom die Onderrig en Leer-module en praktiese
onderwys, kontak:
Dr B Rhodes
Kantoor 4007, GG Cillie-qebou
Room 4007, GG Cillie Building
Tel.: 021 8082273
Tel: 021 8082273
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Versekering: Studente
en hul eiendom
Insurance: Students and
their property
“’n Veilige kampus vir almal” – dié woorde gee uitdrukking aan
’n kernstrewe van die Universiteit. Nie alleen voer die US ’n
deurlopende veldtog om personeel, studente en besoekers bewus
te maak van potensiële risiko’s wat hul veiligheid en of gesondheid
kan bedreig nie, maar waar nodig word daar ook gebruik gemaak
van die Afdeling: Risiko- en Beskermingsdienste, asook die SuidAfrikaanse Polisiediens, om sekuriteitsmaatreëls deurentyd toe te
pas en te moniteer.
“A safe campus for all” – these words express one of the central
aims pursued by the University. Not only does the University
conduct an ongoing campaign to make staff, students and
visitors aware of potential risks to their safety and/or health,
but where necessary, it also makes use of its own Risk and
Protection Services as well as the South African Police
Service for the enforcement and monitoring of security
measures.
Soos by ander universiteite, neem studente aan die
Universiteit Stellenbosch deel aan akademiese uitstappies,
laboratoriumproefnemings, sport en ander vrywillige aktiwiteite,
waar hulle aan risiko’s blootgestel kan word. Die Universiteit
kan egter, ondanks ’n omvangryke risikobestuursprogram, nie
alle risiko’s uitskakel nie, maar wil dit benadruk dat alle redelike
maatreëls getref word om studente te beveilig.
As at other residential universities, students at Stellenbosch
University take part in academic outings, laboratory experiments,
sport and other voluntary activities, where they might be exposed
to certain risks. Despite its comprehensive risk management
programme, the University is unable to eliminate all risks, but it
must be emphasised that all reasonable measures are taken to
ensure students’ safety.
Die Universiteit neem nie persoonlike ongevalleversekering,
mediese versekering of enige ander versekering namens studente
uit nie. Die Universiteit wil dit graag onder jou aandag bring
dat elke student vir sy/haar eie versekering verantwoordelik
is en beveel derhalwe aan dat hy/sy voldoende omvattende
versekeringdekking sal uitneem vir sy/haar persoonlike besittings,
asook persoonlike ongevalle- en/of mediese versekering.
The University does not offer personal accident insurance,
medical insurance, or any other insurance to students. Students are
responsible for their own insurance and students are advised to
ensure that they have comprehensive insurance cover for
their personal property, as well as personal accident and/or
medical insurance, for the duration of their studies at the
University.
Prof L van Huyssteen
Executive Director: Operations and Finance
Tel.: (021) 8082600
Fax: (021) 8083714
E-mail: [email protected]
Prof L van Huyssteen
Uitvoerende Direkteur: Bedryf en Finansies
Tel.: (021) 8082600
Faks: (021) 8083714
E-pos: [email protected]
Grieweprosedure indien
jy klagtes het
Grievance procedures should
you have any complaints
Tipe klagtes wat hanteer word
Types of complaints that are handled
l
Administratiewe klagtes het te make met modulekeuses,
programme, registrasie, studentegelde, ensovoorts.
l
Akademiese klagtes is enige aangeleentheid wat betrekking
het op vermeende of beweerde onbillike behandeling, die
inhoud en aanbied van programme (waaronder onduidelikhede
oor verwagtinge van die student(e) die leeromgewing en
onderwysmedia, die assessering van modules, of enige vorm van
diskriminasie of oneerlikheld in die akademiese konteks.
l
Groepklagtes raak meer as een lid van die Opvoedkundestudentekomitee (OSK). Lede van die OSK is alle residensiële,
voltydse voorgraadse, nagraadse en honneursstudente wat
gedurende die akademiese jaar aan die Fakulteit Opvoedkunde
geregistreer is.
l
Administrative grievances are grievances related to matters
such as the choice of modules, programmes, registration,
student fees, etc.
l An academic grievance is any matter that is related to supposed
or alleged unfair treatment, the content and presentation
of programmes (including vagueness concerning students’
expectations), the learning environment and educational media,
the assessment of modules, or any form of discrimination or
dishonesty within the academic context.
l Group grievances are grievances that affect more than one
member of the Education Students’ Committee (ESC).
l Members of the ESC are all residential, full-time under­
graduate, postgraduate and honours students who are registered with the Faculty of Education during the academic year.
Wat is die prosedures wat gevolg moet word met die
hantering van klagtes?
What procedures should be followed in dealing with
grievances?
’n Student word aangeraai om die volgende kanale en prosedures
met die hantering van klagtes te gebruik:
Students are advised to use the following channels and procedures
in dealing with grievances:
l
l
l
Administratiewe klagtes
Nader die Fakulteitsekretaris van die Fakulteit Opvoedkunde
(ivm modulekeuses, registrasie en programme) of die Afdeling
Studentegelde (ivm studentegelde). Indien die probleem nie
opgelos word nie, spreek die Registrateur.
Akademiese klagtes
Gaan spreek die betrokke dosent(e). Indien die probleem
nog nie opgelos word nie, vul ’n akademiese klagtevorm
in en oorhandig dit aan die klasverteenwoordiger. Die
klasverteenwoordiger volg dan die onderstaande prosedure:
l
Administrative grievances
Approach the Faculty Secretary of the Faculty of Education
(with regard to choice of modules, registration and
programmes) or the Student Fees Division (with regard to
student fees) and, if the problem is not resolved, speak to the
Registrar.
Academic grievances
Speak to the lecturer(s) concerned. If the problem remains
unresolved, complete an academic grievance form and submit it
to the class representative. The class representative follows the
procedure as set out below:
10
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i. Bespreek die klagtevorm met die dosent om ’n
ooreenkoms te bereik oor die nodige stappe wat gedoen
gaan word om die klagte te hanteer en die probleem
op te los. ’n Afskrif van die klagtevorm word aan die
Departementele Voorsitter (of die Dekaan as die
Departementele Voorsitter self betrokke is) oorhandig.
i. Discuss the grievances form with the lecturer in order
to reach an agreement on the steps that are needed to
deal with the grievances and to solve the problem. A copy
of the grievance form is submitted to the Departmental
Chairperson (or the Dean if the Departmental Chairperson
is involved).
ii. Indien die probleem nog nie opgelos is nie, word die
Departementele Voorsitter gespreek.
ii. If the problem is not resolved, consult the Departmental
Chairperson.
iii. Sou dit nog nie opgelos wees nie, kan die Visedekaan
(Onderrig) as gevolmagtigde van die Dekaan genader word.
iii. If the problem is still not resolved, consult the Vice-Dean
(Teaching) as proxy of the Dean.
iv. Indien die probleem steeds nie opgelos is nie, spreek dan
die Dekaan van die Fakulteit Opvoedkunde, en as laaste
uitweg, die Viserektor (Onderrig).
iv. If the problem remains unresolved at this stage, the student
should consult the Dean of the Faculty of Education, and as
a last resort, consult the Vice-Rector (Teaching).
In die geval van groepklagtes moet die volgende prosedure gevolg
word:
In the case of group grievances the following procedure should be
followed:
Die Visedekaan (Onderrig), Dekaan of die Viserektor (Onderrig)
kan die klagte op enige gepaste wyse ondersoek, byvoorbeeld
deur die aanstelling van ’n komitee of die aanwysing van ’n geskikte
persoon om ondersoek in te stel na ’n spesifieke akademiese
klagte. So ’n komitee, of persoon, moet die klagte onafhanklik en
vertroulik hanteer. Die klagte moet so spoedig moontlik hanteer
word en terugvoer moet aan die klasverteenwoordiger verskaf
word.
The Vice-Dean (Teaching), Dean or Vice-Rector (Teaching) can
investigate the grievances in any appropriate way, for example
by appointing a committee or assigning a suitable person to
investigate a specific academic grievance. Such a committee or
person is required to deal with the grievance independently and
confidentially. The grievance should be dealt with as speedily
as possible and feedback must be given to the class
representative.
Waar kan ek ’n akademiese klagtevorm kry?
Where can I access an academic grievance form?
l
die bestuurslede van die Opvoedkundestudentekomitee,
l
the management of the Education Student Committee
l
die tuisblad van die Akademiese Belangeraad en
l
the homepage of the Academic Affairs Council and
l
die Fakulteitsbestuurder se kantoor (Kantoor 2031).
l
the office of the Faculty Manager (Room 2031).
Klagtevorms is beskikbaar by:
Grievance forms are available from:
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Opvoedkundestudentekomitee (OSK)
Education Student
Committee (ESC)
Wie is die OSK?
Who are the members of the ESC?
Die Opvoedkundestudentekomitee (OSK) verteenwoordig alle
heeltydse residensiële voorgraadse, nagraadse diploma- en
honneursstudente aan die Fakulteit Opvoedkunde.
The Education Student Committee (ESC) represents all full-time
residential undergraduate, postgraduate diploma and honours
students in the Faculty of Education.
Wat is die missie van die OSK?
Dit is die missie van die OSK om die akademiese, sosiale, professio­
nele en ander relevante belange van die studente te dien. Die
OSK wil studente op hoogte hou van nasionale onderwys­
ontwikkelinge en nuusgebeure binne die Fakulteit Opvoedkunde
wat studente se professionele opleiding direk beïnvloed. Alle
waardevolle inligting sal aan die studente gekommunikeer word
deur die onderskeie klasverteenwoordigers sowel as via die
elektroniese media. Die OSK wil deursigtig funksioneer en sal
probeer om studente b­ elange en -klagtes met die nodige erns en
doeltreffendheid te hanteer.
What is the mission of the ESC?
It is the mission of the ESC to serve the academic, social,
professional and other relevant interests of the students. The
ESC aims to keep the students up to date on national education
developments and news events within the Faculty of Education that
have a direct impact on the professional training of the students. All
valuable information will be communicated to the students through
both the various class representatives and the electronic media.
The ESC aims to function in a transparent manner and will strive
to deal with student interests and complaints with the necessary
gravity and effectiveness.
Wat is die visie van die OSK?
What is the vision of the ESC?
Die visie van die OSK is om tot voordeel van die Fakulteit 'n trots
by alle studente aan die Fakulteit Opvoedkunde te kweek deur self
'n voorbeeld te stel van pro-aktiewe professionele optrede en akademiese voortreflikheid. Die OSK wil ook 'n gesonde akademiese
kultuur onder studente in die Fakulteit bevorder en uitbou.
The vision of the ESC is to cultivate pride in all students in the
Faculty of Education to the benefit of the Faculty through setting an example of proactive, professional conduct and academic
excellence. The ESC also aims to promote and expand a healthy
academic culture among students in the Faculty.
Hoe kan ek met die OSK kontak maak?
How can I contact the ESC?
E-pos is: [email protected]
E-mail: [email protected]
Die volgende is die hoofbestuurslede van die OSK wat genader kan
word:
The following chief executive members can be contacted:
Bestuurslid en portefeulje
Foto van lid
Kursus
Selfoon
E-pos
Executive member
Picture of member
Course
Cell phone
E-mail
Voorsitter
BED IV GF/FP
+27 798843858
[email protected]
Ondervoorsitter
BED III GF/FP
+27 836655493
[email protected]
and portfolio
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Opvoedkunde biblioteek
Education library
Personeel? Staff Mev/Mrs Henriette Loubser `
Tel.: 021 8082325
E-pos/mail: [email protected]
Mev/Mrs Laurinda Kleinhans
Tel.: 021 8082323
E-pos/mail: [email protected] Watter fasiliteite is beskikbaar?
Which facilities are available?
l
UITLEEN van BOEKE en ANDER MEDIA vir lesvoorbereiding
en projekte
l
LENDING BOOKS and OTHER MEDIA for preparing lessons
and projects
l
REKENAARFASILITEITE kan gebruik word vir soektogte op
Aleph, LIBWIN, CD Rom, Eric en ander databasisse
l
COMPUTER FACILITIES may be used for searches on Aleph,
LIBWIN, CD Rom, Eric and other databases.
lKOPIEERFASILlTEITE
l
COPYING FACILITIES
l
KLANKDIGTEKAMER beskikbaar vir kyk na video's en
vervaardiging van klankopnames
l
SOUNDPROOF ROOM available for viewing videos and making recordings
l
LAMINEERWERK: A5- tot A2-grootte
l
LAMINATING: A5 to A2 size
Watter mediasoorte is beskikbaar?
Which media are available?
l
BOEKE EN TYDSKRIFTE – Kurrikulumgerigte materiaal, skoolhandboeke en -studiegidse, jeuglektuur (fiksie en nie-fiksie), naslaanwerke, Nasionale Kurrikulumverklaring van Departement
van Onderwys
l
BOOKS AND JOURNALS – Curriculum-based material, school
textbooks and study guides, youth literature (fiction and nonfiction), reference works, National Curriculum Declaration of
the Department of Education
l
HULPMIDDELE – Transparante, video's, CD's, DVDs, muurprente, landkaarte, aardbolle, modelle, handpoppe
l
RESOURCES – Transparencies, videos, CDs, DVDs, pictures,
maps, globes, models, puppets
l
KLANKAPPARAAT – Kasset- en CD-spelers
l
SOUND APPARATUS – Cassette players and CD players
l
PROJEKTEERMEDIA – Oorhoofse projektors, videomasjiene,
DVD-spelers
l
PROJECTION MEDIA – Overhead projectors, video machines,
DVD players
l
VERTOONMEDIA – Flennieborde, blaaiborde
l
DISPLAY MEDIA – Flannel boards, flip charts
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Inligtingsentrum vir
kinder- en jeuglektuur
en Media (ISKEMUS)
Information Centre for
Children’s and Youth Literature
and Media (ISKEMUS)
ISKEMUS beskik oor ’n studieversameling van ongeveer
20 000 boeke. Hierdie versameling word in die Opvoedkundebiblioteek gehuisves.
ISKEMUS has a study collection of approximately 20 000 books.
This collection is housed in the Education Library.
The ISKEMUS collection offers the following:
Die ISKEMUS-versameling bied die volgende:
l
’n Versameling kinderboeke (fiksie en nie-fiksie)
l
’n Versameling oorspronklike illustrasies vir kinderboeke,
geskenk deur die kunstenaars
l
Navorsingsgeleenthede vir alle belangstellendes
lInligtingdisseminasie
l
A collection of original illustrations for children’s books,
donated by the artists
l
Research opportunities for all interested parties
l
Information dissemination
Office hours at the Education Library
Diensure van die Opvoedkundebiblioteek?
Days or periodsHours
Dae of periodeTye
Monday to Thursday
08:00 – 16:30
08:00 – 16:30
Friday08:00 – 16:00
Vrydag08:00 – 16:00
Skoolbesoekperiode (3de skoolkwartaal)
A collection of children’s books (fiction and non-fiction)
Students in the Faculty of Education will find a treasure chest of
resources for projects and lessons: ‘Big books’, audio cassettes and
DVD’s with stories, picture books, illustrated books, story books,
reading series and reference books.
Studente in die Fakulteit Opvoedkunde sal hier ’n skatkis
hulpbronne vir projekte en lesse vind: ‘Big Books’; luisterkassette
en DVD's met stories, prenteboeke, geïllustreerde boeke,
storieboeke, leesreekse en naslaanboeke.
Maandag tot Donderdag
l
School visit period (Third school term) 08:00 – 17:00
08:00 – 17:00
University holidays 09:00 – 13:00 or Universiteitsvakansie
09:00 – 13:00 of 14:00 – 16:00 or 14:00 – 16:00 of closed
gesluit
Wie is ’n belangrike kontakpersoon by die
JS Gericke-biblioteek?
Who is an important contact person at the
JS Gericke library?
Fakulteite het bibliotekarisse wat studente van
die betrokke fakulteit ondersteun in hul studies.
Fakulteitsbibliotekarisse is gespesialiseerde
inligtingsdienspersoneel. Hulle help met literatuursoektogte, verskaf navorsingsondersteuning en
biblioteekopleiding en bou die biblioteek se voorraad.
Faculties have librarians who support students of the
relevant faculty in their studies. Faculty librarians
are specialised information service staff. They help
with literature searches, provide research support
and library education and build the stock of the
library.
Die fakulteitsbibliotekaris vir die Fakulteit
Opvoedkunde is me S Wilbers. Jy kan haar vind op
die onderste vlak van die JS Gericke-biblioteek.
Me Wilbers se telefoonnommer is: 021 808 4403 en
haar e-posadres is: [email protected]
The faculty librarian for the Faculty of Education is
Ms S Wilbers and she can be found on the lower level
of the JS Gericke library. Her contact details are the
following: Ms S Wilbers, telelphone number
021 808 4403 and e-mail: [email protected]
Me/Ms S Wilbers
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e
Onderrig en Leer
Onderrig en Leer is die oorkoepelende naam vir die module in die BEd-program wat spesifiek te make het met die praktiese voorbereiding om
onderwys te kan gee. Onderrig en Leer is ’n module wat jy in elk van die vier studiejare sal doen en wat jou progressief sal help om die nodige
pedagogiese inhoudskennis te verwerf om voorbereid te wees vir die uitdagings van die onderwysberoep.
Soos reeds genoem, bestaan hierdie module enersyds uit lesings, werksessies en/of praktiese werksessies wat aangebied word oor ’n breë
spektrum aspekte wat verband hou met die praktyk van onderwys-gee. Andersyds sluit dit ook onder meer die praktiese komponente soos
waarneming van lesse by die Universiteit of by skole, die aanbied van lesse by die Universiteit of by skole en die voltooiing van take tydens
skoolbesoeke in.
Onderrig en Leerprogram oor die verskillende studiejare
Studiejaar
BEd I
BEd II
BEd III
Intermediêre/Senior Fase
Grondslagfase
Onderrig en Leer 178 (4 lesings per week)
•Waarneming van/en mikro-onderrig by Universiteit (27 Feb; 6, 13, 20, 27 Maart; 10; 17; 24 April & 8 Mei)
Onderrig en Leer 278 (5 lesings per week)
Onderrig en Leer 288 (3 lesings per week)
•Waarneming by Gr R (13-24 Januarie)
•Waarneming by Gr 4-7 (13-24 Januarie)
•Skoolbesoek (27 Feb; 6, 13, 20, 27 Mrt; 10, 17 24 Apr; 8 Mei)
•Skoolbesoek (27 Feb.; 6, 13, 20, 27 Mrt; 10, 17 24 Apr; 8 Mei)
•Tuisskoolbesoek: 3de skoolkwartaal (21 Julie – 19 Sept)
•Tuisskoolbesoek: 3de skoolkwartaal (21 Julie – 19 September)
•Inhaal van uitstaande skoolpraktyk (22 – 26 September)
•Inhaal van uitstaande skoolpraktyk (22 – 26 September)
Onderrig en Leer 378 (5 lesings per week)
Onderrig en Leer 388 (5 lesings per week)
•Waarneming by Gr 1 (13-24 Januarie)
•Waarneming by Gr 8 (13-24 Januarie)
•Skoolbesoek (27 Feb.; 6, 13, 20, 27 Mrt; 10, 17 24 Apr; 8 Mei)
•Tuisskoolbesoek: 3de skoolkwartaal (21 Julie – 19 Sept)
•Tuisskoolbesoek: 3de skoolkwartaal (21 Julie – 19 September)
•Inhaal van uitstaande skoolpraktyk (22 – 26 September)
•Inhaal van uitstaande skoolpraktyk (22 – 26 September)
BEd IV
•Skoolbesoek (27 Feb.; 6, 13, 20, 27 Mrt; 10, 17 24 April; 8 Mei)
Onderrig en Leer 478 (4 lesings per week)
Onderrig en Leer 488 (4 lesings per week)
•Skoolbesoek in Wes-Kaap skole: 3de skoolkwartaal
(21 Julie – 19 Sept)
•Skoolbesoek in Wes-Kaap skole: 3de skoolkwartaal
(21 Julie – 19 Sept)
•Inhaal van uitstaande skoolpraktyk (22 – 26 September)
•Inhaal van uitstaande skoolpraktyk (22 – 26 September)
Teaching and Learning
Teaching and learning is the overarching name for the module in the BEd programme that deals specifically with the practical preparation for
teaching. Teaching and learning is a module that you will do in each of the four years of study and that will help you progressively to gain the
necessary pedagogical content knowledge to be prepared for the challenges of the teaching profession.
As mentioned previously, this module consists in part of lectures and work sessions and/or practical sessions that are presented on a wide
spectrum of aspects concerning the practice of teaching. It also includes, among other things, the practical components that entail observation of
lessons at the University or at schools, lesson presentation at the University or schools and the completion of assignments during school visits.
Teaching and Learning programme over the different years of study
Year of Study Intermediary/Senior Phase
BEd I
BEd II
BEd III
BEd IV
Foundation Phase
Teaching and Learning 178 (4 lectures per week)
•Observation of/and micro-teaching at the University (27 Feb; 6, 13, 20, 27 March; 10, 17, 24 April & 8 May)
Teaching and Learning 278 (5 lectures per week)
Teaching and learning 288 (3 lectures per week)
•Observation with Gr R (13-24 January)
•Observation with Gr 4-7 (13-24 January)
• School visits (27 Feb; 6, 13, 20, 27 March; 10, 17, 24 Apr; 8 May)
•School visits (27 Feb.; 6, 13, 20, 27 March; 10, 17, 24 Apr; 8 May)
•Home school visits: 3rd school term (21 July – 19 September)
•Home school visits: 3rd school term (21 July – 19 September)
•Catching up of outstanding school practice (22 – 26 September)
•Catching up of outstanding school practice (22 – 26 September)
Teaching and Learning 378 (5 lectures per week)
Teaching and Learning 388 (5 lectures per week)
•W Observation with Gr 1 (13-24 January)
•Observation with Gr 8 (13-24 January)
•School visits (27 Feb.; 6, 13, 20, 27 March; 10, 17, 24 Apr; 8 May)
•School visits (27 Feb.; 6, 13, 20, 27 March; 10, 17, 24 April; 8 May)
•Home school visits: 3rd school term (21 July – 19 September)
•Home school visits: 3rd school term (21 July – 19 September)
•Catching up of outstanding school practice (22 – 26 September)
•Catching up of outstanding school practice (22 – 26 September)
Teaching and Learning 478 (4 lectures per week)
Teaching and learning 488 (4 lectures per week)
•School visits in Western Cape schools: 3rd school term
(21 July – 19 September)
•Catching up of outstanding school practice (22 – 26 September)
•School visits in Western Cape schools: 3rd school term
(21 July – 19 September)
•Catching up of outstanding school practice (22 – 26 September)
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Skoolpraktykvereistes en
daaropvolgende reses
School practice requirements
and subsequent recess
Die skoolpraktykperiode strek van 21 Julie tot 19 September.
Indien die skoolpraktykvereistes nie ten volle nagekom is nie,
is dit:
The school practice period is from 21 July tot 19 September. If the
requirements regarding school practice have not been fully met, it
is for the following reasons:
l
wanneer ’n student skoolpraktykdae uitstaande het,
l
a student has outstanding school practice days,
l
en/of indien ’n student lesaanbiedings uitstaande het. Die week
22 – 26 September word gebruik om hierdie skoolbesoekdae
en/of lesaanbiedings in te haal. Geen reses­periode word aan
sulke studente gegun nie. Jou skool­besoektydperk sal dus tot
19 September strek. Alleenlik indien
die skoolbesoek suksesvol voltooi is, mag die periode
22 – 26 September as ’n resesperiode gebruik word.
l
and/or a student has outstanding lesson presentations, and the
week 22 – 26 September is used to catch up on these school
visits and/or lesson presentations. Such students will be granted
no recess period. Your school visit period will therefore carry
on to 19 September. The period 22 – 26 September may
only be used as a recess period if the school visit has been
successfully completed.
Studente word dus baie sterk aanbeveel om GEEN vakansiereëlings
vir die week 22 – 26 September te tref nie, aangesien die
moontlikheid bestaan dat dié tyd aangewend sal moet word om
hulle skoolbesoek te voltooi. Hierdie is die ENIGSTE TYD wat
vir die inhaal van uitstaande skoolbesoekdae en/of lesaanbiedings
gegun word. GEEN UITSONDERINGS sal gemaak word nie. Indien
jy nie aan hierdie vereiste voldoen nie, mag jou skoolbesoek as
onvoltooid beskou word.
It is therefore recommended that students make NO holiday
arrangements for the week 22 – 26 September, since there
is a possibility that this time will have to be used to complete
their school visits. This is the ONLY time that will be granted
for catching up of outstanding school visit days and/or lesson
presentations. NO EXCEPTIONS will be made. If you do not
meet this requirement your school visit may be regarded as being
incomplete.
Waarneming: Inligting vir
BEd II- en III-studente
Observation: Information
for BEd II and III students
Tydperk
Period
Tien skooldae in die voorgeskrewe graad by ’n skool van eie
keuse – aan die begin van die eerste skoolkwartaal. Studente begin
saam met die onderwysers (twee dae voor die skool vir leerders
begin). Indien die skool nie tydens die eerste twee dae studente wil
ontvang nie, moet die skoolhoof ’n verklaring onderteken dat die
student wel vir die eerste twee dae beskikbaar was, maar dat hulle
hom of haar nie daar wou ontvang nie. Studente kan ’n geskrewe
verklaring by dr Rhodes (kamer 4007) afhaal wat die skoolhoof
moet teken en wat die redes vir die besluit gee. Studente moet
egter teenwoordig wees wanneer die leerders begin.
Ten school days in the prescribed grade at a school of own choice
– at the start of the first school term. Students begin together
with the teachers (two days before school starts for learners). If
the school does not wish to receive students in the first two days,
the principal must sign a declaration that the student was available
for the first two days, but that they did not wish to receive him/
her at the school. Students can obtain a written declaration from
Dr Rhodes (room 4007) that must be signed by the principal. It
must also provide the reasons for the school’s decision. However,
students must be present when the learners begin.
Daaglikse ure
Daily hours
Studente wat ’n HK-lid van hulle koshuis is
Students who are House Committee members of a residence
Studente wat mentors is
Students who are mentors
Die betrokke studente moet ook die skool waar hulle
waarneming gaan doen, vroegtydig in kennis stel en ’n afskrif
van die skriftelike verskoning by die skool inlewer. Studente wat
probleme met die waarneming het en wat nie in bovermelde
inligting gedek is nie, moet skriftelik (per e-pos) met dr Rhodes
([email protected]) in verbinding tree.
The students must also inform the school at which they will be
doing observation in good time and submit a copy of the written
excuse. Students who experience problems with the observation
and who have not been covered with regard to the abovementioned information must contact Dr Rhodes
([email protected]) in writing (by e-mail).
Doelwitte tydens waarneming
van BEd II-studente
Aims during BEd II
students’ observation
Raak vertroud met die algemene skoolaktiwiteite aan die begin van
die skooljaar.
Become acquainted with the general school activities at the start of
the school year.
Beplanning en organisasie by die skool
Planning and organisation at the school
Van die tydstip wanneer die spesifieke skool in die oggend begin
tot minstens 12:00. Studente word egter sterk aangeraai om vir die
volle skooldag aanwesig te wees.
From the time when the particular school starts in the morning
until at least 12:00. Students are strongly advised, however, to be
present for the full school day.
Volgens Studentesake behoort die bekleding van sodanige
portefeulje geen probleem te wees nie en kan die betrokke HK-lid
se take aangepas word.
According to Student Affairs it should not be a problem if a student
holds such a position and the tasks of the House Committee
member in question can be adapted.
Studente wat as ’n mentor by hulle koshuis aangestel is en die
oriënteringsessies moet bywoon, moet skriftelik aansoek doen om
op daardie dae van waarneming verskoon te word. ’n Skriftelike
verskoning, wat deur die organiseerder of toesighouer onderteken
is, moet by dr Rhodes (kamer 4007) ingelewer word.
l
Students who have been appointed to act as mentors in their
residences and are required to attend the orientation sessions
must apply in writing to be excused on such observation days.
A written apology, signed by the organiser or supervisor,
must be submitted to Dr Rhodes (room 4007).
Watter beplanning is spesifiek vir die eerste skoolweek
gedoen?
l
Which planning was done specifically for the first week of
school?
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l
l
Wanneer is die beplanning gedoen?
Watter lede van die personeel was by hierdie beplanning
betrokke?
l
l
When was the planning done?
Which staff members were present during this
planning?
Inname van nuwe leerders en die verwelkomingsproses
Intake of new learners and the welcoming process
Administrasie: onderwyser- en klastoewysing
Administration: Teacher and class allocation
Gedragskode vir onderwysers
Code of conduct for teachers
l
Wat is die skool se beleid ten opsigte van die verwelkoming
van nuwe leerders?
l Het die onderwyser ’n persoonlike strategie vir die
verwelkoming van nuwe leerders?
l Indien wel, wat behels dit?
l
Watter kriteria word met die toewysing van klasse aan
onderwysers gebruik?
l Wanneer word dit gedoen?
l Is daar ’n beleid vir die toewysing van onderwysers aan die
verskillende fases?
l
Bestaan daar ’n gedragskode vir onderwysers?
l Wie het hierdie gedragskode ontwikkel?
l Hoe en deur wie word dit toegepas?
l
What is the school’s policy with regard to the welcoming of
new learners?
l Does the teacher have a personal strategy for welcoming new
learners?
l If so, what does it entail?
l
Which criteria are applied in the allocation of classes to
teachers?
l When is class allocation done?
l Does a policy exist for the allocation of teachers to the
different phases?
l
Does a code of conduct exist for teachers?
Who was part of developing this code?
l How is it applied and by whom?
l
Beplanning van sport en ekstrakurrikulêre aktiwiteite
Planning of sport and extra-mural activities
Onderwyseraktiwiteite en -prioriteite
Teachers’ activities and priorities
Inleidingslesse vir ten minste een leerarea/leerprogram
Introductory lessons for at least one subject/learning programme
Bronne en media wat deur die onderwyser gebruik word
Resources and media used by teacher
Gedragskode vir leerders (dissiplineproses
en -prosedure)
Code of conduct for learners (disciplinary processes
and procedures)
l
l
Doelwitte tydens waarneming
van BEd III-studente
Aims during BEd III
students’ observation
Raak vertroud met die algemene skoolaktiwiteite aan die begin van
die skooljaar.
Become acquainted with the general school activities at the start of
the school year.
Beplanning en organisasie
Planning and organisation
l
In hoe ’n mate word daar voorsiening gemaak vir
ekstrakurrikulêre aktiwiteite by die skool? Interskool of
alleenlik intra-skool?
l Word beplanning kwartaalliks gedoen of vir die hele jaar?
l Wat is die belangrikste sportsoorte by die skool?
l Is daar onderwysers wat in sport spesialiseer
(administrasie en afrigting)?
l
Wat beskou die onderwyser as belangrike aktiwiteite
gedurende die eerste skoolweek?
l Wat doen die onderwyser op die eerste dag gedurende die
eerste periode?
l
Volg die onderwyser ’n bepaalde strategie/plan om die leerders
voor te stel aan vakke?
l Indien wel, verskil dit vir die verskillende vakgebiede?
l Noem ’n voorbeeld van wat die onderwyser doen en waarom
hy/sy meen dit is belangrik.
l
Wat is die belangrikste bron wat die onderwyser gebruik vir sy/
haar onderwys?
l Hoe het die onderwyser die keuse gedoen?
l Wat is die media waaraan die onderwyser voorkeur verleen:
oorhoofse projektor, skryfbord, elektroniese witbord, rekenaar
en dataprojektor, flitskaarte, plakkate ens?
l
Bestaan daar ’n gedragskode vir leerders?
Watter personeellede was met die opstel daarvan betrokke?
l Is die leerders op enige wyse by die ontwikkeling van die
gedragskode betrek?
l Hoe word die leerders van die feit dat die gedragskode wel
bestaan bewus gemaak?
l
Het die onderwyser spesifieke beplanning vir die eerste dag
gedoen?
l Is die beplanning slegs vir die eerste week of vir die eerste twee
weke gedoen?
l Waaruit bestaan die beplanning hoofsaaklik: is dit kurrikulum­
beplanning, gedragskode of algemene organisatoriese
beplanning?
l
To what extent are extra-mural activities catered
for in the school? Inter-school or only
intra-school?
l Is planning done per term or for the whole year?
l What are the main types of sport offered at the school?
l Are there teachers who specialise in sport
(administration and coaching)?
l
What does the teacher consider to be important activities
during the first week of school?
l What does the teacher do in the first period of the first day of
school?
l
Does the teacher have a strategy/plan for introducing learners
to subjects?
l If yes, does this vary for differentsubjects?
l Provide an example of what the teacher does and why she/he
considers it important.
l
What is the main resource used by the teacher for her/his
teaching?
l How did the teacher decide on this resource?
l What are teacher’s preferred media: overhead projector,
blackboard, electronic whiteboard, computer and data
projector, flash cards, posters, etc.?
l
Does a code of conduct for learners exist?
Which staff members were involved in developing it?
l Were learners involved in any way during the development of
the code?
l How are learners made aware of the existence of the code of
conduct?
l
Did the teacher do any specific planning for the first week of
school?
l Was the planning done for the first week of school only, or for
the first two weeks?
l What does the planning mainly consist of: does it involve
curriculum planning, code of conduct or general organisational
planning?
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Hantering van die ouers
Dealing with the parents
l
Wie hanteer ouernavrae en -bekommernisse?
l Wat is die belangrikste bekommernisse en navrae van ouers?
l Verleen ouers samewerking met betrekking tot dié spesifieke
aangeleenthede en probleme?
l
Who is responsible for handling parents’ queries and concerns?
What are parents’ most important concerns and queries?
l Do parents cooperate with regard to these specific matters and
problems?
l
Roosterorganisasie
Timetable organisation
l
Wie beplan en bestuur die skoolrooster?
l Wanneer vind dit plaas?
l Wat is die belangrikste kriteria vir die opstel van die skoolrooster?
l Word dit op ’n rekenaar of per hand gedoen?
l
Who plans and organises the school timetable?
When does this take place?
l What are the most important criteria for timetable planning?
l Is it computer-generated or done manually?
l
Fooie en fondse vir die skool
l
l
l
l
l
Fees and funding for schools
Betaal leerders skoolfonds by hierdie skool?
Wat is die skoolfooie wat leerders by hierdie skool moet betaal?
Wie administreer die skoolfooie?
Wat is die belangrikste fondsinsamelingsveldtogte vir hierdie skool?
Verleen ouers samewerking aan die skool betreffende
skoolfooie en fondsinsamelings?
l
Do learners pay school fees at this school?
What are the costs of fees at this school?
l Who administers payment of school fees?
l What are the main fundraising activities at the school?
l Do parents co-operate with the school in terms of school fees
and fundraising?
l
Beplanning van sport en ekstrakurrikulêre aktiwiteite
Planning of sport and extra-mural activities
l
In hoe ’n mate word voorsiening gemaak vir ekstrakurrikulêre
aktiwiteite by die skool – interskool of alleenlik intra-skool?
l Word beplanning kwartaalliks gedoen of vir die hele jaar?
l Wat is die belangrikste sportsoorte by die skool?
l Is daar onderwysers wat in sport spesialiseer (administrasie en
afrigting)?
l
To what extent are extra-mural activities catered for in the
school? Inter-school or only intra-school?
l Is planning done per term or for the whole year?
l What are the main types of sport at the school?
l Are there teachers who specialise in sport (administration and
coaching)?
Onderwyseraktiwiteite en -prioriteite
Teacher activities and priorities
l
Watter aktiwiteite beskou die onderwysers as belangrik tydens
die eerste twee weke van skool?
l Wat doen die onderwyser op die eerste dag tydens die eerste
periode?
l
What does the teacher consider to be important activities
during the first week of school?
l What does the teacher do in the first period of the
first day?
Klaskameraktiwiteite en -atmosfeer
Classroom environment and atmosphere
l
Hoe word die leerders deur die onderwyser in die klaskamer
verwelkom?
l Wat sê die onderwyser vir die leerders?
l Hoe word die banke gerangskik en waarom verkies die
onderwyser hierdie rangskikking?
l Word enige spesifieke reëls benadruk?
l
How are children welcomed into the class by
the teacher?
l What does the teacher say to the learners?
l How are the desks arranged and why does the teacher prefer
the particular arrangement?
l Are any particular rules emphasised?
Basislyn-assessering in die Grondslag- en/of Intermediêre fase
Baseline assessment in Foundation and/or Intermediary Phase
Doelwitte vir skoolpraktikum
Aims for school visits
l
l
Word enige bevoegdhede of gestandaardiseerde toetse in
hierdie eerste week afgeneem?
Are any competencies assessed or standardised tests
administered in this period (first week)?
Met die ervaring van en leer tydens die skoolpraktikum en in die
lig van insigte wat uit die akademiese en professionele aanbod in
die Fakulteit verwerf is, is die algemene doelwit soos volg vir die
volgende groepe studente:
With the experience of and learning during school practice and
in view of insights that have been gained from the academic
and professional offering in the Faculty, the general aim for the
following groups of students is set out below:
BEd II en III: Die algemene oriëntering van studente ten opsigte van
die Grondslagfase, en die Intermediêre en Senior fases
in die primêre en sekondêre skool.
BEd IV:
Die algemene oriëntering van studente ten opsigte
van die situasie in die skool, voldagskoolhou en
lesaanbieding in die besonder.
BEd II en III: The general orientation of students with regard to the
Foundation Phase, and the Intermediate and Senior
phases in the primary and secondary school
BEd IV:
The general orientation of students with regard to the
situation in the school, full day teaching, and lesson
presentation in particular.
Die volgende is meer spesifieke mikpunte:
The following are more specific aims:
l
At the end of the school visit period students must
demonstrate greater knowledge of:
l
the Foundation Phase learners and/or the Intermediate
Phase and Senior Phase learners
l
general school and classroom administration
l
different didactic situations and teaching perspectives
l
the multicultural situation in the school
l
curriculum activities
l
extramural activities
l
staff and other development opportunities
l The students are expected to support the teachers in their
various tasks.
l Students should be given the opportunity to carry out lesson
assignments under the guidance and supervision of experienced
teachers.
l
Aan die einde van die skoolbesoektydperk moet die student
groter kennis toon oor:
l
die Grondslagfase-Ieerders en/of die Intermediêre fase- en
Seniorfase-Ieerders
l
die algemene skool- en klaskameradministrasie
l
verskillende didaktiese situasies en onderrigperspektiewe
l
die multikulturele situasie in die skool
lkurrikuleringsaktiwiteite
l
buitemuurse aktiwiteite
l
personeel- en ander ontwikkelingsgeleenthede
l Daar word van studente verwag om die onderwysers met hul
verskeidenheid take by te staan.
l Die student moet die geleentheid gebied word om onder
begeleiding en toesig van ’n ervare onderwyser lesopdragte uit
te voer.
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Reëls tydens skoolpraktikum
Rules during school visits
Uitgangspunte
Points of departure
l
Studente moet hulself deeglik vergewis van die doelwitte en
mikpunte van hierdie skoolpraktikum en probeer om elke
doelwit en mikpunt te verwesenlik.
l
Students must make quite sure of the objectives relating to this
school visit, and try to realise each objective.
l
l
Studente staan onder die direkte gesag van die skoolhoof of
sy/haar gedelegeerde.
Students are under the direct authority of the principal or his/
her representative.
l
l
Studente moet voltyds in die klaskamer bly.
Students must remain in the classroom throughout the whole
school day.
l
Studente se gesindheid teenoor die skool en die onderwys
word in ’n ruim mate aan hul hulp en belangstelling in
buitemuurse aktiwiteite gemeet. Studente moet rekord hou
van die geleenthede en aktiwiteite waar hulle gehelp het en dit
aan die einde van die skoolbesoek onder die aandag van die
skoolhoof bring.
l
Students’ attitude towards the school and education in general
is measured largely by their assistance and interest in the
extramural activities of the school. Students must record the
events and activities where they provided assistance, and bring
it to the principal’s attention at the end of the school visit
period.
l
Studente moet hulle weerhou van enige vorm van kritiek op die
skool, sy mense en aktiwiteite.
l
Students must refrain from criticising the school, its staff and
the people involved in the school, as well as school activities.
BEd II & III:Volgens die voorskrifte van die Fakulteit
Opvoedkunde doen studente tuisdorpskoolpraktikum
gedurende die volle derde skoolkwartaal.
BEd II & III: According to the directives of the Faculty of
Education, students are required to visit a school in
their home town for the full third school term.
BEd IV: BEd IV: Volgens die voorskrifte van die Fakulteit Opvoed­
kunde doen studente gedurende die volle derde
skoolkwartaal skoolbesoek. Studente word geplaas by
’n skool in die Wes-Kaap (Stellenbosch en omgewing).
According to the directives of the Faculty of Education,
students are required to visit a school for the full third
school term. Students will be placed at a school in the
Western Cape (Stellenbosch and environs).
Opdragte aan studente
Instructions to students
Skakel van meet af aan in by ’n klas in die fase waarin jy spesialiseer.
Probeer jou gasheer/-vrou se taak verlig deur bystand te verleen
waar jy kan. Sodoende word jou vaardigheid ten opsigte van
beplanning, nasienwerk en klaskamerorganisasie ontwikkel.
Become involved in a class in the phase in which you specialise, right
from the start. Try to lighten you host/hostess’s load by providing
assistance wherever you can. In this way you develop your skills in
planning, checking learners’ work and classroom organisation.
Spesifieke opdragte sal aan studente gegee word tydens
oriënteringsessies rakende:
Specific instructions will be given during orientation sessions
regarding:
lOnderwyspraktyklêer/Skoolbesoekportefeulje
l
Teaching practice file / School visit portfolio
l
Waarneming van lesse
l
Observation of lessons
l
Aanbied van lesse
l
Presentation of lessons
l
Buitemuurse aktiwiteite
l
Extramural activities
Jy is verplig om enige redelike onderwystaak wat deur die
skoolhoof, tutoronderwyser of klasonderwyser aan jou opgedra
word na die beste van jou vermoë uit te voer.
You are obliged to carry out any reasonable teaching task that is
given to you by the principal, tutor teacher or class teacher, and to
do it to the best of your ability.
Reëls vir skoolpraktikum­
plasing vir BEd II-,
III- en IV-studente
Rules for school visit
placement for BEd II,
BEd III, BEd IV students
Die spesifieke plasingsprosedure wat hierin voorgeskryf word,
word gevolg om die optimale en sinvolle plasing van ’n groot groep
studente uit verskillende programme te verseker.
The specific placement procedure prescribed below is followed to
ensure the optimal and meaningful placement of a large group of
students from various programmes.
Algemene reëls vir skoolpraktikum plasing van BEd II-,
III- en IV- asook NOS-studente
General rules for school visit placement of all students in
the PGCE and BEd II, III & IV programmes as well as
PGCE students
l
l
Daar is ’n spesifieke rangorde vir die plasing van studente.
Senior studente geniet voorkeur met plasing by skole omdat
hulle deur dosente besoek moet word.
Samewerkingsooreenkomste vir die plasing van senior studente
word die vorige jaar reeds met ’n aantal skole gesluit. Die
bepaalde skole word gekies op grond van geografiese ligging,
vakareas wat aangebied word, gewilligheid om studente te
aanvaar en sinvol te begelei, die aanbeveling van dosente
en om ons studente die bes moontlike blootstelling van
onderwyswerklikhede in Suid-Afrika te bied.
l
A specific hierarchy applies to student placements. Senior
students get preference with placement in schools, as they
need to be visited by their lecturers.
l
Cooperation agreements for the placement of senior students
are entered into with a number of schools in the preceding
year. The particular schools are selected according to
geographic location, learning areas offered, willingness to take
in and meaningfully guide students. This is done on lecturers’
recommendations and to give our students the best possible
exposure to the realities of teaching in South Africa.
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l
Studente word nie geplaas en mag ook nie aansoek doen by
’n skool waar hulle hul laaste vyf skooljare skoolgegaan het
nie. Daar kan van hierdie reël afgewyk word in geval van ouer
studente wat voorheen tien jaar of langer by die betrokke
skool skoolgegaan het.
l
Studente is verantwoordelik vir hul eie vervoer- en/of
verblyfkoste gedurende die skoolpraktikum.
l
Gebrek aan eie vervoer is nie ’n verskoning indien ’n student
nie ’n spesifieke skool kan bereik nie.
l
Studente wat gedurende die skoolpraktikumtydperk as ’n lid
van ’n nasionale of interprovinsiale sportspan moet optree en
vir hul afrigting naby ’n sekere dorp/stad moet bly, moet voor
16 Oktober van hul derde jaar in die geval van BEd-studente,
en voor 15 Februarie van die betrokke jaar in die geval van
NOS-studente, sodanige versoek aan die plasingsorganiseerders
rig. Die indiening van die versoek waarborg egter nie plasing
by een van die skole in die omgewing nie. Dit beteken ook
nie dat die studente ’n spesifieke skool vir spesiale plasing kan
uitsonder nie. Geen laat aansoeke sal oorweeg word nie en
geen gesprekke sal daaroor gevoer word nie.
l
Studente wat in ’n koshuis of ander universiteitsomgewing
in ’n amp aangestel word, moet vooraf reëlings tref dat hul
portefeuljes vir die sinvolle voltooiing van die skoolpraktikum
sowel as alle uitkomste daarvan voorsiening maak.
l
Die eerste kennisgewing van die betrokke skoolplasing aan
studente is steeds onderworpe aan die reëls en regulasies van
die betrokke skool. BEd IV- en NOS-studente moet die skool
vooraf vir kennismaking en oriëntering besoek. Indien die skool
ná die ontmoetingsbesoek met die student van mening is dat ’n
betrokke student nie by die skool se kultuur en atmosfeer sal
kan aanpas nie, kan die skool die plasing onttrek.
l
Die betrokke skool, sowel as die Fakulteit Opvoedkunde,
behou die reg om ’n student in enige stadium van die skool
te onttrek indien omstandighede by die skool, of die optrede
van ’n student, leerder of personeellid dit vereis. Die Fakulteit
Opvoedkunde sal egter alles in sy vermoë doen om sake te
beredder sonder om onnodige spanning en probleme vir die
betrokke partye te veroorsaak.
l
Students will not be placed at, nor may they apply to, a school
that they attended during their last five years of schooling. This
rule may be waived in the case of older students who attended
the particular school ten or more years previously.
l
During school visits, students are responsible for their own
transport and/or accommodation expenses.
l
A lack of own transport is no excuse for a student not being
able to reach a specific school.
l
Students who are required to participate as a member of a
national or interprovincial sports team during the school visit
period, and need to be close to a particular town or city for
coaching, must submit such a request to the placement organisers
before 16 October of their third year in the case of BEd students,
and before 15 February of the particular year in the case of
PGCE students. Submission of the request does however not
guarantee placement at one of the schools in the vicinity, nor does
it mean that the students may pinpoint a particular school for
special placement. No late submissions will be considered and no
discussion on this matter will be entered into.
l
Students who are appointed to a certain post in a University
residence or other University environment must make prior
arrangements to ensure that their portfolios make provision
for their meaningful completion of the school visit and all its
outcomes.
l
The first notice of the particular school placement to students
remains subject to the specific school’s rules and regulations.
BEd IV and PGCE students are expected to visit the school
beforehand for introduction and induction purposes. If,
following the introductory meeting with the students, the
school believes that a particular student will not adapt to the
school’s culture and atmosphere, the school may withdraw the
placement.
l
Both the particular school and the Faculty of Education reserve
the right to remove a student from the school at any time, should
circumstances at the school or the conduct of a student, learner
or staff member so require. However, the Faculty of Education
will do everything in its power to resolve matters without causing
unnecessary tension and problems for the parties concerned.
Spesifieke reëls vir die plasing van BEd IV- en
NOS-studente tydens skoolpraktikum
Specific rules for the placement of BEd IV and
PGCE students’ school visits
l
BEd IV- en NOS-studente, hul ouers en skoolhoofde mag
nie self plasingsreëlings tref nie, aangesien dit administrasie
bemoeilik en die proses vir alle partye kompliseer.
l
BEd IV and PGCE students, their parents and school principals
may not arrange placement themselves, as this hampers
administration and complicates the process for all parties.
l
Geen versekering oor plasings kan vooraf aan studente gegee
word nie.
l
No guarantees with regard to placements may be given to any
student beforehand.
l
lndien ’n famillelid van ’n student – hetsy ’n leerder of
personeellid – by ’n spesifieke skool is, sal die student nie
toegelaat word om die skool te besoek nie.
l
Selfplasing deur BEd II- en BEd III-studente
Self-placement by BEd II and BEd III students
l
Tweedejaar- en derdejaarstudente in die BEd-program mag nie
by skole aansoek doen waar BEd IV- en NOS-studente geplaas
word nie. Studente sal van die Iys skole voorsien word waar
hulle nie mag aansoek doen nie. Alle plekke by hierdie skole
word vir senior studente uitgehou. Daar sal geen uitsondering
in dié verband gemaak word nie.
l
Second- and third-year students in the BEd programme may
not apply to schools where BEd IV and PGCE students are
placed. Students will be provided with the list of schools to
which they may not apply. All places at these schools are
reserved for senior students. No exception will be made in this
regard.
l
Indien studente, ouers of skoolhoofde self die plasing by
een van bovermelde skole sonder die goedkeuring van die
Departement Kurrikulumstudie hanteer, sal sodanige studente
die skoolbesoek elders moet herhaal en volgens die riglyne
optree.
l
Should students, parents or school principals themselves
arrange placement at one of the aforementioned schools
without the approval of the Department of Curriculum Studies,
such students will be required to repeat the school visit
elsewhere and adhere to the guidelines.
Should a family member of the student be either a learner or
a staff member at a particular school, the student will not be
allowed to visit that school.
20
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Modules en dosente
vir 2014
Modules and lecturers
for 2014
1. BEd I Grondslagfase (130 krediete)
Module
1. BEd I Foundation Phase (130 credits)
Krediete
Periodes
Verpligte modules
Afrikaans en Nederlands 178 OF
Afrikaanse Taalverwerwing 188
English Studies 178
Xhosa 178 (vir nie-eerstetaalsprekers) OF
Xhosa 188 (vir eerste taalsprekers)
Module
Credits Periods
Compulsory modules
24
3L + 2P
24
1L + 2S
24
3L + 1T
Afrikaans and Dutch 178 OR
Afrikaans Language Acquisition 188
English Studies 178
Xhosa 178 (for non-first-language speakers) OR
Xhosa 188 (for first-language speakers)
24
3L + 2P
24
1L + 2S
24
3L + 1T
Studente kies twee van bovermelde tale vir die volgende vier akademiese jare
as tale van onderrig.
Students choose two of the abovementioned languages as language of
teaching for the next four academic years.
Onderrig en Leer 178 (Praktikum)
Teaching and Learning 178 (Practice)
16
2L + 1T
16
2L + 1T
Kurrikulumstudie 144
10
2L + 1P
Curriculum Studies 144
10
2L + 1P
Opvoedk. Sielkunde 124 (Ontw. & Leer)
10
2L + 1T
Educational Psychology 124 (Dev. & Learning)
10
2L + 1T
Wiskunde (Ond) 178
10
2L + 1T
Mathematics (Ed) 178
10
2L + 1T
Natuurwetenskappe (Ond) 178
10
2L
Natural Sciences (Ed) 178
10
2L
Sosiale Wetenskappe (Ond) 178
10
2L
Social Sciences (Ed) 178
10
2L
Ekon. en Bestuurswetenskappe (Ond) 178
10
2L
Econ. and Management Sciences (Ed) 178
10
2L
Inligtingsvaardighede 172
6
1L + 1P
Information Skills 172
6
1L + 1P
Studente wat reeds Inligtingvaardighede of enige ander US-module wat MS
Word, Excel, PowerPoint en Internet insluit, geslaag het, hoef nie vir
Inligtingsvaardighede 172(6) te registreer nie, op voorwaarde dat die
betrokke module minstens 6 krediete dra.
2. BEd II Grondslagfase (130 krediete)
Module
2. BEd II Foundation Phase (130 credits)
Krediete
Periodes
15
3L + 2P
Verpligte modules
Afrikaans (Ond) GF 284
Students who have already passed Information Skills or any other SU module
that includes MS Word, Excel, PowerPoint and Internet need not register for
Information Skills 172(6) on condition that the module in question bears at
least 6 credits.
Modules
Credits
Periods
15
3L + 2P
Compulsory modules
Afrikaans (Ed) FP 284
Engels (Ond) FP 284
15
1L + 2S
English (Ed) FP 284
15
1L + 2S
Xhosa (Ond) 284
15
3L + 1T
Xhosa (Ed) 284
15
3L + 1T
Studente kies twee van bovermelde tale, soos uit die vorige akademiese jaar,
vir die volgende drie akademiese jare as tale van onderrig.
Students choose two of the abovementioned languages, as from the previous academic year, as their language teaching subjects for the next three academic years.
Afrikaans as taal van onderrig en leer 288
Afrikaans as language of learning and teaching 288
5
3L + 2P
5
3L + 2P
English as taal van onderrig en leer 288
5
1L + 2S
English as language of learning and teaching 288
5
1L + 2S
Xhosa as taal van onderrig en leer 288
5
3L + 1T
Xhosa as language of learning and teaching 288
5
3L + 1T
Studente kies twee van bostaande taalmodules. As voorbeeld moet
studente wat Engels (Ond) 284 en Xhosa (Ond) 284 kies, Engels as
aal van onderrig en leer 288 en Xhosa as taal van onderrig en leer
288 kies.
Students choose two of the abovementioned language modules. For example,
students who choose English (Ed) 284 and Xhosa (Ed) 284 must choose
English as language of learning and teaching 288 and Xhosa as language of
learning and teaching 288.
Onderrig en Leer 288 (Praktikum)
Teaching and Learning 288 (Practice)
35
2L + 1T
35
2L + 1T
Filosofie van die Opvoeding 288
20
2L + 1P
Philosophy of Education 288
20
2L + 1P
Wiskunde (Ond) GF 284
15
2L + 1T
Mathematics (Ed) FP 284
15
2L + 1T
Kuns en Kultuur (Ond) 288
10
2L
Arts and Culture (Ed) 288
10
2L
10
2L
(Musiek & Kuns)
Tegnologie (Ond) 288
(Music & Art)
10
2L
Technology (Ed) 288
21
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3. BEd III Grondslagfase (130 krediete)
Module
3. BEd III Foundation Phase (130 credits)
Krediete
Periodes
15
3L
Module
Verpligte modules
Afrikaans (Ond) GF 384
Credits
Periods
Afrikaans (Ed) FP 384
15
3L
Compulsory modules
Engels (Ond) FP 384
15
3L
English (Ed) FP 384
15
3L
Xhosa (Ond) 384
15
2L + 1T
Xhosa (Ed) 384
15
2L + 1T
Studente kies twee van bovermelde tale, soos uit die vorige akademiese jaar,
vir die volgende twee akademiese jare as tale van onderrig.
Students choose two of the abovementioned languages, as in the previous academic year, as their language teaching subjects for the next two academic years.
Xhosa (Kommunikasie) 388
10
3L + 2P
Xhosa (Communication) 388
10
3L + 2P
Afrikaans (Kommunikasie) 388
10
3L + 1T
Afrikaans (Communication) 388
10
3L + 1T
Studente volg ’n basiese kommunikasiekursus in die taal wat hulle nie in hul
eerstejaar gekies het nie, bv. indien ’n student Engels (Ond) en Afrikaans
(Ond) gekies het, moet hy/sy Xhosa Kommunikasie 388 volg.
Students follow a basic communication course in the language that they did
not choose in their first year, e.g. if a student chose English (Ed) and
Afrikaans (Ed), he/she must follow the course in Xhosa Communication 388.
Onderrig en Leer 388 (Praktikum Gr 1-3)
Teaching and learning 388 (Practice Gr 1-3)
35
2L + 2P
35
2L + 2P
Opvoedkundige Sielkunde 388
20
2L + 1T
Educational Psychology 388
20
2L + 1T
Lewensoriëntering 386 (Fis. Ontw. & Bew.)
10
2L + 1P
Life Orientation 386 (Phys. Dev. & Movement)
10
2L + 1P
Lewensoriëntering 387 (Multi-Rel. & Kult.)
10
2L
Life Orientation 387 (Multi-Rel. & Cult.)
10
2L
Lewensoriëntering 388 (Omgewing & Kult.)
5
1L
Life Orientation 388 (Environment & Culture)
5
1L
Wiskunde (Ond) GF 384
15
3L
Mathematics (Ed) FP 384
15
3L
Kuns en Kultuur (Ond) 388
(Dans & Drama)
10
Dans:
1L+2P
Arts and Culture (Ed) 388
(Dance & Drama)
10
Dance:
1L+2P
Drama:
2L+1P
Drama:
2L+1P
4. BEd IV Grondslagfase (130 krediete)
Module
Krediete
4. BEd IV Foundation Phase (130 credits)
Periodes
Module
Verpligte modules
Credits
Periods
Verpligte modules
Afrikaans (Ond) GF 484
15
3L
Afrikaans (Ed) FP 484
15
3L
English (Ed) FP 484
15
3L
English (Ed) FP 484
15
3L
Xhosa (Ond) 484
15
2L + 1T
Xhosa (Ed) 484
15
2L + 1T
Studente kies twee van bovermelde tale, soos uit die vorige akademiese jaar,
vir die vierde akademiese jaar as tale van onderrig.
Onderrig en Leer 488 (Praktikum Gr 1-3)
Students choose two of the abovementioned languages, as in the previous academic year, as their language teaching subjects for the fourth academic year
35
2L + 4P
Teaching and Learning 488 (Practice Gr 1-3) 35
2L + 4P
Kurrikulumstudie 488 (Assess. & Navorsing) 20
3L + 1T
Curriculum Studies 488 (Assess. & Research)
20
3L + 1T
Opvoedkundige Sielkunde 414
15
2L + 1T
Educational Psychology 414
15
2L + 1T
Perspektiefstelling op ond.stelsels 488
15
3L
Perspectives on Educational Systems 488
15
3L
Wiskunde (Ond) GF 484
15
3L
Mathematics (Ed) FP 484
15
3L
22
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5. BEd II Intermediêre Fase/Senior Fase (130 krediete)
Module
Krediete
Periodes
Verpligte modules
5. BEd II Intermediate / Senior Phase (130 credits)
Module
Credits
Periods
Compulsory modules
Afrikaans en Nederlands 178 OF Afrikaanse
Taalverwerwing 188
24
3L + 2P
Afrikaans and Dutch 178 OR
Afrikaans Language Acquisition 188
24
3L + 2P
English Studies 178
24
1L + 2S
English Studies 178
24
1L + 2S
Xhosa 178 (vir nie-eerstetaalsprekers) OF
Xhosa 188 (vir eerste taalsprekers)
24
3L + 1T
Xhosa 178 (for non-first-language speakers) OR
Xhosa 188 (for first-language speakers)
24
3L + 1T
Studente kies twee van bovermelde tale vir die volgende vier akademiese jare
as tale van onderrig.
Students choose two of the abovementioned languages for the next four
academic years as their teaching languages.
Onderrig en Leer 178 (Praktikum)
16
2L + 1T
Teaching and Learning 178 (Practice)
16
2L + 1T
Kurrikulumstudie 144
10
2L + 1P
Curriculum Studies 144
10
2L + 1P
2L + 1T
Opvoedk. Sielkunde 124 (Ontw. & Leer)
10
2L + 1T
Edu. Psychology 124 (Development & Learning) 10
Wiskunde (Ond) 178
10
2L + 1T
Mathematics (Ed) 178
10
2L + 1T
Natural Sciences (Ed) 178
10
2L
Natuurwetenskappe (Ond) 178
10
2L
Sosiale Wetenskappe (Ond) 178
10
2L
Social Sciences (Ed) 178
10
2L
10
2L
6
1L + 1P
Ekon. en Bestuurswetenskappe (Ond) 178
10
2L
Econ. and Management Sciences (Ed) 178
Inligtingsvaardighede 172
6
1L + 1P
Information Skills 172
Studente wat reeds Inligtingvaardighede of enige ander US-module wat MS
Word, Excel, PowerPoint en internet insluit, geslaag het, hoef nie vir
Inligtingsvaardighede 172(6) te registreer nie, op voorwaarde dat die
betrokke module minstens 6 krediete dra.
6. BEd II Intermediêre Fase/Senior Fase (130 krediete)
Module
Krediete
Periodes
Verpligte modules
Students who have already passed Information Skills or any other SU module
that includes MS Word, Excel, PowerPoint and Internet are not required to
register for Information Skills 172(6), on condition that the relevant module
bears at least 6 credits.
6. BEd II Intermediary/Senior Phase (130 credits)
Module
Credits
Periods
Compulsory modules
Afrikaans (Ond) ISF 278
15
3L
Afrikaans (Ed) ISP 278
15
3L
Engels (Ond) ISP 278
15
3L
English (Ed) ISP 278
15
3L
Xhosa (Ond) 278
15
2L + 1T
Xhosa (Ed) 278
15
2L + 1T
Studente kies twee van bovermelde tale, soos uit vorige akademiese jaar, vir
volgende 3 akademiese jare as tale van onderrig.
Students choose two of the abovementioned languages, as from the previous
academic year, for the next three academic years as teaching languages. .
Afrikaans as taal van onderrig en leer 278
5
1L + 1T
Afrikaans as language of teaching and learning 278
5
1L + 1T
Engels as taal van onderrig en leer 278
5
1L + 1T
English as language of teaching and learning 278
5
1L + 1T
Xhosa as taal van onderrig en leer 278
5
1L + 1T
Xhosa as language of teaching and learning 278
5
1L + 1T
Studente kies twee van bostaande taalmodules. Bv. Studente wat Engels (Ond)
278 en Xhosa (Ond) 278 kies, moet Engels as taal van onderrig en leer 278 en
Xhosa as taal van onderrig en leer 278 kies.
Students choose two of the abovementioned language modules. E.g. students who
choose English (Ed) 278 and Xhosa (Ed) 278, must choose English as language of
teaching and learning 278 and Xhosa as language of teaching and learning 278. .
Onderrig en Leer 278 (Praktikum)
20
2L + 2P
Teaching and Learning 278 (Practice)
20
2L + 2P
Filosofie van die Opvoeding 278
20
2L + 1T
Philosophy of Education 278
20
2L + 1T
Wiskunde (Ond) 278
15
3L
Mathematics (Ed) 278
15
3L
Kuns en Kultuur (Ond) 278 (Musiek & Kuns)
10
2L + 2P
Arts and Culture (Ed) 278 (Music & Art)
10
2L + 2P
Tegnologie (Ond) 278
10
2L
Technology (Ed) 278
10
2L
Natuurwetenskappe (Ond) 278
15
3L
Natural Sciences (Ed) 278
15
3L
Sosiale Wetenskappe (Ond) 278
15
3L
Social Sciences (Ed) 278
15
3L
Ekon. & Bestuurswetenskappe (Ond) 278
15
3L
Econ. & Management Sciences (Ed) 278
15
3L
Keusemodules: Kies TWEE uit:
Elective modules: Choose TWO from:
23
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7. BEd III Intermediêre Fase/Senior Fase (130 krediete)
Module
Krediete
7. BEd III Intermediary/Senior Phase (130 credits)
Periodes
Module
Verpligte modules
Credits
Periods
Compulsory modules
Xhosa (Kommunikasie) 378
10
3L + 2P
Xhosa (Communication) 378
10
3L + 2P
Afrikaans (Kommunikasie) 378
10
3L + 1T
Afrikaans (Communication) 378
10
3L + 1T
Studente volg ’n basiese kommunikasiekursus in die taal wat hulle nie in hul
eerste jaar gekies het nie, bv. indien ’n student Engels (Ond) en Afrikaans
(Ond) gekies het, moet hy/sy Xhosa Kommunikasie 378 volg.
Students follow a basic communication course in the language that they
did not choose in their first year, e.g. if a student chose English (Ed) and
Afrikaans (Ed), he/she must follow Xhosa Communication 378.
Onderrig en Leer 378 (Praktikum)
Teaching and Learning 378 (Practice)
25
2L + 2P
Opvoed. Sielkunde 378 (Leerderdiversiteit)
20
2L + 1T
Lewensoriëntering 376 (Fis. Ontw. & Bew.)
10
2L + 1P
25
2L + 2P
Educational Psychology 378 (Learner Diversity)
20
2L + 1T
Life Orientation 376 (Phys. Dev. & Move.)
10
2L + 1P
Lewensoriëntering 377 (Multi-Rel. & Kult.)
10
2L
Life Orientation 377 (Multireligion & Cult.)
10
2L
Lewensoriëntering 378 (Omgewing & Kult.)
5
1L
Life Orientation 378 (Environment & Cult.)
5
1L
Dans:
Kuns & Kultuur (Ond) 378 (Dans & Drama)
10
Dance:
1L+2P
Arts & Culture (Ed) 378 (Dance & Drama)
Drama:
10
2L+1P
Drama:
2L+1P
Keusemodules: Kies TWEE uit:
Afrikaans (Ond) ISF 378
1L+2P
Elective modules: Choose TWO from:
20
4L
Afrikaans (Ed) ISP 378
20
4L
Engels (Ond) ISP 378
20
4L
English (Ed) ISP 378
20
4L
Xhosa (Ond) 378
20
3L + 1T
Xhosa (Ed) 378
20
3L + 1T
Wiskunde (Ond) 378
20
4L
Mathematics (Ed) 378
20
4L
Natuurwetenskappe (Ond) 378
20
4L
Natural Sciences (Ed) 378
20
4L
Sosiale Wetenskappe (Ond) 378
20
4L
Social Sciences (Ed) 378
20
4L
Ekon. & Bestuurswetenskappe (Ond) 378
20
4L
Econ. & Management Sciences (Ed) 378
20
4L
8. BEd IV Intermediêre Fase/Senior Fase (130 krediete)
Module
Krediete
8. BEd IV Intermediary/Senior Phase (130 credits)
Periodes
Module
Verpligte modules
Credits
Periods
Curriculum Studies 478 (Assess. & Research)
20
3L + 1T
Compulsory modules
Kurrikulumstudie 478 (Assess. & Navorsing) 20
3L + 1T
Onderrig en Leer 478 (Praktikum)
2L + 4P
Teaching and Learning 478 (Practice)
40
2L + 4P
15
2L + 1T
15
3L
40
Opvoed. Sielkunde 414
(Ass. & Leeronderst)
15
2L + 1T
Educational Psychology 414
(Ass. & Learner Support)
Perspektiefstelling op ond.stelsels 478
15
3L
Perspectives on Ed. Systems 478
Keusemodules: Kies TWEE uit:
Elective modules: Choose TWO from:
Afrikaans (Ond) ISF 478
20
4L
Afrikaans (Ed) ISP 478
20
4L
Engels (Ond) ISP 478
20
4L
English (Ed) ISP 478
20
4L
Xhosa (Ond) 478
20
3L + 1T
Xhosa (Ed) 478
20
3L + 1T
Wiskunde (Ond) 478
20
4L
Mathematics (Ed) 478
20
4L
Natuurwetenskappe (Ond) 478
20
4L
Natural Sciences (Ed) 478
20
4L
Sosiale Wetenskappe (Ond) 478
20
4L
Social Sciences (Ed) 478
20
4L
Ekon. & Bestuurswetenskappe (Ond) 378
20
4L
Econ. & Management Sciences 378
20
4L
24
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notas / Notes
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