2024 Edc11esef Study Guide

DEPARTMENT OF EDUCATIONAL AND PROFESSIONAL STUDIES
B. ED: IN SENIOR PHASE, FURTHER EDUCATION TRAINING AND FOUNDATION

PHASE TEACHING
EDC11ES/EF
LEARNERS AND LEARNING
STUDY GUIDE 2024

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Department of Educational & Professional Studies © Faculty of Humanities - CUT
COPYRIGHT
The copyright on this material is strictly reserved. Therefore, the

reproduction and photocopying this study guide or parts thereof
without obtaining the necessary permission, is prohibited.
The distribution of the study guide or parts thereof can lead to a

claim for damages and is furthermore a criminal offence.
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TABLE OF CONTENTS
CONTENT PAGE
a) Welcome ..............................................................................................................4
b) 2024 EDC11ES/EF ..................................................................................................5
1. How to use this Study Guide........................................................................................6
2. Blackboard Ultra or eThuto information ......................................................................6
3. General information ...................................................................................................6
4. Module outline ...........................................................................................................8
4.1 Module code description .....................................................................................9
5. Summary of module content .......................................................................................9
6. Expected learning outcomes........................................................................................10
7. Assessment methods ..................................................................................................10
8. Textbooks, prescribed and recommended reading .......................................................11
8.1 Material required ................................................................................................12
9. Graduate attributes ....................................................................................................12
10. Revised Bloom’s Taxonomy .........................................................................................13
11. Writing centre.............................................................................................................13
12. Personal behaviour and class conduct .........................................................................14
13. Communication, concerns grievances ..........................................................................15
14. Absenteeism ...............................................................................................................15
15. Academic dishonesty ..................................................................................................15
16. Icon library .................................................................................................................18
17. Module units ..............................................................................................................20
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WELCOME
We would welcome you most warmly to the Learners and Learning module of the
Department of Educational and Professional Student. We trust that your journey through this
course will be both engaging and enlightening. In addition to your designated course materials,
this study guide serves as a valuable companion to the required textbooks, and your designed
course material, enhancing your understanding and fostering a deeper grasp of the module
content. Use this opportunity to develop your insight and knowledge and not only merely to
pass the examination.
You will find the learning outcomes in the study guide. Test your knowledge and skills at the
end of each unit by compiling your own questions on the section of work, based on the learning
outcomes. This will assist you in preparing for the examination as you progress through the
study guide and the prescribed book.
We hope that you will find Learners and Learning (EDC11ES/EF) pleasant and meaningful
and that you will be successful in your studies. Should you encounter any challenges or have
questions related to your studies, please don't hesitate to reach out to your lecturer for
guidance and support.
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2024 EDC11ES/EF Work Schedule
WEEKS DATES THEMES UNITS
Week 1 5 – 9 Feb Introduction of the Module; Study Guide information; Orientation

Work Schedule emphasis; Timetable explanation;
Assessments dates.
Week 2 12 – 16 Feb Learning to know what we do not know; Unit 1
pages 23 - 68
Week 3 19 –23 Feb Learning to know what we do not know; Unit 1

pages 23 - 68
Week 4 26 Feb – 1 Mar School learning, pages 71 - 107 Unit 2

Informing students about the upcoming Test.
Week 5 4 – 8 Mar Using theory to understand and promote learning, Unit 5

pages 183 - 207
Week 6 11 – 15 Mar Text as a context of learning Unit 3

pages 111 - 146
Week 7 18 – 20 Mar Revision of all units overed thus far. Unit 1, 2, 5 & 3
18 Mar Test Day (Online Test) Task 1

Monday This date will be confirmed during class and via Unit 1, 2 & 5
Blackboard Ultra.
Break 20 Mar – 2 Apr First Term Recess Break
Week 8 3 – 5 Apr How teachers can structure learning, Unit 4

pages 149-179
Reminding students about the Group Assignment.
Week 9 8 – 12 Apr How teachers can structure learning, Unit 4
pages 149-179
Week 10 15 – 19 Apr Revision of all units covered thus far. Unit 1;2;3;4;5
15 Apr Group Assignments submission. Unit 3 & 4

Wednesday Due date.
18 Apr Sick Test Unit 1;2;3;&5
Only students who are eligible to write this test.
Week 11 22 – 26 Apr Revision of ALL Units Marks

Addressing all Task marks; Course Mark Review
Week 12 29 Apr – 3 May Mid-year/Main Assessment Commences. Unit 1;2;3;4;5
Week 13 6 – 10 May Main Assessment Unit 1;2;3;4;5
Week 16 27 -31 May Sickness/Re-assessment Unit 1;2;3;4;5
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1. HOW TO USE THIS STUDY GUIDE
• Please read and retain this study guide. This study guide contains important information
about this module, it is our way of communicating with you about teaching, learning and
assessment.
• It contains important information about the study units, resources, and assignments for
this module.
• Read this study guide carefully and keep it at hand when working through the study
material, preparing for assignments, and preparing for examination.
• The study guide provides all the information you will need regarding the prescribed study
material and other resources.
• Please study this information and make sure that you obtain the prescribed book as soon
as possible.
• Also included is general and administrative information about this module.
• If you are uncertain of anything, please contact your lecturer.
2. BLACKBOARD ULTRA OR ETHUTO INFORMATION
Our institution uses an electronic platform to communicate to all our registered students for
the current year. This platform is commonly known as Blackboard Ultra or eThuto, where
each student is expected to familiarize themselves with how to operate it. The eLearning and
Education Technology department has made videos available for student learn more about
Blackboard Ultra or eThuto, all these videos are helpful and can be accessed on YouTube
using this link ☛ eLearning and Education Technology
eLearning Center (V-Building) next to Kopanong Building.
ethuto@cut.ac.za
3. GENERAL INFORMATION
According to the educational regulations of the institution, assessment may be based on

knowledge, insight, comprehension, and ingenuity. Students are responsible for ensuring that
they are aware of and that they understand the Manual of Rules and Regulations for
Evaluation: 2024. (See Yearbook)
Please take note of the policies, rules and codes as stated in the yearbook of the institution
(2024).
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In the event that you experience a problem or that you have a problem with your mark/result
it is your responsibility to contact your lecturer so that this problem can be dealt with as
soon as possible. A doctor’s certificate must be provided if you are unable to attend classes
and miss an oral/written evaluation.
The main aim of a study guide is to assist the student in mastering the work and to accept co-
responsibility for his/her own learning. This subject must not be seen in isolation, but rather as
part of the programme. It has relevance to all the other subjects presented in the course and
should be viewed as such. This document guides the student to learn the prescribed material
by means of a structured method. The time schedule is included so that students can keep
track of what is expected of them by each week. It is expected from the students to come to
class well prepared. In this way they can responsibly participate in the learning process. The
main reference books are mentioned in the guide, but it will be expected of students to visit
the library and to consult other relevant sources as well.
All assignments must be typed. No late assignments will be accepted.
Assignments copied by students will not be accepted at all. All parties involved will receive
zero (0). No excuses will be accepted, make sure that you keep your assignments safe.
If the course facilitator is not available in her/her office during consulting time, consult the
Departmental Administrator of the Department, Room 205 for enquiries.
If the course facilitator is not in time for classes, the following rules apply:
• Students have to wait 10 minutes at the class.
• One representative must go to the Departmental Administrator of the Department after 10
minutes at the applicable Building, Room 205. If the course facilitator has made
arrangements with the Departmental Administrator, it will be given to the representative.
The lecturer has the right to ask questions in the assignments about work that was discussed
in class but does not necessarily appear in the textbooks.
It is important to attend all the classes. No information will be repeated for students who did
not attend the classes.
The lecturer has the right to make any adjustments to the time schedule if necessary. All
changes will be announced in class.
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4. MODULE OUTLINE
NAME OF COURSE Education I
Name of Module Learners and Learning
Module Code EDC11ES/EF
Responsible Educational and Professional Studies

Department
Lecturers’
information  Dr. R.W Thabane  Mr. S. Mohlaloka
Humanitas Building Kamelia Annex
Room H32 Room G18
rthabane@cut.ac.za smohlaloka@cut.ac.za
051 507 4333 051 507 4131
 Ms. G. Hlumbane  Mrs. B. Lenong

Kopanong Building Humanitas Building
Room 209 Room H33
ghlumbane@cut.ac.za blenong@cut.ac.za
061 445 6764 051 507 3327
LANGUAGES FOUNDATION PHASE

 Ms. V. Mbobo  Mr. T. Taso
Kamelia Annex Kamelia Annex
Room G13 Room G14
vmbobo@cut.ac.za ktaso@cut.ac.za
062 539 4302 060 312 5158

Contact session 1 lecture per week
Two (2) periods per week
Serving 40 minutes each
Discussion
Theory
1 SI session per week
Notional hours 160 notional study hours
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Total Credits of 16
module
NQF Level 5
Pre-requisites Senior National Certificate
4.1 MODULE CODE DESCRIPTION 👇
Foundation Phase
FET & Senior Phase
5. SUMMARY OF MODULE CONTENT
This module deals with Learners and Learning (EDC11ES/EF). According to the South
African Institutes for Distance Education (Saide), the aim of this module is to improve your
teaching abilities. It accordingly promotes a theoretically informed understanding of what
learning is, how it takes place, and how you may go about organising systematic learning. The
module will enable you to analyse learning, and, in so doing, to reflect on what you can do to
improve learning. Thus, while the module draws on the learning theories of writers like Piaget
and Vygotsky, it grounds these examples, practical exercises, and case studies drawn from
schools. Therefore, the content of this module is on educational psychology.
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6. EXPECTED LEARNING OUTCOMES
At the end of the module, students should be able to:
 Explain how teachers enable learners to learn by moving them from the known to the
unknown.
 Describe how school learning is different from everyday learning, and how teachers can
implement good school learning in their classrooms.
 Examine the role texts and literacy (reading and writing) play in learning, and how teachers
can scaffold learning through texts.
 Assess the role teachers’ play in producing and improving learning, and how they can
structure learning.
 Discuss how teachers can use different theories of learning to understand and promote
learning.
7. ASSESSMENT METHODS
The students will be assessed formatively and summative through the following assessment.
Formative assessment (50%) – one formative assessment per term
• Tests
• Assignments Two (2) Formative Assessments during Semester 1
• Presentations
Students need to have an average of 40% or higher from the above-mentioned 2

formative assessments, this will serve as their course mark to be eligible for the exam.
For example
😀 Student A → Test = 60% Group Assignment = 70%
Course Mark = Test ➕ Group Assignment ➗ 2

= 60% ➕ 70% ➗ 2
= 65% 👍 eligible for exam
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😔 Student B → Test = 38% Group Assignment = 40%
Course Mark = Test ➕ Group Assignment ➗ 2
= 38% ➕ 40% ➗ 2
= 39% 👎 not eligible for exam
Summative assessment (50%) – one summative assessment per semester
• Examinations Final Examination at the end of Semester 1
It is thus your responsibility to consult with the different lecturers for possible test clashes.
Should any clashes appear, you should make prior arrangement with the lecturers for
rescheduling of the tests,
8. TEXTBOOKS, PRESCRIBED AND RECOMMENDED READINGS FOR THE

MODULE
Main reading 👇
Gultig J. (ed.). 2010. Learners and Learning. The SAIDE Teacher Education Series.
Braamfontein: Saide.
RECOMMENDED READINGS
Reading 1 👇
Du Plessis P.; Conley L. & Du Plessis E. 2007. Teaching and Learning in South African
Schools. Pretoria: van Schaik.
Reading 2 👇
Eggen P. & Kauchak D. 2013. Educational Psychology: Windows on Classroom. Upper

saddle River: Pearson Education.
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Reading 3 👇
Ormrod J.E. 2014. Educational Psychology: Developing Learners. Harlow: Pearson.
Reading 3 👇
Woolfolk H.A. 2014. Educational Psychology. Harlow: Pearson.
8.1 MATERIALS REQUIRED
None.
9. GRADUATE ATTRIBUTES
The following graduate attributes will be developed in this module:

• Community engagement
Be socially engaged in your communities.
• Innovation and problem solving
Be innovative, think creatively and critically and apply a range of strategies to solve/find
solutions for real world problems.
Demonstrate the ability to apply theoretical knowledge that will lead to development of new
ideas, methods, techniques, practices, products, and services in a variety of contexts
(technology, commerce, social systems).
• Technologically literate
Use information and communication technologies effectively.
• Communication
Communicate proficiently, in oral, written, presentation, information searching and listening

skills. Be assertive and articulate, be able to negotiate responsibly and persuade others
effectively.
• Technical and conceptual competence
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Demonstrate depth of specialized disciplinary knowledge and skills and be able to apply them
in different contexts to solve problems.
• Teamwork
Work independently and in teams, to manage your own learning, work and take responsibility
for self while contributing to teams such as learning communities.
• Citizenship and Global Leadership
Make a meaningful and positive contribution to society, be ethical and visionary leaders who
can show leadership in different contexts.
10. REVISED BLOOM’S TAXONOMY FOR QUESTION FORMULATION
11. WRITING CENTRE INFORMATION
The aim of the Writing Centre is to assist students with academic writing at any stage of the
writing process:
• Help first year students with the process of transitioning into a university with relevance to
Academic Writing
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• Post-Graduate Students with Research projects and proposals.
This service is offered at no cost by Writing Advisors, who are mainly postgraduate students
(Masters & PhD), including part-time lecturers.
Services offered:
• Helping undergraduate students learn how to write academically for their disciplines;
• Supporting postgraduate students in learning how to write for research purposes;
• Creating collaborations with staff to enhance academic writing in their modules and
conducting writing workshops;
• Structuring an essay or assignment, analyzing questions, and developing the structure of
the assignment;
• Developing a coherent argument and providing evidence to support an argument;
• The use of relevant sources from literature, referencing and avoiding plagiarism;
• Supporting student’s projects of Creative writing;
• Assisting with the usage of appropriate writing style and tone; and
• Helping students with similarity reports using SafeAssign and Turnitin.
LOCATION
Bloemfontein: Room 025, Ground Floor
Student Academic Support Centre
Welkom: Room H4
G&H Building
Consultation Hours
Monday – Friday: 08:00- until 16:30
For general enquiries: Writing Centre Coordinator at 051 507 3978 (tmkhize@cut.ac.za)
12. PERSONAL BEHAVIOUR AND CLASS CONDUCT AND CODE OF ACADEMIC

INTEGRITY
All registered students are representatives of the CUT on and off campus and are expected
to behave in a respectable and professional manner at all times and situations. On campus
students are expected to comply with the University regulations regarding general conduct in
and out of classes. Students must ensure that they amongst others comply with the dress
code, arrive on time for classes and shall not leave a class while in progress, nor conduct their
own discussions or behave in any matter that disrupts the class or intimidates any student or
lecturer in any way. Should a student have to leave a class while in session under emergency
situations, permission must be requested from the lecturer.
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No student may at any time act in any way that disrupts a class, shows disrespect to any other
student or lecturer, inhibits the learning of another student through his or her actions, influence
or entice any fellow student to act in a particular way not in accordance with the prescribed
codes of conduct and/or participate in any action not promoting the learning culture the
university subscribes to.
Students are specifically referred to chapter 9 par 9.5 and Chapters 12 and 13 (calendar
of CUT) with regard to general conduct of students on and off campus.
13. COMMUNICATION, CONCERNS GRIEVANCES
• All lecturer communication shall be conducted through eThuto (Blackboard). Students are
to review the home page of the subject regularly. Notices, announcements and any other
important information will also be sent to the student’s email account. It is the responsibility
of the student to make sure that he/she is aware of any communication directed via
eThuto). Classes are used in the first instance for direct communication with lecturers,
tutors and instructors.
• Students may also consult their lecturers, tutors or instructors during the consulting times
indicated in this study guides and on office doors.
• Students are also allowed to make use of email to contact the lecturer.
• Students who have any problems with a subject must first discuss the matter with the
lecturer concerned and if not resolved with the direct line manager (HOD or DM) of the
lecturer and higher if necessary. In case of collective problems, the class representative
needs to follow the same procedures.
14. ABSENTEEISM
You should also note that according to the Central University of Technology, Free State
regulations, no apologies for absence from tests are accepted unless as stipulated in the
following cases:
• Where a valid medical certificate, specifying the nature of the ailment/disease, is handed
in not more than three working days after the test, or
• Where a declaration written under oath is handed in before or not more than three working
days after the test, in which credible reasons are offered for having been absent. The
lecturer will decide whether the apology why the test could not be written, is acceptable.
If the arrangements stipulated above are not applied, you will be awarded no marks for the
particular test or assignment, and it would be recorded as such.
15. ACADEMIC DISHONESTY
Academic dishonesty is an act of misrepresenting another person’s work as one’s own, taking
credit for the work of others without acknowledgement and/or appropriate authorisation, and/or
fabricating information. Some of the common examples of academically dishonest behaviour
include, but are not limited to, the following:
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15.1 Cheating
Intentionally using or attempting to use unauthorized information, materials, or study aids in
any academic exercise (including assessment); copying answers from another student's
assessment paper, submitting work for an in-class assessment that has been prepared in
advance; representing material prepared by another person as one’s own work; submitting
the same work in more than one course/module without the express permission of all
lecturers/educators concerned; violating any rules governing the administration of
assessments; and violating any rules relating to the academic conduct prescribed for a
course/module or academic program. Cheating refers to an act of dishonesty or fraudulently
gaining an advantage or success by using unethical or prohibited methods, often in in
situations where there are rules, standards, or expectations for fair play and honesty.
15.2 Forgery
Intentionally, and without authorization, falsifying and/or inventing any data, information or
citation in an academic exercise conducted under the auspices of CUT. Forgery act of
creating, copying or altering documents, or objects to commit fraud. Forgery is illegal in most
jurisdictions, and the penalties for forgery can vary depending on the specific circumstances
and the value of the fraudulent items involved. Penalties may include fines, imprisonment or
both. Forgery can have serious legal and financial consequences as it undermines trust in
documents, financial systems, and authenticity of various items, often leading to final losses
for students and CUT.
15.3 Plagiarism
Intentionally or negligently representing the words, ideas, or sequence of ideas of another
person as one's own in any academic exercise conducted under the auspices of CUT,
alternatively, failing to attribute any quoted, paraphrased, or borrowed information to the
proper source (refer to par. 1.6.1.2(2) above). It is considered unethical and academically
dishonest practice in academic, professional and creative scenery. Consequences for
plagiarism can include academic disciplinary such as failing a course or expulsion and can
damage to one’s reputation, legal action, and professional repercussions. To avoid plagiarism,
it’s important to always cite and reference the sources you use, whether in academic papers,
reports, creative works, or any other context where intellectual property is involved.
NB: it is important for students to note that plagiarism is a serious offence and those who
plagiarised will be highly penalised.
15.4 Falsification and/or forgery of academic documents

Knowingly making a false or misleading statement by concealing material information to this
fact and/or forging a CUT official's signature on any academic document or record, including,
but not limited to, an application for admission, transcript, add-drop form, request for advanced
standing, and/or request to register for a graduate-level course. The falsification or forgery of
a non-academic CUT document, such as a financial aid form, shall be considered a violation
of the general student rules and regulations.
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SCHEDULE/WORKPLAN/SEMESTER PLANNING
TIME SCHEDULE 2024
WEEK MONTH DATE THEORY PRACTICAL REMARKS/NOTES

1 FEB 05-09 Module orientation Unit 1
2 FEB 12-16 Learning what we don’t know
3 FEB 19-23
4 FEB/MARCH 26-01 School learning Unit 2
5 MARCH 04-08 Using theory to understand Unit 5
learning
6 MARCH 11-15 Text as a context of learning Unit 3
7 MARCH 18-20 Online Test 18 Mar – [Unit 1,2&5]
RECESS
8 APRIL 03-05 How teachers can structure Unit 4
learning
9 APRIL 08-12
10 APRIL 15-19 Group Assignment 15 Apr [Unit 3 & 4]
submission
Sick Test 18 Apr [Unit 1,2,3,4,&5]
11 APRIL 22-26
12 APRIL/MAY 29-03 Main Assessment
13 MAY 06-10 Main Assessment
14 MAY 13-20 Main Assessment
15 MAY 21-24
16 MAY 27-31 Sickness/Re-
assessment
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First term Second term
First term starts: 03 January 2024 Second term starts: 3 APRIL 2024
First term ends: 20 MARCH 2024 Second term ends: 21 June 2024
PUBLIC HOLIDAYS IN 2024
01 January New Year’s Day

21 MARCH Human Rights Day
29 MARCH Good Friday
1 APRIL Family Day
27 APRIL Freedom Day
01 May Workers’ Day
16 June Youth Day
17 June Public Holiday
Semester 1 workplan ☝
16. ICON LIBRARY
Outcomes checklist
At the beginning of each unit there is a list of learning outcomes. These
outcomes indicate what you should know and be able to do after the
completion of the unit.
Read a reference/Additional sources
This symbol will indicate what you have to read and learn from your
textbook or other sources.
Reference to additional text/paper sources.
WWW links
These blocks will contain hyperlinks to WWW sites where you will find
useful/more information on a particular subject that relates to the unit.
Outcomes Based Questions

You will come across these questions throughout the modules. These
questions are applicable to the work you have just completed. Try to
answer them.
Assignments
This symbol indicates assignments that you will have to hand in as part of
your assessment. Check the assignment schedule for the dates of
submission.
Online Assignments
This symbol indicates assignments that you will have to submit online in
as part of your assessment. Check the assignment schedule for the dates
of submission.
Work on the computer
This symbol will be displayed whenever you need to carry out work on the
computer.
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Read and learn
This indicates that you have to read and/or learn from your textbook(s).
Date
This symbol indicates the date when an assignment must be submitted or
when a class test/ evaluation will take place.
Self-study
This is an indication that the mentioned work will not be done in class, but
must be done by the student as extra work. The student can expect to be
evaluated on this self-study material.
Self-tests
These are tests that are given so that the student can evaluate him-
/herself. They do not count for evaluations and are not marked by the
lecturer.
Group work
This activity is not for individual work and must be done in a group context.
Exercise
The activity indicated by this symbol is the homework given to students in
order to enable them to apply the work done in class and to target difficult
aspects.
Learning facilitation
Includes structured interactive sessions, formal lectures, group activities,
self-activities and research.
Knowledge and skills

This indicates an ability to apply theory in practice.
Assessment
Is a way of measuring progress.
Pair work
This activity is not for individual work and should be done in pairs.
Notes
Notes for students to take with regard to the
Posters
This icon refers to posters to be handed in as part of an assessment.
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17. MODULE UNITS
STUDY UNIT 1: Learning to know what we don’t know.
OUTCOMES: After completing this learning unit, the student should be able to:
How do we begin to know what we don’t know?

• Learning by guessing
• Learning by questioning
• Learning by imagining
☞ Unit 1 – Learning to know what we don’t know pg. 23-68
☞ What do you know about soccer?
☞ 16 February 2024 [end of the week]
STOP. THINK.
Write down everything you know about the game in three minutes, pg. 25
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STUDY UNIT 2: School learning
Is school learning different from everyday learning?

• What are the ground rules of school learning?
• How does school learning happen?
• What is the role of the teacher in school learning?
• School learning and CAPS
☞ Unit 2 – School learning, pg. 71 – 107
☞ What are the ground rules of school learning?
☞ 1 March 2024 [end of the week]
STOP. THINK.
Look at the photograph below of a teacher in class, pg. 86
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STUDY UNIT 3: Text as a context for learning.
How do we enter the world of reading?

• What makes reading a meaningful experience?
• What kinds of reading support school learning?
☞ Unit 3 – Text as a context for learning, pg. 111 - 146
☞ How are textbooks structured?
STOP. THINK.
Learners express different understanding of the same text, pg. 134
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STUDY UNIT 4: How can teachers structure learning?
Finding out what learners don’t know

• Working with what learners already know
• Teaching strategies that bridge the gap
☞ Unit 4 – How can teachers structure learning?
☞ How can you find out what learners don’t know?
STOP. THINK.
Probing alone, often leads to dead end, pg. 157
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STUDY UNIT 5: Talking about theory.
How do teachers talk about learning?

• How do theorists articulate their ideas about learning?
The relationship between theory and practice
☞ Unit 5 – Talking about theory.
☞ What is theory? What is articulation?
STOP. THINK.
Look at the pictures below and answer the question on pg. 191
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RULES FOR EVALUATION
The complete rules regarding academic evaluations are contained in the Evaluation Policy
and Procedure Manual (available in Library and Information Centre) and all students must be
acquainted with the contents thereof.
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PROGRAMME NAME
Lecturer details here: Name, Surname, Tel, Email.
26 | P a g e

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DEPARTMENT OF EDUCATIONAL AND PROFESSIONAL STUDIES

B. ED: IN SENIOR PHASE, FURTHER EDUCATION TRAINING AND FOUNDATION

STUDY GUIDE 2024

The copyright on this material is strictly reserved. Therefore, the

The distribution of the study guide or parts thereof can lead to a

Week 1 5 – 9 Feb Introduction of the Module; Study Guide information; Orientation

Week 3 19 –23 Feb Learning to know what we do not know; Unit 1

Week 4 26 Feb – 1 Mar School learning, pages 71 - 107 Unit 2

Week 5 4 – 8 Mar Using theory to understand and promote learning, Unit 5

Week 6 11 – 15 Mar Text as a context of learning Unit 3

18 Mar Test Day (Online Test) Task 1

Week 8 3 – 5 Apr How teachers can structure learning, Unit 4

15 Apr Group Assignments submission. Unit 3 & 4

Week 11 22 – 26 Apr Revision of ALL Units Marks

Week 12 29 Apr – 3 May Mid-year/Main Assessment Commences. Unit 1;2;3;4;5

Week 13 6 – 10 May Main Assessment Unit 1;2;3;4;5

Week 14 13 – 20 May Main Assessment Unit 1;2;3;4;5

Week 15 21 – 24 May Main Assessment Unit 1;2;3;4;5

Week 16 27 -31 May Sickness/Re-assessment Unit 1;2;3;4;5

2. BLACKBOARD ULTRA OR ETHUTO INFORMATION

eLearning Center (V-Building) next to Kopanong Building.

According to the educational regulations of the institution, assessment may be based on

All assignments must be typed. No late assignments will be accepted.

NAME OF COURSE Education I

Name of Module Learners and Learning

Module Code EDC11ES/EF

Responsible Educational and Professional Studies

Humanitas Building Kamelia Annex

Room H32 Room G18

051 507 4333 051 507 4131

 Ms. G. Hlumbane  Mrs. B. Lenong

Room 209 Room H33

061 445 6764 051 507 3327

LANGUAGES FOUNDATION PHASE

Kamelia Annex Kamelia Annex

Room G13 Room G14

062 539 4302 060 312 5158

Two (2) periods per week

Serving 40 minutes each

1 SI session per week

Notional hours 160 notional study hours

Pre-requisites Senior National Certificate

4.1 MODULE CODE DESCRIPTION 👇

FET & Senior Phase

5. SUMMARY OF MODULE CONTENT

At the end of the module, students should be able to:

Formative assessment (50%) – one formative assessment per term

Students need to have an average of 40% or higher from the above-mentioned 2

😀 Student A → Test = 60% Group Assignment = 70%

Course Mark = Test ➕ Group Assignment ➗ 2

= 39% 👎 not eligible for exam

Summative assessment (50%) – one summative assessment per semester

• Examinations Final Examination at the end of Semester 1

8. TEXTBOOKS, PRESCRIBED AND RECOMMENDED READINGS FOR THE

Eggen P. & Kauchak D. 2013. Educational Psychology: Windows on Classroom. Upper

Ormrod J.E. 2014. Educational Psychology: Developing Learners. Harlow: Pearson.

Woolfolk H.A. 2014. Educational Psychology. Harlow: Pearson.

8.1 MATERIALS REQUIRED

The following graduate attributes will be developed in this module:

Communicate proficiently, in oral, written, presentation, information searching and listening

• Technical and conceptual competence

• Citizenship and Global Leadership

10. REVISED BLOOM’S TAXONOMY FOR QUESTION FORMULATION

11. WRITING CENTRE INFORMATION