UJ Admission Requirements for Education

Your admission to University of  Johannesburg (UJ) is dependent on you meeting the specific admission requirements for your chosen qualification. If you don’t meet these requirements, you may want to consider alternative qualifications or possibly, if you qualify, an extended programme (refer to the college admission requirements), enabling you to register for limited modules in your first year.

Here are the UJ Admission Requirements for College of Education:

NQF level: 7
NQF field: 05
Total number of credits: 120
Programme code: A5REMQ
HEQC Accreditation:  H/H07/E38CAN
SAQA ID:  93730

PURPOSE:

The purpose of this Advanced Diploma in Remedial Education is to prepare teachers with theoretical knowledge and practical skills in order to develop as remedial teachers and learning support specialists. Students will develop specialised competence and evidence-based practices around the pedagogy and didactics of reme​dial education.

Target Group:

  • Teachers who wish to further their training and expertise as remedial teachers and learning support specialists.
  • Teachers from all phases, mainstream and special needs schools would benefit from this diploma.
  • District officials from the Department of Education who support learners requiring remedial education.

ADMISSION REQUIREMENTS:

  • A four year Bachelor of Education degree  Or
  • A general NQF level 6 first degree or diploma, plus a 120C level 7 Advanced Diploma in Teaching  Or
  • A former 120C level 6 Postgraduate Certificate in Education  Or
  • A former Higher Diploma in Education (Undergraduate)  Or
  • A former Further Diploma in Education    Or
  • A former Advanced Certificate in Education (120C level 6)     Or
  • An Advanced Certificate in Teaching    Or
  • A former three year College of Education Diploma  followed by an Advanced Certificate in Teaching     Or
  • A National Professional Diploma in Education ( NPDE) ( 360C at level 5) followed by an Advanced Certificate in Teaching

LANGUAGE MEDIUM: English, however, students may submit assignments in another official language provided they are translated for the marker.

DURATION:
Full Time – one year of study, register for all 4 modules
Part Time – two years. In the first year, register for modules: ‘Remedial Foundations’ and ‘Scholastic Assessment’ In the second year, register for modules: ‘Learning Support’ and ‘Parental Involvement’

MODE OF TUITION:

Seminars and practical workshops:
9 full day workshops scheduled between February and September on the Auckland Park Campus. 80% attendance required.

Web-based and on-line learning:
All course material is available through the student portal on ‘BlackBoard’.
Students complete at least two on-line courses as assignments towards the modules.
Access to the Internet and University library and website is essential.

Tutorials and Lecturer Consultations:
to be arranged during the year. The tutor is available for on-site and email consultations.

Textbooks:
Students are required to purchase their own copies. Details of textbooks are posted on ‘Blackboard’ for registered students.

ASSESSMENT:
Formative assessment: Three assessments per module take place during the year.
Summative assessment: A final, exam equivalent is submitted in November for each module. This is externally moderated.

Assessments cover theoretical and practical aspects of the work. Students are expected to conduct practical, remedial work with learners in the classroom and submit a final portfolio of work-based evidence of competence.

Remedial Foundations

Code: REM00Y1

30 credits

Scholastic Assessm​ent 

Code: SAS00Y1

 30 credits

Learning Support

Code: LSP00Y1

40 credits

Parental Involvement

Code: PIN00Y1

20 credits

Inclusive Education Policy and Framework

Cognition and Learning

Basic Linguistics

-phonology

-semantics

-morphology

-syntax

-pragmatics

Language Acquisition

-primary and secondary

Orthography

Specific Learning Disability

-dyslexia

-dysgraphia

-dyscalculia

-aphasia

Assessment Theory

Diagnostic Processes

Support Needs Analysis

 

Assessment of Oral receptive and expressive language

 

Reading assessment

 

Spelling assessment

 

Writing assessment

 

Numeracy assessment

 

Assessment reporting

 

Alternative Assessments and  Concessions

Didactic Environment

Remedial Intervention plans

Learning Theories

 

Curriculum  differentiation

 

Remediation of oral receptive and expressive language.

 

Emergent literacy

Reading support

 

Spelling support

 

Writing and handwriting support

 

Numeracy support

Eco-systemic framework, parental roles

 

Parent / Community – School partnerships

 

Principles of engagement in remedial education

 

Parent consultations Basic counselling skills

 

Home remedial plans

 

Collaborating with parents, teachers and multi-disciplinary teams.

FOR QUERIES EMAIL THE FACULTY ADMINISTRATOR: