Your Access to Recognised Quality Professional Teaching Qualifications - Education Portal
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Your Access to Recognised Quality Professional
Teaching Qualifications
INDEX
1. Registration status ....................................................................................................... 1
2. Background.................................................................................................................. 1
3. Vision and mission ....................................................................................................... 1
4. Mode of programme delivery ....................................................................................... 1
5. Language of instruction ................................................................................................ 1
6. Academic support ........................................................................................................ 1
7. Online student portal .................................................................................................... 2
8. Student bureau ............................................................................................................ 2
9. Email............................................................................................................................ 2
10. Programmes ................................................................................................................ 2
10.1 Diploma in Grade R Teaching ............................................................................. 2
10.1.1 Purpose of the programme .................................................................... 2
10.1.2 Duration of the programme.................................................................... 3
10.1.3 Curriculum............................................................................................. 3
10.1.4 Work integrated learning (WIL).............................................................. 4
10.1.5 Admission requirements ........................................................................ 4
10.1.6 Tuition fees ........................................................................................... 5
10.1.7 Closing date for new applications .......................................................... 6
10.2 Bachelor of Education in Foundation Phase Teaching ........................................ 7
10.2.1 Purpose of the programme .................................................................... 7
10.2.2 Duration of the programme.................................................................... 7
10.2.3 Curriculum............................................................................................. 7
10.2.4 Work integrated learning (WIL).............................................................. 9
10.2.5 Admission requirements ........................................................................ 9
10.2.6 Tuition fees ......................................................................................... 10
10.2.7 Closing date for new applications ........................................................ 12
10.3 Bachelor of Education in intermediate Phase Teaching .................................... 12
10.3.1 Purpose of the programme .................................................................. 12
10.3.2 Duration of the programme.................................................................. 12
10.3.3 Curriculum........................................................................................... 12
10.3.4 Work integrated learning (WIL)............................................................ 14
10.3.5 Admission requirements ...................................................................... 15
10.3.6 Tuition fees ......................................................................................... 15
10.3.7 Closing date for new applications ........................................................ 18
11. Application, admission and registration process ......................................................... 18
11.1 Application ........................................................................................................ 18
11.2 Admission ......................................................................................................... 18
11.3 Registration ...................................................................................................... 18
12. Recognition of prior learning ...................................................................................... 18
13. Student health and wellness ...................................................................................... 19
14. Policy on disability...................................................................................................... 19
15. Directors, executive and management ....................................................................... 19
16. Academic department ................................................................................................ 19
17. General information ................................................................................................... 20
17.1 Payment to SANTS ........................................................................................... 20
17.2 Bursaries and loans .......................................................................................... 21
17.3 Contact details .................................................................................................. 21
1. REGISTRATION STATUS
SANTS Private Higher Education Institution (Pty) Ltd. is provisionally registered with the Department of
Higher Education and Training (DHET) until 31 December 2019 as a Private Higher Education Institution
under the Higher Education Act, 1997; Registration No. 2012/ HE07/ 003.
2. BACKGROUND
SANTS Private Higher Education Institution was established in 1997 as a private national education and
training provider. Over the past 21 years, SANTS has presented various programmes and qualifications
in the education sector to more than 30 000 educators.
SANTS began its operations as a relatively small-scale organisation offering expertise to the newly
reorganised provincial education departments. Over the next few years, we presented a number of in-
service training programmes in collaboration with these departments. By 2001, with an impressive track
record and increasing demand for our services, SANTS was able to grow and diversify as a Further
Education and Training College, focusing on Early Childhood Development and Continuing Teacher
Development programmes.
In 2012, SANTS registered as a Private Higher Education Institution at the DHET with the focus on initial
teacher education (ITE) programmes. In excess of 3 600 newly qualified teachers have since graduated
with the Diploma in Grade R Teaching, BEd Foundation Phase and Intermediate Phase programmes.
3. VISION AND MISSION
SANTS vision is to provide quality practice-driven distance teacher education and development.
Our mission is to develop quality teacher education programmes resulting in highly skilled professional
teachers who are able to work in diverse contexts.
Each programme is grounded in principles of best practice and is responsive, in particular, to the needs
of the diverse South African education system, with particular emphasis on rural and marginalised
contexts.
4. MODE OF PROGRAMME DELIVERY
SANTS’ mode of delivery is a distance education model with regular academic support sessions at venues
as close to our registered students as possible. Through this model, students are afforded every
opportunity to succeed in their studies.
5. LANGUAGE OF INSTRUCTION
SANTS provides tuition in English as a medium of instruction, formal communication, academic literature
and research.
6. ACADEMIC SUPPORT
As a distance education institution, student academic support is provided to assist students to gain
knowledge, competencies, and skills that will enable them to be successful in their studies. Academic
support venues have been established to offer non-compulsory student academic support sessions per
semester that are facilitated by academic tutors with the support of academic staff at Head Office. Tutor
intervention during face-to-face support sessions focuses on facilitating the students’ integration of the
1
theoretical and practical components of the learning programme, as well as preparing them for the
assessment of their competence. Where the need arises, individual support for at-risk students is a
component of the sessions.
Student orientation takes place during the first student academic support session and it is highly
recommended that all students attend this session. This orientation includes aspects of student identity
as a distance education student, self-study and other learning modalities, pacing and peer support.
Orientation to the online student portal is included in the orientation session.
7. ONLINE STUDENT PORTAL
Quality, enriching learning resources and support are provided through MySANTS, an online student
portal. Students have access to their academic record, progression marks, timetable of academic support
sessions and examination rosters, assignments, curriculum and learning guides, core readings,
recommended readers, library access, guidelines on assessment support, financial record and direct
interactive departmental support.
It is important to note that it remains your sole responsibility to ensure that you have access to both the
IT equipment and internet facilities required to be able to access this online platform. Students who are
unable to access the online resources may request a hard copy of recommended readings, articles and
other publications at an additional fee.
8. STUDENT BUREAU
SANTS further extends support to students by providing a dedicated Student Bureau to assist with
general enquiries and requests.
9. EMAIL
It is compulsory for all students to have an active email address. Students are strongly advised to create
an email should they not have one.
10. PROGRAMMES
SANTS offers the following accredited Initial Teacher Education programmes: Diploma in Grade R
Teaching; Bachelor of Education Foundation Phase Teaching; and Bachelor of Education Intermediate
Phase Teaching.
10.1 DIPLOMA IN GRADE R TEACHING
The Diploma in Grade R Teaching is presented on the National Qualifications Framework (NQF) exit Level
6 with minimum total credits of 364, earned over a minimum of three years. The Department of Higher
Education and Training has approved and recognised this diploma placing the qualification on a REQV
13. The programme is accredited by the Council on Higher Education; accreditation no.
H/PR148/E013CAN. Furthermore, the diploma is registered with the South African Qualifications
Authority (SAQA) with ID: [To be confirmed]
10.1.1 Purpose of the programme
The purpose of the Diploma in Grade R Teaching is to develop resourceful, adaptable, pedagogically
flexible, knowledgeable, proactive, and reflective teachers, specifically for Grade R teaching and learning
within the South African contexts and realities. To this end, student teachers will become competent in
2
educational theory and acquire the requisite disciplinary and pedagogical content knowledge essential
for Grade R teaching and learning. Students will develop a thorough understanding of the holistic
development of the child from birth, as well as an understanding of the ecological contexts and issues
that shape children’s learning and experience of school.
10.1.2 Duration of the programme
The minimum duration to complete this diploma on a full-time basis is three years while part-time study
requires four years.
10.1.3 Curriculum
Table 1 shows how the modules have been spread across the three-year Diploma in Grade R Teaching
programme. Table 1 includes the credit value as well as the NQF level.
Table 1: Modules, NQF level and credit value Years 1, 2 and 3
YEAR 1
Semester 1 Semester 2
Module name Code NQF Credits Module name Code NQF Credits
level level
Academic Literacy ALI410 5 14 Introduction to ILL410 5 12
Language and
Literacy Learning in
Grade R
Fundamental FMA410 5 14 Introduction to IML410 5 12
Mathematics Mathematics
Learning in Grade R
Computer Literacy CLI410 5 14 Introduction to Life ILS410 5 12
Skills in Grade R
Education Studies 1: EDS411 5 12 Education Studies EDS412 5 12
Theories of Child 2: Theories of
Development in Context Teaching and
Learning in Context
54 48
Workplace Integrated Learning Year 1 WLG411 5 16
Sub-total Year 1: 118
YEAR 2
Semester 1 Semester 2
Module name Code NQF Credits Module name Code NQF Credits
level level
Professional Studies 1: PFS421 5 12 Professional Studies PFS422 6 14
The Teacher and the 2: Grade R
Child-Friendly Curriculum in
Environment Practice
Home Language and LLG421 6 16 Education Studies 3: EDS423 6 14
Literacy Learning in Curriculum,
Grade R 1 Pedagogy, and
Assessment
Mathematics Learning in MLG421 6 16 English First ELG421 5 12
Grade R 1 Additional Language
Life Skills in Grade R 1 LSG421 6 16
60 40
Workplace Integrated Learning Year 2 WLG422 6 20
Sub-total Year 2: 120
3
YEAR 3
Semester 1 Semester 2
Module name Code NQF Credits Module name Code NQF Credits
level level
Home Language and LLG432 6 16 English First Additional ELG432 6 14
Literacy Learning in Language 2
Grade R 2
Mathematics Learning MLG432 6 16 Education Studies 4: EDS434 6 14
in Grade R 2 Education Policy and
Practice
Life Skills in Grade R 2 LSG432 6 16 Professional Studies 4: PFS434 6 14
Critical Issues in
Education
Professional Studies 3: PFS433 6 14
Early Years Teacher
Identity and the
Profession
62 42
Workplace Integrated Learning Year 3 WLG433 6 22
Sub-total Year 3: 126
Total credits for the programme: 364
Competence in Home Language and First Additional Language are developed throughout the
programme. Communicative competence in a third language is developed through a self-study
programme and assessed at the end of the programme.
10.1.4 Work integrated learning (WIL)
Work integrated learning (WIL) is learning that develops a student’s competence to teach effectively in
diverse classroom contexts. Hence the purpose of WIL is to link the theoretical and conceptual
understanding (gained from your studies) with pedagogical experience in situated and authentic
classroom contexts. In addition, WIL provides students with the opportunity to teach and reflect on their
teaching practice in order to enhance their learning.
Every student is required to complete the WIL requirements for a current academic year before being
allowed to progress to the following year even if the student meets all the academic requirements for
that year. Please take note of the number of weeks you will complete each year in your programme as
shown in Table 2.
Table 2: Module code and duration
YEAR MODULE CODE DURATION
1 WLG 411 3 weeks
2 WLG 422 4 weeks
3 WLG 433 5 weeks
Total number of weeks 12 weeks
10.1.5 Admission requirements
Admission is through one of the following options as per programme approval by the Department of
Higher Education and Training:
a. National Senior Certificate that meets the minimum requirements for admission to Diploma
programmes;
b. Pass in Senior Certificate;
c. National Certificate Vocational (NCV) meeting the following requirements:
• At least 50% in three fundamental subjects, including the language of learning and teaching of
the institution (English); and
4
• At least 60% in four vocational subjects, chosen from NC (V) Level 4 subjects.
d. Early Childhood Development (ECD) Level 4 or 5 certificate or diploma in ECD may also be presented
for admission and assessment pertaining to advanced credit standing.
10.1.6 Tuition fees
Tuition fees to study towards the Diploma in Grade R Teaching programme include all study material,
assignments, tuition, examinations, and access to a student portal, as well as face-to-face academic
support sessions.
All students are expected to pay a registration fee with the first enrolment on the programme and an
annual re-registration fee for each new academic year thereafter, which is payable before the
commencement of a new academic year. This registration and re-registration fee is deducted from the
annual tuition fee payable.
Three different tuition fee payment options are available to accommodate the needs of individual
students. Each payment option is related to the date of payment to which the student must rigidly
adhere. An early payment discount is offered to students who settle their tuition fee account timeously,
as illustrated in Table 3. The three options available are:
Option 1: TWO equal instalments, one per semester; due dates 31 March and 31 August
Option 2: TWO equal instalments, one per semester; due dates 30 April and 30 September
Option 3: TEN equal monthly instalments; month end.
Table 3: Tuition fee structure
FEE
REGISTRATION PAYMENT ANNUAL DISCOUNT PAYABLE
PAYMENT OPTIONS INSTALMENT
FEE DUE DATE FEE OFFERED AFTER
DISCOUNT
Option 1: 2 Equal R2 500 R5 500 31 March
semester payments
R5 500 31 August R18 000 R4 500 R13 500
(25% Discount)
Option 2: 2 Equal R2 500 R5 950 30 April
semester payments 30
R5 950 R18 000 R3 600 R14 400
(20% Discount) September
No
Option 3: 10 equal
discount is
monthly payments R2 500 R1 550 Month-end R18 000 R18 000
offered for
(10 Instalments) this option
* The discounts offered to students will NOT be granted if any payment IS MADE AFTER THE DUE DATES
listed in Table 3.
** Table 3 illustrates the fee structure of a student who completes the programme in three years.
It should be noted that fees are charged per module according to Table 4: Module fee structure. The rate
per module will be applicable to students who have to repeat a specific module. If a student elects to
enrol for fewer modules than the proposed semester structure, as might be the case for part-time
students, the total tuition fees due in a given calendar year may vary from the amounts listed in Table 3:
Tuition fee structure. However, the same discount formula will be applied if the criteria stipulated in
Table 3 are met.
Applicants who apply for a student loan or bursary should apply for the total amount that includes the
tuition and study material fees payable to the institution. The discounts offered will be credited to the
student’s account in the event that a loan or bursary is paid on or before the payment due dates as in
Table 3.
5
Table 4: Module fee structure
DIPLOMA IN GRADE R TEACHING MODULAR COSTING
YEAR 1
Module name Code Cost
Semester 1
Academic Literacy ALI410 R2 200
Fundamental Mathematics FMA410 R2 200
Computer Literacy CLI410 R1 250
Education Studies 1: Theories of Child Development in Context EDS411 R2 150
Semester 2
Introduction to Language and Literacy Learning in Grade R ILL410 R2 150
Introduction to Mathematics Learning in Grade R IML410 R2 150
Introduction to Life Skills in Grade R ILS410 R2 150
Education Studies 2: Theories of Teaching and Learning in Context EDS412 R2 150
Workplace Integrated Learning Year 1 WLG411 R1 600
R18 000
YEAR 2
Module name Code Cost
Semester 1
Professional Studies 1: The Teacher and the Child-Friendly Environment PFS421 R2 150
Home Language and Literacy Learning in Grade R 1 LLG421 R2 500
Mathematics Learning in Grade R 1 MLG421 R2 500
Life Skills in Grade R 1 LSG421 R2 500
Semester 2
Professional Studies 2: Grade R Curriculum in Practice PFS422 R2 200
Education Studies 3: Curriculum, Pedagogy and Assessment EDS423 R2 200
English First Additional Language 1 ELG421 R2 150
Workplace Integrated Learning Year 2 WLG422 R1 800
R18 000
YEAR 3
Module name Code Cost
Semester 1
Home Language and Literacy Learning in Grade R 2 LLG432 R2 500
Mathematics Learning in Grade R 2 MLG432 R2 500
Life Skills in Grade R 2 LSG432 R2 500
Professional Studies 3: Early Years Teacher Identity and the Profession PFS433 R2 200
Semester 2
English First Additional Language 2 ELG432 R2 200
Education Studies 4: Education Policy and Practice EDS434 R2 200
Professional Studies 4: Critical Issues in Education PFS434 R2 200
Workplace Integrated Learning Year 3 WLG433 R1 700
R18 000
10.1.7 Closing date for new applications
The closing date for new applications is 30 November 2019 for enrolment in the first semester of 2020.
Take note that space for the Diploma in Grade R Teaching is limited.
6
10.2 BACHELOR OF EDUCATION IN FOUNDATION PHASE TEACHING
The Bachelor of Education (BEd) degree in Foundation Phase Teaching is presented at the National
Qualifications Framework (NQF) Exit Level 7 with minimum total credits of 498, earned over a minimum
of four years. The Department of Higher Education and Training (DHET) has approved and recognised the
degree and placed the qualification on REQV 14. The programme has been accredited by the Council on
Higher Education; accreditation no: H/PR148/E011CAN. Furthermore, the degree is registered with the
South African Qualifications Authority (SAQA) with ID: [To be confirmed]
10.2.1 Purpose of the programme
The purpose of the Bachelor of Education (BEd) in Foundation Phase Teaching qualification is to develop
resourceful, adaptable, pedagogically flexible, knowledgeable, proactive, reflective teachers specifically
for Foundation Phase teaching and learning and with the South African contexts and realities in mind. To
this end, you will become competent in educational theory, the context of education, schools and
classrooms, the requisite disciplinary knowledge, and pedagogical content knowledge essential for
Foundation Phase teaching and learning. You will develop a thorough understanding of the holistic
development of the child from birth as well as the educational and ecological contexts and issues that
shape children’s learning and experience of school.
10.2.2 Duration of the programme
The minimum duration to complete the degree on a full-time basis is four years and part-time is 5 years.
10.2.3 Curriculum
Table 5 shows how the modules have been spread across the four-year degree programme. The table
includes the credit value as well as the NQF level.
Table 5: Four-year degree programme
YEAR 1
Semester 1 Semester 2
Module name Code NQF Credits Module name Code NQF Credits
level level
Academic Literacy ALI310 5 10 Critical Literacies for CLT310 5 10
Teachers
Fundamental FMA311 5 10 Introduction to MTF121 5 10
Mathematics Mathematics Teaching in
the Foundation Phase
Computer Literacy CLI310 5 10 Professional Studies 1: PFS311 5 10
Foundation Phase
Classroom Practice
Education Studies 1: EDS311 5 10 Education Studies 2: EDS312 6 12
Theories of Child Theories of Learning and
Development Teaching
Introduction to LTF110 5 10 Introduction to Life Skills LSF111 5 10
Language and Literacy Teaching in the Foundation
Teaching in the Phase
Foundation Phase
50 52
Workplace Integrated Learning Year 1 WIL111 5 18
Sub-total Year 1: 120
7
YEAR 2
Semester 1 Semester 2
Module name Code NQF Credits Module name Code NQF Credits
level level
Home Language and Literacy HLF121 6 12 Home Language and HLF122 6 12
Teaching in the Foundation Literacy Teaching in the
Phase 1 Foundation Phase 2
English First Additional EAF121 6 12 Professional Studies 3: PFS333 6 12
Language and Literacy Social Justice and Current
Teaching in the Foundation Issues in Education
Phase 1
Life Skills Teaching in the LSF122 6 12 Mathematics Teaching in MFT122 6 12
Foundation Phase 1: Personal the Foundation Phase 1
and Social Well-being
Education Studies 3: EDS323 6 12 Education Studies 4: History EDS324 6 12
Curriculum, Pedagogy and of Education and Education
Assessment Policies
Professional Studies 2: School PFS322 6 12
and Classroom Management
60 48
Workplace Integrated Learning Year 2 WIL122 6 20
Sub-total Year 2: 128
YEAR 3
Semester 1 Semester 2
Module name Code NQF Credits Module name Code NQF Credits
level level
Home Language and HLF133 6 12 English First Additional EAF132 6 12
Literacy Teaching in the Language and Literacy
Foundation Phase 3 Teaching in the
Foundation Phase 2
Mathematics Teaching in MTF133 6 12 Mathematics Teaching in MTF134 6 12
the Foundation Phase 2 the Foundation Phase 3
Life Skills Teaching in the LSF133 6 12 Life Skills Teaching in the LSF134 6 12
Foundation Phase 2: Foundation Phase 3:
Physical Education Creative Arts
Education Studies 5: EDS335 7 14 Professional Studies 4: PFS334 7 14
Sociology of Education Teacher Identity and the
Profession
50 50
Workplace Integrated Learning Year 3 WIL133 6 22
Sub-total Year 3: 122
YEAR 4
Semester 1 Semester 2
Module name Code NQF Credits Module name Code NQF Credits
level level
Home Language and Literacy HLF144 7 14 English First Additional EAF143 7 14
Teaching in the Foundation Language and Literacy
Phase 4 Teaching in the Foundation
Phase 3
Mathematics Teaching in the MTF145 7 14 Digital Pedagogies for DPT340 5 10
Foundation Phase 4 Teachers
Life Skills Teaching in the LSF145 7 14 Life Skills Teaching in the LSF146 7 14
Foundation Phase 4: Natural Foundation Phase 5: Social
Sciences and Technology Sciences
42 38
Research in Education RIE340 7 22
Workplace Integrated Learning Year 4 WIL144 7 26
Sub-total Year 4: 128
Total credits for the programme: 498
8Competence in the home language and first additional language are developed throughout the
programme and formally assessed in the final year of study. Communicative competence in a third
language is developed through a self- study programme and also assessed in the final year of study.
10.2.4 Work integrated learning (WIL)
WIL is central to teacher education as it enables a student to integrate theoretical and conceptual
knowledge gained through their studies with practice-based knowledge in a professional context. During
the course of their studies, students will be required to spend time in diverse classroom contexts.
WIL is learning from, through, and in practice to develop your competences to teach effectively in diverse
classroom contexts. The purpose of WIL therefore, is to link theoretical and conceptual understanding
(gained from your studies) with pedagogical experience in situated and authentic classroom contexts. In
addition, WIL provides students with the opportunity to teach and reflect on their teaching practice so
as to enhance learning.
Students are required to complete the WIL requirements for a current year before being allowed to
progress to a new academic year even when meeting all the academic requirements for the year. A
student will be provided with an additional opportunity in the same year to meet the requirements
should the student not have met the WIL requirements for the current year during the designated WIL
period.
Please take note of the number of weeks you will complete each year in your programme as shown in
Table 6.
Table 6: Number of weeks for WIL programme completion
YEAR MODULE CODE DURATION
1 WIL 111 5 weeks
2 WIL 122 5 weeks
3 WIL 133 6 weeks
4 WIL 144 8 weeks
Total number of weeks 24 weeks
10.2.5 Admission requirements
Admission is through one of the following options as per programme approval by the DHET, as follows:
a. National Senior Certificate with Bachelor endorsement with:
• 50% for Home Language;
• 40% for English First Additional Language;
• 45% for Mathematics OR 55% for Mathematics Literacy; and a
b. Senior Certificate with exemption with:
• 50% for Home Language;
• 40% for English First Additional Language; and
• 40% for Mathematics OR 55% for Mathematics Literacy.
c. National Certificate Vocational with:
• 70% or above for Home Language, First Additional Language and Mathematics/Mathematics
Literacy; and
• 60% or above for four vocational subjects.
d. Diploma in Grade R Teaching.
e. National Professional Diploma in Education (NPDE) with Foundation Phase specialization with an
overall percentage of 65%.
9f. Senior Certificate/National Senior Certificate with conditional admission through mature age
exemption:
• If it includes Home Language, English First Additional Language and Mathematics/ Mathematics
Literacy; or
• Recognition of Prior Learning which proves competence in the previous point above.
g. Recognition of Prior Learning proving equivalence to any of the above linked to historical or
conditional admission through mature age exemption.
10.2.6 Tuition fees
Tuition fees to study towards the BEd in the Foundation Phase Teaching programme include all study
material, assignments, tuition, examinations, and access to a student portal, as well as face-to-face
academic support sessions.
All students are expected to pay a registration fee with the first enrolment on the programme and an
annual re-registration fee for each new academic year thereafter, which is payable before the
commencement of a new academic year. This registration and re-registration fee is deducted from the
annual tuition fee payable.
Three different tuition fee payment options are available to accommodate the needs of individual
students. Each payment option is related to the date of payment to which the student must rigidly
adhere. An early payment discount is offered to students who settle their tuition fee account timeously,
as illustrated in Table 7. The three options available are:
Option 1: TWO equal instalments, one per semester; due dates 31 March and 31 August
Option 2: TWO equal instalments, one per semester; due dates 30 April and 30 September
Option 3: TEN equal monthly instalments; month end.
Table 7: Tuition fee structure BEd in Foundation Phase Teaching
FEE
REGISTRATION PAYMENT ANNUAL DISCOUNT PAYABLE
PAYMENT OPTIONS INSTALMENT
FEE DUE DATE FEE OFFERED AFTER
DISCOUNT
Option 1: 2 Equal R2 500 R6 625 31 March
semester payments
R6 625 31 August R21 000 R5 250 R15 750
(25% Discount)
Option 2: 2 Equal R2 500 R7 150 30 April
semester payments 30
R7 150 R21 000 R4 200 R16 800
(20% Discount) September
No
Option 3: 10 equal
discount is
monthly payments R2 500 R1 850 Month-end R21 000 R21 000
offered for
(10 Instalments) this option
It should be noted that fees are charged per module as per the table below. This rate per module will be
applicable for students who have to repeat a specific module. If a student elects to enrol for fewer
modules than the proposed semester structure, as might be the case for part-time students, the total
tuition fees due in a given calendar year may vary from the amounts listed in the table above. The same
discount formula will, however, be applied if the criteria stipulated in the table above are met.
Applicants that are applying for a student loan or bursary should apply for a total amount that includes
the tuition and study material fees payable to the institution. The discounts offered will be credited to
10the student’s account in the event that a loan or bursary is paid on or before the payment due dates as
per the table above.
Table 8: BEd Foundation phase module fee structure
BED IN FOUNDATION PHASE TEACHING: MODULAR COSTING
YEAR 1
Module name Code Cost
Semester 1
Academic Literacy ALI310 R1 900
Fundamental Mathematics FMA311 R1 900
Computer Literacy CLI310 R1 900
Education Studies 1: Theories of Child Development EDS311 R1 900
Introduction to Language and Literacy Teaching in the Foundation Phase LTF110 R1 900
Semester 2
Critical Literacy for Teachers CLT310 R1 900
Introduction to Mathematics Teaching in the Foundation Phase MTF121 R1 900
Professional Studies 1: Foundation Phase Classroom Practice PFS311 R1 900
Education Studies 2: Theories of Learning and Teaching EDS312 R2 100
Introduction to Life Skills Teaching in the Foundation Phase LSF111 R1 900
Workplace Integrated Learning Year 1 WIL111 R1 800
R21 000
YEAR 2
Module name Code Cost
Semester 1
Home Language and Literacy Teaching in the Foundation Phase 1 HLF121 R2 100
English First Additional Language and Literacy Teaching in the Foundation Phase 1 EAF121 R2 100
Life Skills Teaching in the Foundation Phase 1: Personal and Social Well-being LSF122 R2 100
Education Studies 3: Curriculum, Pedagogy and Assessment EDS323 R2 100
Professional Studies 2: School and Classroom Management PFS322 R2 100
Semester 2
Home Language and Literacy Teaching in the Foundation Phase 2 HLF122 R2 100
Professional Studies 3: Social Justice and Current Issues in Education PFS333 R2 100
Mathematics Teaching in the Foundation Phase 1 MTF122 R2 100
Education Studies 4: History of Education and Education Policies EDS324 R2 100
Workplace Integrated Learning Year 2 WIL122 R2 100
R21 000
YEAR 3
Module name Code Cost
Semester 1
Home Language and Literacy Teaching in the Foundation Phase 3 HLF133 R2 100
Mathematics Teaching in the Foundation Phase 2 MTF133 R2 100
Life Skills Teaching in the Foundation Phase 2: Physical Education LSF133 R2 100
Education Studies 5: Sociology of Education EDS335 R2 900
Semester 2
English First Additional Language and Literacy Teaching in the Foundation Phase 2 EAF132 R2 100
Mathematics Teaching in the Foundation Phase 3 MTF134 R2 100
Life Skills Teaching in the Foundation Phase 3: Creative Arts LSF134 R2 100
Professional Studies 4: Teacher Identity and the Profession PFS334 R2 900
Workplace Integrated Learning Year 3 WIL133 R2 600
R21 000
11YEAR 4
Module name Code Cost
Semester 1
Home Language and Literacy Teaching in the Foundation Phase 4 HLF144 R2 900
Mathematics Teaching in the Foundation Phase 4 MTF145 R2 900
Life Skills Teaching in the Foundation Phase 4: Natural Sciences and Technology LSF145 R2 900
Research in Education RIE340 R1 600
Semester 2
English First Additional Language and Literacy Teaching in the Foundation Phase 3 EAF143 R2 900
Digital Pedagogies for Teachers DPT340 R1 900
Life Skills Teaching in the Foundation Phase 5: Social Sciences LSF146 R2 900
Workplace Integrated Learning Year 4 WIL144 R3 000
R21 000
10.2.7 Closing date for new applications
The closing date for new applications is 30 November 2019 for enrolment in the first semester of 2020.
Take note that space for the degree programme is limited.
10.3 BACHELOR OF EDUCATION IN INTERMEDIATE PHASE TEACHING
The Bachelor of Education (BEd) in the Intermediate Phase Teaching degree is presented at the NQF Exit
Level 7 with minimum total credits of 504, earned over a minimum period of four years. The Department
of Higher Education and Training approved and recognised the degree and placed the qualification on a
REQV 14. The programme has been accredited by the Council on Higher Education; accreditation no:
H/PR148/E012CAN. Furthermore, the degree is registered with the South African Qualifications
Authority (SAQA) with ID: [To be confirmed]
10.3.1 Purpose of the programme
The purpose of the Bachelor of Education (BEd) in the Intermediate Phase teaching qualification is to
develop resourceful, adaptable, pedagogically flexible, knowledgeable, proactive, reflective teachers
specifically for Intermediate Phase teaching and learning and with South African contexts and realities in
mind. To this end, you will become competent in educational theory, the context of education, schools
and classrooms, the requisite disciplinary knowledge, and pedagogical content knowledge essential for
Intermediate Phase teaching and learning. You will develop a thorough understanding of the holistic
development of the child from birth, as well as the educational and ecological contexts and issues that
shape children’s learning and experience of school.
10.3.2 Duration of the programme
The minimum duration to complete the degree on a full-time basis is four years and part-time is five
years.
10.3.3 Curriculum
Table 9 shows how the modules have been spread across the four-year degree programme. The table
includes the credit value as well as the NQF level.
12Table 9: Curriculum
YEAR 1
Semester 1 Semester 2
Module name Code NQF Credits Module name Code NQF Credits
level level
Academic Literacy ALI310 5 10 Critical Literacies for Teachers CLT310 5 10
Fundamental Mathematics FMA311 5 10 Introduction to Mathematics MTI210 5 10
Teaching in the Intermediate Phase
Computer Literacy CLI310 5 10 Professional Studies 1: PFS311 5 10
Intermediate Phase Classroom
Practice
Education Studies 1: Theories EDS311 5 10 Education Studies 2: Theories of EDS312 6 12
of Child Development Learning and Teaching
Introduction to Language and LTI210 5 10 Introduction to Natural Sciences NST210 5 10
Literacy Teaching in the and Technology Teaching in the
Intermediate Phase Intermediate Phase
50 52
Workplace Integrated Learning Year 1 WIL211 5 18
Sub-total Year 1: 120
YEAR 2
Semester 1 Semester 2
Module name Code NQF Credits Module name Code NQF Credits
level level
Home Language Teaching in HLI221 6 12 Home Language Teaching in the HLI222 6 12
the Intermediate Phase 1 Intermediate Phase 2
English First Additional EAI221 6 15 Education Studies 4: History of EDS324 6 12
Language Teaching in the Education and Education Policies
Intermediate Phase 1
Education Studies 3: EDS323 6 12 Mathematics Teaching in the MTI221 6 12
Curriculum, Pedagogy and Intermediate Phase 1
Assessment
Professional Studies 2: PFS322 6 12 Professional Studies 3: Social PSF333 6 12
School and Classroom Justice and Current Issues in
Management Education
Natural Sciences and NST221 6 12
Technology Teaching in the
Intermediate Phase 1
63 48
Workplace Integrated Learning Year 2 WIL222 6 20
Sub-total Year 2: 131
YEAR 3
Semester 1 Semester 2
Module name Code NQF Credits Module name Code NQF Credits
level level
Home Language Teaching in HLI233 6 12 Mathematics Teaching in the MTI233 6 12
the Intermediate Phase 3 Intermediate Phase 3
Natural Sciences and NST232 6 12 Professional Studies 4: Teacher PFS334 7 14
Technology Teaching in the Identity and the Profession
Intermediate Phase 2
Education Studies 5: EDS335 7 14 English First Additional Language EAI232 6 15
Sociology of Education Teaching in the Intermediate Phase
2
Mathematics Teaching in MTI232 6 12 Natural Sciences and Technology NST233 6 12
the Intermediate Phase 2 Teaching in the Intermediate Phase
3
50 53
Workplace Integrated Learning Year 3 WIL233 6 22
Sub-total Year 3: 125
13YEAR 4
Semester 1 Semester 2
Module name Code NQF Credits Module name Code NQF Credits
level level
Home Language Teaching HLI244 7 15 English First Additional Language in EAI243 7 15
in the Intermediate Phase the Intermediate Phase 3
4
Natural Sciences and NST244 7 15 Digital Pedagogies for Teachers DPT340 5 10
Technology Teaching in
the Intermediate Phase 4
Mathematics Teaching in MTI244 7 15 Economic and Management EMS240 5 10
the Intermediate Phase 4 Sciences
45 35
Research in Education RIE340 7 22
Workplace Integrated Learning Year 4 WIL244 7 26
Sub-total Year 4: 128
Total credits for programme: 504
Home Language Competence and First Additional Language competence are developed throughout the
programme. Communicative competence in a third language is developed through a self-study
programme and assessed at the end of the programme.
10.3.4 Work integrated learning (WIL)
WIL is central to teacher education as it enables students to integrate theoretical and conceptual
knowledge gained through their studies with practice-based knowledge in a professional context. During
the course of their studies, students will be required to spend time across diverse classroom contexts.
WIL is learning from, through and in practice to develop your competences to teach effectively in diverse
classroom contexts. Hence the purpose of WIL is to link theoretical and conceptual understanding
(gained from your studies) with pedagogical experience in situated and authentic classroom contexts. In
addition, WIL provides students with the opportunity to teach and reflect on their teaching practice so
as to enhance learning.
Students are required to complete the WIL requirements for a current year before being allowed to
progress to a new academic year even when meeting all the academic requirements for the year. A
student will be provided with an additional opportunity in the same year to meet the requirements
should the student not have met the WIL requirements for the current year during the designated WIL
period.
Please take note of the number of weeks you will complete each year in your programme as shown in
Table 10.
Table 10: Number of weeks for WIL programme completion
YEAR MODULE CODE DURATION
1 WIL 211 5 weeks
2 WIL 222 5 weeks
3 WIL 233 6 weeks
4 WIL 244 8 weeks
Total number of weeks 24 weeks
1410.3.5 Admission requirements
Admission is through one of the following options as per programme approval by the Department of
Higher Education and Training:
a. National Senior Certificate with Bachelor endorsement with:
• 50% for Home Language;
• 40% for English First Additional Language;
• 45% for Mathematics or 55% for Mathematics Literacy; and a
b. Senior Certificate with exemption with:
• 50% for Home Language;
• 40% for English First Additional Language; and
• 40% for Mathematics or 55% for Mathematics Literacy.
c. National Certificate Vocational with:
• 70% or above for Home Language, First Additional Language and Mathematics/
Mathematics Literacy; and
• 60% or above for four vocational subjects.
d. National Professional Diploma in Education (NPDE) with Intermediate Phase specialization with
an overall percentage of 65%.
e. Senior Certificate/National Senior Certificate with conditional admission through mature age
exemption:
• If it includes Home Language, English First Additional Language and Mathematics/
Mathematics Literacy; or
• Recognition of Prior Learning which proves competence in line with the previous point above.
f. Recognition of Prior Learning proving equivalence to any of the above linked to historical or
conditional admission through mature age exemption.
10.3.6 Tuition fees
The tuition fees to study towards the BEd in Foundation Phase Teaching programme include all study
material, assignments, tuition, examinations, and access to a student portal as well as face-to-face
academic support sessions.
All students are expected to pay a registration fee with the first enrolment on the programme and an
annual re-registration fee for each new academic year thereafter which is payable before the
commencement of a new academic year. This registration and re-registration fee is deducted from the
annual tuition fee payable.
Three different tuition fee payment options are available to accommodate the needs of individual
students. Each payment option is related to the date of payment to which the student must rigidly
adhere. An early payment discount is offered to students who settle their tuition fee account timeously,
as illustrated in Table 11. The three options available are:
Option 1: TWO equal instalments, one per semester; due dates 31 March and 31 August
Option 2: TWO equal instalments, one per semester; due dates 30 April and 30 September
Option 3: TEN equal monthly instalments; month end.
15Table 11: Tuition fee structure BEd in Intermediate Phase Teaching
FEE
REGISTRATION INSTALMEN PAYMENT ANNUAL DISCOUNT PAYABLE
PAYMENT OPTIONS
FEE T DUE DATE FEE OFFERED AFTER
DISCOUNT
Option 1: 2 Equal R2 500 R6 625 31 March
semester payments
R6 625 31 August R21 000 R5 250 R15 750
(25% Discount)
Option 2: 2 Equal R2 500 R7 150 30 April
semester payments
R7 150 30 September R21 000 R4 200 R16 800
(20% Discount)
No
Option 3: 10 equal
discount is
monthly payments R2 500 R1 850 Month-end R21 000 R21 000
offered for
(10 Instalments) this option
* The discounts offered to students will NOT be granted if any payment IS MADE AFTER THE DUE DATES
listed in Table 3.
** Table 10 is illustrative of a student who completes the programme in four years.
It should be noted that fees are charged per module as per the table below. This rate per module will be
applicable for students who have to repeat a specific module. If a student elects to enrol for fewer
modules than the proposed semester structure, as might be the case for part-time students, the total
tuition fees due in a given calendar year may vary from the amounts listed in the table above. The same
discount formula will, however, be applied if the criteria stipulated in the table above are met.
Applicants that are applying for a student loan or bursary should apply for a total amount that includes
the tuition and study material fees payable to the institution. The discounts offered will be credited to
the student’s account in the event that a loan or bursary is paid on or before the payment due dates as
per Table 12.
Table 12: BEd module fee structure
BED IN INTERMEDIATE PHASE TEACHING MODULAR COSTING
YEAR 1
Module name Code Cost
Semester 1
Academic Literacy ALI310 R1 900
Fundamental Mathematics FMA311 R1 900
Computer Literacy CLI310 R1 900
Education Studies 1: Theories of Child Development EDS311 R1 900
Introduction to Language and Literacy Teaching in Intermediate Phase LTI210 R1 900
Semester 2
Critical Literacies for Teachers CLT310 R1 900
Introduction to Mathematics Teaching in Intermediate Phase MTI210 R1 900
Professional Studies 1: Intermediate Phase Classroom Practice PFS311 R1 900
Education Studies 2: Theories of Learning and Teaching EDS312 R2 100
Introduction to Natural Sciences and Technology Teaching in Intermediate NST210 R1 900
Phase
Workplace Integrated Learning Year 1 WIL211 R1 800
R21 000
16YEAR 2
Module name Code Cost
Semester 1
Home Language Teaching in Intermediate Phase 1 HLI221 R2 100
English First Additional Language Teaching in Intermediate Phase 1 EAI221 R2 300
Education Studies 3: Curriculum, Pedagogy and Assessment EDS323 R2 100
Professional Studies 2: School and Classroom Management PFS322 R2 100
Natural Sciences and Technology Teaching in Intermediate Phase 1 NST221 R2 100
Semester 2
Home Language Teaching in Intermediate Phase 2 HLI222 R2 100
Education Studies 4: History of Education and Education Policies EDS324 R2 100
Mathematics Teaching in Intermediate Phase 1 MTI221 R2 100
Professional Studies 3: Social Justice and Current Issues in Education PSF333 R2 100
Workplace Integrated Learning Year 2 WIL222 R1 900
R21 000
YEAR 3
Module name Code Cost
Semester 1
Home Language Teaching in Intermediate Phase 3 HLI233 R2 100
Natural Sciences and Technology Teaching in Intermediate Phase 2 NST232 R2 100
Education Studies 5: Sociology of Education EDS335 R2 900
Mathematics Teaching in Intermediate Phase 2 MTI232 R2 100
Semester 2
Mathematics Teaching in Intermediate Phase 3 MTI233 R2 100
Professional Studies 4: Teacher Identity and the Profession PFS334 R2 900
English First Additional Language Teaching in Intermediate Phase 2 EAI232 R2 300
Natural Sciences and Technology Teaching in Intermediate Phase 3 NST233 R2 100
Workplace Integrated Learning Year 3 WIL233 R2 400
R21 000
YEAR 4
Module name Code Cost
Semester 1
Home Language Teaching in Intermediate Phase 4 HLI244 R3 150
Natural Sciences and Technology Teaching in Intermediate Phase 4 NST244 R3 150
Mathematics Teaching in Intermediate Phase 4 MTI244 R3 150
Research in Education RIE340 R1 600
Semester 2
English First Additional Language in Intermediate Phase 3 EAI243 R3 150
Digital Pedagogies for Teachers DPT340 R1 900
Economic and Management Sciences EMS240 R1 900
Workplace Integrated Learning Year 4 WIL244 R3 000
R21 000
1710.3.7 Closing date for new applications
The closing date for new application is 30 November 2019 for enrolment in the first semester of 2020.
Take note that space for the degree programme is limited.
11. APPLICATION, ADMISSION AND REGISTRATION PROCESS
11.1 Application
Please follow the next 3 steps to apply for admission:
Step 1: Obtain and complete the SANTS application form.
Step 2: Return the completed application form together with the following:
• Certified copy of identification document (ID); note that a driver’s licence is not accepted;
• Certified copy of your highest qualification (senior certificate/Grade 12 certificate/
relevant school leaving qualifications/certificates);
Step 3: Pay the non-refundable of R250 application fee.
11.2 Admission
All applications that meet the requirements above will be evaluated against the relevant admission
requirements as is relevant to each programme and offered by SANTS. The outcome will be
communicated to applicants in writing. Successful applicants will receive conditional admission to the
programme for which they applied. The conditions for admission will be clearly listed in this letter.
This letter will allow applicants to apply for student loans and bursaries.
The applicant must complete and sign the Acceptance of Admission Form accompanying the
conditional admission letter and return it to SANTS with documentary proof that the conditions
stipulated in the conditional admission letter have been met.
11.3 Registration
On receiving the Acceptance of Admission Form and proof that the conditions stipulated in the
conditional admission letter have been met the applicant will be registered as a student at SANTS and
notified of the registration in writing.
Please note that the number of applications received by far outnumbers the spaces available at the
institution. Therefore, meeting the minimum requirements for the application does not guarantee
admission to the institution.
12. RECOGNITION OF PRIOR LEARNING
SANTS recognises prior learning in line with policy. Should you want SANTS to assess the possibility of
recognising your prior learning for purposes of admission or awarding credit, you should indicate this
option on the application form and attach the respective supporting documents.
1813. STUDENT HEALTH AND WELLNESS
As a distance education institution, SANTS understands that studying forms but one part of students’
lives. While studying may influence other areas of life, so too could students’ general health and well-
being influence their ability to study. Students are encouraged to seek help from appropriate
professionals and/or organisations when it is needed to maintain their optimum health and well-being.
When timeously informed of a student’s health and well-being challenges, SANTS will make every effort
to support the student’s continued academic progress within our Assessment and Work Integrated
Learning policy frameworks.
14. POLICY ON DISABILITY
No student or staff member will be discriminated against on the basis of disability. As a private distance
education institution, SANTS shall reasonably accommodate any student who is able to study efficiently
with the study material available. Reasonable accommodation for students may include
accommodations relating to assessment, for example, extra time or enlarged-print examination papers.
The institution may request medical confirmation of an impairment where a request for the provision of
accommodation received warrants this.
15. DIRECTORS, EXECUTIVE AND MANAGEMENT
INITIALS AND SURNAME DESIGNATION
Mr J Bernard Managing Director
Dr PB Bernard Director
Prof. Ina Joubert Executive Academic Director
Dr Anienie Veldsman Academic Head: Diploma Grade R Teaching
Mrs K Pather Academic Head: BEd in Foundation Phase Teaching
Mrs I Nel Academic Head: BEd in Intermediate Phase Teaching
Mrs E Baxen Academic Implementations Manager
Dr E Eberlein WIL Coordinator
Mrs MC Jacobs Administration Manager
Mrs R Brits Logistics Manager
Mr J Beneke Finance Manager
Mr JJ van Zyl Communications Manager
16. ACADEMIC DEPARTMENT
Table 13 contains details of SANTS’ academic personnel at Head Office.
Table 13: Academic personnel
DESIGNATION SURNAME, INITIALS HIGHER ACADEMIC QUALIFICATIONS
Executive Academic Director Prof. Joubert, I PhD (UP), MEd (UP), BEd HED (UNISA), BA (NWU)
Academic Head: Diploma in Dr Veldsman, A PhD (UP), MEd (US), BEd Hons (UNISA), ACE (US), TD
Grade R Teaching (OKB)
Academic Head: BEd in Pather, K MEd (UJ), BEd. Hons (UJ) BEd (Stellenbosch
Foundation Phase University)
Academic Head: Nel, GC MEd (UJ); BSc (UOFS); BEd (UNISA)
BEd in Intermediate Phase
Workplace Integrated Dr Eberlein, E PhD (UP), MEd (UP), BEd Hons (UP), BPrim Ed
Learning (WIL): Coordinator (UNISA)
Academic Implementation Baxen, EY BEd Hons (UNISA); ACE (UNISA); Dip Senior Primary
Manager Diploma (Hewat College of Education)
19DESIGNATION SURNAME, INITIALS HIGHER ACADEMIC QUALIFICATIONS
Academic Assistance Anderson, EN BEd (UNISA) ABET Higher Diploma, ABET Higher
Certificate, Early Childhood Level 1,2 and 4,
Registered Assessor, Registered Moderator
Academic Assistance Chakawanei, V BSc Hons (UNISA); BSc (Midlands State University)
Academic Assistance Jacobs, M BEd Hons (UP); BEd (UP)
Academic Assistance Kunene, PF BEd Hons (UNISA), Post-graduate Diploma (UNISA);
Higher Education Diploma (UNISA), Registered
Assessor, Registered Moderator
Academic Assistance Morife, JF BTech (TUT), Junior Primary Teachers Diploma
(Transvaal College of Education); Library Certificate;
Assessor Certificate
Academic Assistance Pretorius, L BEd Hons; PGCE (UP)
17. GENERAL INFORMATION
17.1 Payment to SANTS
All payments must be made via bank deposits, electronic transfers or at an ATM advance machine at
your nearest retail bank into the following bank account:
SANTS BANKING DETAILS
Account holder SANTS
Bank First National Bank
Branch Menlyn
Branch Code 252-445
Account Number 6243 887 2261
Reference Applicant’s ID number and surname
Make a cash or cheque deposit quickly, easily and securely at an ATM Advance machine at your nearest
retail bank. Follow these easy steps:
Step 1 Press any button. Press any button
Step 2 Select "Cash Deposit" or "Deposit Select "Cash Deposit" or "Deposit
Cheque" Cheque"
Step 3 Key in the account number 6243 887 2261
Step 4 Key in the reference number Applicant’s ID number and surname
Step 5 Type in your name Your name
Step 6 Key in your telephone number Your telephone number
Step 7 Insert your cash or cheque Insert your cash into the envelope
being provided at the ATM machine.
Step 8 Confirm cash deposit or verify Confirm amount
cheque deposit
Final Step Take your receipt Take your receipt and fax proof of
payment to SANTS
2017.2 Bursaries and loans
SANTS made a total of 15 bursaries to the value of R300 000 available. Each bursary is to the value of
one academic year. Please refer to the Terms and Conditions at www.sants.co.za or contact SANTS’
Student Bureau for more information.
Please visit the nearest and preferred financial services provider for more information on student
loans.
17.3 Contact details
Student Bureau: 087 353 2504
Fax number: 012 348 7037
Postal Address: SANTS
P.O. Box 72328
Lynnwood Ridge
0040
Physical Address: SANTS
4th Floor
Lynnridge Mews
22 Hibiscus Street
Lynnwood Ridge, 0040
Email address: info@sants.co.za
Website: www.sants.co.za
Facebook Page: @SANTSPrivateHigherEducationInstitution
Twitter: @SANTS_Education
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