Bachelor Pre and JP Hon

The International University of Management
Dorado Park, Windhoek

Namibia
Bachelor of Education in Pre and Junior Primary Honours
Course Material
2016
Table of Contents
1. Mission Statement .................................................................................................................................... 3
5. Who is this Qualification for? ................................................................................................................... 5
6. Outcome for the whole qualification ....................................................................................................... 5
7. Admission /Entry Requirements ............................................................................................................. 6
8. Qualification Duration ............................................................................................................................... 7
9. Modes of Teaching and Learning in Teacher Education .................................................................... 7
13. School Subjects ....................................................................................................................................... 10
14. Credit Transfer ......................................................................................................................................... 10
15. Credit Systems ........................................................................................................................................ 11
17.2 Syllabi/Course Material.......................................................................................................................... 18
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1. Mission Statement
The International University of Management (IUM)’s Faculty of Educational Administration

and Management targets to utilise available expertise and resources to contribute
towards the development of human resources that meet the needs and challenges of pre-
tertiary and tertiary education in Namibia as articulated in the National Human Resources
Plan 2010-2015. The main thrust of teaching, research and community engagement in
the Faculty focuses on the production of eminent teachers, curriculum developers,
educational planners, administrators, counsellors and researchers.
2. Rationale
The Namibia’s Occupational Demand and Supply Outlook Model (NODSOM) of 2012
and other several reports issued by the Ministry of Education highlights the shortage of
professionally qualified teachers at all levels of the education system in Namibia. There
is a high demand for appropriately qualified teachers especially for early childhood
education which brought about the design and development of the Bachelor of
Education (Pre and Junior Primary) Honours.
This qualification is designed to train early childhood education classroom teachers in

thematic approach to teaching and learning, ability to locate learning within the child’s
context (environment) and help children understand why they are doing what they are
doing. Furthermore, this qualification aims to equip early childhood education teachers
with an in-depth understanding of the subject matter (classroom activities), sound
professional teaching skills including multi-grade teaching skills (application), and ability
to adapt to the ever-changing early childhood educational needs in Namibia
(contextualisation).
3. Purpose
The Bachelor of Education (Pre and Junior Primary) Honours qualification is designed to
produce early childhood education teachers with an in-depth understanding of the early
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childhood education classroom activities, sound professional skills and ability to adapt to
the ever-changing early childhood educational needs in Namibia. Its focus is on quality
early childhood teaching and learning as well as management of early childhood
classroom environment. Hence, the qualification content has been research-based and
infusing best practices in early childhood education and strategies for classroom
teaching and learning. For this qualification combines early childhood education
theoretical components with practical application and the basis for this approach are the
principles and insights of leading pedagogues such as Rudolph Joseph Steiner, Emmi
Pikler, Thomas Gordon, Lori Malaguzzi and Maria Montessori. Among the documents
appreciated in the design of this qualification are National Professional Standards for
Teachers in Namibia, Ministry of Education Junior Primary Syllabus, Teachers’ Manual,
Learners’ Workbook and Teachers’ Resource Book.
Furthermore, this qualification also provides future early childhood educators with a
foundation in classroom, department and school management, curriculum development,
and methods of early childhood teaching and learning, including multi-grade teaching
skills, as well as skills for working with children age five (5) through nine (9) years,
Grade 0 through Grade 3. Furthermore, an emphasis is placed on the integration of
appropriate technology in the school curriculum at this level.
The three year course leading to the qualification Bachelor of Education (Pre and Junior
Primary) Honours aims at equipping students with necessary competencies in early
childhood classroom teaching and learning and school managerial skills which are
presently largely lacking in early childhood education across Namibia. This qualification
will not only meet but also implement all the requirements for training quality early
childhood educators as articulated by the Ministry of Basic Education in its ministerial
policy documents.
It can, therefore be deduced that through the design of this qualification, the IUM intends
to make available quality pre and junior primary education that will promote learner-
centred and inclusive education and meaningful access to early childhood education.
The effort made here is to improve the quality of classroom teaching and learning and
management, increase availability and access to quality education at early childhood
education level as well as reduce the vulnerability of children to failure and dropout at
later stages of education. Therefore, students completing this qualification will be well
versed in teaching strategies that are not only varied but flexible as well within the well-
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structured sequences of fun lessons with stories, song and movement. These students
upon graduation will be prepared for pre and junior primary school class teaching and
learning as well as administration.
The students will be admitted to this qualification if they hold Namibia Secondary School
Certificate (NSSC) with minimum of 25 points and passed five (5) subjects with
minimum of E in English and D in a Namibian language. Students may also enter
through mature age.
4. Articulation Possibilities
Vertically, the Bachelor of Education (Pre and Junior Primary) Honours grants
admission to Master of Education. Interfaculty students can apply for approval with the
Deans of other Faculties for assessment to gain admission to any Master programme.
Horizontally, students may, where applicable, move into existing or new related
undergraduate teachers qualifications.
5. Who is this Qualification for?
This qualification is designed for teachers willing to take up teaching assignments in both
the private and public schools. It is structured to stretch and challenge the teachers to
fulfil their true potential and to become defining players in the education system. The
basis for the argument is that a teacher must first be a student and these programmes
target those individuals willing to become students and then be transformed into
professional teachers. Furthermore, a key concern of the qualification is the importance
of literacy and numeracy to personal fulfilment.
6. Outcome for the whole qualification
Holders of this qualification are able to:
 demonstrate ability to teach school subjects;

 demonstrate understanding of the concepts, theories, principles and facts related
to the pre and junior primary school curriculum subjects;
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 demonstrate expertise in teaching methodologies and strategies that are
consistent with the theme teaching approach, and in the facilitating integration of
learning;
 demonstrate knowledge and understanding of children’s early childhood
development process in cognitive, emotional, social, aesthetic, spiritual and
ethical, and physical domains;
 demonstrate understanding of learner-centred education and theories on literacy
and literacy development;
 demonstrate expertise in implementing strategies developed to cope with code-
switching and developing in learners the ability to think in the target language;
 demonstrate competency in curriculum design, development, implementation and
analysis;
 demonstrate competency in developing a scheme of work that accommodates
the challenges around first and second language issues;
 demonstrate competence in the well-structured sequences of fun lessons with
stories, song and movement;
 create and maintain a learning environment that is conducive to effective early
childhood learning;
 facilitate learning in such a way that different needs of learners, including the
exceptionally talented children and those with learning disabilities and
challenges, as well as emotional and behavioural problems, are taken into
account within the framework of inclusive education;
 use information and communication technologies to enhance teaching and
learning;
 demonstrate ability to locate learning within the children’s context (environment)
and help children understand why they are doing what they are doing; and
o demonstrate ability to carry out both formal assessment methods (quizzes, short
tests, oral tests and worksheets) and informal assessment methods (observation
of each learner’s progress in learning and practice situations).
7. Admission /Entry Requirements
The entry requirements to this qualification shall be:

i. Grade 12 or equivalent qualification(s), provided that the candidate has passed five
subjects (including English minimum D and a Namibian language minimum D)
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normally in not more than three examination sittings with a minimum of 25 points on
the IUM’s evaluation scale.
ii. A recognised qualification at NQF level 6 or equivalent
iii. Mature age entry, provided that they:
a) Are 25 years old or over in the year in which is sought
b) Have at least 2 years experience
c) Have at least a pass at grade 10
d) Provide a suitable reference from a recognised public official
Meeting of these requirements will not automatically guarantee an acceptance into the
programme. This can only be achieved after successful interview and/or aptitude
placement tests.
iv. As determined by the IUM senate
Other requirements:
a) English Language competencies
All students should demonstrate English competency with a minimum of D symbol in
English as a requirement for enrolment to this qualification.
b) Namibian language competencies

All students should demonstrate a Namibian language competency with a minimum of D
symbol as a requirement for enrolment to this qualification.
8. Qualification Duration
The study period for the qualification is:

o Fulltime/Part-time mode - Minimum: 4 Years; Maximum: 6 Years.
o Distance Mode - Minimum: 5 Years; Maximum: 8 Years.
The qualification comprises of semesters, per academic year there are two (2) semesters.
Semester 1 runs from January to June. Semester 2 runs from July to December.
9. Modes of Teaching and Learning in Teacher Education
The teaching and learning processes will take place through lectures, tutorial activities and
discussions, school-based activities, collaborative group tasks, practical projects, tests and
written assignments.
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10. Assessment
Continuous Assessment (CA) attracts 40% of the final grade. This will come from the
examinable activities such as written and/or oral tests and assignments (group and/or
individual), and evaluations undertaken by the student during the study period.
Students must score at least 50% in each course/coursework to qualify to sit for the final
examinations. This means a student whose continuous assessment mark is below 50%, fails
the course.
Final Examinations
The final examination counts for 60% of the overall final mark. The final examination comes
at the end of the course. Unless prescribed otherwise, the standard examinations will be of
three hours duration. Examiners may, in addition to written examination, test any candidate
orally.
Education Research Project
Taken in the last year of study, the educational research project is meant to engage students
in research with a faculty member designated to a student by the faculty in order to generate
knowledge necessary to complete all the requirements for the award of the qualification.
Each student must independently complete a 10 000 – 15 000 words research project. The
research should be original on a topic related to teaching and learning in pre and junior
primary school. The research should have a clear defined problem statement, a review of
the existing literature on the chosen topic, original evidence offered to support research
project, consideration of alternative rival hypothesis, and a conclusion with
recommendations.
Upon completion of writing the research project, the student would be required to present
their research findings before a faculty selected project panel.
Supplementary Examinations
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A student who fails a course with an overall mark of 40-49% is eligible to sit for a
supplementary examination.
A student who fails the project with a mark of less than 50% will be allowed one opportunity
to re-submit the project three months after the publication of results. A student who fails a
course with an overall mark of 39% and below will be required to repeat the same course
until the course is passed. A student may not proceed from one level to the next higher level
carrying a deficit of more than 30% of the courses or credits.
Practical Teaching
All students should acquire field experience in the second, Third and fourth year of study and
submit a report. For the:
o Second year - this field experience amounts to 40 hours (consecutive 2 weeks)
of class observation per year (Each level -10 hours);
o Third year - this period of practice teaching amounts to 80 hours (consecutive 4
weeks) per year (Pre and Grade 1 – each 40 hours); and
o Fourth year - this period of practice teaching amounts to 240 hours (consecutive
6 weeks) hours per year (Pre and Grade 1 – each 40 hours, and Grade 2 and
Grade 3 – 80 hours each).
Each and every one of these field experiences is examinable and is a requirement for
graduation. Assessment is by means of observation of the student, student assessment by
staff (both respective school and IUM), learners, and by submission of a portfolio.
Furthermore, students will be required to practice teaching in at least one (1) school in the
rural setting during the 3 years of practice teaching.
11. Quality Assurance
Commitment is made to ensure that the courses remain relevant, current and provide
students with a high quality teaching and learning experience. An earnest effort is made to
ensure meeting the course quality assurance requirements is a continuous process through
incorporating regular monitoring, review, benchmarking, and improvement. An external
evaluator will periodically evaluate the qualification in terms of course content, teaching
methods, course resources and assessments.
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Quality shall also be assured through:
 Accreditation and registration on the National Qualifications Framework (NQF) by the
Namibia Qualifications Authority (NQA) and in concurrency with National Council
on Higher Education (NCHE).
 Engagement with relevant stakeholders from the industry
 Benchmarking and regular review of policies, curriculums, delivery strategies and
Assessments.
 Regular monitoring of lecture activities and staff development.
 Students will be asked to complete evaluation sheets for each course studied
 A dual performance evaluation system where lecturers and students appraise each
other.
 Moderation (both internal and external) of continuous assessments and final
examinations.
12. Awarding of the qualification
Candidates will be eligible to be awarded the Bachelor of Education (Pre and Junior Primary)
Honours when they have passed all the required courses and successfully completed the
education research project as specified in the relevant qualification regulations and have
fulfilled any other additional requirements stipulated in the IUM student policies.
13. School Subjects
The core courses for this qualification are fixed and cannot be exchanged. The qualification
comprises of a number of school subjects. No deviation from the prescribed school subjects
as reflected in the course content will be allowed and all courses are compulsory
14. Credit Transfer
Credit is the value assigned for the recognition of equivalence in content and learning
outcomes between different types of learning and/or qualifications. Credit reduces the
amount of learning required to achieve a qualification and may be through credit transfer,
articulation, recognition of prior learning or advanced standing.
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To be awarded these credits, IUM will need to assess the courses or combination of courses
as equivalent to IUM courses.
The awarded credits are governed by the IUM degree programme rules and the rules
covering credit. Courses awarded as credits need to have been studied within the past 5
years.
Generally, credit will be given if the courses were taken at an accredited institution of higher
learning, the course was equivalent to courses offered at IUM, or compatible with Namibian
Qualification Authority requirements.
Coursework will be evaluated for its current relevance and may not transfer if the material is
outdated more than 5 years since the course was attended and examination sat and passed
and/or the course was not passed at the first examination sitting.
Credits earned at an accredited college may not transfer unless the credit earned is
equivalent to courses offered in degree qualification.
Credits earned at IUM are also transferable to other institutions of higher learning.
Acceptance of credits earned at other institutions is limited to 50% of the total credits
required for an IUM qualification. No more than half the major area course requirements can
be earned through transfer and/or exemption credit.
The IUM reserves the right to reject any or all credits from other institutions, regardless of
their accreditation status, when it determines through investigation or otherwise that the
quality of instruction at such institutions is for any reason deficient or unsatisfactory. The
judgment of the IUM on this question shall be final.
The IUM reserves the right to disallow transfer credit for courses if the student’s subsequent
grades in required courses in the same subject fall below average.
15. Credit Systems
Reference is made to the internationally acceptable formula: one (1) credit equates ten (10)
notional hours (learning).The general guideline for teaching and learning time per course,
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based on the 10 hours per credit approach, is as per the table below. An example of a
course with 15 credits was used to determine the notional hours
General Guideline for Teaching and Learning Time per Subject (10 hours per
credit)
Item Delivery Summary of Activities Hours Credits

1  Lectures Tutorial support includes feedback on assignments 40 4
 Seminars and may vary by college according to local needs
 Tutorials and wishes.
 Workshops
2  Directed Advance reading and preparation / Class 40 4

learning preparation / Background reading / Group study /
Portfolio / Diary etc.
3  Self- Working through the course text and completing 70 7
managed assignments as required will take up the bulk of
learning the learning time. In addition students are
expected to engage with the tutor and other
students and to undertake further reading using
the web and/or libraries
TOTAL 150 15
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16. Qualification Structure
Key: PJP- Pre and Junior Primary
List of Courses
Compulsory Year 1
course
1. Educational Foundations I
2. English for Teachers
3. Teaching Reading with Learners’ Literature I
4. Physical Education I
5. Religious and Moral Education I
6. Educational Foundations I
7. Integrated Technology in Education I
8. Assessment in Education
9. Guidance and Counselling
10. Arts Education I (PJP)
11. Life skills I (PJP)
12. Micro Teaching & Childcare First Aid
13. English Language I
14. Namibian Language I
15. Numeracy and Mathematics Education I
Year 2
1. Educational Foundations II
2. Curriculum planning and Development I
3. Multi-Grade Teaching
4. Teaching Phonemic Awareness and Phonics
5. Research Methodology in Education
6. Physical Education II (PJP)
7. Religious and Moral Education II (PJP)
8. Critical Thinking
9. Teaching Reading with Learners’ Literature II
10. Integrated Technology in Education II
11. Environmental Education I
12. Arts Education II for (PJP)
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13. Life skills II for PJP
14. School Based Studies I
15. English Language II
16. Namibian Language II
17. Numeracy and Mathematics Education II
Year 3
1. Educational Foundations III
2. Teaching Reading with Learners’ Literature III
3. Early Schooling Environment
4. Curriculum planning and Development II
5. Research Methodology
6. Physical Education III (PJP)
7. Environmental Studies Education II
8. Inclusive Education
9. Arts Education III for (PJP)
10. School Based Studies II
11. Namibian Language III
12. English Language Education III
13. Numeracy and Mathematics Education III
Year 4
1. Project Management
2. Educational Foundations IV
3. Education systems
4. School Based Studies III
5. English Language IV
6. Namibian Language IV
7. Education Research Project
Namibian Afrikaans Khoekhoegowab, Oshindonga, Oshikwanyama, Otjiherero,

Languages Rukwangali, Rumanyo, Silozi Thimbukushu
Available
Foreign
Language German and French
Available
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17.1. Courses, Study Time, NQF Level and Credits
Compulsory (credits) Elective (credits)

Level: 5 credits: 140 -
Minimum total credits required: 503 -
YEAR 1 (110 Credits)
SEMESTER 1 ( 34 Credits)
Course Title Course Hours NQF Level Credits
Code
1. Educational Foundations I 5 8
2. English for Teachers 5 8
3. Teaching Reading with Learners’ Literature I 5 6
4. Physical Education I (PJP) 5 6
5. Religious and Moral Education I 5 6
SEMESTER 2 ( 36 Credits)
Code
1. Integrated Technology in Education I 5 8
2. Assessment in Education 5 8
3. Guidance and Counselling 5 8
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4. Arts Education I (PJP) 5 6
5. Life skills I (PJP) 5 6
Year course(s) (40 Credits)

Code
1. Micro Teaching & Childcare First Aid 5 10
2. English Language I 5 10
3. Namibian Language I 5 10
4. Numeracy and Mathematics Education I 5 10
YEAR 2 ( 144 Credits)

SEMESTER 1 (58 Credits)
Code
1. Educational Foundations II 6 10
2. Curriculum planning and Development I 6 10
3. Multi-Grade Teaching 6 10
4. Teaching Phonemic Awareness and Phonics 6 6
5. Research Methodology in Education 6 10
6. Physical Education II (PJP) 6 6
7. Religious and Moral Education II (PJP) 6 6

Code
1. Critical Thinking 6 10
2. Teaching Reading with Learners’ Literature II 6 6
3. Integrated Technology in Education II 6 10
4. Environmental Education I 6 6
5. Arts Education II (PJP) 6 6
6. Life skills II (PJP) 6 6
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Code
1. School Based Studies I 6 12
2. English Language II 6 10
3. Namibian Language II 6 10
4. Numeracy and Mathematics Education II 6 10

Code
1. Educational Foundations III 7 12
2. Teaching Reading with Learners’ Literature III 7 6
3. Early Schooling Environment 7 6
1. Curriculum planning and Development II 7 12
4. Research Methodology 7 12
5. Physical Education III (PJP) 7 6

Code
1. Environmental Studies Education II 7 6
2. Inclusive Education 7 12
3. Arts Education III (PJP) 7 6

Code
1. School Based Studies II 7 15
2. Namibian Language III 7 10
3. English Language Education III 7 10
4. Numeracy and Mathematics Education III 7 10
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SEMESTER 1 (45 credits)
Course Title Course Code Hours NQF Level Credits
1. Project Management 8 15
2. Educational Foundations IV 8 15
3. Education systems 8 15

Course Title Course Code Hours NQF Level Credits
Year Course(s)
1. School Based Studies III 8 15
2. English Language IV 8 12
3. Namibian Language IV 8 12
4. Education Research Project 8 30
Total credits 491
17.2 Syllabi/Course Material
Year 1
Namibian Language I NQF Level 5 Credit 10
Prerequisites - None
Course description
Home language underpins early childhood teaching and learning and achievement in all
curriculum and extra-curriculum areas. The cultural and linguistic diversity of the Namibian
population means that in many schools early childhood learning in a home language is a
mainstream endeavour. Teachers therefore need to be equipped with theoretical and
practical knowledge about home language and literacy issues in order to be able to develop
a home language-based pedagogy for an inclusive curriculum. Course Outline and
processes reflect and model a sociocultural approach to home language and literacy
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education.
The course provides an introduction to key concepts, issues and debates in language and
literacy
Learning outcomes
Upon completion of this course the students will be able to:

o Define the language skills comprising listening, speaking, reading, and writing.
o Explain the home language and literacy demands of schooling and identify equity
implications and issues for diverse students’ access to and achievement in the
academic curriculum.
o Identify the constraints and opportunities shaping language and literacy teaching and
learning in classrooms.
Course Outline
1. Introduction
1.1 What is Namibian language?
1.1.1 How to think about ‘what we do’ when we ‘do’ a Namibian language.
1.2 A brief outline of the “Namibian” language philosophy:
1.2.1 Nativism (Chomsky) vs. conditioning/Behaviourism (Skinner).
1.3 Linguistic perspectives
1.3.1 What is Namibian language and why is it special?
1.4 The ‘biological basis’ of Namibian language (Language and Brain).
1.5 Child Language Development:
1.5.1 Lexical vs. Functional Grammar
2. Reading
1.1 Skimming,
1.2 Scanning
1.3 Summarising
3. Writing
3.1 Sentences
3.2 Essays
3.3 Paragraphing
3.4 Phrases
4. Speaking
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4.1 Seminar skill
4.2 Analytical and debating skills, etc.
4.3 Presentation
4.4 Thematic approaches
5. Listening
5.1 Listening and comprehension skills’ practice
5.2 Expression of personal ideas and perceptions
5.3 Evaluation and assessment of information
6. Theories and Applications of teaching and learning the Namibian language
6.1 Chomsky’s Theory
6.2 Kroshen’s learning acquisition process
6.3 Pinker’s Study
6.4 Historical processes
6.5 Principles and theories of language acquisition
6.6 Major contributors to language teaching and learning
6.7 Instructional approaches with theories
Recommended Text
Larsen-Freeman, D. (2011). Techniques & Principles in Language Teaching. London: Oxford

University Press
Richards, J.C. (2011). The Context of Language Teaching. London: Edward Arnold
Stern, H.H. (2005). Fundamental Concepts of Language Teaching. Oxford: Oxford University
Press
English for Teachers NQF Level 5 8 credits
Course Description
The four language skills - listening, speaking, reading and writing - are integrated in this
course. This includes elements of contextual grammar, active vocabulary building,
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paragraph writing, face-to-face communication, group discussions, public speaking, word
games, pronunciation, and question-answer sessions.
Learning Outcomes

o Construct simple sentences in correct grammatical structure.
o Identify features of basic writing skills.
o Participate in class discussions and question-answer sessions with confidence.
Course Outline
1. General English
1.1 pronounce, read and write
1.1.1 Fundamental grammatical structures and functions
1.1.2 Fundamental vocabulary
1.2 converse on different topics
1.3 understand spoken language – listening
2. Professional English
2.1 understand and interpret information presented in verbal, numerical or graphical form
2.2 organise and present ideas and statements in a clear, logical and appropriate form
3. Business and Social English
3.1 communication skills
3.1.1 meetings
3.1.2 negotiations
3.1.3 telephoning
3.1.4 memos
3.1.5 notes
4. Skills development
4.1 Reading
4.1.1 skimming, scanning, detailed reading, guessing unknown words from context,
understanding text organisation, recognizing argument and counter-argument
4.1.2 distinguishing between main information and supporting detail, fact and opinion,
hypothesis versus evidence; summarising and note-taking
4.2 Writing
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4.2.1 Essay content and structure (patterns of organisation, paragraphing, discussion –
argument/counter-argument, advantages and disadvantages, topic sentence and supporting
ideas, coherence and cohesion, punctuation).
4.2.2 Functions (generalisation, definitions, exemplification, classification, comparison and
contrast, cause and effect, process and procedure, interpretation of data).
4.2.3 Style (passive constructions, avoiding verbosity)
4.2.4 Punctuation
4.3 Listening
4.3.1 General comprehension (listening for gist, listening for detailed information, evaluating
the importance of information).
4.3.2 Lectures (identifying the topic and main themes, identifying relationships among major
ideas, comprehending key information).
4.4 Speaking
4.4.1 Seminar skills (agreeing and disagreeing, clarifying, questioning, concluding).
4.4.2 Presentation skills (introductions and stating the purpose, signposting, highlighting key
points, summaries, conclusions).
Recommended Text:
Brown, H.D. (2008). Principles of Language Learning and Teaching. Englewood Cliffs:
Prentice-Hall
English Language I NQF Level 5 10 credits
Course Description
This course will help the students understand the basics of the teaching English language
and develop the understanding of tried and trusted teaching techniques. Detailed English
Language lesson plans include step-by-step instructions and classroom hand-outs are
provided by learner level and topic area.
Learning outcomes
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o Express an understanding of language acquisition, learning styles and needs when
preparing English language lessons.
o Apply appropriate knowledge of English language as well as teaching skills and
techniques for English language learners of various levels.
o Identify and prepare lessons that develop English language learners competence.
Course Outline
1. Introduction to English language?

o Main theories of English language
o Cultural awareness and English as first and/or second language
2. Language acquisition
o Stories, rhymes and songs
 English phonemes and tones
 stories, rhymes and songs
o Courtesies, greetings, questions and instructions
o Vocabulary in context
 Basic and new words in context
 Pronunciation and expression
 pronunciation and vocabulary
 words and phrases
 indefinite articles
 definite articles
 contractions
3. Useful games to teach and learn English
4. Using music to enhance the teaching and learning of English
5. Phonetics and International Phonetic Alphabet
Recommended Text:
Larsen-Freeman, D. (2011). Techniques & Principles in Language Teaching. London: Oxford
University Press
Educational Foundations I NQF Level 5 8 Credits
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Course Description
This course focuses on providing students with a solid foundation in the core principles and
core concepts of education. This is a foundation course and, therefore, introduces the
philosophical, sociological, historical and psychological perspectives on education with a
view to initiate inquiries and discussions on significant facets, themes and questions
regarding education in Namibia. The philosophical, sociological, historical and psychological
understanding of education’s aims, processes and practices fulfils this need by critically
elucidating the linkage that exits between education, knowledge and power.
At the end of the course, the student will be expected to write an examinable report on any
of the suggested topics.
Learning outcomes

o Illustrate an understanding of philosophical, sociological and historical dimensions of
education.
o Identify and question the long-established presumptions on knowledge, learner,
teacher, and education, and develop a more informed, meaningful understanding of
them
o Compare the divergent educational thoughts, perspectives and practices which will
help in creating secure, egalitarian and pedagogically sound learning situations.
Course Outline
1. Philosophical Understanding of Education

1.1 Exploring, and inquiring into the nature and need of education in human societies
1.2 Relationship between schooling and education, and exploring various educative
processes in human societies
1.3 Schooling and Education as visualised by different thinkers: Rousseau, Dewey, Paulo
Freire
1.4Understanding the basic assumptions about human nature, society, learning, and aims of
education
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2. Education, Politics and Society
2.1 Prominent characteristics of education in Namibia during colonial rule
2.2 Namibia’s Contemporary Education: continuities with and shifts from colonial legacy
2.3 Role of education in reproducing dominance and challenging marginalization with
reference to class, gender and religion
2.4 Political nature of education
2.5 Teacher and society: A critical appraisal of teacher’s status
3. Educational psychology
3.1 Definition, nature and scope
3.2 Methods of educational psychology
4. Growth and Development
4.1 Concept, principles of development, factors affecting growth and development
4.2 Intellectual, physical, social and emotional development during childhood and
adolescence
5. Intelligence
5.1 Definition and meaning of intelligence
5.2 Gardner’s theory of multiple intelligence
5.3 Measurement of intelligence tests: verbal, non-verbal and performance tests.
6. Personality
6.1 Definition, Meaning, Dimensions and Factors affecting personality
6.2 Assessment of personality-subjective, objective and projective techniques
6.3 Theories of personality –Eysenk’s, Freud’s Theory of psychoanalysis
7. Creativity
7.1 Concept, characteristics, identification of creative potential
7.2 Creative process and educational programmes for developing creativity
8. Individual Difference
8.1 Concept, types.
8.2 Role of environment and heredity as a determinant of individual difference and their
relative importance.
8.3 Educational implications of individual differences.
9. Learning, Learner and Teaching
9.1 Learning: concept and nature
9.2 Learning, knowledge and skills: different ways of learning
9.3 Meaning of teaching and its relationship with learning and learner
9.4 Socialisation and learning: understanding influences and factors that shape learner’s
identity
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9.5 Learners in Context: Situating learner in the socio political and cultural context
9.6 Constructs of Childhood: Critical examination of the universal construct of childhood.
10. Knowledge and Curriculum
10.1 Child’s construction of knowledge: attaining knowledge through activity and Experience
10.2 ‘Body of knowledge’ and learners’s construction of knowledge
10.3 concepts of belief, information, knowledge and understanding
10.4 Bodies of knowledge: different kinds of knowledge and their validation processes
10.6 Processes and criteria for curriculum selection and construction
Recommended Text
Ornstein, A. C., and Levine, D. U. Gutek, G. L. (2013). Foundations of Education (11th ed).
IT Skills for Teachers NQF Level 5 Credits 8
Prerequisites: None
Course Description
This course will give students the basic skills and knowledge they need to know about how
computers operate and how. The course will also enable students to be trained in using all
Microsoft applications through practical sessions in the laboratory.
Outcomes of learning:
o Demonstrate computer literacy skills.
o Illustrate Information Technology in problem solving.
o Name the basic components of a computer
o Be able to use word processing, spreadsheet, database and presentation software.
o List the advantages of computer technology in business.
Course Outline
1.Introduction to Microcomputers
1.1. Generation of computers
1.2. Types of computers
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1.3. Main components of a computer
1.4. Software
1.5. Types of software
1.6. Information processing
1.7. Online, offline processing, real-time, batch processing, single tasking and
multitasking
1.8. Current IT issues
1.9. Open & proprietary systems and compatibility, information systems security.
1.10. Data communications
1.11. Introduction to Networks
1.12. Central and distributed computing
1.13. Wide area and global networks.
1.14. Wi-Fi
2. Number Systems and Units of Measurements
2.1 Binary Numbers
2.2 Decimal Numbers
2.3 Hexadecimal Numbers
2.4 Octal Numbers
2.5 Converting memory sizes from one unit to another
3. Microsoft Windows
3.1 Navigating the desktop, customising the desktop, file and folder management,
installing and de-installing a program
3.2 Logging onto an internet Service Provider or Online service provider, managing
the mailbox, email security, using a browser and search engine effectively and
downloading pages, refining searches
4. Microsoft Word
4.1 Open a blank document and type text, recognise the toolbars, Ruler Bar, Scroll Bar,
Status Bar
4.2 Spell checking, search and replace, thesaurus
4.3 Page set-up, styles and general Formatting
4.4 Creating a tab set, Columns, Tables and Borders/Shading/Page
4.5 Use word Processor Wizard to create a document such as a flyer, an invitation or a
CV
4.6 Print preview and printing
5. Microsoft Excel
5.1 Start a blank spreadsheet and navigate between workbooks and sheets
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5.2 Enter data, change column widths and row heights, Formatting values,
Calculating, creating and understanding formulae, using Math and statistical
functions
5.3 Creating and editing charts
5.4 Auto Form
5.5 Introduction to Macros
6. Microsoft Powerpoint
6.1 Create and present PowerPoint slides.
6.2 Format and design slides to suit presentation.
7. Microsoft Access
7.1 Create a simple database.
7.2 Creating, opening, saving, printing and closing database tables.
7.3 Using the menus, toolbars and shortcuts to copy, move, delete, restore and search for
data.
7.4 Database basics such as records, fields, data types, filters and sorts.
7.5 Using the table, query, reporting and form wizards.
Recommended Text
o Computing Essentials. Timothy O Leary and Linda I. O Leary.
o Basic Concepts of I.T. Dr. Richard Clark.
o New Perspectives on Computer Concepts, 2012, Introductory. June Jamrich
Parsons, Dan Oja.
o Word Processing Uses and Features. Monaghan Institute
o Essentiall skills for digital literacy, CCI Learning Solutions Inc., 2004
o Ellerby, J et al. 2001. Insights: Succeeding in the Information Ag, Irwin Publishing
Integrated Educational Technology I NQF level 5 8 credits
Pre-requisite – IT Skills for Teachers
Course Description:
This course is designed to introduce the basic learning theories and principles as bases for
the design, development, implementation and evaluation of instruction using education
technology. Students are expected to acquire skills in integrating technology in various
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content areas. Course activities are focused on the design and development of ICT-based
instructional plans.
Course Outline
o Define educational technology and explain its relationship with other terms in the
teaching and learning situation.
o Trace the development of educational technology under different eras and the
corresponding educational technology used;
o Present a multi-media presentation on a specific lesson and grade level/ year level;
Course Outline
1. History of Educational Technology
1.1 History of Computers in Society
1.2 Computers in Schools: Evolution of Educational Technology
1.3 Expectations Past and Present
2. Role of Technology and media in Education
2.1 Introduction to educational media and technology
2.2 Learning Styles, theories of learning
2.3 21st century skills and its impact on the digital natives vs. immigrates
2.4 Psychological perspectives of learning and their implications for instruction and use
of technology in the classroom
2.5 ICT Basics and the implications of ICT on classroom instruction and management
2.6 Issues in media and technology
2.7 Copyright law and educators, fair use, data integrity
2.8 Health and safety issue (student and teacher related)
2.9 Professional development and lifelong learning
2.10 From teaching to learning – creating active classrooms
3. Learning Theories Related to Educational Technology
3.1 Why Should We Use Technology?
3.2 Research Supporting Technology in the Classroom
3.3 Cognitive Theories and Technology
3.4 Application of Theories to Specific Content Areas
3.5 Philosophy of Educational Technology
3.6 Computer concepts & systems development
4. Planning for Media Usage – The ASSURE MODEL
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4.1 Analysing the learner
4.2 Stating and developing objectives
4.3 Selecting related methods, media and material
4.4 Utilising related media and material
4.5 Requiring learner participation
4.6 Evaluation and revision
5. Communication Technology in Education
5.1 Knowledge and uses of basic communication tools (e.g., modem, voicemail, e-
mail).
5.2 Knowledge and functions of concepts in network communications; the World
Wide Web (www) and the Internet.
5.3 Use of web browsers to navigate, explore, organise educational resources on the
Web
5.4 Internet search techniques/resources
5.5 Validating web based information
5.6 Hyperlinks, bookmarking
5.7 Working with online conferences and discussion/e-groups.
5.8 Knowledge and use of special software such as: listserv; listproc; majordomo;
etc.
6. Exploring Ways to Use Technology Effectively in the Classroom
6.1 Software Possibilities
6.2 Hardware Possibilities
6.3 Wireless Classrooms
6.4 The One Computer Classroom
6.5 Students with Disabilities or Special Needs
6.6 Issues and Trends in Educational Technology (topics updated periodically)
7. Using Application Software for Classroom Instruction
7.1 Using Word Processing Software in the classroom
7.1.1 Word processing software (review)
7.1.2 Working with graphics (charts, graphs, word art, clip art, wrapping text,
tables etc.)
7.1.3 Utilisation of word processing software for classroom instruction
7.1.4 Visual literacy and its role in instruction
7.2 Using Spread sheet software in the classroom
7.2.1 Spreadsheet basics
7.2.2 Creating and formatting a worksheet
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7.2.3 Manipulating and formatting text
7.2.4 Working with graphs/charts
7.2.5 Integrating software (word and spreadsheet)
7.2.6 Utilising spreadsheet software for classroom preparation and
management
7.2.7 Integrating spreadsheet software into classroom instruction
7.3 PowerPoint Presentations
7.3.1 Working with PowerPoint presentations
7.3.2 Designing presentations, using transitions, animations, effects etc.,
7.3.3 Inserting hyperlinks, sound, video into presentations
7.3.4 Using PowerPoint presentations to enhance the teaching learning
environment
8. Setting up and operating common classroom media equipment (e.g. LCD projector)
9. Evaluation of Educational Technology and its Application
9.1 Student management Systems
9.2 Learning management Systems
9.3 Online learning
9.4 Mobile Applications in Education
9.5 Technology and student assessment
Recommended Texts
Rajaraman, V. (2013). Introduction to Information Technology. PHI Learning Pvt. Ltd

Heimo H. Adelsberger, Betty Collis. (2002)
Handbook of information technologies for education and training. Berlin: Springer.
Numeracy and Mathematics Education I NQF Level 5 10 credits
Course description
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Numeracy involves using mathematical ideas efficiently to make sense of the world. While it
necessarily involves understanding some mathematical ideas, notations and techniques, it
also involves drawing on knowledge of particular contexts and circumstances in deciding
when to use mathematics, choosing the mathematics to use and critically evaluating its use.
This course equips the students with the necessary tools to translate their understandings of
numbers, measurement, probability, data and spatial sense combined with critical
mathematical thinking. Numeracy as situated practice that requires more than basic skills is
the focus of this course.
Learning Outcomes

o Define a range of resources to support learners’ language and number acquisition.
o List a variety of observations to evaluate the learning of language and number in a
school setting.
o Identify a range of specialised skills and those of colleagues in meeting the literacy
and numeracy needs of the learner in a school setting
Course Outline
1. Numeracy
o What is numeracy?
 Introduction to numeracy and its relatedness but distinctness from
mathematics
 definitions of numeracy including how numeracy is a social activity
 the impact of beliefs upon numeracy usage and development
o Numeracy "basics"
 What is the 'basics' movement with respect to numeracy?
 What are the implications of innumeracy for society?
 What is functional numeracy?
 Thoughts about mental computation
o Numeracy "basics"
 Personal numeracy history
 Exploration of personal beliefs about mathematics and numeracy
 Participation in numeracy activities: tables and mental computation -
meaningful learning for number sense.
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o Numeracy and number sense
 What is number sense and how does it impact numeracy development
 Activities to promote number sense.
o Rational number:
 Key ideas to promote numeracy through rational number
 Understanding the importance of rational number knowledge; the importance
of rich learning environments for numeracy (a focus on fraction
understanding.
o Proportional reasoning
 Proportional reasoning as an essential element of numeracy
 The pervasiveness of proportional reasoning required for everyday tasks
 Personal proportional reasoning inventory
 Investigative tasks for promotion of proportional reasoning.
2. Counting
o counting with and without using concrete objects
3. Subitising/estimating (identifying the number of given objects without counting)
o subitise, estimate and apply re-arranging skills to handle spatial relationship and
patterns
4. Ordering and comparing
o mathematical vocabulary for ordering and comparing numbers logically and
analytically
5. Representing numbers
o recognise, read and write numbers
6. Doubling and halving
o principle of doubling and halving numbers
7. Decomposition
o break down and build up numbers and recall the number bonds to 20
8. Place value
o digit position and place value
9. Rounding off
10. Number patterns
o odd and even numbers and number sequences
11. Odd and even numbers
12. Subtraction
o basic mathematical concepts, subtraction and numerical notation
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Recommended text
McMaster, H., & Mitchelmore, M. (2008) Working Mathematically. Activities that Teach
Number.
Assessment in education NQF Level 5 8 credits
Pre-requisite: None
Course Description:
Assessment, evaluation and measurement are an integral part of teaching and learning.
Teachers use different kinds of assessment on an on-going basis to monitor students’
progress in their subject and also to evaluate the effectiveness of their own teaching. This
course will help prospective teachers to design effective and well balanced assessment
tools.
Learning outcomes

o Explain the purposes and forms of classroom assessment.
o Explain the advantages and disadvantages of different kinds of assessments and
assessment items.
o Recognise validity and reliability of assessment tools.
Course Outline
1. Definition of assessment
2. Areas of assessment
2.1 the cognitive, the creative, the affective, the physical and the social products of
learning, the strategies, procedures and stages in the process of learning
2.2 child’s growth in self-esteem, interpersonal and intrapersonal behaviour, and the
acquisition of a wide range of knowledge, skills, attitudes and values
3. Different methods and types of assessment in early childhood education.
3.1 informal tools - observation, classwork, homework and discussion
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3.2 formal tools - diagnostic tests and standardised tests
3.3 assessment tools (linking formal and informal Approaches) - projects, portfolios
and curriculum profiles
4. The importance and purpose of assessment
4.1 monitoring of the child’s growth in self-esteem, interpersonal and intrapersonal
behavior
4.2 the acquisition of a wide range of knowledge, skills, attitudes and values
4.3 the encompassing of the diverse aspects of learning: the cognitive, the creative,
the affective, the physical and the social
5. Advantages and limitations of different kinds of assessments and assessment items
o monitor learning processes
o ascertain achievement in each area of the curriculum
o learner self-awareness
o development of powers of learner self-assessment
o quality in education
6. Explanation of technical terms used in assessment.
7. Scales of measurement
o child’s progress
o development between teacher and child, between teacher and parent, and
between teacher and teacher
8. Types of questions
o objective questions
o subjective questions
9. Types of validity and reliability, factors affecting validity and reliability, and methods
used to determine validity and reliability
10. Importance of validity, reliability, and usability in assessment procedures
11. Interpreting assessment results for instructional improvement using measures of
central tendency
12. Bloom’s taxonomy and how it is applied to assessment
Recommended Text
Nitko, A.J. & Brookhart, S.M. (2011). Educational Assessment of students. 6th ed. Boston:
Pearson Education Inc.
Guidance and Counselling NQF Level 5 8 credits
35
Prerequisites: None
Course Description
The necessity of guidance and counselling in education is undeniable to both the teachers
and the learners. This course focuses on the organisation and administration of guidance
services in school settings This course is designed to help teachers define counselling
programmes and prevention/intervention strategies for normal and at risk youth; to help them
evaluate present services or programmes; to introduce new services and programmes
where needed; and, to encourage cooperate efforts to better serve students and meet
educational goals. This course should be of value to teachers who wish to personalise
teaching, and to encourage improved human relations. This course has a practical aspect to
it.
Course Outcomes
o Describe the concept of guidance and counselling.

o Express the knowledge of counselling programmes to critical areas of school
programmes.
o Illustrate the legal and ethical responsibilities as a functional decision maker.
Course Outline
1. Guidance and Counselling

1.1 What is Counselling?
1.1.1 Meaning, need and significance
1.2 What is Guidance?
1.2.1 Meaning, need and significance
2. The United Nations Convention on the Rights of the Child
3. Personal/Social
3.1 Self and Family
3.1.1 Feelings/anger management/behaviour management
3.1.2 Self-awareness/awareness of others (Who am I?)
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3.1.3 Connections (family/supportive adults)
3.2 Social Skills
3.2.1 Conflict resolution
3.2.2 Friendships
3.2.3 Diversity (exceptional learning needs/learning styles/individuality/culture)
3.3 Safe Communities
3.3.1 Violence prevention
3.3.2 Personal safety
3.3.3 Harassment/intimidation
3.3.4 Bullying
4. Educational
4.1 Self and Learning
4.1.1 Metacognition: thinking about thinking
4.1.2 Learning styles
4.1.3 Habits of mind
4.1.4 problem-solving strategies
4.2 Social Skills for Learning
4.2.1 Group work/sharing
4.2.2 Activity centres
4.2.3 Positive behaviours for learning
4.2.4 Brainstorming
4.2.5 Strategies for asking for help
4.3 Community Learning
4.3.1 Listening skills
4.3.2 Thinking aloud
4.3.3 Homework strategies
5. Career
5.1 Self and Work
5.1.1 Self-awareness/awareness of others (home chores, school chores)
5.1.2 Career discovery
5.2 Social Skills for Working
5.2.1 Diversity (exceptional learning needs/learning styles/individuality/culture)
5.3 Safe Workplaces
5.3.1 Types of workplaces
6. Information
6.1 Enhancing Transitions
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6.2 Assessment
6.3 Accountability
6.4 Legal Ethical Responsibilities
6.5 The Mantle of Social Reform
6.6 Professional Identity of the counsellor
6.7 Field and Clinical Experience
Recommended Text
Baker, (1992). School Counseling in the 21st Century. MacMillan Publishing Co.
Remish. P., (2005) Guidance and counselling NewDehli: Kalpaz Publications
Thomas, S. (2001), Practitioners guide to counselling.
Micro Teaching & Childcare First Aid NQF Level 5 10 credits
Course Description
This course is a critical component in the effective teacher education, not only by providing
an essential forum for generating concrete problems and issues and applying new
knowledge and skills, but also enabling the development of an integral link between theory
and practice. This course brings to the fore the understanding that students learn best when
they are engaged and given an appropriate level of challenge; when their prior experience
and knowledge is valued and built upon; when they are expected to take responsibility for
their own learning; and when they work collaboratively with their peers.
This is a simulation course where students will put into effect what they have learnt in
preparation for school teaching and learning practice. It also equips the students with the
necessary tools to deal with basic healthy challenges in a learning environment.
Learning outcomes

o Illustrate a structured self-directed programme of reflection and peer/self-evaluation
to enhance professional practice in a specific teaching context/area.
38
o Describe the process of dealing with basic healthy challenges in a learning
environment.
Course methodologies
The course will include:

 Small group cooperative learning to address teaching and learning goals;
 Structured occasions for reflection on learning to allow students to reflect critically on
and improve teaching practice;
 Extensive opportunities for whole group and small group dialogue and discussion,
allowing students the opportunity to demonstrate their capacity to communicate and
liaise with the diverse members of an education community, and to demonstrate their
knowledge and understanding of method content.
 These activities will occur in a classroom climate that is supportive and inclusive of all
learners.
Course Outline
1. Micro Teaching
1.1 Developing awareness of classroom behaviour: Lenses for self-Improvement
1.2 Overview & Standards for a proficient teacher
1.3 Outline assessments requirements
1.4 Strategies for critical self-reflection, lesson observation and giving feedback
1.5 Reflection of advanced professional practice & group review on achievement towards
standards
1.6 Becoming a proficient teacher – peer sharing
2. Childcare First Aid
2.1 The Red Cross
2.2 Bleeding Management and Shock
2.3 Preparing to Respond
2.4 Secondary Survey
2.5 Legalities
2.6 Preventing of Disease Transmission
2.7 Emergency Medical Services System
2.8 Head and Spine Injuries (Prevention)
2.9 The Body System
39
2.10 Musculoskeletal Injuries
2.11 Emergency Action Principles
2.12 Soft Tissue Injuries
2.13 Airway Emergencies
2.14 Sudden Medical Conditions
2.15 Breathing Emergencies
2.16 Poisons, Substance Abuse and Misuse
2.17 Cardiovascular Emergencies
2.18 Healthy Lifestyles
2.19 CPR/AED (Automated External Defibrillation)
2.20 First Aid Supplies
2.21 Childhood Illnesses
2.22 Keeping Learners Safe
Recommended Texts
Borich, G. (2008) Observation skills for effective teaching. Pearson, Merrill Prentice Hall.
New Jersey.
Darling-Hammond, L. (2006) Powerful teacher education: Lessons from exemplary
programs. Jossey
Day, C (2004) A passion for teaching. Routledge Falmer Taylor & Francis Group. London.
Hattie, J. (2012) Visible learning for teachers: Maximising impact on learning. Routledge,
Taylor & Francis Group. New York.
Loughran, J. (2010) What expert teachers do: Enhancing professional knowledge for
classroom practice. Allen & Unwin. Aust.
Shulman, L. (2004) The wisdom of practice: Essays on teaching, learning and learning to
teach. Jossey-Bass. USA.
Physical Education I NQF Level 5 6 credits
Course Description
40
This course, through presentation of content knowledge and practical experiences, is
designed to provide the students with the ability to plan and implement an elementary school
physical education/health programme that is developmentally and educationally sound.
Students are expected to be eager and enthusiastic participants in the development of a new
educational reality for themselves and the learners with whom they will work.
Learning outcomes

 Describe effective management procedures and effective discipline techniques for
elementary school physical education in culturally diverse schools.
 Express knowledge of and ability to use available technologies.
 Identify and use a variety of teaching methods effectively and with confidence.
Course Outline
1. Introduction to Physical Education

1.1 Imitative Activities
1.2 awareness of oneself and one’s body
2. Muscular Strength and Endurance
2.1 free-standing exercises
3. Flexibility Activities
3.1 flexibility through a variety of activities
3.2 flexibility with small apparatus (shoes, bags, balls, sticks, hoops)
4. Locomotor Movement
4.1 move from one place to another using a variety of ways
4.2 perform a variety of longitudinal movements around the sagittal axis (forward-backward
axis)
4.3 perform a variety of rotational movements around the frontal axis (directed at the front)
5. Jumping on the spot in various ways
5.1 jump and land with a bounce in knees
6. Balancing
6.1 balance in different ways on the spot
7. Activities with a Partner
7.1 perform a variety of push and pull activities with a partner
41
7.2 perform follow and dodge partner activities
7.3 work with a partner using different imitative activities
7.4 move between, around, over, into, onto, underneath and through small apparatus
7.5 perform balancing and movement activities while holding small apparatus (bean bags,
shoes, tins, stones, coloured bands, stockings)
7.6 jump over an object hand-held by themselves (bean bags, shoes, tins, stones, coloured,
bands, stockings)
Recommended Text
Hastie, Peter & Martin, Ellen, (2007). Teaching Elementary Physical Education (Required)
San Francisco: Pearson & Benjamin Cummings.
Arts Education I (PJP) NQF Level 5 6 credits
Course Description:
In studying the arts, students learn fundamental and alternative forms of communication.
This component in the Arts Education attends to aspects of planning, instruction, and
evaluation that provide opportunities for people to understand form and function, explore
meaning, and experience the creative process in the arts. Fundamental teaching methods
and content in Arts Education within the curriculum are examined.
Learning Outcomes:

o Plan lessons using the curriculum & pedagogy in Arts Education
o Recognise the relationship between the art making exercises in class to their
teaching.
o Illustrate skills in drawing, painting, sculpture, crafts or printmaking applicable to
teaching visual arts at the appropriate level.
42
Course Outline
1. Introduction to Arts Education
2. Fundamental Concepts:
a. Shape
b. Space
c. Form
d. texture
3. Application:
a. variety of sculptural materials
4. Pedagogy:
a. skill demonstration
5. Co-operation, respect, safe practices and conventions
a. importance of group co-operation
b. respecting the needs of others
c. using safe practices and conventions
6. Line, pattern, colour, shape, texture and space
a. use of line
b. pattern
c. colour
d. shape, texture and space
7. Visual Art - Modelling and construction
a. modelling and construction skills
8. Visual Art – Pictures
a. pictorial skills
9. Music - Singing (duration, beat, rhythm, pitch, tempo, dynamics, form and harmony)
a. a repertoire of songs using the elements of music (duration, beat, rhythm, pitch,
tempo, dynamics, form and harmony)
10. Music - Percussion (duration, beat, rhythm, pitch, tempo, dynamics and form)
a. percussion skills using the elements of music (duration, beat, rhythm, pitch,
tempo, dynamics and form)
11. Drama - Expression through mime
a. physical expressiveness through mime
Recommended Text:
43
Stankiewicz, Mary Ann. (2001). Roots of Arts Education practice. Davis Publications,
Religious and Moral Education NQF Level 5 6 credits
Course Description
This course introduces a variety of ethical codes and norms of behaviour. Students are
encouraged to engage critically with these moral systems in an effort to arrive at a thought-
through moral stance, which will serve as a foundation for the decisions they will face as
adults, and for the patterns of behaviour and commitment which will mark how they will
relate to their local communities and to the world in general.
Learning outcomes

o Recognise an awareness that the human search for meaning is common to all
peoples of all ages and at all times.
o Identify how understandings of God, religious traditions, and ethics, have contributed
to the culture in which we live, and how they continue to have an impact on personal
lifestyle, inter-personal relationships, and relationships between individuals and their
communities and contexts.
o Contribute to the spiritual and moral development of the learner.
Course Outline
1. Introduction to Religious Education

o The search for meaning of life and life values
o Issues of justice and peace
2. Self and the community
o being cared for as the basis of becoming oneself
3. Families in harmony and in conflict
o the interdependence of family members
4. The community as a resource
44
o the resources of a community depend on the people
5. Being accepted into a community: Welcoming a baby
o how different communities welcome a new baby
6. Elders and ancestors
o how older people and younger people can help each other
7. Growing up: New responsibilities at adolescence
8. growth of responsibilities as one gets older
Recommended Text:
Berkowitz, Marvin W., and Oser, Fritz, Eds. (2005). Moral Education: Theory and
Application. Hillsdale, Nj: Lawrence Erlbaum.
Chazan, Barry. (2005). Contemporary Approaches to Moral Education: Analysing Alternative
Theories. New York: Teachers College Press.
Nucci, Larry P., Ed. (2009). Moral Development and Character Education: A Dialogue.
Berkeley, Ca: Mccutchan.
Teaching Reading with Children’s Literature I NQF Level 5 6 Credits
Prerequisites: None
Course Description
This course focuses on the exploration of children’s literature and its role in Early Childhood
classrooms from a global perspective. Current theories and methods about integrating
literature into all curriculum areas will be discussed and demonstrated.
Learning Outcomes
o Show an understanding of the basic needs and interests of the young reader.
o Use children’s literature books to support children’s development (cognitive, social,
emotional, language and aesthetic development)
Course Outline
1. Introduction to teaching reading with children’s literature
45
1.1 What is Children’s Literature?
1.2 The difficulty in defining children’s literature; it is the only literature defined by its
audience, and it includes all major genres of literature (fiction, poetry, nonfiction,
drama etc.)
1.3 The shifts in the view of what childhood is as a state of being throughout history, and
therefore in our sense of what constitutes children’s literature—and of what literature
is “appropriate” or desirable for children
1.4 How children’s literature is distinct from literature intended for adults—or is it? The
derivation of literature for children from adult literature—from the epic, the folk tale,
mythology, poetry, and romance. The idea that the difference between the two often
lies in the subject matter—not in the depth of feeling or pleasure created by the
reading
1.5 The earliest books for children or read by children
2. Didactic Moral Literature for Children
2.1 The fairy tales - loved by children
2.2 Children as individuals and rational creatures must be taught to be good (idea of
original sin)
2.3 Creation of didactic works for children in order to inculcate religious values
(especially the fear of God)
3. Tradition and Beyond
3.1 Legends, folk tales, and fairy tales
3.2 Bible stories for children - exciting/entertaining tales.
3.3 Importance of Bible stories for cultural literacy; discussing Bible stories whose
protagonists, events, places, or other features have become metaphors in the
English language (e.g., David, Goliath, Noah, the Ark, the Flood, Jericho) as a way to
understand literary allusions in literature
4. Folk Tale Types and Traditions
4.1 How folk tale, fairy tale, myth, fable, legend, and romance originated as oral stories
told to explain nature, to guide or inspire conduct, or to give voice to human beings’
feelings of fear, pride, joy, grief, and wonder
4.2 How folklore was meant for all people—for and from “the folk” or the common people.
4.3 The qualities of a folk tale: quick beginning; filled with action; often has humour;
rewards good and punishes evil; stock characters; often includes rhyme and
repetition; satisfying, resolute conclusion; often includes magic; numbers 3 and 7 are
often significant.
4.4 Theories of folklore’s origin: monogenesis, polygenesis, and a collective unconscious
46
4.5 Characteristics of the folk tale, fairy tale, myth, fable, epic and legend
4.6 The many types of folk tales: cumulative, talking-beast tales, pourquoi stories,
humorous/trickster tales, realistic tales, and tales of magic (fairy tales).
4.7 A description and characteristics of various fairy/folk tales and traditions
5. Folk/Fairy Tale Themes
5.1 Ways to categorise tales—by genre, structure within genre, regional or cultural
tradition, or theme
5.2 Tales organised by theme and the characteristic(s) of the protagonist/central figure
5.3 Tales lending themselves to Freudian interpretations or sexual stereotypes
5.4 Tales in which the underdog overcomes odds
5.5 Tales in which the underdog or trickster figure is wise, but not always good
5.6 Child Hero tales in which the child outwits the adult despite the child’s inferior status,
low birth, or other handicap
5.7 Villain tales in which the villain reveals a flaw in the protagonist even as he gets his
comeuppance
5.8 Animal Bridegroom tales in which marriage is viewed by the female protagonist as a
prospect both challenging and threatening; animal bridegroom stories as stories of
personal growth.
6. Folk/Fairy Tale Versions, Functions, and Purposes
6.1 How illustrators use their art to extend the folk/fairy tale
6.2 Importance of folk/fairy tales in the curriculum. How folk/fairy tales contribute to
cultural literacy (characters and plots used as metaphors) and transmit a
literary/cultural heritage
6.3 Importance of folk/fairy tales in children’s lives
6.4 Children must understand the conventions of the structure of a book and of the tales
themselves in order to appreciate literature e.g. John Gough’s observations on the
number of Cinderella stories in modern literature for children. The common
themes/patterns in all Cinderella tales: the fall into poverty/servitude by the main
character, the loss of the father figure and the gain of a husband at story’s end, the
struggle to maintain character when others are spiteful/malicious, the
acceptance/restoration of the central character into high society at story’s end, rivalry
between siblings, a magical godmother figure who helps the main character to
persevere and succeed
6.5 What to look for in a re-telling: strong plot, economy of language, adherence to folk
tale conventions, the power of the symbol and depth of the emotional power, a
satisfying resolution
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6.6 Fables as Transcribed for Children
6.7 The characteristics of a fable: brief story, lead characters frequently animals acting
as humans, the narrative focus singularly on a moral lesson, the nature of the moral
lesson as not necessarily “heroic” but of the folk—the virtues of “discretion, prudence,
moderation, and forethought”
7. Mythology as Transcribed for Children
7.1 Myth as embodying the sacred beliefs of a society—as accepted truth—as illustration
of a culture’s values—as explanation of natural phenomena—as explanation of the
origin of the universe
7.2 Myths rich in complex symbolism—seek to explain life, or to explain the natural
world, the ways of the gods with humans, the characteristics of man that lead to
downfall (e.g. pride), the ways of gods with other gods
7.3 Reasons for teaching Greek/Roman mythology: for cultural literacy and because of
“the beauty and imaginative qualities” of the myths themselves
7.4 How to use myths in the classroom: presentations of myths by students, dressing as
gods and goddesses from Mount Olympus, creating a Greek and Roman festival,
acting in plays
8. Legend/Epic as Transcribed for Children
8.1 Epic as a cycle of tales, centred on one hero. The hero pursues legendary feats that
are often hindered by meddlesome gods
8.2 Readability/appropriateness of the assigned texts for children of different ages
9. Rhymes
10.1 Qualities that appeal to children: people, children’s pranks, animals, birds and
fowl, finger play, games, riddles, counting rhymes, counting out, alphabets,
proverbs, superstitions, time verse, days of the week, verse stories, dialogue, songs,
street cries, weather, tongue twisters, cumulative stories, nonsense
Recommended Text
Galda, L., Sipe, L.R., Liang, L.A., and Cullinan, B.E. (2014). Literature and the Child, 9th
Edition. Australia: Cengage Learning. ISBN: 978-1-305-64236-2
Kiefer, B. & Tyson, C. (2009). Charlotte Huck’s Children’s Literature: A Brief Guide. McGraw-
Hill.
Roe, B.D., Smith, S.H., & Burns, P.C. (2005). Teaching reading in today’s elementary
schools (9th ed.). Boston: Houghton Mifflin Company.
Tunnell, Michael. (2012). Children’s Literature Briefly. Person: Boston: MA
48
Life Skills Education I PJP NQF Level 5 6 Credits
Course Description
In this course particular emphasis is placed on developing students’ skills of reflection and
analysis, which can lead to a growing awareness of what, why, and how we think; emotions
and attitudes; and personal circumstances, experiences, and actions. Furthermore, this
course will help students understand and develop relationships; resolve conflicts; work
effectively with others; develop good communication skills; grow in empathy, compassion,
and honesty; and understand their rights and responsibilities in a diverse society.
Learning Outcomes

o engage the learner and build on prior knowledge
o Understand oneself
o Communicating with and relating to others
Course Outline
1. Brainstorming
o Building ideas
o Clarification
o Grouping
2. Carousel
3. Circle sharing
4. Clustering
5. Decision-making model
6. Know, wonder, learn
7. P.L.U.Q.
P. Point: What is the main point or idea of this lesson/story/experience?
L. Link: What link does this idea have with your life experience? Does it connect to
other ideas?
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U. Use: Is this information useful to you? Who else might find it useful? When else
might it be applied? How were language or materials used to communicate ideas?
Q. Questions: What further questions come to mind about this
topic/idea/experience?
8. Problem-solving model
9. Think, Pair, Share
10. Venn Diagrams
11. Webbing
12. Weighted Voting
Recommended Text
Chien N et al. (2012). Encouraging the Development of Key Life Skills in Elementary
School-Age Children
Year 2
Namibian Language II NQF Level 6 10 Credits
Prerequisites – Namibian Language I
Course description
This course explores the socio-cultural theory perspectives on home language-based

pedagogy in school and early childhood education settings. Key theories of the role of home
language in early childhood learning and semiotic mediation of psychological functions of
motivation, cognition and affect, and learning activity and activity systems are explored with
a view to developing transformational pedagogy in culturally and linguistically diverse
classrooms. The course considers the fundamental issue of theory practice relationships
involved in classroom-based educational research and the development of socially inclusive
pedagogy that promotes intellectually challenging learning.
The course aims to provide early childhood teachers and other educators with an
understanding of key sociocultural theoretical perspectives informing pedagogic practice
locally and internationally and an ability to apply these perspectives to develop teaching and
learning in their own educational contexts.
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Learning outcomes

o Outline the learning objectives for each topic in terms of knowledge, understanding
and skills.
o Illustrate a sound understanding of key socio-cultural concepts, perspectives and
developments in home language and general education within school and early
childhood learning contexts.
o Express an ability to critically analyse and reconceptualise current pedagogy from the
perspective of socio-cultural research and theory.
Course Outline
1. Course introduction and overview

2. Grammar
2.1 Verbs
2.2 Adverbs
2.3 Adjectives
2.4 Nouns
2.5 Prepositions
2.6 Possessives
3. Tenses
3.1 Present tense
3.2 Past tense
3.3 Future tenses/continuous
3.4 Present, past, future continuous
4. Punctuations
4.1 Capitals
4.2 Commas
4.3 question and exclamation marks
4.4 Colons and semi colons
5. Plurals and singulars
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Recommended Text
Brown, H.D. (2007): Principles of Language Learning and Teaching. Englewood Cliffs:
Prentice-Hall
Larsen-Freeman, D. Techniques & Principles in Language Teaching. London: Oxford
University Press
English Language II NQF Level 6 10 credits
Prerequisites – English Language I
Course Description
This course focuses on equipping students with the necessary tools to teach English to
learners as well as acquire the principles of language acquisition and apply it in ways that
keep learners motivated to learn.
Learning Outcomes
o Demonstrate ability to teach English Language specific skills: vocabulary, listening

comprehension, speaking, reading, and literacy development to learners.
o Apply and adapt the work of child development theorists Jean Piaget and Abraham
Maslow, and language acquisition theorist Stephen Krashen to teaching and learning
at this level.
Course Outline
1. Introduction and overview of the course

2. Preparatory exercises
2.1 Incidental reading
2.2 good reading habits
3. Phonological awareness and articulation
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3.1 phonological awareness
3.1.1 number of words in sentences
3.1.2 syllables in words
3.1.3 rhyming words in rhymes and songs
3.1.4 short and long vowel sounds in single-syllable words
3.1.5 short and long vowel sounds in multi- syllabic words
3.1.6 sounds (phonemes) in single-syllable words
3.1.7 repetitions of initial sounds in words
3.1.8 blend and split onsets and rimes
4. Phonics
4.1 phonic patterns
4.1.1 single sounds
4.1.2 symbol for each letter of the alphabet
4.1.3 two-letter sight words
4.1.4 consonant-vowel-consonant
4.1.5 nonsense words
4.1.6 word families
4.1.7 phonic patterns
4.1.8 unfamiliar words
5. Reading for Understanding/Comprehension - Reading for enjoyment
5.1 reading words and phrases aloud with understanding
5.1.1 informally read words and phrases, e.g. word and card games, reading
games/exercises from picture books
5.1.2 recognise a variety of vocabulary, e.g. label posters, match words to
words/pictures
5.1.3 read sentences of a number of words from various types of texts
5.1.4 show understanding of texts by correctly answering simple
comprehension questions and higher-order questions
6. Reading for information
6.1 basic information from factual texts
6.1.1 pictures
6.1.2 title
6.1.3 find and extract information in classroom books/library using tables of
content, page references, chapters and text
7. Special considerations for teaching English to learners
7.1 theories of child development and learning a language
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7.2 multiple intelligences and learning disabilities: focus on English language
teaching and learning
7.3 classroom management techniques and classroom management issues specific
to teaching and learning English to learners
Recommended text
Richards, J.C. (2005): The Context of Language Teaching. London: Edward Arnold
Stern, H.H. (2003): Fundamental Concepts of Language Teaching. Oxford: Oxford University
Press
Critical Thinking NQF Level 6 10 credits
Prerequisites – None
Course Description
This course focuses on the most central and important skills of critical thinking, and on how
to apply those strategies to understanding current issues, belief systems, and ethical
positions. It will analyse media, the current political environment, and beliefs and moral
inclinations. Students will learn to appraise information and influences, discuss controversial
topics intelligently, and construct well-reasoned arguments on a variety of topics.
Learning Outcomes

o Demonstrate skills in elementary inductive and deductive reasoning.
o Identify and understand basic formal and informal fallacies of language and thought.
o Identify the components of arguments and demonstrate the ability to create complex
argument structures in verbal and written forms.
Course Outline
1. Introduction to critical thinking

1.1 How our Brains Work
1.1.1 Perception & the Brain
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1.2 Thinking & Writing (Writing Logically, Thinking Critically)
2. Recognising the Value of Using Critical Thinking in teaching and learning
2.1 Defining critical thinking
2.2 Characteristics of effective critical thinkers
2.3 The role of critical thinking in teaching and learning
3. Understanding the Components of Critical Thinking
3.1 Using the Agile Critical Thinking (ACT) Framework to relate critical thinking to
teaching and learning
3.2 Describing Critical Thinking using the RED (Recognise assumptions, Evaluate
arguments, Draw conclusions) Model
3.3 Positioning the RED Model within the ACT framework
3.4 Identifying practices and techniques in each part of the framework
4. Obtaining Feedback on Critical Thinking Skills
4.1 Recognising the value of gaining insight into one’s critical thinking skills
4.2 Relating critical thinking skills to other curriculum and extra-curriculum activities
4.3 The purpose of the Critical Thinking Appraisal
4.4 Interpreting a sample Critical Thinking Profile
5. Constructing Knowledge—Deciphering Truth
5.1 How Do You See the World?
5.2 Media & It’s Influence
5.2.1 Evaluating Sources
5.2.2 Analysing Newspaper Articles
5.2.3 Deconstructing Bias
5.2.4 Recognising Propaganda: Century of the Self
5.3 Understanding Evidence & Opinion
6. Building Strong Arguments
6.1 Language & Thought
6.2 The Language of Argument
6.3 The Structure of Argument, Standard Form
6.4 Inductive & Deductive Reasoning
6.4.1 Deductive and Inductive Argument
6.4.2 Deductive Reasoning
6.4.3 Zebra Puzzle
6.4.4 Logical Fallacies vis-à-vis Fallacious Arguments
6.5 The Scientific Method & Reason
6.6 Questions Worth Asking
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7. Ethics & Moral Dilemma
7.1 What is Ethics?
7.2 Ethics & Humanity,
7.3 Making Ethical Decisions
7.4 Moral Dilemma
7.5 Ethics & The Social Contract
7.6 Fallacies & Logic
8. Using Critical Thinking in Personal Situations
8.1 Identifying personal situations where critical thinking has been and could be used
8.2 Selecting techniques for using critical thinking skills in the Achieve, Connect,
Thrive (ACT) Skills Framework and Recognize Assumptions, Evaluate
Arguments and Draw Conclusions (RED) model
8.3 Relating insight from feedback to a personal critical thinking situation
9. Writing for Critical Thinking
9.1 The Writing Process
9.2 How Do You Write?
10. Applying Critical Thinking in teaching and learning
10.1 Practicing using critical thinking skills and techniques in a classroom
11. Creating an initial action plan for development of critical thinking skills
Recommended Text:
Sheila Cooper & Rosemary Patton. Writing Logically. Thinking Critically.
Educational Foundations II NQF Level 6 10 Credits
Prerequisites – Educational Foundation I
Course Description
This course focuses on the understanding of the events and issues that have influenced and
continue to shape education in Namibia. The students will gain a perspective on historical,
political, and socio-economic trajectories of Namibian Society on education. This course
exposes students to significant issues in the contemporary Namibian setting concerning the
social context of learners and their diverse life experiences. The course, therefore, has been
56
structured into themes and draws upon different social science disciplines to facilitate a
broad understanding of the complex nature of education and society.
Learning outcomes

o Demonstrate familiarity with the interdisciplinary analysis of concepts, ideas and
concerns.
o Illustrate an understanding of the trends, issues, and challenges facing the education
sector in Namibia today.
Course Outline
1. Namibia: Emergence from the freedom Struggle

1.1 Impact of colonialism on education in Namibia
1.2 Anti-colonial struggle (Freedom Struggle) and different visions about independent
Namibia with respect to Social, Political and Economic Aspects.
2. Constitution of Namibia and Education
2.1 Constitutional vision of independent Namibia: Then and now - Concepts and
Amendments
2.2 Constitution and Education: Concurrent status of education
2.3 Policies, Acts and Provisions related to education and learners with special
reference to their contexts (class, tribe, religion, language and gender)
2.4 Equality and Justice in the Namibian Constitution - different school system
2.5 Right to Education Act
3. Democracy in namibia
3.1 Institutional structures: the judiciary, legislature and executive (systems)
3.2 Democracy - concepts and types, party system and electoral politics and
pressure groups (concepts types and role)
3.3 Decentralisation
3.4 Challenges to deepen Namibian democracy in relation in inequities of class,
gender, religious and linguistic identities.
4. Namibian Economy
4.1 Education as investment - concepts and need
4.2 sectors of Namibian economy
4.2.1 Agriculture
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4.2.2 Industrial role of education in their growth and development
4.2.3 Services
4.3 Sustainable development in Namibian economy (its need)
4.4 Issues and debates on globalisation, liberalisation and privatisation of economy
4.5 Development and environmental concerns
Recommended Text
Koch, J. (2012). TEACH. California: Wadsworth.

Ornstein, A. C., and Levine, D. U. Gutek, G. L. (2013). Foundations of Education (11th ed.).
Environmental Studies Education I NQF Level 6 6 credits
Course Description:
This course is designed to introduce students to environmental education with hands-

on/minds-on experiences, with an emphasis on using the outdoor environment as a
classroom for students in a formal setting. Additional experiences will focus on exploring,
experiencing and adapting environmental education curriculum materials and resources in a
particular setting. The emphasis will be on curriculum materials and activities that can be
used by teachers in settings at or near their schools. Cooperative group and whole group
discussions will also be used to explore readings about various aspects of environmental
education.
Learning outcomes

o Demonstrate a broad understanding of environmental education.
o Identify the process of integrating environmental education across various
disciplines.
o Identify resources which can assist in teaching i.e. including curricula, agencies,
grants, and technology.
58
Course Outline
1. Introduction to environment studies and overview

1.1 Environmental problems
1.1.1 climate problems
1.1.2 depletion of the ozone layer
1.1.3 reduction of biodiversity
1.1.4 pollution of the oceans of the earth
1.1.5 protection of tropical forests and sustainable forestry
1.2 Population and food
1.2.1 environmental and development problems
1.3 Energy, water resources and consumption
1.3.1 re-use and sustainable consumption
1.3.2 the moral and ethical implications of the environmental challenges
2. Families and communities
2.1 importance of being part of families and communities
2.2 Family culture, national culture, and historical events and people
2.2.1 how family culture, national culture and historical events and people influence
Namibians
3. Infrastructure and means of communication
3.1 different infrastructure and means of communication within the community and region
3.2 Traffic safety
3.2.1 importance of traffic safety
4. Trading, earning, spending and saving
4.1 the importance of trading, and earning, spending and saving money
5. A healthy and safe lifestyle
5.1 the importance of a healthy and safe lifestyle
5.2 healthy food and eating habits as necessary for growth and health
6. Parts of the body, changes and emotions, and senses
6.1 parts of the body, changes in the body, emotions and senses
7. Friendship
7.1 the importance of friendship
7.2 taking care of oneself in potentially dangerous situations
Recommended Text:
59
Sobel, David. (2004). Place-Based Education: Connecting Classrooms and Communities.
The Orion Society
Integrated Educational Technology II NQF Level 6 Credits: 10
Prerequisite: Integrating Education Technology in Teaching I
Course Description
This course is a build on Integrated Education Technology in Teaching I. It focuses on the

integration of media and technology in the classroom. This course will investigate a myriad
of different web based tools such as blogging, wikis, social bookmarking, podcasting, digital
imagery, video streaming, and RSS feeds. Today’s teachers can significantly influence the
way students learn by incorporating these tools into their instructional methods. Throughout
this course students will be exposed to Web 2.0 tools. They will determine which tools fit
appropriately into their classroom learning environments. They will discuss how to integrate
the tools into the student learning process.
Outcomes of learning
o explore and discuss the impact of interactive socialising processes online
o explore a variety of ways to display information through words, images, sound, and
video
o become familiar with concepts of visual design;
o study how and why we can organize information spatially
o find and evaluate electronic resources
o explore the use of new devices and products in education
o find and identify useful interactive educational resources online
o evaluate, design and build educational websites
o examine ways that all of these techniques can be integrated into classroom to
enhance learning.
Course Outline
1. Introduction to Web 2.0 Tools
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1.1 Web 2.0 Free Applications Wordle, Jing, Allmyfavs, Vocabulary Video
(WordAhead), Splashup, Quizlet, etc
2. Blogs
2.1 Blogs pedagogy and practice
2.2 Keeping students safe
2.3 Blogs as resources and learning tools
2.4 Developing blogs
2.5 RSS feeds
3. Podcasts
3.1 Using podcasts for classroom learning
3.2 Developing podcasts (software, editing, production)
4. Read/Write Web – Wikis
4.1 Using wikis as a collaborative tool
4.2 Challenges of wikis in schools
4.3 Developing wikis for classroom instruction
5. Video & Photo Editing
5.1 Using video & Photo editing software
5.2 Creating storytelling board
5.3 Utilising video editing tools for classroom learning/instruction
6. WebQuest
6.1 Defining and detailing the importance of webquest for developing interactive web
based learning and research
6.2 Designing simple webquests
7. Webcasts
7.1 Explore various web sites applications such as Skype. How are they used in the
classroom?
8. Forums
8.1 Creating and writing forums, forum administration
9. Social Networking, Bookmarking, & Tags
9.1 Understand Social Networking Social Bookmaking
9.2 Social Networking and its impact on instruction
9.3 What is a tag cloud?
9.4 How to create a tag cloud
9.5 Examples of uses for teachers and students.
9.6 Cyberbullying and safety.
10. Websites
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10.1 Design and build a simple educational website
Recommended Texts
Heimo H. Adelsberger, Betty Collis. Handbook of information technologies for education and
training Jan M. Pawlowski, eds. (2002). Berlin: Springer,
Numeracy and Mathematics Education II NQF Level 6 10 credits
Prerequisites - Numeracy and Mathematics Education I
Course description
As a teacher, a large portion of the day will be devoted to numeracy literacy and
mathematics as a foundation for all other studies. Through this course, issues explored
include the integration of numeracy and mathematics within and through daily tasks,
examining definitions of numeracy and what it means to be numerate, considering how
technology has impacted upon numeracy and mathematics learning and development, and
exploring the skills, knowledge and understandings that a teacher of numeracy and
mathematics at this level needs to have
Learning Outcomes

o Explain the concepts, theories and principles underpinning the teaching and learning
of literacy, numeracy and mathematics in a specific school setting.
o Draft lesson plans to enrich literacy, numeracy and mathematics.
o Perform tasks within the parameters of professional conduct including relations with
parents, guardians, learners and colleagues.
Course Outline
1. Introduction of the course and overview
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2. Addition
2.1 basic mathematical concepts, addition and numerical notation
3. Multiplication
7.4 basic mathematical concepts, multiplication and numerical notation
4. Division
4.1 basic mathematical concepts, division and numerical notation
5. Multi-step problems
5.1 solve multi-step problems using different methods, strategies, concepts and
processes
6. Fractions
6.1 understand mathematical concepts to identify fractions
7. Problem solving
7.1 solve story problems about everyday contexts using addition, subtraction,
grouping or sharing and using any logical strategies
8. Length
8.1 measuring length and its application to everyday life
8.2 reasoning, interpreting and applying measurements
8.3 discover a logical sense of comparison
8.4 develop the concept and everyday application of measuring objects
9. Mass
9.1 measuring mass and its application to everyday life
10. Capacity
10.1 measuring capacity and its application to everyday life
11. Area
11.1 understand the concept of area and its application to everyday life
12. Time - the passage of time
12.1 understand and use time correctly
12.2 understand how long daily events take in real life
13. Money - Namibian currency
13.1 name and identify Namibian currency and discuss their value and relevant
properties
13.2 understand how to use Namibian currency
14. Numeracy and spatial sense
14.1 Spatial sense as an integral element of numeracy; importance of spatial
sense in teaching and learning
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14.2 Developing learners' spatial sense to promote numeracy; learning activities to
promote spatial sense.
15. Making classroom resources (Design):
15.1 Using knowledge of numeracy to make practical classroom resources.
16. ICT and numeracy
16.1 ICT and numeracy.
16.2 Dealing with a 'data-drenched' society.
17. Statistical Literacy:
17.1 Statistical literacy and how to talk back to statistics.
17.2 Developing critical numeracy skills.
18. Numeracy assessment:
18.1 Numeracy assessments
19. Teaching numeracy and mathematics:
19.1 How to teach learners' numeracy and .mathematics
Recommended text
McMaster, H., & Mitchelmore, M. (2008) Working Mathematically. Activities that Teach
Number.
Curriculum planning and development I NQF Level 6 10 credits
Course Description
This course is designed to expose students to a variety of methods for the planning and
development of quality instruction in an early childhood setting. Students will discover
strategies for creating positive learning environments while developing curricula for various
subjects and learning styles. This course is necessary for students pursuing the early
childhood education.
Learning outcomes
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o Demonstrate understanding of early childhood learning and the ability to plan,
analyse, present implement and evaluate activities that contribute to learning.
Course Outline
1. Concept Of Curriculum
1.1 Education and curriculum Relationship
1.2 Definition of Curriculum
1.3 How Curriculum defers from:
1.3.1 Syllabus
1.3.2 Course of Study
1.3.3 Educational Programme
1.3.4 Teaching
1.3.5 Instruction
1.3.6 Level of Curriculum
1.4 Level of Curriculum
1.5 Types of Curriculum
1.6 Scope of Curriculum
1.7 Basic Elements of curriculum
2. Curriculum Development
2.1 Nature and Meaning of Curriculum
2.2 Need for Planning
2.3 Curriculum Development Levels
3. Culture and Curriculum Development
3.1 Nature and Meaning of Culture
3.2 Basic Elements of Culture
3.3 Cultural core and persistent life situation
3.4 Cultural root of the curriculum
3.5 Cultural change and Curriculum
4. Factors and Forces Influencing Curriculum Development
4.1 Internal forces: Teacher, Pupil, School Environment etc.
4.2 External forces: Contemporary life, Technology, knowledge, Ideology Economics,
Pressure groups, Legal constraints
5. Foundations/Bases of Curriculum
5.1 Philosophical Bases
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5.2 Psychological Bases
5.3 Sociological Bases
5.4 Economic Bases
6. Curriculum Development Process
6.1 Analysis of Situation
6.2 Formulation of Aims and Objectives
6.3 Selection of Learning Experiences
6.4 Selection of Content
6.5 Organisation of Experiences and Content
6.6 Selection of Teaching-learning Strategies
6.7 Evaluation
7. Organising For Curriculum Development
7.1 A Curriculum Development organisation model
7.2 Organisation Personnel
8. Formulating Curricular Objectives
8.1 Educational Aims- Sources
8.2 Validation of Educational objectives- Criteria
8.3 Classification of Objectives—Blooms Taxonomy
8.4 Preparing instructional objectives
9. Selection of Learning , Experiences and Content
9.1 Selection of appropriate learning experiences:
9.1.1 Learning Principle
9.1.2 Developmental task
9.1.3 Developmental Stages of Piaget
9.2 Selection of Content/Subject matter:
9.2.1 Conceptual frame Work
9.2.2 Basic Themes or Key ideas
9.3 Principles of Selection of Experiences and Content
Recommended text
Ganske,K. & Fisher, D. (Eds.). (2010). Comprehension across the curriculum: Perspectives
and practices K-12. New York, NY: Guildford.
66
School Based Studies I NQF Level 6 12 credits
Course Description
A "hands-on" experience in a local school, or childcare placement; classroom observing,

designing, and implementing lesson plans. Apart from constructing a portfolio, the course
also includes a two (2) weeks classroom observations at all levels (Grade 0-3).
Learning outcomes

o Demonstrate an understanding of the teaching profession.
o Demonstrate an understanding the responsibilities of a teacher/child care
professional.
o Design and implement age appropriate lessons in a classroom setting.
Course Outline
1. Principles of effective communication

1.1 Effective communication
1.2 Interference
1.3 Ways of avoiding interference
2. Effective oral communication
2.1 The importance of being an effective oral communicator
2.2 Essential elements in transmitting a message
2.3 Communication hazards
3. Why teach? The teacher's role and responsibility
3.1 The process of learning
3.2 Factors that hinder learning
3.3 Obtaining and holding the learners' attention
3.4 Facilitating understanding
3.5 Steps in pre and junior primary teaching
4. Methods of teaching - The right method
4.1 The different methods of teaching
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4.2 Selecting the right method
4.3 The lesson
4.4 The lesson/discussion
4.5 The skill lesson
4.6 On-the-job training (the four-step method of instruction)
5. The art of questioning
5.1 Importance of questioning
5.2 Types of questions
5.3 Purpose of questions
5.4 How to ask questions
5.5 Preparation of questions
5.6 Dos and don'ts of questioning
5.7 Questions asked by learners
Recommended Texts
New Jersey.
programs. Jossey
Physical Education II Level 6 6 Credits
Course Description
This course applies the principles of effective teaching to the teaching and learning of
Physical Education at various levels. It also examines the history and development of
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Physical Education as an academic discipline, its various methodologies and the skills
necessary to be an effective practitioner in curriculum delivery within the field and school
setting. It addresses the planning lessons and units in Physical Education for the various
grade levels.
Learning Outcomes

o Review the syllabus structure and apply it to the development of teaching and
learning programmes in Physical Education.
o Sketch units of work and lesson plans that relate to controversial and sensitive issues
in Physical Education.
o Compare various approaches to Physical Education at different levels of education,
such as junior primary, senior primary, junior secondary, and senior secondary.
Course Outline
1. Running Activities
1.1 perform running activities/games with the emphasis on endurance
2. Jumping Activities
2.1 perform jumping activities with the emphasis on jumping for distance
2.2 perform jumping activities with the emphasis on jumping for height
3. Throwing Activities
3.1 perform throwing activities/games with the emphasis on throwing for distance
4. Competition
4.1 perform individual, partner and group competitions
4.2 apply a wide range of behavioural rules of sport
4.3 roll and stop field objects without an implement
4.4 dribble and stop objects (bean bags, balls) without an implement
4.5 throw objects (bean bags, balls) and catch them correctly
4.6 bounce a ball with different parts of the body
4.7 participate in a variety of small games
5. Imitation
5.1 perform a variety of imitational games/activities
6. Large Group Activities/ Games
6.1 perform in large group activities
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7. Traditional Games
7.1 Learners will perform a variety of traditional games
7. Essential strategies for teaching and learning the five activities in physical
education - physical fitness, gymnastics, athletics, games in limited space and
traditional games.
7.1 Lesson plans
7.2 Simulation
Required texts:
Lumpkin. (2012). Introduction to Physical Education, Exercise Science and Sport Studies.
15th Edition. New York, NY: McGraw-Hill.
Lumpkin. (2004). Physical Education and Sport: A Contemporary Introduction. 10th Edition.
New York, NY: McGraw-Hill.
Buck, Jable, and Floyd. (2004). Introduction to Physical Education and Sport: Foundations
and Trends. Belmont, CA: Thomson/Wadsworth.
Floyd and Allen. (2004). Introduction to Careers in Health, Physical Education, and Sport.
Belmont, CA: Thomson/Wadsworth.
Arts Education II (PJP) NQF Level 6 6 credits
Prerequisites - Arts Education I
Course Description
Arts Education is an integral part of the school curriculum. This course focuses on methods,
content, planning, instruction, and evaluation in Pre and Junior primary Arts Education and
provides opportunities to explore form and function, meaning, and the creative process in the
arts.
Learning outcomes

o Use tools and strategies to effectively assess and evaluate student achievement in
visual arts.
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o Demonstrate skills in Drawing, Painting, Sculpture, Crafts or Printmaking applicable
to teaching visual arts at the Pre and Junior Level.
o Use the Creative and Critical Analysis Processes in their planning, teaching, and art
making.
Course Outline:
1. Drama - Role play

1.1 planning and acting out a role play
2. Drama - Structure of a drama
2.1 the story (plot) structures a drama (story)
3. Drama – Presentation
3.1 mime, role-play, drama or puppet show with characterisation and structure
4. Dance - Elements of body awareness, levels, force, flow and time
4.1 choreographed and improvised dance skills using the elements of body awareness,
levels, force, flow and time
5. Dance - Short movement and dance sequences
5.1 short movement and dance sequences to music
6. Evaluation and reflection
6.1 evaluation and reflection one’s art
7. Essential strategies for teaching and learning the three aspects of Arts education
7.1 Participating
7.2 Creating
7.3 Appreciating
3 How to teach Arts
6.1 Lesson plans
6.2 Simulation
Recommended Text:
Dewey, John, 1859-1952. Art as experience / by John Dewey. Imprint New York: Perigee
Books, 2005.
Anderson, Tom, 1949- Art for life: authentic instruction in art / Tom Anderson, Melody K.
Milbrandt. Imprint Boston: McGraw-Hill, 2005.
Stankiewicz, Mary Ann. Roots of Arts Education practice. Davis Publications,(2001)
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Religious and Moral Education II NQF Level 6 6 Credits
Prerequisites: Religious and Moral Education I
Course description
This course looks at several current theories of religious education, their theological
foundations and their implications for research, teaching, administration and curriculum
development. This course will provide a comprehensive background to the area of
specialisation to be demonstrated in the thesis or project.
This course examines the theory and practice of religious education in schools. Curriculum
in the areas of sacred literature, religious teachings, morality, spirituality, and family life
education are examined. Instructional strategies, resources, assessment and evaluation,
religious literacy, critical thinking, and social responsibility in a multi-faith society are also
addressed.
Learning outcomes:

o Identify a range of skills including investigating and describing religious, moral and
philosophical questions and responses, making comparisons, and the ability to
express reasoned views.
o Demonstrate knowledge and understanding of beliefs, practices and sources
related to world religions.
Course Outline
1. Introduction and overview

1.1 Overview of current theories and strategies
1.2 Moral and religious education: absolute or relative
2. Sacred places and objects
a. understand that a place, or sometimes an object, can have meaning for an
individual or group
2. Sacred time: Special times in our lives, sacred time
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a. understand that sacred time has religious meaning
3. Texts, music and art: sacred texts
a. understand that for believers, sacred texts are divinely inspired
b. appreciate how religious music conveys its message
c. appreciate art as a means of conveying religious message
4. Joyful celebrations: Advent and Christmas
a. understand why Christmas/religious festivals have a special meaning
b. Passover and Easter
5. Judeo-Christianity
a. Easter massage of sacrifice for others leading to the triumph or overcoming of
obstacles
b. Palm Sunday and Holy Week
c. the example of Jesus that religious reformers often provoke existing authorities
6. African traditions and religion
a. the African context for religion in Namibia
7. Living together: Interrelationships
a. how positive values and actions bind us together
8. Forgiveness and reconciliation
a. importance of forgiveness and reconciliation
9. Democracy:
19.2 making our own rules by majority decision, and following them
19.3 how agreed rules are a social contract
Recommended text
Berkowitz, Marvin W., and Oser, Fritz, Eds. 1985. Moral Education: Theory and
Application. Hillsdale, Nj: Lawrence Erlbaum.
Chazan, Barry. 2005. Contemporary Approaches to Moral Education: Analysing Alternative
Theories. New York: Teachers College Press.
Kilpatrick, William K. 2012. Why Johnny Can't Tell Right From Wrong: Moral Literacy And
The Case For Character Education. New York: Simon and Schuster.
Kreeft, Peter. 2006. Back to Virtue. San Francisco: Ignatius.
Nucci, Larry P., Ed. 2009. Moral Development and Character Education: A Dialogue.
Berkeley, Ca: Mccutchan.
Power, F. Clark; Higgins, Ann; and Kohlberg, Lawrence. 2009. Lawrence Kohlberg's
Approach to Moral Education. New York: Columbia University Press.
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Teaching Reading with Children’s Literature II NQF Level 6 6 Credits
Prerequisites: Teaching Reading with Children’s Literature I
Course Description
This course focuses on the role of literature in literacy development and on methods that
support children as they learn to read using literature as the medium of instruction and
interpretation. This course is about children's literature and how it can enrich, extend, and
enliven the curriculum in classroom settings.
Learning Outcomes
o Describe what reading comprehension is and how to recognise the need for
improvement.
o Demonstrate an understanding on how children’s books support children’s multiple
perspectives and empathy while promoting their cognitive, social, emotional,
language and aesthetic development
Course Outline
1. Literary Tales
1.1 The distinction between a folk tale and a literary tale (the literary tale as one written
down/created—not from the oral tradition, though it has characteristics of the folk tale)
2. Fantasy Literature for Children
2.1 The different forms of fantasy in children’s literature
2.2 Fantasy literature for children as new and unusual—stories were meant to foster
imagination and delight
2.3 Fantasy writing for children as the celebration of imagination, play, and nonsense -
Characteristics of quest: orphan hero, home/away/home structure, hero must prove himself
on an adventure that deals with magic, journey involved—often a rite of passage or coming
of age.
3. Adventure Stories
3.1 How adventure stories are intended to be enjoyed by children, not analysed
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4. Tall Tales
4.1 The origin of the tall tale in the oral tradition among Africans—later written down for
children
4.2 The essential characteristics of a tall tale; hero who is noble/brave—perhaps
superhuman—of the folk—not of privileged birth, impossible events, use of blatant
exaggeration for effect
4.3 The poems created in response to these tall tale heroes
4.4 How illustrations highlight the exaggeration in the stories or add a sense of realism to
the tale.
5. Picture Books and their Illustrators
5.1 The appropriateness of illustrations to text
5.2 Use of negative space to convey passage of time, varied page layouts, illustrations
that break frame and extend across two pages, the effect of hand-lettering, the repetition of
verse, the rhythm of language, the folk tale conventions
5.3 Repetition of words, rhyming couplets, the familiar objects of childhood in
illustrations, the details that delight children in the illustrations (mice, gradually darkening of
room, inter-textual references, clock changing time)
5.4 Setting, playfulness, medium, sparseness of language, emotional quality of ending—
line creates sense of closure, peace
5.5 Specific setting, the use of exaggeration/cartoon in the illustrations to create light
heartedness, use of perspective in the illustrations, the appeal of the actual story
5.6 Use of shadow to create a still, lonely mood, use of space/shape to convey
protagonist’s isolation
5.7 Choice of medium--it sets the tone for the book, the use of borders to create
photographic reality, the use of perspective and shadow to create a sense of danger
5.8 How illustrations extend the story, the authentic detail of the illustrations contributing
to the story’s meaning, choice of paper and colours to convey formality—matches the tone of
the book, the story of being caught between two cultures conveyed by the illustrations, the
illustrations as photographic—like a photo album
6. Elements of Good Poetry for Children
6.1 The essence of excellent poetry: the crystallisation of a mood, emotion, or
experience; the reader’s experience of a sharpened understanding of self, another, or the
nature of life.
6.2 The idea that good poetry employs strong, precise words and has melody, rhythm
and movement
6.3 The elements of poetry: line, stanza and verse, rhyme, rhythm, repetition
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6.4 Literary devices used in poetry: simile, metaphor, personification, alliteration,
allusion, onomatopoeia
6.5 The difference between free verse and form poetry
6.6 An analysis of each poem assigned for class. Prior to analysing each poem, a
mention of key biographical information on each poet. (Information on each of these poets is
touched on in the assigned reading in Children and Books.)
7. Nonsense/Humour and Narrative Poetry
7.1 The distinction between form, type and theme. Various forms: sonnet, ballad, ode,
syllabic poetry, limerick. Various types of poetry: nonsense/humorous, lyric, and narrative.
Various themes in poetry: nature, celebration of everyday things, examination of human
nature, crystallization of a mood or emotion, etc.
7.2 Nonsense/Humorous poetry as poetry that uses wordplay, exaggeration, absurdity,
and/or mockery to create humour
7.3 An analysis of each of the humorous poems assigned for class. Brief discussion of
each of the poets. Narrative poetry as poetry that tells a story using plot, characters, and
occasionally dialogue
An analysis of each of the narrative poems assigned for class. Examine how the story is told
in verse and the literary devices employed. Brief discussion of each of the poets.
8. Lyric Poetry and Poems about Nature or Everyday Things
8.1 Lyric poetry as poetry that expresses the poet’s feelings and/or observations. A
musical poem that generally focuses on a single strong emotion or observation
8.2 Nature as an inspiration to many poets. Brief mention of lives of Rossetti, Dickinson,
and Frost, three poets who often examined/celebrated/contemplated nature in their poetry
9. More Genres for Young Children: Alphabet, Counting, and Concept Picture Books
9.1 How counting/ABC/concept books help not only with identification of letters,
numbers, and shapes, but also with visual literacy and the identification of other familiar
objects
9.2 How illustrators make dramatic a single letter, number, or shape; examine each
assigned book for consistency of theme and dramatization of letter, number, and shape
9.3 The need for clarity in an alphabet book; the objects should be identifiable to the
young child, the theme of the book should be consistent throughout, the illustration should
match the key word, and the word should use the letter in the most common way it is
pronounced
9.4 Likewise, the need for clarity in the counting book; the numerals should be clearly
represented, the text should be closely related to the picture, and the objects that are to be
counted should be clear and identifiable
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9.5 The way the best concept books reinforce ideas without becoming boring, how they
should move from the simple to complex, and how they should help children see
relationships between objects or see more than one side to an idea.
Recommended Text
Hill.
Teaching Phonemic Awareness and Phonics NQA Level 6 6 Credits
Course description
This course is designed to give students the research-based concepts and instructional
practices for teaching phonemic awareness and phonics to learners to increase their
knowledge of sound/symbol relationships. Students will study the stages of literacy
development and will practice assessing the performance of developing readers. They will
reflect upon the interconnectedness of oral language, phonological awareness, phonemic
awareness, phonics, and written language, as well as the role of each in implementing an
integrated and balanced language arts program. In addition, students will design a plan of
instructional activities that develop each area covered in the course: phonemic and
phonological awareness, letter-sound correspondence, and phonograms.
Learning Outcomes
o Discuss the interconnectedness of oral language, phonological awareness, phonemic
awareness, phonics, and written language, as well as the role of each in
implementing an integrated and balanced language arts programme.
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o Illustrate a plan of instructional activities that develop each area covered in the
course: phonemic and phonological awareness, letter-sound correspondence, and
phonograms.
o Relate the use of literature in phonics and phonemic awareness lessons.
Course Outline
1. Language and Literacy Development

1.1 Language Development up to Grade 3
1.2 Learning to Read and Write: Developmentally Appropriate Practices for Young
Children
2. Phonemic Awareness
2.1 Phonological awareness
2.2 Phonemic awareness vis-à-vis phonics
2.3 Phonemic Awareness Instruction
2.4 ABC's of Phonemic Awareness
2.5 Phonemic Awareness in Young Children
2.6 Teaching Reading in Kindergarten
3. Letter Identification and Letter-Sound Correspondence
3.1 Difference between synthetic and analytic phonics instruction - Describing conditions
under which one approach may be more appropriate than the other
3.2 Instructional strategies designed to teach letter-sound correspondence
3.3 Integrating an interactive game in your literacy instruction
3.4 How to Teach Phonics - Available types of adaptations when teaching phonics
4. Common Phonograms
4.1 Phonics and Word Recognition Accuracy
4.2 The Timing and Teaching of phonograms or word Families
4.3 Phonics Lesson Plan
5. Connecting Instruction of Phonemic Awareness and Phonics to Reading
5.1 Alphabetics - “Does instruction in phonemic awareness and phonics improve
reading?”
5.2 Beginning Reading
5.3 Phonics and Word Recognition Instruction in Early Reading Programmes
5.4 Phonemic awareness instruction vis-à-vis reading for comprehension
5.5 Whole to part vis-à-vis part-to-whole phonics instruction: building on what children
know to help them know more
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5.6 The characteristics that would make a book or a Language Experience chart a good
choice for teaching phonograms with word families.
5.7 Technology and Teaching Children to Read
6. Transforming Your Practice
6.1 Designing and evaluating a lesson plan that synthesises the concepts of phonemic
awareness and phonological awareness
6.2 Implementing Phonemic Awareness and Phonics Theory and Strategies - different
concepts, theories, and strategies for teaching phonemic awareness and phonics to
young learners
6.3 How to Teach Phonemic Awareness Rhymes
6.3.1 Three stages of difficulty in working with rhyme:
6.3.1.1 Hearing Rhyme
6.3.1.2 Differentiating Rhyme
6.3.1.3 Producing Rhyme
6.3.2 Isolating and Categorising Sounds
6.3.2.1 Recognising Sounds
6.3.2.2 Differentiating Sounds
6.3.2.3 Generating Sounds
6.3.3 Blending and Segmenting Syllables and Sounds
6.3.3.1 Blending Syllables
6.3.3.2 Blending Beginning Sound and Ending Sound
6.3.3.3 Blending Phonemes
6.3.4 Segmenting Words in a Sentence
6.3.4.1 Segmenting Syllables
6.3.4.2 Segmenting Beginning and Ending Sounds
6.3.4.3 Segmenting Phonemes
Recommended Text
Vacca, J., Vacca, R. & Gove, M. Reading and Learning to Read (Ed.). New York: Harper
Collins.
Cunningham, P. Phonics They Use: Words for reading and writing. (3d ed.). New York:
Harper Collins.
Multi-Grade Teaching NQF Level 6 10 credits
Prerequisites: None
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Course description
"Multi-Grade Classroom Teaching " provides an introduction to the theory and practice of
multi-grade education; and then applies this knowledge to classroom contexts. The course
examines the pedagogical potential and learning environments in which students of different
grade and age levels are grouped for instruction. Students will have the opportunity to
examine the growing body of multi-grade, multi-age research and literature (local, regional,
international), as well as theoretical perspectives on how children learn and develop which
lend support to multi-grade learning environments. Practical ideas for implementing a multi-
grade classroom environment, including teaching strategies, grouping strategies,
management and assessment strategies will be explored. Students will maintain a learning
portfolio that includes tools they design to support them at the school sites. The course is
intended to meet the needs of teachers who work in both remote and urban areas.
Learning outcomes
o Organise and manage a multi-grade classroom environment for teaching and

learning
o Demonstrate knowledge of effective cross-grade instructional strategies in content
areas.
o Design integrated lesson plans and assessments to be used in multi-grade
classrooms
Course outline
1. Research on Multi-Grade, multi-age education- both local, regional and

international
1.1 Advantages and disadvantages of Multi-Grade classrooms
1.2 Distinguishing between Multi-Grade, multiage, and multilevel classrooms
2. Learning Styles of Children ages 5-9
2.1 Multiple intelligences
2.2 Using storytelling and other common cultural strategies for children’s group
learning
3. Efficient Classroom Organisation for Multi-Grade Settings
3.1 Seating plans and Classroom Layouts
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3.2 Organising Display and Learning Centre Areas
4. Management strategies for Multi-Grade classrooms
4.1 Establishing and using teacher routines
4.2 Establishing and using student routines
5. Organising Instructional content for whole class, individual and small group
teaching
5.1 Selecting content that is teacher directed /student directed.
5.2 Principles of Curriculum Design
5.3 Lesson Planning in Multi-Grade context
6. Effective Instructional strategies in Multi-Grade Schools
6.1 Team Teaching- how to set up and use teacher teams in Multi-Grade schools
6.2 Implementing self-directed learning strategies for students
6.3 Peer Teaching- preparing students to be peer teachers
6.4 Multi-Grade Grouping strategies (cooperative groups, pair-share, and others)
7. Effective Assessment Strategies in Multi-Grade schools
7.1 Includes student self-assessment, Learner logs, independent and collaborative
student writing and others.
8. Administrative Strategies to Support Multi-Grade schools
8.1 Making use of outside help
8.2 Scheduling options related to Multi-Grade classrooms
Recommended Text
Collingwood, I. (1991). Multiclass teaching in primary schools. Apia: UNESCO. ISBN-

9822250010
Life Skills Education II (PJP) NQF Level 6 6 Credits
Course Description
Given the changing nature of our world and the increasing amount, complexity, and
specialisation of information, students must develop skills in locating, retrieving, and
critically evaluating information and this course equips students with the necessary skills
that are essential to solving problems, making decisions, and finding and using support
systems.
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Learning Outcomes

o Integrate with other subjects across the curriculum
o Accessing and using information
Course Content
1. Understanding Oneself
2. Communicating with and Relating to Others
3. Accessing and Using Information
4. Solving Problems and Making Decisions
5. Living with and Initiating Change
6. Setting Goals, Making and Enacting Plans
Recommended Text
Chien N et al. (2012). Encouraging the Development of Key Life Skills In Elementary School-
Age Children
Year 3
Namibian Language III NQA Level 7 10 Credits
Prerequisites – Namibian Language II
Course description
The course provides an introduction to key concepts, issues and debates in language and
literacy education with particular reference to the home language and literacy demands of
the curriculum, language-based pedagogy and literacy.
Course Outline and processes reflect a model sociocultural approach to home language and
literacy education.
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Learning outcomes

o Demonstrate the language skills including listening, speaking, reading, and writing.
o Demonstrate understanding of the home language and literacy demands of
schooling.
o Demonstrate skills of listening, speaking, reading and writing demands of subject
area learning and classroom interaction.
o
Course Outline
1. Listening Communicative
1.1 Teaching and developing listening communicative skills
2. Oral/spoken Communicative skills
2.1 Teaching and developing oral/spoken communication
2.2 Developing oral/spoken communication activities and lesson plan development
3. Reading communicative skills
3.1 Teaching and developing reading communicative skills
3.2 Developing reading activities and lesson plan development
4. Written communicative skills
4.1 Teaching and development of written communicative skills
4.2 Developing writing activities and lesson plan development
5. Essential strategies for developing and integrating the four language skills
5.1 listening comprehension
5.2 oral communication
5.3 reading
5.4 writing
6. Lesson plans
7. Language assessments
8. Simulation
Recommended Text:
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Brown, H.D. (2007): Principles of Language Learning and Teaching. Englewood Cliffs:
Prentice-Hall
Richards, J.C. (2005): The Context of Language Teaching. London: Edward Arnold
Stern, H.H. (2003): Fundamental Concepts of Language Teaching. Oxford: Oxford University
Press
Van Els, T. et.al. (2004): Applied Linguistics and the Learning and Teaching of Foreign
Languages. London: Edward Arnold
Wilkins, D.A. (2002): Linguistics in Language Teaching. London:
Edward Arnold, Yalden J. (2007): Communicative Syllabus Design. London: RH
English Language III NQF Level 7 10 credits
Prerequisites - English Language II
Course Description
This course builds on the foundations established in English I and English II for accurate and
fluent communication, extending grammatical, lexical, and functional skills. Colour
photographs and illustrations facilitate the teaching of new vocabulary.
Learning outcomes

o Demonstrate the ability to respond to a text by employing personal experiences and
critical analysis.
o Demonstrate the ability to control language by applying the conventions of Standard
English in writing and speaking.
o Demonstrate the ability to evaluate the content, organisation of text
Course Outlines
1. Handwriting
1.1 body posture, correct letter formation, spacing and adequate speed
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1.2 write legibly with correct spelling and punctuation stories, cartoons and articles on
given topics
1.3 Capitals and punctuation
2. Creative writing
3. Parts of speech
3.1 use of different parts of speech correctly
3.1.1 Nouns
3.1.2 Pronouns
3.1.3 Verbs
3.1.4 Prepositions
3.1.5 Adjectives
3.1.6 Tenses
3.1.7 Simple present
3.1.8 Present continuous
3.1.9 Simple past
3.1.10 Simple future
4. Sentence construction
4.1.1 Statements and questions
4.1.2 Yes/No questions
4.1.3 Question words
4.1.4 Conjunctions
4.1.5 Subject-verb agreement
4.1.6 Modals
4.1.7 Determiners
4.1.8 Quantifiers
4.1.9 Cause
4.1.10 speaking, reading and writing grade-level words correctly using
knowledge of word study skills
5. Spelling
5.1 spelling grade-level words correctly using spelling strategies
6. Essential strategies for teaching and learning the four language skills
6.1 listening and comprehension
6.2 oral communication
6.3 reading
6.4 writing
7. Lesson plans
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8. Simulation
Recommended Textbook:
Jack C. Richards (2011) New Interchange, Book 2. English for International Communication.
Foreign Language Teaching and Research Press, Cambridge University Press.
Educational Foundations III NQF Level 7 12 Credits
Prerequisites – Educational Foundations II
Course Description
Today’s teachers need to have vast knowledge and skills for teaching all learners that enter
their classrooms. As future teachers, this course will provide students with the necessary
tools to be able to understand the unique instructional and developmental standards as
clearly stated in the National Professional Standards for Teachers in Namibia. Furthermore,
the course will equip the students with the necessary tools to be able to examine how
schools are organised, administered and financed.
Learning outcomes

o Explore issues and ideas by finding, retrieving, evaluating, and using information
responsibly.
o Analyse and evaluate appropriate data (e.g., issues, texts, artifacts, and events) in
order to develop an informed conclusion.
o Demonstrate ideas effectively in speech and in writing to inform, engage, and
persuade their audiences.
Course Outline
1. Cognition and memory

1.1 Sensory memory
1.2 Short-term memory
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1.3 Long-term memory
1.4 Encode
1.5 Retrieval theory
1.6 Interference theory
1.7 Retroactive inhibition
1.8 Proactive inhibition
1.9 Yerkes-Dodson law
1.10 Cognitive dissonance
1.11 Confirmatory bias
1.12 Attribution theory
1.13 Imaginary audience
1.14 Personal fable
1.15 Intelligence; crystallised intelligence
1.16 Creativity
2. The historical context: traditions that guide teaching & learning
3. The philosophical context: beliefs that guide teaching and learning
4. The political context: pressures that influence teaching and learning
5. Schools as a social institutions
6. Social issues which impact education
7. School organisation & school structure
8. School governance & school finance
9. Teaching & learning today
10. Effective teaching learning practices - school culture
11. learners & learning
12. Legal aspects - learners and teacher’s rights
13. The act of teaching: planning, implementing & evaluating
14. Models of instruction
15. Teaching the next generation
Recommended Text
Cole, M. Cole, S.R. and Lightfoot, C. (2004). The Development of Learners. New York:
Worth Publishers.
Gupta, V.K. (2003) Psychology of Learning and Development, Ankur Gupta, Vinod
Publications
87
Sharma, R.A. (2002). Fundamentals of Educational Psychology, R. Lall Book Depot, Meerut
Boston: Houghton Mifflin Company
Environmental Studies Education II NQF Level 7 6 credits
Prerequisites - Environmental Education I
Course Description:
This course focuses on curricula and pedagogies that are true to the nature of science and
technology, consistent with the curriculum goals, and appropriate for learners at this level.
Learning Outcomes:

o Illustrate how science relates to society and the environment.
o Explain how to investigate and solve problems using the processes of scientific
inquiry.
Course Outline:
1. Plants as living things

1.1 plants in their environment are living things and have a life cycle (Heredity and
Evolution)
2. Animals as living things
2.1 animals are living things that have different characteristics, habitats and feeding
habits (Heredity and Evolution)
3. Water – its uses, conservation and pollution
3.1 the importance of water, its uses, conservation and preventing water pollution
(Science and Technology in Society)
4. Caring for the environment
4.1 the importance of caring for our environment and keeping it clean (Science and
Technology in Society)
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5. Properties and uses of materials
5.1 materials have different properties and uses (Properties of Matter)
6. Weather, seasons and the environment
6.1 how the weather affects our environment (Energy in the Earth’s Systems)
7. The Earth, the Moon, our Solar System and the Universe
7.1 the relationship between the Earth, the moon, our solar system and the universe
(The Earth and Beyond)
8. Forces, motion and energy
8.1 the use of forces, motion and energy in our everyday lives (Energy in the Earth’s
Systems)
9. Inquiry methods
9.1 use of inquiry methods to search out, describe, explain and predict natural
occurrences
10. Scientific Literacy
11. Scientific numeracy
12. Essential strategies for teaching and learning the three components in Environmental
Studies Education
12.1 the social environment and health
12.2 safety and nutrition
12.3 the natural environment
13. Lesson plans
14. Simulation
Recommended Text:
Sobel, David. (2004). Place-Based Education: Connecting Classrooms and Communities.

The Orion Society
Numeracy and Mathematics Education III NQF Level 7 10 credits
Course Description
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This course provides students with the necessary tools on how to teach Numeracy and
Mathematics in Pre and Junior primary schools. It also helps students to understand the role
of numeracy and mathematics in early childhood education and how to effectively engage
with units in their course and future professional settings that require Numeracy and
Mathematics skills including ICT applications.
Learning outcomes
o demonstrate a comprehensive knowledge of teaching Numeracy and Mathematics in

the classroom,
o demonstrate an appreciation for the value of numeracy and mathematics in real life
through communication
Course Outline
1. Introduction and overview

2. Geometrical figures
2.1 identify, name and explore the attributes of two-dimensional (2D) shapes and
three-dimensional (3D) figures
3. Location, position and movement of objects
3.1 identify location, position and movement of objects
4 Pictographs, tables and bar graphs
4.1 collect, organise, display and interpret data
5 Critical Thinking - Problem solving
6 Systems of Numeration
7 Number theory
8 Real Numbers
9 Algebra
10 Algebra: Graphs and Functions
11 Measurement
12 Geometry
13 Probability; theoretical and experimental understandings
14 Descriptive Statistics
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15 Essential strategies for teaching and learning the five mathematical concepts
15.1 number concept development
15.2 computation
15.3 measurement
15.4 geometry
15.5 data handling
16 Lesson plans
17 Simulation
Curriculum Planning and Development II NQF Level 7 12 credits
Prerequisites - Curriculum Planning, and Development I
Course Description
This course provides a theoretical and practical insight into the principles and key concepts
of curriculum development in the subject matter. In addition, it aims to foster critical
discussion of these concepts in relation to actual teaching contexts with which students are
familiar. In doing so, the subject aims to equip students with the necessary knowledge to
relate various curricula and syllabi to a broader framework of education.
Learning Outcomes
o Demonstrate an advanced understanding of the field of education as it relates to their

specialist area of study, and the ability to synthesise and apply disciplinary principles
and practices to new or complex environments
o Demonstrate an in-depth understanding of research-based learning and the ability to
plan, analyse, present, implement and evaluate complex activities that contribute to
advanced professional practice and/or intellectual scholarship in education.
o Demonstrate an advanced capacity to recognise and negotiate the complex and
often contested values and ethical practices that underlie education
Course Outline
1. Procedures of Content Selection
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1.1 Judge mental procedure
1.2 Analytical procedure
1.3 Consensual procedure
1.4 Experimental procedure
2. Organisation of Experiences and Content
2.1 Organisational approaches
2.2 Principles of organisation
2.3 Selection of teaching-learning methodology
3. Designs of Curriculum Organisation
3.1 Subject-centred curriculum
3.2 Experience/activity curriculum
3.3 Core curriculum
4. Curriculum Evaluation
4.1 Functions of evaluation
4.2 Placement, formative and summative
4.3 Model of curriculum evaluation.
5. Five Curriculum Outlines
5.1 Experiential Education - Effective learning through well-being and involvement
5.2 The High/Scope Curriculum – Active learning through key experiences
5.3 The Reggio Emilia Approach – Truly listening to young learners
5.4 Te Whãriki – A woven mat for all to stand on
5.5 The Swedish curriculum – Goals for a modern pre-school system
6. Key issues in curriculum development for pre and junior primary
6.1 Five important issues in developing curricula and a high quality, preschool
pedagogy, viz. the individual child and societal goals
6.2 What do learners in the next generation need to learn
6.3 What types of thinking and learning work best for young learners
6.4 Staff competence and quality issues
7. Curriculum Development in Namibia - The Context-Relevant Curriculum
7.1 Curriculum planning process in Namibia
7.2 Supports for Curriculum Development
7.3 Development of a context-relevant curriculum
7.4 Curriculum Implementation and Evaluation
Recommended text
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Burns, A. & Richards, J. (Eds.). 2012. The Cambridge Guide to Pedagogy and Practice in
Second Language Teaching. Cambridge: Cambridge University Press.
Ganske,K. & Fisher, D. (Eds.). (2010). Comprehension across the curriculum: Perspectives
and practices K-12. New York, NY: Guildford
Inclusive Education NQF level 7 12 credits
Course Description
This course is designed to review the history, legislation, characteristics, and educational
concerns of learners with need for mild/moderate/intensive educational intervention. Issues
of assessment, identification, individualised educational programming, educational trends,
service alternatives, and professional resources will be emphasised. Other topics featured
include principles of child development and learning, and emphasising current research and
its applications.
Learning outcomes:
o Identify and describe key litigation and legislation that have influenced the education
of learners with disabilities and their impact on the school community.
o Compare and analyse the history of special education to current practices.
o Review contemporary issues surrounding special education.
Course Outline
1. Special Education in Context: People, Concepts, and Perspectives
2. Parents, Families, and Exceptionality
3. Cultural and Linguistic Diversity and Exceptionality
4. Litigation and Legislation Affecting Special Education
5. Practices and Programmes
6. A Study of Individuals With Special Needs
7. Design of schools and classrooms for inclusivity
8. Technological devices to help learners with special needs
9. Communication using sign language, basic signs of signs language
Required texts/other materials:
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Engelbrech, P. & Green, L., (Eds). (2011). Responding to the challenges of inclusive
education in Southern Africa. Pretoria: Van Schaik publishers
School Based Studies II NQF Level 7 15 credits
Prerequisites - School Based Studies II
Course description
This course requires students to be working in the school system - school-based

professional practice for six (6) weeks. The coursework and assessments are linked to the
teaching experiences, observation, critical self-reflection, and peer review students will be
engaged and explored. The course supports students working towards achievement of some
of the standards for a proficient teacher.
Learning outcomes:

o Appraise, document and report on a range of students’ development in the
designated area and implement appropriate feedback mechanisms to enhance
learning and teaching.
o Demonstrate ability to operate independently both within the classroom and within
the wider school community and interact effectively with colleagues and members of
the wider school community.
Rationale for the inclusion of content and teaching approach

School- based studies II is a critical component of effective teacher education, not only
providing an essential forum for generating concrete problems and issues and applying
new knowledge and skills, but also enabling the development of an integral link between
theory and practice.
Students learn best when they are engaged and given an appropriate level of challenge;
when their prior experience and knowledge is valued and built upon; when they are expected
to take responsibility for their own learning; and when they work collaboratively with their
peers. This course, therefore, gives students an opportunity to put into effect the acquired
Course Outline and teaching methodology.
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The student will be expected to select a style that suits oneself and the subject area.
For assessment and improvement purposes, the respective student practice lessons will be
recorded and replayed.
The following, among others, will be observed and/or considered during the practice:
i. The quality and nature of events in the classroom
ii. The instructional strategies, practices, approaches, educational ideas,
solutions, etc
iii. The personal strengths and challenges
iv. The area/s of teacher effectiveness that need to be worked on
Course Outline
1. How to Teach a Lesson

1.1 Developing lesson materials
1.1.1 Lesson plans
1.1.1.1 Topic or Title
1.1.1.2 Level of Instruction
1.1.1.3 Behavioural Objectives
1.1.1.4 Materials needed for the class
1.1.1.5 References used in the lesson preparation
1.1.1.6 Preparation of the learner for learning
1.1.1.7 Presentation outline used by the teacher for the lesson itself
1.1.1.8 Application of the information by the learner
1.1.1.9 Lesson summary
1.1.1.10 Evaluation of what learners learnt
1.1.1.11 Assignment of additional outside work
2. How to Teach a Lesson
2.1 Teaching methods and techniques
2.1.1 Six principles of learning:
2.1.1.1 Motivation – Learners properly motivated learn better.
2.1.1.2 Objective - Learners learn best when they know exactly what is
expected of them.
2.1.1.3 Play/Doing - One of the most efficient ways to learn.
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2.1.1.4 Realism - The more realistic the learning situation the more efficient
the learning.
2.1.1.5 Background - A learner acquires learning only by building upon what
he already knows.
2.1.1.6 Appreciation - The learning process is not complete until the learner
has acquired the attitudes, appreciation, interest, ideals, and habits of
conduct which cause him or her to apply his or her knowledge in the
desired direction to accomplish the goals.
2.2 Instructional aids
2.2.1 Common types of instructional aids include:
2.2.1.1 Movies/documentaries/motion pictures/filmstrips
2.2.1.2 Slides
2.2.1.3 Overhead projection
2.2.1.4 opaque projection
2.2.1.5 posters
2.2.1.6 models
2.2.1.7 chalkboard/smart board
2.2.1.8 bulletin boards
2.2.1.9 flip charts
2.2.1.10 hand-outs
2.3 Testing and assessment
2.3.1 tests and assessments serve a number of functions:
2.3.1.1 Reveal weaknesses to learners
2.3.1.2 Indicate deficiencies to the teacher
2.3.1.3 Stimulate a desire for learning
2.3.1.4 Help to determine grades
2.3.1.5 Measure progress in learning
2.3.1.6 Analysing learners’ difficulties
3. Testing trainee teachers - Individual presentations
3.1 Individual presentations as a means of testing trainee teachers
3.2 Notification of presentation requirements
3.3 Discussion to aid in preparation of presentations
Recommended Texts
 Borich, G. (2008) Observation skills for effective teaching. Pearson, Merrill Prentice
Hall. New Jersey.
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 Darling-Hammond, L. (2006) Powerful teacher education: Lessons from exemplary
programs. Jossey
 Day, C (2004) A passion for teaching. Routledge Falmer Taylor & Francis Group.
London.
 Hattie, J. (2012) Visible learning for teachers: Maximising impact on learning.
Routledge, Taylor & Francis Group. New York.
 Loughran, J. (2010) What expert teachers do: Enhancing professional knowledge for
 Shulman, L. (2004) The wisdom of practice: Essays on teaching, learning and
learning to teach. Jossey-Bass. USA.
Research Methodology in Education II NQF Level 7 12 credits
Course description
This course addresses the need to embed research enquiry in education. Students will
investigate a number of research paradigms and a range of research methods that may offer
understanding and tools to interrogate a research problem. Further, students will
demonstrate an understanding of the interplay amongst research paradigms, methodology
and research methods prior to initiating a research project. The content of this course
focuses on the aspects of epistemology, theoretical perspectives, methodology and methods
that will help you develop a research project in the future. It begins by considering research
questions and then looks at the concepts of research paradigms or scaffolds. It concludes
with an appreciation of the importance of Ethics in research.
Learning outcomes

 Critique, select and apply understanding of epistemology and theoretical
perspectives to a research problem.
Course Outline
1. Introduction to the research process:

1.1 Identifying and representing components of the research process
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1.2 Assumptions underlying research development of research questions
1.3 Identifying the researchable topic
2. Developing responses to research questions
2.1 understanding research design and links to methodologies
3. Research methods
3.1 Data Collection and Analysis
3.1.1 Quantitative
3.1.2 Qualitative
4. Mixed methods approaches to research - ‘multi-methodology’/ Triangulation
4.1 Defining and Background mixed methods
4.2 Use of mixed methods approach
4.3 Criteria for mixed methods research rigour
4.4 Scope of mixed methods approach
4.5 Mixing (How)
4.6 Focus on design
4.7 Using a mixed methods approach - Conclusions
5. Ethics in Research
5.1 Five principles for research ethics
5.1.1 voluntary participation
5.1.2 informed consent
5.1.3 anonymity
5.1.4 confidentiality and privacy
5.1.5 no unnecessary physical and mental suffering
Recommended Text:
Knight, P.T. (2002). Small-scale research. Thousand Oaks, CA: Sage Publications (ISBN-
10: 0761968628 / ISBN-13: 978-0761968627).
Luker, K. (2010). Salsa dancing into the social sciences. Cambridge, MA: Harvard University
Press. (ISBN 9780674048218).
Punch, K.F. (2009). An introduction to research methods in education Sage Publications
Early Schooling Environment NQF Level 7 6 credits
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Prerequisites: None
Course description
This course focuses on early childhood pedagogy, and examines the importance of
recognising and celebrating young learners’ knowledge and expertise in the early childhood
context. This course will also delve into the significant role the environment plays in learners’
learning, and address the following concepts: indoor and outdoor learning spaces, the
incorporation of natural materials in the classroom, the integration of different areas of
learning in the early childhood context, and the notion of project-based thinking in preschool
settings. This course, among others, includes assessment techniques for observing and
recording behaviours, communication skills, guidance techniques, developmentally
appropriate practices and the role of the teacher in early childhood settings.
Learning outcomes
o Recognise characteristics of children with motor, cognitive, learning, and other health
problems, as well as gifted children.
o Describe how both the teacher's attitude and the physical environment are important
in encouraging creativity in young children.
Course outline
1 Child Growth and Development

1.1 Basic developmental milestones of children.
1.1.2 How children learn and develop through play.
1.1.3 Children’s different personalities.
1.1.4 Cultural differences and the effects those differences may have on behaviour
and development.
1.1.5 Children with different needs.
1.2 physical, cognitive, social/emotional, and communication developmental
milestones of children.
1.2.1 Different children’s personalities and individual differences in development and
their impact on children’s needs in learning.
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1.2.2 Care and education to children’s changing needs.
2 Creating the Learning Environment and Curriculum
2.1 Following a daily schedule.
2.1.1 Giving children choices.
2.1.2 Supporting and encouraging children’s participation in a variety of activities.
2.2 Maintaining and monitoring daily schedule.
2.2.1 Providing an interesting and secure environment that encourages play,
exploration, and learning, using space, relationships, materials, and routines as
resources.
2.2.2 Encouraging children’s learning through play.
2.2.3 Arranging effective and appropriate learning centres.
2.2.4 Selecting materials appropriate to the developmental levels of all children.
2.2.5 Providing space balanced between active and quiet, child-directed and teacher
directed, individual and group, indoor and outdoor.
2.2.6 Using materials that demonstrate acceptance of all children’s gender, family,
race, language, culture, and special needs.
2.3 Planning and adapting curricula and environments, including the selection of
materials, appropriate to the developmental levels of all children.
2.3.1 Uses appropriate materials, activities and strategies in an integrated curriculum
that includes language arts, math, science, social studies, health, safety, nutrition,
art, music, drama, and movement.
3 Promoting Physical Development
3.1 Actively participating in children’s activities
3.1.1 Interacting appropriately with children during physical activities.
3.2 Planning indoor and outdoor activities for large and small motor skills.
3.2.1 Introducing sensory experiences to children.
4 Promoting Cognitive Development
4.1 Encouraging children to ask questions and actively listening to their responses.
4.2 Asking children relevant open-ended questions.
4.2.1 Maintaining adult’s role as facilitator or partner in play.
4.2.2 Encouraging play to promote cognitive development.
4.2.3 Providing activities and opportunities that encourage curiosity, exploration, and
problem solving appropriate to the developmental levels and learning styles of
children.
5 Promoting Language/ Communication Development
5.1 Talking with children and stimulates conversation among children.
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5.1.1 Demonstrates realistic expectations for children’s understanding and use of
speech.
5.1.2 Reading to children, modelling proper inflection, emphasis, and meaning.
5.2 Actively communicates with children.
5.2.1 Helps children communicate with each other.
5.2.2 Encourages and supports children’s verbal interactions with others.
5.2.3 Uses conversations to enrich and expand vocabulary.
5.2.4 Provides opportunities and support to help children understand, acquire, and
use verbal and nonverbal means of communicating thoughts and feelings.
5.2.5 Uses a variety of songs, books, and games, including those from many
cultures.
5.2.6 Encourages the relationship between spoken and printed words.
5.3 Interacting with children in ways that facilitate the development of expressive
language and thought.
5.3.1 Using concrete experiences and play to enhance and extend young children’s
language development and early literacy.
6 Promoting Social Development
6.1 Engaging in everyday conversation with children.
6.1.1 Treating children as individuals with their own strengths and needs.
6.1.2 Recognising that periods of stress, separation, and transition may affect
children’s social development.
6.2 Helping children learn to communicate and get along with others.
6.2.1 Modelling recognition and expression of feelings.
6.2.2 Encouraging feelings of empathy and mutual respect among children and
adults.
6.2.3 Helping children feel valued as members of the group.
6.2.4 Helping children through periods of stress, separation, and transition.
6.2.5 Helping children identify positively with the events and experiences of their
lives.
6.2.6 Emphasising cooperation in games and activities.
6.2.7 Provides many opportunities for children to participate in cooperative play.
6.2.8 Supports children’s developing awareness of the individual as a member of a
family and of an ethnic or social group and is sensitive to different cultural values and
expectations
6.3 Guiding children in expressing their feelings and asserting themselves in positive
ways.
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6.3.1 Guiding children through problem solving and conflict resolution interactions.
7 Promoting Creative Expression
7.1 Values process as more important than product.
7.1.1 Encourages individuality, including unique individual expression.
7.1.2 Accepts cultural differences that may affect children’s ways of expressing
themselves creatively.
7.2 Emphasising the process of creating instead of the end product.
7.2.1 Allowing time for spontaneous and extended play.
7.2.2 Providing unstructured materials.
7.2.3 Encouraging children to express their creative abilities.
7.2.4 Modelling and encouraging creativity through language, music, dramatic play,
and art.
7.2.5 Developing curriculum and activities to promote creative expression.
7.2.6 Providing opportunities that encourage children to play with sound, rhythm,
language, materials, space, and ideas in individual ways.
8 Child Observation and Assessment
8.1 Acknowledging that children develop at their own rate.
8.1.1 Maintaining confidentiality between the learning and the child’s family regarding
each child’s observation and assessment.
8.1.2 Following appropriate procedures of child observation.
8.1.3 Communicating observation in written and oral form.
9 Health, Safety, and Nutrition
9. 1 Environmental Safety
9.1.1 Maintaining all areas, following regulations for safety.
9.1.2 Selecting safe toys.
9.1.3 Actively supervising and interacting with children to ensure safety both indoors
and outdoors.
9.1.4 Describing and maintaining a safe environment, including equipment and toys,
to prevent and reduce injuries.
9.2 Responding to Health Needs of Children
9.2.1 Practicing appropriate hand-washing techniques.
9.2.2 Helps children practice appropriate hand-washing techniques.
9.2.3 Practicing safe diapering procedures.
9.2.4 Implementing practices to avoid/control blood-borne pathogens to ensure
safety of adults and children.
10 Interactions with Children
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10. 1 Providing Individual Guidance
10.1.1 Avoiding actions that would cause physical and emotional harm.
10.1.2 Providing appropriate supervision.
10.1.3 Interacting in a manner reflecting respect for self and others.
10.1.4. Caring for children based on positive, warm, nurturing relationships.
10.1.5 Using positive behaviour guidance.
10.1.6 Addressing problem behaviour or situation, rather than labelling the child.
10.1.7 Modifying play no longer appropriate for the learning environment.
10.1.8 Establishing and communicating limits for acceptable behaviour.
10.1.9 Responding to children’s behaviour in ways that encourage self-control.
10.1.10 Providing a supportive environment in which children can learn and practice
appropriate and acceptable behaviours as individuals and as a group.
10.1.11 Following a variety of positive direct and indirect guidance methods and avoids
negative methods.
10.1.12 Providing an environment that helps each child to know, accept, and take pride in
himself or herself and to develop a sense of independence.
10.1.13 Building a trusting relationship with children, providing physical and emotional
security.
10.1.14 Using strategies to assist children in learning to express emotions in positive ways,
solve problems, and make decisions.
10.2 Enhancing Group Experiences
10.2.1 Providing organization and flexibility when working with children.
10.2.2 Handling activities and changes in schedule with clear directions and patience.
10.2.3 Using prepared yet flexible plans.
10.2.4 Leading activities in a positive, relaxed, and pleasant atmosphere.
10.2.5 Alerting children to changes in activities or routines well in advance.
10.2.6 Building a trusting relationship with children as a foundation for positive guidance and
self-discipline
11 Professional Development and Leadership
11.1 Displaying Professionalism in Practice
11.1.1 Enjoying working with children and models a positive attitude.
11.1.2 Exhibiting good hygiene and personal appearance.
11.1.3 Demonstrating good work habits
11.1.4 Supporting and complying with regulations and licensing standards.
11.1.5 Valuing reflection on teaching and learning, using staff interaction, training/education,
and journals.
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11.1.6 Awareness of the professional code of ethics for early care and education and its
main topics.
11.1.7 Behaving ethically, maintaining confidentiality and impartiality.
11.1.8 Showing commitment to the course’s goals.
Recommended text
Curtis, D & Carter, M. (2013). Designs for living and learning: Transforming early childhood
environments. St. Paul, MN: Redleaf Press.
Teaching Reading with Children’s Literature III NQF Level 7 6 Credits
Prerequisites: Teaching Reading with Children’s Literature II
Course Description
Literature is an authentic resource that can be the foundation of a literacy
(reading/writing/speaking/listening/viewing) program, as well as a major resource for other
curriculum areas. In this course, which uses a genre approach to literature study, students
will learn how to select high quality children’s literature that can serve classrooms with
diverse student populations. Students will also learn how to plan for a literature studies
curriculum, integrate technology in the curriculum, meet the needs of learners, and assess
their own and the learners' critical responses to literature. Furthermore, this course will equip
students with several techniques on how to help improve reading skills and comprehension
for all reading levels, ages, and abilities.
Learning Outcomes
o Examine the roles of cultural, linguistic, and ethnic identity and how they foster
effective communication in the classroom and home.
o Recognise how to cognitively engage children with and without disabilities
Course Outline
a. Informational Books: Science
1.1 Informational books as sources of pleasure and inspiration/imagination for children
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1.2 What to look for in a nonfiction text for children: authority of the author on the subject
matter presented, documentation, clear organizational structure (either by
enumeration or chronology), illustrations that help to explain and inspire, design that
helps to clarify rather than confuse (look at typography, layout, and style), clear,
engaging writing style, a narrative voice that respects, rather than condescends to
young readers
1.3 Patterns of similarity in the books in terms of content, style, audience, appeal,
illustration, and organisation
1.4 The importance and appeal of illustration/photography in informational books for
children
b. Informational Books: Biography and History
2.1 Nonfiction should enlighten, and provide a sense of discovery and genuine pleasure
2.2 The qualities that make a biography good: a compelling narrative voice, whether the
author is able to gain the reader’s trust, the author’s ability to reveal human nature
while simultaneously celebrating the heroism of his subjects; proper documentation,
the use of rich, specific detail to illuminate character, proper authorial objectivity
2.3 The use of humour, specific detail, and fictionalized dialogue to bring character to life
2.4 The ability to gain the reader’s trust , the ability to tell a good story
c. Origin and Purpose of the Easy Reader
3.1 The characteristics of the easy reader: sight vocabulary, short sentences, repetition,
pictures to help put words in context
3.2 The purpose of easy reader as the first books for beginning or emerging readers (as
opposed to picture books, which are generally read to children)
3.3 Beginning reading instructional textbooks
3.4 How illustrations don’t necessarily extend the story, but help to explain it to the
beginning reader
3.5 The thematic appeal of the children’s books: friendship, loneliness, love of stories,
strong emotion
d. Books for Beginning Readers
4.1 How stories continue the fantasy tradition in children’s literature
4.2 How the books celebrate the simple joys of life
4.3 How books exhibit the heroics of a common life
e. Realistic Fiction: The New Realism
5.1 Realistic fiction for children in the last half of the 20th century: stories with social
goals—to help readers better understand their own problems, to help them
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empathize with others, and to help them see the complexities of their relationships
with others
5.2 It should “…captivate readers and keep them racing along from page to page, while
having sufficient literary distinction to develop children’s taste”
5.3 The reasons for having children confront death in children’s fiction: the hope that it
will bring understanding to loss and place a value on the preservation of memory
f. Racism as a Theme in Realistic Fiction
6.1 Children’s fiction that addresses difficult social issues as means to arouse children’s
empathy and understanding of the world. The purpose of this genre of children’s
literature—at times to delight, at times to enlighten—the best children’s fiction as
works that do both
6.2 Unflinching look at racism, good and evil are clear-cut, family is strong and unified
6.3 The nature of coming of age for the children. They must learn unfairness,
entrapment, determination
6.4 The nature of the coming of age for children. Children must learn to cope with the evil
that exists in the world and they must become serious and responsible in order to
survive
g. Historical Fiction
7.1 Historical fiction as a branch of realistic fiction—fiction that is based in history and
sometimes on actual historical events, but which uses fictional characters and
story
8. Dystopia in Children’s Literature; Children’s Science Fiction
8.1 The importance of memory in the novel—how it makes life richer and allows
children to grow and to love
8.2 Comparison of science fiction for children with the modern fantasies with respect
to distinguishing features of science fiction
9. The Return of Moral Instruction and Social Goals in Children’s Literature: A Critical
Perspective
9.1 The differences in literary quality and tone
9.2 Understanding the author’s purpose
9.3 Discussion of child care and working mothers: pros and cons
9.4 Effects of pairing stories
9.5 Should historical fiction written for children be historically accurate?
9.6 Should parents be told about and asked to give permission to today’s moral
instruction and social goals?
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9.7 Literary trade-offs in using children’s literature for teaching about social issues
10. Children’s Literary Preferences; Censorship in Children’s Literature

10.1 Differences in reading preferences between boys and girls over the century:
stable or changing?
10.2 Should any children’s books be censored? What are possible criteria? How
can a teacher decide what’s appropriate for children in his/her class?
10.3 Children’s books and topics that have been the object of controversy,
community or school censorship, or self-censorship by teachers or librarians
11. Responses to Children’s Literature
11.1 Should one’s view of the child (as someone to be morally instructed or as
someone whose imagination or understanding should be pleasurably stimulated)
affect how one judges a piece of children’s literature? Should one’s judgment
depend on how explicit the purpose of moral instruction is?
11.2 The “pleasures” of children’s literature
12. Motivating students to Read
12.1 Teaching and learning with Children’s Books
Recommended Text
Hill.
Arts Education III (PJP) NQF Level 7 6 credits
Course Description:
In studying the arts, students learn fundamental and alternative forms of communication.
They gain a reflective and comprehensive understanding of themselves in relation to
cultural-historical themes and political-social issues. This course will help students to link
diverse ideas across traditional disciplines and bring order to a seemingly chaotic world of
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sensations and impressions. Expressive experiences in and through the arts address
students’ multiple intelligences, including creative and critical thinking, and support student
autonomy and decision-making capabilities. This component in Arts Education attends to
aspects of planning, instruction, and evaluation that provide opportunities for people to
understand form and function, explore meaning, and experience the creative process in the
arts. Fundamental teaching methods and content in Arts Education within the curriculum are
examined.
Learning Outcomes:
 Plan lessons using the Curriculum Curriculum & Pedagogy in Art
 Design tools and strategies to effectively assess and evaluate student achievement
in visual arts
 Make connections between the art making exercises in class to their teaching
 Demonstrate skills in Drawing, Painting, Sculpture, Crafts or Printmaking applicable
to teaching visual arts at the appropriate Level
 Utilise the Creative and Critical Analysis Processes in their planning, teaching, and
art making
 Apply the Eisner Model of Art Appreciation to their artwork
 Utilise safe practices in the art making process
Course Content:
1. Value:
1.1 Pencil grades
1.2 Contour drawings
1.3 Value, line, and texture in sketchbook
1.4 Value scales and techniques grid with pencil
1.5 Texture differences drawings/ 4 tasks
1.6 Drawing brown bags
1.7 Drawing bugs
1.8 Drawing plants
1.9 Seeing solids
1.10 Still life drawings
2. Space/perspective:
2.1 Perspective worksheet
2.2 2-point perspective boxes
2.3 2-point perspective name design
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2.4 Perspective project
2.5 Mixed up grids
3. Line:
3.1 Pen and ink
3.2 Practice techniques
3.3 Weed drawings
3.4 Pen and ink reproductions
3.5 Choice
4. Texture:
4.1 Texture in pencil drawing
4.2 Embossed copper project
5. Shape:
5.1 Floral tracery
5.2 Construction paper sports figure
6. Colour: discussion of color terms and theory including: monochromatic,
complementary, primary, secondary, intermediate, value, tint, shade, tone, hue,
neutral, analogous, warm, and cool.
6.1 Value scales (tint, tone, and shade)
6.2 Colour theory charts
6.3 Colour wheels
6.4 Monochromatic painting
6.5 Warm or cool painting
6.6 George seurat pointillism painting
7. Form:
7.1 Clay
8. Principles of design:
8.1 Balance/movement:
8.1.1 Pointillism
8.2 Repetition:
8.2.1 Repetition worksheet
8.2.2 Motifs
8.2.3 Synectics
8.2.4 Collage
8.3 Emphasis:
8.3.1. Colored pencil
8.3.2. Burnishing
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8.3.3. Colored pencil worksheet
8.3.4. Fruit
8.3.5. Jars
8.4 Contrast:
8.4.1 Pop art
8.5 Unity:
8.5.1 Watercolor
8.6 Proportion:
8.6.1 The human body/portraits:
8.6.2 Proportions of the human body
8.6.3 Head angles
8.6.4 Full body drawing
8.6.5 Face placement
8.6.6 Break down of facial features (Ears, eyes, nose, and mouth)
8.6.7 ½ and ½ drawing of a human face
8.6.8 Caricatures
8.6.9 Cartoons
9. Essential strategies for teaching and learning the six components in Art Education -
Basic Concepts, Exploring Art, Creating Art, Appreciating Art, Art in chronological
sequence and learning and teaching Art.
9.1 Lesson plans
9.2 Simulation
9.3 Assessment
9.4 Your Teaching Goals
9.5 Dealing with Absent learners
Simpson, Judith et al. (1998). Creating meaning through art
Physical Education III Level 7 12 Credits
Pre-requisite – Physical Education II
Course description:
110
Physical Education is an essential course that plays a role in the growth of human
development. Teaching physical education to students/learners in higher institution is
essential as it develop learners’ full personality, such as physical, mental, intellectual and
moral. Regular physical activity promotes growth and development and has multiple
benefits for physical, both mental and psychosocial health that undoubtedly contribute to
learning. This course has been designed to emphasise teaching of motor skills, fitness
knowledge and attitudes associations and cooperation among learners.
Learning outcomes:
o Recognise competency in many movement forms and proficiency in a few movement

forms;
o Explain techniques necessary to perform a variety of physical activities;
o Apply movement concepts and principles to the learning and development of motor
skills;
o Identify value on health issues by playing safe physical activities and avoiding
dangerous ones;
o Demonstrate and maintain a health-enhancing level of fitness and exhibit a
physically active lifestyle;
o Demonstrate responsible personal experiences and social behaviour in physical
activity settings;
o Demonstrate understanding and respect for differences among people in physical
activity settings.
Course content:
1. Foundations of Physical Education and Sports

1.1 meaning of Physical Education in sport
1.2 Attitudes towards Physical Education and Sports
1.3 Physical Education in Namibia and international competitions including the
Olympic Games.
2. Science of Physical Education and Sports

2.1 Benefits of Fitness and Sports
2.2 Knowledge of the human body functions
2.3 Physical safety of sports at school
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2.4 Safety and health in sport
3. Gymnastics And Dance:

3.1 Exercises, artistic and modern dance such as jump, Rolls, Turns, Twists
Rotations or springs
3.1.2 Tumbling
3.1.3 jumping/vaulting
3.1.4 balancing activities
3.1.5 challenging activities
3.1.6 evaluation of gymnastic skills
3.2 Traditional and social dances.
3.3 Stunt activities, rhythmic activities, aiming at developing the motor skills, body
movement, spatial awareness and aesthetic qualities of the learner
4 Physical fitness
4.1 Introduction to Components of Physical Fitness
4.1.2 preparatory activities
4.1.3 imitating activities
4.1.4 endurance activities
4.1.5 cardiorespiratory endurance activities
4.1.6 speed activities, assessing speed and strength
4.1.7 fitness evaluation
4.2 Players and sportsmanship

4.2.1 Learning motor skill
4.2.2 Observing ethical values
4.2.3 Participation in competitive sports
4.2.4 Regards for rules, regulations and judgments
4.2.5 Team-spirit: Demonstration, Practice(Individual/ Group & Team
5 Health promotion
5.1 knowing my body

5.2 health related aspects
5.3 posture
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5.4 nutrition
5.4.1 Food quality:
5.4.2 conservation of food; Food for family; Meal
5.4.3 planning and dietary needs; using food as treatment m and harmful food
6 Athletics
6.1 the start
6.2 Sprints
6.3 middle distance running
6.4 relays
6.5 hurdles
6.6 high jump
6.7 long jump
6.8 short put
6.9 javelin throwing
6.10 Discus
6.11 sports man ship
7 Safety and security

7.1 Occupational health hazards
7.2 importance of safety at workplace at school
7.3 Precautions while taking medicines
7.3.1 Taking medicines and its side effects on the body
7.3.2 Effect of excessive use of medicine
7.3.3 Commonly abused substance (drugs) and ways of preventing drug abuse
Textbook:
Ministry of Health (2008) Regenerative Health and Nutrition – Health Lifestyle Accra:
Yamens Press Ltd
Mood, Musker & Rink (1999). Sports and Recreational activities. Boston: McGraw-Hill.
Sekyere, E A (2010). Teachers‟ Guide. Kumasi: Afosek Educational Consult
Kodzi, E T & Boateng B L (2001). Teaching and Learning Athletics for Schools and Colleges. Cape
Coast: KBB Books Enterprise Ltd.
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Year 4
English Language IV NQF Level 8 12 credits
Prerequisites – English Language III
Course description
The course aims at enabling students to improve on the acquired oral and written
communication skills. The course focuses on both face-to-face communication and public
speaking skills. Non-verbal communication will include business letters, memos, and CVs. In
addition, the students will be able to acquire skills as well as knowledge on subject teaching,
which is the focus at this level.
Learning Outcomes
Upon completion of the course students will be able to

o Use clear, concise and grammatically correct sentences in English.
o Distinguish and correct common errors in written and spoken English.
Course Outlines
1. The Teaching Process

1.1 Communicative Language Teaching (CLT) Approach
1.2 ‘Presentation, Practice and Production’ (PPP) model
1.3 The Silent Way Approach
1.4 Grammar Translation Method (GTM)
1.5 The Natural Approach
1.6 Total Physical Response (TPR)
1.7 Direct Method (DM)
1.8 Audiolingual Method (ALM)
1.9 Situational Language Teaching (SLT)
1.10 Community Language Learning (CLL)
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1.11 Suggestopedia
2. Teaching Pronunciation
2.1 Rote Learning
2.2 Verb Tenses
2.2.1 Question Form / Positive Form / Negative Form
2.2.2 The visual guide to tenses.
2.3 Irregular Verb Forms
2.4 Grammar Chants
2.5 Regular verb past tense / participle repetition
2.6 Tongue Twisters
2.7 Minimal Pairs
2.8 Question Rising / Question Falling
2.9 Spelling Bees
2.10 Alphabet Song
2.11 Vocabulary
2.11.1 Adjective / Adverb Changes
2.12 Counting Numbers Vocabulary
3. Teaching Vocabulary
3.1 Repeated Exposure to Words
3.2 Keyword Method
3.3 Word Maps
3.4 Root Analysis
3.5 Restructuring Reading Materials
3.6 Implicit Vocabulary Instruction
3.6.1 Incidental Learning
3.6.2 Context Skills
3.7 Alphabet
3.8 Dictionary Skills
3.9 Dolch Sight Words
3.10 Fry Words
3.11 Phonetics
3.12 Homographs
3.13 Homophones
3.14 Prefixes
3.15 Proverbs and Adages
3.16 Root Words
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3.17 Shades of Meaning
3.18 Suffixes
3.19 Synonyms Antonyms
4. Teaching Grammar
4.1 Parts of Speech
4.2 Mechanics
4.3 Parts of a Sentence
4.4 Word Usage
4.5 Punctuation
4.6 Sentence Structure
5. Teaching Speaking
5.1 The Activities to Promote Speaking Skills
5.1.1 Discussion
5.1.2 Role Play and Simulation
5.1.3 Interviews
5.1.4 Reporting
5.1.5 Prepared Talks
5.1.6 Dialogue
5.2 Characteristics of Successful Speaking Activities
5.2.1 Learners talk a lot
5.2.2 Participant is even
5.2.3 Motivation is high
5.2.4 Language is of an acceptable level
6. Teaching Listening
6.1 Before listening
6.2 During listening
6.3 After listening
6.4 Noise
6.5 Repetition
6.6 Equipment
6.7 Content
6.8 Recording
6.8.1 Audio
6.8.2 Video
7. Teaching Reading
7.1 Reading Comprehension
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7.2 Cause and Effect
7.3 Character Descriptions
7.4 Character Traits
7.5 Context Clues
7.6 Drawing Conclusions
7.7 Fact and Opinion
7.8 Figurative Language
7.9 Literature
7.10 Main Idea
7.11 Making Inferences
7.12 Point of View
7.13 Story Elements
7.14 Text Features Posters
8. Teaching Writing
8.1 Editing and Proofing
8.2 Handwriting
8.3 Lined Paper
8.4 Sentence Patterns
8.5 Spelling
8.5.1 Spelling patterns
8.5.1.1 Comparative Adjectives: Words That End in Y
8.5.1.2 Past Tense Verbs: Words Ending in Y
8.5.1.3 Plurals: Nouns and Verbs Ending in Y
8.5.1.4 Superlative Adjectives: Words That End in Y
8.5.1.5 Using -ing: Verbs that End in –ie
8.5.2 Spelling rules
8.5.2.1 Spelling Rule Exceptions for a Suffix: Double the Last Consonant
8.5.2.2 Spelling Rule Exceptions for a Suffix: Drop the Final E
8.5.2.3 Spelling Rule Exceptions for a Suffix: Words That End in Y
8.5.2.4 Spelling Rule Exceptions for Adding LY: Words Ending in Y
8.5.2.5 Spelling Rule Exceptions for Plural Nouns: No S at All!
8.5.2.6 Spelling Rule Exceptions for Plural Nouns: Words That End in CH
and SH
8.5.2.7 Spelling Rule Exceptions for Plural Nouns: Words That End in F and
EF
8.5.2.8 Spelling Rule Exceptions for Plural Nouns: Words That End in O
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8.5.2.9 Spelling Rule Exceptions for Plural Nouns: Words That End in S
8.5.2.10 Spelling Rule Exceptions for Plural Nouns: Words That End in
X and Z
8.5.2.11 Spelling Rule Exceptions for Plural Nouns: Words That End in
Y
8.5.2.12 Spelling Rule Exceptions: I Before E
8.5.2.13 Spelling Rules Exceptions for ED and ING: Double the
Consonant
8.5.2.14 Spelling Rules Exceptions for ED and ING: Words Ending in Y
8.5.2.15 Spelling Rules Exceptions for ED and ING: Words with a Silent
E
8.5.2.16 Spelling Rules Exceptions for ED and ING: Words with No ED
8.5.2.17 Spelling Rules: Add S to Nouns to Make Them Plural
8.5.2.18 Spelling Rules: Adding a Suffix
8.5.2.19 Spelling Rules: Adding ED and ING
8.5.2.20 Spelling Rules: Adding LY
8.6 Topic Sentences
8.7 Transition Words
8.8 Writing Introductions
8.9 Writing Conclusions
8.10 Writing Prompts
9. Topics, Situations, Notions and Functions
9.1 Topics and situations
9.2 Notions and functions
9.3 Teaching chunks of language: from text to task
9.4 Teaching chunks of language: from task to text
9.5 Combining different kinds of language segments
10. Classroom Interaction
10.1 Patterns of classroom interaction
10.2 Questioning
10.3 Group work
10.4 Individualisation
10.5 The selection of appropriate activation techniques
11. Classroom Discipline
11.1 What is discipline?
11.2 What does a disciplined classroom look like?
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11.3 What teacher action is conducive to a disciplined classroom?
11.4 Dealing with discipline problems
11.5 Discipline problems: Episodes
12. Teaching Children
12.1 ENGAGE: Create interest & curiosity
12.2 EXPLORE: Encourage learner to work, act as a consultant.
12.3 EXPLAIN: Learners explain and justify learning.
12.4 ELABORATE: Apply & expand to alternate explanations.
12.5 EVALUATE: Observe and assess learners and learners can assess their own
learning.
12.6 Make it fun
12.6.1 Never drill, get angry & cold.
12.6.2 Teach excitement and enthusiasm for learning.
12.6.2.1 Learning should be a walk of discovery, not a race to the finish
line.
12.6.2.2 Child must be actively involved to learn.
12.6.2.3 Be sure the message of love get through.
12.6.2.4 Risk looking silly, loosing perfect discipline, and showing
emotion.
12.6.2.5 Eye to eye contact.
12.6.2.6 Attention span: 5 to 10 min. on one thing. Change often.
12.6.2.7 Reward accomplishments - treasure box and certificates
13. Large Heterogeneous Classes
13.1 Advantages and disadvantages
13.2 Teaching strategies
13.2.1 Compulsory and optional
13.2.2 open-ending
13.2.3 Designing activities
14. Lesson Planning
14.1 What does a lesson involve
14.2 Lesson preparation
14.3 Varying lesson components
14.4 Evaluating lesson effectiveness
14.5 Practical lesson management
15. Library
15.1 Mapping the Library
119
15.2 Huey and Louie Meet Dewey
15.3 Save the Library!
15.4 Alphabetise for a Reason
15.5 Library Scavenger Hunt
Jack C. Richards (2007) New Interchange, Book 2. English for International Communication.
Foreign Language Teaching and Research Press, Cambridge University Press.
Namibian Language IV NQF Level 8 12 Credits
Prerequisites – Namibian Language III
Course description
The course gives insights into Home Language teaching and language use in different
domains. Proceeding from modern theories of linguistics, sociolinguistics and
psycholinguistics, the course surveys the principles and problems of teaching Home
Language to first and second language learners. It also highlights some aspects of language
use in teaching and learning of subject matter at this level.
Learning outcomes

 Appraise the role of theoretical linguistics in the teaching of home language.
 Analyse and critique the theories of home Language teaching and learning in the
Namibian context.
 Apply the acquired skills to plan, design, implement and assess lessons in home
language as well as utilise appropriate methods and techniques to enhance the
teaching, learning and use of home languages.
Course Outline
1. Namibian language teaching and learning
120
1.1 Learning theory: children acquire language by observing and imitating other who
are using language
1.2 Nativist approach (Noam Chomsky): the human brain is genetically programmed
to enable people to create and understand language. Humans have the capacity
to learn any language through exposure.
1.3 Interactionist approach: a combination of learning and nativist approaches is
responsible for language development through social and cultural influences.
2. Concept of language teaching and learning
2.1 Psycholinguistics
2.2 Language
2.3 Semantics
2.4 Pragmatics
2.5 Phonology
2.6 Morphology
2.7 Dialect
2.8 Bocca’s area
2.9 Wernicke’s area
2.10 Arcuate fasciculus
2.11 Milestones in early language development
2.12 Communication disorders
3. Teaching and learning Strategy
3.1 Using Gestures and Flashcards
3.2 Using Games
3.3 Using Music, Songs, and Chants
3.4 Using Dance and Movement
3.5 Using Dialogue, Drama, and Poetry
3.6 Using Stories and Storytelling
3.7 Using Crafts and Activities
3.8 Project Work
3.9 Using Technology in the Classroom
3.10 Pair and Group Work
3.11 Including Phonology in Lessons
3.12 Error Correction (+Concept Checking & Syllabus Design)
4. Types of Learning Processes
4.1 Communicative Language Teaching (CLT) Approach
4.2 ‘Presentation, Practice and Production’ (PPP) model
121
4.3 The Silent Way Approach
4.4 The Grammar Translation Approach
4.5 The Natural Approach
4.6 Total Physical Response (TPR)
5. Use of "Authentic" materials to extend receptive development including both
classroom and self-instruction
5.1 Reading comprehension of authentic time-tables and schedules
5.2 Listening comprehension of authentic radio broadcasts in a Namibian language
5.3 Communicative and decision making activities based on authentic reading
materials
5.4 Authentic video materials to improve extraction of information from authentic
source
5.5 Use of the Internet to extract authentic materials on specific areas of interest
5.6 Introduction to self-instruction Namibian language sites located on the Internet
including pen-pals, quizzes, listening comprehension and idiomatic language
development
5.7 Written communication tasks for authentic task oriented goals
5.8 Self-instruction CD-ROM using various Namibian language learning software
packages
5.9 Self-instruction using listening and video materials from the self-access language
laboratory with follow comprehension exercises
6. Approaches, Methods and Techniques in Namibian Language Teaching:
6.1 Teaching speaking, listening and reading skills
6.2 Implementing speaking, listening and reading exercises
6.3 Teaching grammar skills: Sentence structure
6.4 Teaching writing skills
6.5 Implementing these skills within the classroom
6.6 Lesson plans
6.7 Language acquisition assessments
6.8 Simulation
Recommended Text:
1. Bell, R.T. (2008): An introduction to Applied Linguistics. London: B.A.E.
122
2. Brown, H.D. (2007): Principles of Language Learning and Teaching. Englewood
Cliffs: Prentice-Hall
3. Dakin, J. (2003): The Language Laboratory and Language Learning. London:
Longman
4. Heaton, J.B. (2005): Writing English Language Tests. London: Longman
Educational Foundation IV NQF Level 8 15 Credits
Prerequisites – Educational Foundation III
Course Description
This course emphasises some of the current challenges in education, the significant
educational innovations, and the school as a social institution.
Learning outcomes

o Distinguish models in effective teaching, including direct teaching, cooperative
learning, mastery learning, and project-based instruction.
o Analyse the role of local, regional and central government in the governance of
schools.
o Identify the sources of state, regional, and local education funding and examine
advantages and disadvantages of alternative school funding methods.
Course Outline

1.1 Impact of colonialism on education in Namibia
Namibia with respect to Social, Political and Economic Aspects.
Amendments
123
2.3 Policies, Acts and Provisions related to education and children with special
3. Democracy in Namibia
3.1 Institutional Structures: the Judiciary, Legislature and Executive (Systems)
3.2 Democracy - Concepts and types, Party system and Electoral Politics and
Pressure groups (Concepts Types and Role)
gender, religious and linguistic identities.
4. Namibian Economy
4.1 Education as Investment - Concepts and Need
4.2 Sectors of Namibian Economy (Role of Education in their Growth and
Development)
4.2.1 Agriculture
4.2.2 Industrial
4.2.3 Services
4.3 Sustainable Development in Namibian Economy (Its Need)
4.4 Issues and Debates on Globalisation, Liberalisation and Privatisation of economy
4.5 Development and Environmental concerns
5. School governance: local and state structures
5.1 Current approaches to school governance
5.1.1 Current models of school governance
5.1.2 Key tasks and responsibilities of school governing bodies
5.2 Impact and effectiveness of school governance
5.2.1 Impact of the governing body on school improvement
5.2.2 School responsibility to the local community
5.2.3 Accountability to the local community
5.2.4 Key features of effective school governance
5.2.5 How school governing bodies assess and evaluate their effectiveness
5.3 Changing contexts and future developments
5.3.1 Perceptions on changes to school governance in the light of greater
school autonomy
5.3.2 Perceived impact of spending cuts
124
5.3.3 Appropriateness of current models of governance across different
school contexts and key transferable components
5.3.4 How effectiveness could be improved
6 Legal and ethical issues in Education
6.1 Privacy and Confidentiality
6.2 Moral Issues
6.3 Discrimination and Equal protection
6.4 Current Educational Laws
6.5 Policies and Politics
6.6 Academic Integrity
7 School finances
7.1 General financial information
7.1.1 Resourcing
7.1.2 School Finances
7.2 School funding sources
7.3 Keeping the accounts
7.4 Preparing the budget
7.5 Reporting on and reviewing school finances
7.6 Financial self-checklists
8 Project-Based Learning
8.1 Student-led projects in pre and junior primary
8.2 Resources for getting started with project-based learning
8.3 Execution (Design, Build and Test)
8.4 Brain-based learning
8.5 Game-based learning
8.6 Inquiry-based learning
8.7 Emotional and social learning
8.8 Technology integration
8.9 Comprehensive assessment
9 Contemporary social problems and the influences on junior and primary school
education
9.1 The Effects of Pre-school Education on Children's Development
9.2 The Effects of Junior Primary School on Children's Attainment, Attitudes and
Behaviour
9.3 Learner’s Cognitions, Motivations and School Performance
9.4 Social Competence and Attainment
125
9.5 The Role of Teacher Expectations and Behaviours
9.6 Learning Tasks, Class Management and Size
9.7 On Direct and Indirect Effects of School
Recommended Text
Cole, M. Cole, S.R. and Lightfoot, C. (2004). The Development of Children. New York: Worth
Publishers.
Publications
Sharma, R.A. (2002) Fundamentals of Educational Psychology, R. Lall Book Depot, Meerut
Project Management NQF Level 8 15 Credits
Prerequisite: None
Course description
The course equips students with the skills of planning, developing, implementing and
evaluating a project in a school.
o Demonstrate competency in project management.

o Discuss contemporary issues affecting project management as a discipline.
Course Outline
1 Overview
1.1 What is a project
1.2 Project Management Lifecycle vs. Solution Development Lifecycle
1.3 The Project Management Body of Knowledge (PMBOK) and how to use it
126
1.4 The Project Manager Role
1.5 Project Leadership and Team Building
2 Initiate
2.1 Project Charter Development
2.2 Scope Statement Development
3 Plan
3.1 Creating a Work Breakdown Structure
3.2 Schedule Development
3.3 Resource Planning
3.4 Communications Planning
3.5 Risk Planning
3.6 Project Plan Integration
4 Execution/Control/Close
4.1 Scope Control
4.2 The Triple Constraint and Project Control
4.3 Project Communications
4.4 Lessons Learned
5 Templates
5.1 Project Charter
5.2 Scope Statement
5.3 Assumptions and Constraints Log
5.4 Issues Log
5.5 Communications Plan
5.6 Project Change Log
Recommended Texts: Berkun, S. Making Things Happen: Mastering Project Management
Education Systems NQF Level 8 15 Credits
Pre-requisite – None
Course Description
127
This course focuses on equipping students with some of the information and
concepts necessary for comparing different school systems, their contexts, and
educational outcomes. It aims at equipping students with the necessary tools to
sharpen their analytic skills for independent, comparative insight about a specific
education system e.g. the Namibian education system.
Upon completion of this course, the student will be able to:
o Appraise the structure of the education system;

o Analyse the nature and aims of the education system;
o Analyse relevant debates and controversies in contemporary education
system
Course Outline
1. Introduction
2. The Origins and Usefulness of Comparative Education
3. Human Capital Approach
4. Social Capital
5. School Quality
6. Comparing The Roles of the 3 Capitals and School Quality
7. Alternative learners’ Outcomes
8. World Systems, Dependency, and Neo-colonial Theories
9. Neo-Institutionalist Approaches
10. Decentralisation
11. School Choice and Privatisation
12. Research for Policy
13. The Future of Comparative Education
128
Recommended Texts
Phillips, David and Michele Schweisfurth. (2008). Comparative and International

Education: An Introduction to Theory, Method, and Practice. New York: Continuum.
Mattei, Paola (2012). “Market Accountability in Schools: Policy Reforms in England,
Germany, France, and Italy,” Oxford Review of Education 38(3)
School Based Studies III NQF Level 8 15 credits
Prerequisite: School Based Studies II
Course description
This course requires students to be working in the school system for one (1) full school
term with the goal of working towards school-based professional practice. The coursework
and assessments are linked to the teaching experiences, observation, critical self-
reflection, and peer review students will be engaged in while working in schools. The
course creates a conducive ground for students to work towards achievement of some of
the standards for a proficient teacher for it provides a structured self-directed programme of
reflection and peer/self-evaluation to enhance professional practice in a specific teaching
context/area. In addition, the course also enables students to develop skills and
understanding in critical reflection and evaluation of practice as well as identifying links to
teaching evaluation and improvement. At the end of the course, the student will be
expected to improve on the selected teaching style.
Learning outcomes:

o Evaluate critically the developing skills in programmes design and delivery, including
student needs analysis (e.g. diversity, special needs), syllabus design, programme
129
organisation and processes of assessment, review and evaluation in the designated
field;
o Monitor, document and report on a range of students’ development in the designated
area and implement appropriate feedback mechanisms to enhance learning and
teaching;
o Monitor, document and report on a range of students’ development in the designated
area and implement appropriate feedback mechanisms to enhance learning and
teaching; and,
o Demonstrate ability to operate independently both within the classroom and within
the wider school community and interact effectively with colleagues and members of
the wider school community
Course Outline
1 Types of teaching aids - How to make and use them

1.1 Why use training aids?
1.2 Classification of instructional aids
1.3 Selection of aids
1.4 Principles to follow in adopting a visual approach
1.5 Charts and diagrams
1.6 Handouts
1.7 Overhead transparencies
1.8 The computer pallet
1.9 Colour slides
1.10 Videos
2 Planning and delivering a lesson
2.1 Importance of planning a lesson
2.2 Steps in planning a lesson
2.3 Delivering a lesson
3 Organising and managing a lesson
3.1 Organisation and management checklists
3.1.1 Organisation
3.1.1.1 Establish whether the lesson is part of multi-Grade or not
3.1.1.2 Establish duration
3.1.1.3 Establish content
3.1.1.4 Plan syllabus and timetable
130
3.1.1.5 Identify and engage appropriate teachers
3.1.1.6 Secure suitable teaching accommodation (well-lit, well-
ventilated room)
3.1.1.7 Select and notify learners, through appropriate channels, of
the dates, time and place
3.1.1.8 Select and review preliminary reading materials
3.1.1.9 Prepare lesson books and other materials
3.1.1.10 Arrange teaching equipment: table, chalkboard and
chalk, writing materials, visual aids (slide projector, video
equipment, screen, spare bulbs, etc.), other aids
3.1.1.11 Arrange classroom: seating arrangements,
namecards, position of chalkboard, screen, etc.
3.1.2 Management
3.1.2.1 Remind learners
3.1.2.2 Check facilities and equipment (projectors, boards, charts,
etc.)
3.1.2.3 Ensure learners receive lesson materials
3.1.2.4 Introduce visitors
3.1.2.5 Coordinate all aspects of the lesson
3.1.2.6 Evaluate teaching
3.1.2.7 Leave classroom tidy; return equipment and aids to proper
place
3.1.2.8 Prepare thank-you letters
3.1.2.9 Prepare reports on lesson
3.1.2.10 Prepare any statistics
3.1.2.11 Each term appoint a "Monitor for the term" from
among the learners to assist with the conduct of the lesson(s)
4 Evaluating a lesson
4.1 The need for evaluation
4.2 Guidelines for lesson evaluation
4.3 Lesson evaluation questionnaires
4.4 Teacher self-assessment questionnaire for use before the lesson
4.5 Teacher self-assessment questionnaire for use after the lesson
5 Qualifications of a good teacher
5.1 Qualities of a good teacher:
5.1.1 A desire to teach
131
5.1.2 Mastery of teaching techniques
5.1.3 Ingenuity and creativity
5.1.4 Competence in subject matter
5.1.5 An ability to understand and work with people
5.1.6 Motivation
5.1.7 Empathy
5.1.8 Enthusiasm
For assessment and improvement purposes, the respective student practice lessons will be
recorded and replayed. The student will be expected to fill in fully the designed professional
practice log summarising teaching, observation and other duties completed over the
semester showing that you are working towards the whole two school terms.
The following, among others, will be observed and/or considered during the practice:
 an original unit of work consisting of at least five lesson plans, teaching resources
together with detailed notes and evaluation to justify selection. As a guide, a 4 week
unit on a particular topic.
 detailed plans of extra-curricular activities with notes/evaluations to justify selection
 samples of student work
 assessment records and analysis of these contributions towards policy documents,
whole school activities, working with external stakeholders
Recommended Texts
New Jersey.
programs. Jossey
132
Educational Research Project NQF Level 8 30 credits
Course Description
The outcome of this course is the completion of a thesis. The thesis will be conducted with
the guidance of an academic supervisor. It should make a contribution to education
knowledge. The student will critically analyse and evaluate existing knowledge about a
problem of interest and design and conduct a research project investigating the problem.
The student’s conclusions should include implications for better educational practice.
Learning outcomes
Upon completion of the course students will be able to

o Arrange a meaningful, organised, persuasive research project report using correct
APA documentation and manuscript format.
o Demonstrate understanding of both qualitative and quantitative approaches.
o Apply principles of research into the teaching practice in order to improve teaching
and learning.
Course Outline
1. Implement an approved research project that has university ethical clearance. This
process will include:
1.1 Developing a plan for implementation of the research outlined in the previously
approved proposal
1.2 Critical review of relevant literature
1.3 Data gathering
1.4 Data analysis and interpretation
1.5 Report writing and submission
133
Recommended Text:
Punch, K.F. (2009). An introduction to research methods in education Sage Publications
Educational Foundations IV NQF Level 8 15 Credits
Prerequisites – Educational Foundation III
Course Description
This course emphasises some of the current challenges in education, the significant
educational innovations, and the school as a social institution.
Learning outcomes

o Describe models in effective teaching, including direct teaching, cooperative learning,
mastery learning, and project-based instruction.
o Analyse the role of local, regional and state governments in the governance of
schools.
o Identify the sources of state, regional, and local education funding and examine
advantages and disadvantages of alternative school funding methods.
o Identify the contributions of major philosophers and the key educational philosophies
and practices as well as those of several Western and non-Western countries.
Course Outline

1.1 Impact of colonialism on education in Namibia;
Namibia with respect to Social, Political and Economic Aspects
134
Amendments
2.3 Policies, Acts and Provisions related to education and children with special
3. Democracy in Namibia
3.1 Institutional Structures: the Judiciary, Legislature and Executive (Systems)
3.2 Democracy - Concepts and types, Party system and Electoral Politics and
Pressure groups (Concepts Types and Role)
gender, religious and linguistic identities
4. Namibian Economy
4.1 Education as Investment - Concepts and Need
4.2 Sectors of Namibian Economy (Role of Education in their Growth and
Development)
4.2.1 Agriculture
4.2.2 Industrial
4.2.3 Services
4.3 Sustainable Development in Namibian Economy (Its Need)
4.4 Issues and Debates on Globalisation, Liberalisation and Privatisation of economy
4.5 Development and Environmental concerns
5. School governance: local and state structures
5.1 Current approaches to school governance
5.2 Current models of school governance
5.3 Key tasks and responsibilities of school governing bodies
5.4 Impact and effectiveness of school governance
5.5 Impact of the governing body on school improvement
5.6 School responsibility to the local community
5.7 Accountability to the local community
5.8 Key features of effective school governance
5.9 How school governing bodies assess and evaluate their effectiveness
5.10 Changing contexts and future developments
135
5.11 Perceptions on changes to school governance in the light of greater school
autonomy
5.12 Perceived impact of spending cuts
5.13 Appropriateness of current models of governance across different school
contexts and key transferable components
5.14 How effectiveness
6. Legal and ethical issues in Education
6.1 Privacy and Confidentiality
6.2 Moral Issues
6.3 Discrimination and Equal protection
6.4 Current Educational Laws
6.5 Policies and Politics
6.6 Academic Integrity
7. School finances
8.1 General financial information
8.2 Resourcing
8.3 School Finances
8.4 School funding sources
8.5 Keeping the accounts
8.6 Preparing the budget
8.7 Reporting on and reviewing school finances
8.8 Financial self-checklists
9. School Project-Based Learning
9.1 Student-led projects in pre and junior primary
9.2 Resources for getting started with project-based learning
9.3 Execution (Design, Build and Test)
9.4 Brain-based learning
9.5 Game-based learning
9.6 Inquiry-based learning
9.7 Emotional and social learning
9.8 Technology integration
9.9 Comprehensive assessment
10. Contemporary social problems and the influences on education
10.1 The Effects of Pre-school Education on Children's Development
10.2 The Effects of Junior Primary School on Children's Attainment, Attitudes and
Behaviour
136
10.3 Learner’s Cognitions, Motivations and School Performance
10.4 Social Competence and Attainment
10.5 The Role of Teacher Expectations and Behaviours
10.6 Learning Tasks, Class Management and Size
10.7 On Direct and Indirect Effects of School
11. Effective teaching methods and Student diversity
12. Rules, rituals, and routines of schools
13. The curriculum and its shaping forces
Recommended Text
Cole, M. Cole, S.R. and Lightfoot, C. (2004). The Development of Children. New York: Worth
Publishers.
Publications
Sharma, R.A. (2002) Fundamentals of Educational Psychology, R. Lall Book Depot, Meerut
137

Bachelor Pre and JP Hon

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The International University of Management

Dorado Park, Windhoek

Bachelor of Education in Pre and Junior Primary Honours

5. Who is this Qualification for? ................................................................................................................... 5

6. Outcome for the whole qualification ....................................................................................................... 5

7. Admission /Entry Requirements ............................................................................................................. 6

8. Qualification Duration ............................................................................................................................... 7

9. Modes of Teaching and Learning in Teacher Education .................................................................... 7

13. School Subjects ....................................................................................................................................... 10

14. Credit Transfer ......................................................................................................................................... 10

15. Credit Systems ........................................................................................................................................ 11

17.2 Syllabi/Course Material.......................................................................................................................... 18

The International University of Management (IUM)’s Faculty of Educational Administration

This qualification is designed to train early childhood education classroom teachers in

5. Who is this Qualification for?

6. Outcome for the whole qualification

Holders of this qualification are able to:

 demonstrate ability to teach school subjects;

7. Admission /Entry Requirements

The entry requirements to this qualification shall be:

b) Namibian language competencies

The study period for the qualification is:

9. Modes of Teaching and Learning in Teacher Education

Education Research Project

11. Quality Assurance

12. Awarding of the qualification

13. School Subjects

14. Credit Transfer

15. Credit Systems

Item Delivery Summary of Activities Hours Credits

2  Directed Advance reading and preparation / Class 40 4

Key: PJP- Pre and Junior Primary

Namibian Afrikaans Khoekhoegowab, Oshindonga, Oshikwanyama, Otjiherero,

Compulsory (credits) Elective (credits)

YEAR 1 (110 Credits)

Year course(s) (40 Credits)

YEAR 2 ( 144 Credits)

SEMESTER 2 (44 Credits)

Year course(s) (42 Credits)

YEAR 3 (123 Credits)

SEMESTER 2 (24 Credits)

Year course(s) (45 Credits)

SEMESTER 2 (69 Credits)

17.2 Syllabi/Course Material

Namibian Language I NQF Level 5 Credit 10

Upon completion of this course the students will be able to:

Larsen-Freeman, D. (2011). Techniques & Principles in Language Teaching. London: Oxford

English for Teachers NQF Level 5 8 credits

Upon completion of this course the students will be able to:

English Language I NQF Level 5 10 credits

1. Introduction to English language?

Educational Foundations I NQF Level 5 8 Credits

Upon completion of this course the students will be able to:

1. Philosophical Understanding of Education

IT Skills for Teachers NQF Level 5 Credits 8

Integrated Educational Technology I NQF level 5 8 credits

Pre-requisite – IT Skills for Teachers

Rajaraman, V. (2013). Introduction to Information Technology. PHI Learning Pvt. Ltd

Numeracy and Mathematics Education I NQF Level 5 10 credits

Upon completion of this course the students will be able to:

Assessment in education NQF Level 5 8 credits

Upon completion of this course the students will be able to:

Guidance and Counselling NQF Level 5 8 credits

Upon completion of this course the students will be able to: