CONTENTS

PART ONE: Policies and Procedures

1. Introduction
2. Application
3. Registration
4. Change of Major Subject(s)/Course changes/Re-registration
5. Correspondence
6. Contact Sessions
7. Assignments
8. Student Support Services
9. Resource Centres
10. Examinations
11. Terminations
12. Graduation Ceremonies
13. Financial Procedures
14. Quality Assurance

PART TWO: ACPE Information

IOL Courses
1. Advanced Certificate in Senior Primary Education (ACPE) NEW

ACPE Info Booklet 2013

1

PART ONE
VISION STATEMENT
The Institute for Open Learning commits itself to excellent, recognised educational programmes, involvement with community
education activities and becoming one of the foremost distance learning institutions in Namibia.
MISSION STATEMENT
IOL aims to achieve this vision by:
* Contributing to the educational, economic and social advancement of all Namibians.
* Being responsive to the educational needs of all its students in the workplace.
* Preparing all its students for participation as responsible citizens at local, national and international levels.
* Valuing change that leads to the development of innovative educational programmes and services.
* Fostering acceptable collaborative working relationships with other stakeholders in education in order to improve the quality of
life of all Namibians.
1. INTRODUCTION
3. REGISTRATION
Admission to Registration
No student will be admitted to the Advance Certificate in Senior Education (ACPE) if s/he does not meet the admission requirements.
Students who wish to seek employment in another country after their studies, should confirm whether they would meet the
requirements of the relevant authorities before commencing their studies.
Registration takes place throughout the year. However,
* Enrolment before 15 November: Write the first examination in April/May.
* Enrolment before 15 April: Write the first examination in August/September.
The first semester starts on 1 December and ends 31 March and the second semester is from 1 May to 31 October.
The student should indicate on the registration application form (from the list provided), which examination centres/venues s/he
wish to write examinations at. The first examination opportunity will depend on when the students registration is finalised. Please
refer to the examinations section of this booklet for more information regarding examination.
After registration is approved at IOL Head Office, the student should receive s/he study materials within three (3) weeks. The
students should contact the nearest IOL Regional Offices or the Head Office if study material have not been received within this
time frame. The student should compare the study materials received with the checklist.

The Institute for Open Learning is an accredited Distance Education Institution, which offers you an opportunity for studying in various directions. Address, examination venue, school, salary number, pay point.
It is the responsibility of the student to notify IOL of any changes to his/her address, examination venue, school, salary number or
pay point. IOL cannot be held responsible for any repercussions the student may suffer if s/he had not submitted information as
Language
required by IOL. The student can change his/her details by filling in a form or through the IOL student portal on the website.
Study guides are only available in English for all IOL courses. A student may write examinations and submit assignments in English
only. Contact sessions are conducted in English except in the language subjects.
4. CHANGE OF MAJOR SUBJECT(S)/COURSE CHANGE/RE-REGISTRATION
Website
For more information regarding the course in this booklet or any other courses offered by IOL, please visit our IOL website at www. Subject Changes:
Students registered can only apply for a Subject change within 3 months of registration of the course. Textbooks will be invoiced separately.
iol.na. You can view information on contact sessions time tables for all courses, old question papers, recorded contact sessions,
examination time tables, etc.
The student completes the Changes: Study Information Form and attach all the relevant documents needed.

Student Portal
Students must keep in mind that the study period allocated for the course remains the same. There is no extension on the study
Information technology enables immediate and easy access to information on the Internet. IOL has developed a user-friendly
period because a new subject was registered.
Student Portal website, where students can access the following:
* Course Outlines (Web Studies)
Course Changes:
* Financial Statements
Students can only apply for a course change:
* Academic Results
* While the status of the student is still ACTIVE on IOLSAS.
* Examination Timetables
* The change must be within 6 months after the registration date.
* *Study Materials and much more
* The price for the new course must be in line with the previous/old course.

The portal allows access to the course content of all the specific subjects/modules that form part of the course. Students can also
The Course change fee payable depends on the prices of the textbooks, the course and the subjects for the new course and is
view and print past examination papers, scopes, study guides and tutorials. To log onto the student portal you need to be registered
determined by the Registrar in cooperation with the Material Management official and Trustco Finance.
with the IOL.

5. CORRESPONDENCE
2. APPLICATION
Address and contact details:
All new applications must be accompanied by certified copies of the following documents:
Institute for Open Learning Tel.: 061-2754444
* ID or passport document.

Trustco Building Fax: 061-2754090
* Highest academic qualification.
c/o Robert Mugabe & Uhland Street e-mail: iol@tgi.na

Windhoek Private Bag: 15007

Namibia Katutura

ACPE Info Booklet 2013 ACPE Info Booklet 2013

2 3
THE STUDENT NUMBER MUST APPEAR ON ALL CORRESPONDENCE (INCLUDING FAXES), SENT TO IOL AND WHEN CALLING, It is very important that students come well-prepared to a contact session. The contact sessions take place at certain venues in the
THE STUDENT SHOULD STATE HIS/HER STUDENT NUMBER vicinity of the IOL regional offices.

Regional Offices: Venues, times and dates for contact classes

RUNDU: Tel.: 066-255066 The Institute of Open Learning has a contact classs time table booklet. For more information regarding venues, times and dates,
Fax: 066-256808 please refer to the mentioned booklet.

ONGWEDIVA: Tel.: 065-233300 7. ASSIGNMENTS
Fax: 065-233400
Assignments ensure a student admission to the examination. Once the student have met the minimum requirements for the examination and the
KATIMA MULILO: Tel.: 066-254433 student fail the examination, s/he do not have to re-submit the assignment.
Fax: 066-212020
7.1 Closing dates for all assignments
WALVIS BAY: Tel: 064-212000 All students will be required to submit assignments to qualify for examinations.
Fax: 064-212020
The assignments handed out with a subject per course will remain valid for that subject within the time frame as determined by The
KEETMANSHOOP: Tel.: 063-227200 Institute for Open Learning. It remains the students responsibility to make sure that all assignments reach IOL on or before the 15
Fax: 063-227216 January for first semester examinations and on or before 15 June for second semester examinations.

WINDHOEK: Tel: 275 4344 Assignments received by IOL after the closing date will be marked for the following semester and the student will be allowed to write
Fax: 275 4090 examinations in the following semester only. All assignments must be sent through the registered mail or courier to, or submitted
and signed for at, any IOL regional office for distribution and assessment. The students should keep a copy of each assignment.
Print and dispatch of study material
The dispatching of text books and study guides will be done directly from IOL Head Office in Windhoek. Study materials will be
In order to ensure that the students assignments reach the Institute for Open Learning safely, the student should do one of the
delivered through the postal services or courier services. The student should indicate his/her preferred option of delivery of study
following:
material on his/her registration document i.e. collection at offices; postal delivery or courier delivery.

* Mail the original assignment per registered mail to:

IOL will send the study material to the address the student indicated for the delivery of study material. Please note that the student
must indicate a physical address or work address for the delivery of the study material.
Institute for Open Learning
Private Bag 15007
Study material sent by the general postal services, must be collected from the Post Office within 7 working days. If the package is
Katutura
not collected within 7 working days it will be returned to IOL.
Windhoek

If the student have not received his/her study materials within 3 weeks after registration s/he should contact the nearest IOL Office
* Use a courier service and courier the original to:
in order for them to follow it up.
Institute for Open Learning
c/o Robert Mugabe & Uhland Street
6. CONTACT SESSIONS AND VACATION SCHOOL Trustco (North) Building, 1st Floor, Windhoek.

IOL provides ACPE students with the opportunity to attend a number of contact sessions per year. These contact classes will be * Deliver the assignment to any one of the IOL regional offices:
conducted on Saturdays. Students who attended these contact sessions experienced remarkable improvement in marks and are Windhoek
well prepared for assignments Katima Mulilo
and examinations. Vacation school during the December/January school holiday is also available to students. Rundu
Ongwediva
Lync a newly introduced Contact Session Is to be implemented for the ACPE course. Classes will be conducted In Windhoek and Walvis Bay
be directly broadcasted to the regions. These Contact Sessions via Lync will be recorded. Students can also make use of the IOL Keetmanshoop
Student Support Centres at all regional offices to view these recorded contact sessions and uploaded onto the IOL student portal
for all the students to view. If assignments are handed in at any of the above-mentioned offices, the student should make sure that s/he get the acknowledgement
slip to take home with him/her. This will be proof of their date of submission.
The advantages of such contact sessions, to both the Institute for Open Learning and the students, are that all the students will
receive the same lesson content, information and summaries. Only one tutor needs to be trained and quality assurance is easier to Assignments may NOT be submitted electronically.
maintain. All subjects/courses have the same closing dates of 15 January and 15 June, but students are advised to plan staggered dates for
subjects submission before the deadlines.
During these sessions students will meet with relevant, subject specialists who will give them advice on their assignments, feedback
regarding completed assignments and academic guidance through their study material. Tutors will also be reachable by telephone,
throughout the year.

ACPE Info Booklet 2013 ACPE Info Booklet 2013

4 5
Due dates for all assignments. 9. STUDENT COUNSELLOR

SEMESTER (Registration) EXAMINATION ASSIGNMENT DUE DATES What is Counselling?

First Semester April/May 15 January http://www.studentcounselling.co.uk/
(October) Counselling provides a safe place, separate from your daily life where you can explore issues or feelings which are causing you
difficulty.
Second Semester August/September 15 June
(March) What does the Counsellor offer?
* Relating in a supportive and purposeful manner to assist In finding your way forward
* Confidential space to talk to the counsellor about concerns
7.2 Minimum requirements for assignments to qualify for the examination
* Understanding a feeling of being listened to, valued and accepted in a non-judgemental way
A minimum semester mark of 50% is required to qualify for admission to the examination.
* No pressure on the student. The counsellor is not here to tell you what to do, rather to help the student to find their own answers
NB!! The assignment mark is also the semester mark
and solutions to problems
See Module assessment and quality assurance section at each subjects syllabus description of the Curriculum for more detail.

7.3. Requirements for assignments Reasons to seek counselling
* All assignments that have been marked should be kept in a safe place until the examination results have been verified. In a Stress Management
dispute, no changes can be made without proof!! Life transitions and change
* Handwriting should be as neat and legible or the assignment should be typed, if possible. Depression
* The following should be stated clearly and correctly on the front page of EACH assignment: Anger
Student number, name and surname, ID number and correct postal address. Suicide
Study course and Subject Code e.g. ACPE - EACS11. Self-Esteem Issues
The students cell number in case of emergency. Trauma
* The green assignment cover should be stapled onto all assignments and be submitted to the IOL Regional Office for marking - -- Social Issues
assignments of different modules should not be stapled together - they will be regarded as ONE assignment. -- Substance Abuse
* Write on ONE SIDE of the page only. -- Peer Influences
* Each question answered must have a heading. -- Poverty
* During the evaluation of assignments, marks will be allocated for content structure and presentation, e.g.: -- Violence
Correct referencing of sources used. -- Unemployment
Reference list/bibliography. -- HIV/AIDS
Practical examples which will demonstrate that the student can apply his/her theoretical knowledge. Adjusting to Distance Learning
Presentation of information from sources in the students own words. Difficulties in Relationships
The student should keep to the topic of the assignment instruction i.e. relevant scope and depth of the topic. Anxiety
Numbering, layout and neatness is essential. Body Image Concerns
Loss and Grief
8. STUDENT SUPPORT SERVICE Career Guidance

Roles/ Responsibilities of a Counsellor

The student support services that IOL provide, assist the student to become more effective and efficient. To support you during your
* Provides information and assistance to students, parents and teachers about a wide range of matters such as students personal
studying period with us, we are glad to announce that we offer the following bouquet of Student Support Service for your convenience:
problems, learning difficulties and special requirements
* Your own unique e-mail address - this is an excellent communication tool enabling you to communicate worldwide
* Offers guidance to students about their personal or academic life.
* Golden Student Card - for access to Student Support Centres
* Helps students work trough emotional problems; mediates social conflicts; provides academic guidance; and recommends
* Contact with tutors between 18:00 and 20:00 on weekdays
future career options. A counsellor loves helping others and recommends ways for students to reach their goals.
* Monthly questions and answers service in Informante, will also be posted on the website
* Often helps the students to deal with the pressures of life
* Full access to the Recourse Centre Library with all study guides, textbooks and recommended reference books
* Guiding students regarding their career decisions and helping them understand their potential and provide help to pursue their
* Assignment and Examination base Contact classes on certain Saturdays
goals
* Free Photocopy and Fax services
* Recognising the behavioural issues and provides solutions to handle them.
* Free Internet access and free access to IOL Website
* Working as a mediator between the student and the college authorities, if there is an argument and tries to resolve it
* Friendly environment to come and study
* Student counsellors may counsel people one-by-one. Counsellors may also work with students in groups, such as directing a
* Institute for Open Learning (IOL) Coordinators will assist students with studies at the Resource Centre
class during a presentation.
* Typing facilities - computer to type your assignments
* Notes from tutors distributed in contact classes on the website NOTE: Student counselling is not compulsory, but voluntary for all IOL students.
* A student counselling service that provides a safe place, separate from your daily life where you can raise Issues or feelings
which are causing you difficulty Contact Details: Natasha Janga
* Institute for Open Learning (IOL) Is also in the process to produce a complete set of DVDs containing face to face contact classes Tel: 061 275 4555
on all your subjects EMAIL: NatashaCorneJ@tgi.na
Office hours: 08:00 - 16:30, Monday to Friday
ACPE Info Booklet 2013 ACPE Info Booklet 2013
6 7
Counselling services will be available in the regions on intervals. Students and regional offices will be informed. 14. FINANCIAL PROCEDURES

10. EXAMINATIONS * Trustco Finance offers 100% financing for all IOL courses with easy repayment options available such as 12, 24, 36, 48 or 60
month periods.
* Examination venues are indicated on the application form. Please see the list below for more information on examination * Clients are welcome to make bank deposits as well:
venues. The student should choose the examination venue that is in his/her area/region for easy access and convenience during Account name: Trustco Finance
examinations. The venue indicated on the application form will be the venue Indicated on the students Admission Permit. Bank: First National Bank
* The student may request for a change of Examination venue, in writing, a month before the Examination. Account number: 62122858452
* Examinations are written in April/May (first semester), and August/September (second semester), every year. Branch code: 281872
* Contact: Tel.: 061-275 4733, for more information regarding examinations and venues. * In the event of a cash deposit, a client must provide a deposit slip to Trustco Finance by either faxing it to 061 275 4090 or
delivering it by hand.
10.1 Examination venues * Upon the approval of a loan, the principle debt that is outstanding will attract monthly interest at a rate linked to the banks
Examination Venues lending rates. These rates are calculated on a daily balance and are capitalised monthly in arrears at a time determined by IOL
and Trustco Finance.
Oshakati: Mweshipandeka SS Outapi: Omusati Ondangwa: Heroes PS Walvis Bay: Khorixas: TRC
* IOL and Trustco Finance will reserve the right to increase or decrease the interest rate at anytime should the principal rate
Youth Centre Stardust Hall
change.
Katima Mulilo: UNAM CAMPUS Rundu: Noordgrens Windhoek: Dawid Keetmanshoop: Opuwo: TRC * The period of the repayment will automatically be extended to cover all arrear amounts that are to be repaid on a monthly basis
Bezuidenhoudt SS IOL Office until the debt has been settled.
Grootfontein: Otjiwarongo: Paresis SS Okakarara: Gobabis: TRC Omaruru::
Refunds:
Friedrich Awaseb SS Okakarara SS Library
* In the event that an overpayment is made, the overpayment will be refunded at the end of that specific month.
Luderitz: Helen v Rhijn PS Karasburg: Usakos: Mariental: Rehoboth: TRC * Refunds will be made if the cancellation application is approved by the Managing Director of IOL and Trustco Finance.
TRC UsakosSS Mariental SS * No refunds will be made towards payments for rewriting exams.
* Course fees paid by a student cannot be transferred to another student.
A student can write examination ONLY at the examination venue indicated on his/her Admission Permit.
Cancellations
10.2 Time of examination sessions A loan agreement can be cancelled when:
* April/ May Examination: Morning Session 09h00 - 12h00 * The loan is repaid in full.
Afternoon Session 14h00 - 17h00 * A student terminates the agreement by giving a written notice three (3) working days after successful completion of an
* August/ September Examination: Morning Session 09h00 - 12h00 application form.
Afternoon Session 14h00 - 17h00 * If IOL or Trustco Finance (Pty) Ltd, did not provide any services within a reasonable amount of time.
* When studies are terminated and the cancellation of the debt is approved by the Registrar and/ or the Managing Director.
The student should take note of the dates and times as indicated on his/her Admission Permit. * If the student proved not to be creditworthy before any services were rendered.

Signing contracts:
11. CHANGE OF ADDRESS/CELL PHONE NUMBER
Too many individuals are not aware of the consequences of signing legally binding documents. lTrustcFinances loan application form
is a legally binding contract which clearly states in BOLD CAPITAL LETTERS that the client may not cancel directly after registration.
It is important to inform the IOL Regional Offices of any change of address or contact number through an e-mail to iol@tgi.na or fill
A signature symbolises
in a Change of details form at the nearest IOL regional office or update on the student portal. Valuable information regarding studies
that a potential client agreed to what is stated in the document/contract.
will be lost if IOL do not have this information. The change of detail form is available for changes of address, cell number, course
Consider the following, before signing a contract:
change and module change at all IOL Offices.
* The document must be fully completed before the applicant signs.
* The amount must be carefully calculated and filled in correctly.
12. TERMINATIONS
* No alterations may be made to the document without the clients signature.
* It is the clients responsibility to fully read and understand the document before signing on it, therefore all the necessary documents
Advance Certificate in Senior Primary Education (ACPE) that accompany the application must be certified.
* ACPE is a one (1) year Course, however, a part time student, studying distance mode has three (3) years to successfully
complete the Course and being issued the Certificate. If then still not successful, his/her studies will be permanently terminated.
* Termination of the ACPE courses result in no credits obtained for the completed modules and if a student wish to continue his/
her studies, the student will have to register and pay for a complete new Course in a different subject field and start from the
first (1) year.

13. GRADUATION CEREMONIES

Graduation ceremonies will be held once a year during the second term of each year. Students will be notified in advance.

ACPE Info Booklet 2013 ACPE Info Booklet 2013

8 9
 PART TWO: ACPE Information
2.1 Advanced Certificate in Senior Primary Education (ACPE)
The Advanced Certificate in Senior Primary Education offers TWO school subjects and their methodologies.
2.1.1 Admission Requirements
To qualify for admission to the Advanced Certificate in Senior Primary Education an applicant shall satisfy the following minimum
requirements:
(a) Be a holder of a three year lower or senior primary qualification such as BETD, JPTED, SPTED or any other recognised level 6
diploma.
(b) The two major senior primary school subjects to be selected In the Advanced Certificate In Senior Primary Education must have
been offered in their three year qualification. Alternatively, at least one of the two majors must have been offered in their three
year qualification and the other major was offered in Grade 12.
(c) The applicant must have at least three years teaching experience, preferably in senior primary, but lower primary or junior
secondary experience Is also acceptable.
General admission regulations that apply to the above admission: of teaching methodology.
* Places will be awarded on the basis of merit in the case of over subscription.
* IOL reserves the right to conduct further admission tests such as interviews or aptitude tests.
Rationale and exit outcomes
Rationale
The rationale for the proposed new level 7 ACPE qualification is to offer a quick and effective one year upgrading qualification. This
Advanced Certificate would ensure a proper starting point for national human resources development, because a solid senior primary
foundation will support secondary learner success in school. Alternatively stated, the overall goal/ rationale of the Senior Primary
Advanced Certificate is to develop skilled, committed and insightful professionals who have subject knowledge and pedagogical skills
to promote effective and inclusive learning in primary schools.
(8) Discuss theories and practices of assessment and evaluation of learning activities and results, aims, construction and
application of assessment tools, evaluate the moderation of tests and examination papers, discuss marking and grading
techniques, interpret assessment results statistically and evaluate feedback instruments and reporting assessment results to
parents.
(9) Discuss models, legislations for protecting the rights of special needs individuals as well as causes, features and
techniques of working with different types of special needs children.
(10) Discuss some Physical Science issues regarding speed, mass and density, pressure, thermal physics, and properties of waves,
light and sound, electricity and electromagnetism, practical electric circuitry and nuclear physics and some methodology
aspects.
(11) Explain characteristics of written and visual literature, analyse novels, dramas and poetry and grammar and discuss how to
teach it.
(12) Explain and do calculations with numbers, algebraic representation, formulae, indices and manipulations, do calculations of
polynomials, explain and apply logarithms and sequences theory and draw and interpret graphs. Explain function notation and
linear programming, coordinate geometry, use geometrical terms, facts and applications, calculate angles in triangles, analyse
data, calculate probability and geometrical transformations and vectors and discuss teaching methodology aspects.
(13) Discuss geographical and historical topics, including plate tectonics, formation of land- and marine forms, atmospheric
processes, topographical maps, geographical enquiry skills, population dynamics, agricultural systems, tourism industry, the
collapse of international peace by 1939, Nazi Party rule of Germany, USA between 1914 1941, skills for historians and aspects
(14) Discuss theories and demonstrate skills of counselling and rendering inclusive learner support.
(15) Discuss theories and practices of school management that promote effective teaching and learning: management functions,
concepts and styles, management skills, the school as an organisation, financial management, management of health and
safety and personnel management.
(16) Execute specified senior primary school-based observation tasks covering the modules in a particular period of the curriculum,
write lesson preparations and present lessons.
2.2 Curriculum framework and clarifications
This section depicts the complete curriculum, per years and semesters and includes the core and elective modules, their codes,
credits, NQA levels and prerequisites.

The curriculum framework reflects the systematic ideas of the rationale and exit outcomes. The student workload of the proposed
Exit learning outcomes
one year programme is challenging.
The following exit learning outcomes of the qualification correlate with the sequence of the curriculum.

The curriculum framework for this NQF level 7 Advanced Certificate in Senior Primary Education over 3 year distance is as follows:
Students who have completed this Advanced Certificate in Senior Primary Education would be able to:
(1) Explain and demonstrate general English proficiency, academic communication and assertive communication skills.
(2) Explain sexual health related topics, features of planets, light, electricity, plants and animals, ecosystems and components Advanced Certificate in Senior Primary Education curriculum
as well as systems of the human body; explain some features of matter, features of ionic and metallic bonding, types, (NQF Level 7, 149 credits)
properties and uses of materials, environmental chemistry, composition, uses and pollution of air, features of water, power
and mechanics, features of energy, electricity and magnetism, waves, sound and light and discuss some teaching methodology Module Title Module Comprehensive Notional NQF NQF Prerequisite
aspects, regarding these topics. e code exit learning hours level
(3) Explain the forms and levels of language learning, discuss theories of language development in learners and explain issues outcomes
of developing learners listening skills, speaking and reading, some basic and transactional writings, as well as teaching YEAR 1:
methodology and assessing of language development
SEMESTER 1 (78
(4) Interpret data and explain operations with whole numbers, common and decimal fractions, time, money and solving problems
credits)
with length, mass and two and three dimensional shapes. Solve number problems involving direct and indirect proportions, do
calculations with money, volume and surface areas, perform different geometric calculations, perform algebraic operations, English and Academic ACP-EACS-11 Explain & demonstrate 120 12 5 None
draw function graphs, draw and interpret histograms and calculate probability and solve trigonometry problems in right- Communication Skills general English proficiency,
angled triangles as well as methods to teach and assess such content. academic and assertive
(5) Explain the development of Namibian nationalism, South African colonial administration, role of the church before independence, communication skills
events prior to independence, the African struggle for independence and economic development, developments of world history Learner Development ACP-LDL-11 Discuss important theories 120 12 7 None
in the 20th century, read maps and weather data, explain Namibian ecology, regional geography and population geography and and Learning and aspects of senior
aspects of geomorphology. primary learner development
(6) Discuss important theories and aspects of senior primary learner development and learning and its implications for teachers. and learning and its
(7) Discuss and apply concepts, teaching-learning principles, strategies, methods and management skills to support senior implications to teachers
primary learners learning in different subject areas.
ACPE Info Booklet 2013 ACPE Info Booklet 2013
10 11
 Classroom Teaching ACP-CTM-11 Discuss and apply concepts, 120 12 7 None Inclusive ACP-IESD-12 Discuss models, legislations 100 10 7 Learner development
and Management teaching-learning principles, Education and for protecting the rights of and Learning
strategies, methods and Specific Difficulties special needs individuals (ACP-LDL11)
management skills to as well as causes, features
support senior primary and techniques of working
learners learning in with different types of
different subject areas special needs children.
Assessment ACP-ASE-11 Discuss theories and 100 10 7 None Counselling ACP-CLS-12 Discuss theories and 100 10 7 None
and Evaluation practices of assessment and Learner Support demonstrate skills of
and evaluation of learning counselling and rendering
activities and results, aims, inclusive learner support
construction and application Educational ACP-EM-12 Discuss theories and practices 100 10 7 None
of assessment tools, evaluate Management of school management that
the moderation of examination promote effective teaching
papers, discuss marking and learning: management
and grading techniques, functions, concepts and styles,
interpret assessment management skills, the school
results statistically, as organisation, financial
evaluate feedback management, management
Instruments and reporting of health and safety and
of assessment results personnel management
Two Major School Two Major School See School Explain the grade 12 content 320 32 12 Module 1 of relevant
Subjects Subjects Subjects and teaching methodology two subjects
Module 1 of Module 2 of aspects AND
Subject 1 and 2 16 for Subject 1 and 2 of Classroom Teaching
each 5 for At least one the two subjects and Management
Natural Science ACP-NSHE-11+ 160 for of the each major must of your majors option (CTM)
And Health ACP-ENG-11 Explain up to Grade 10 each of two of the have been
School-based Studies ACP-SBS-12 Execute specified senior 90 9 7 Enrolled for 2nd
+ English OR content and the two Subj two offered In
primary school-based semester courses
OR ACP-ENG-11+ teaching methodology Subj. = subj. the 3-year
observation tasks covering 3 weeks
English ACP-SSC-11 of 32 = qualification
the modules in a particular In Senior
+ Social Science OR the first and = 10
period of the curriculum, Primary
OR ACP-MATH-11+ second subjects 320
write lesson preparations School
Mathematics ACP-ENG-11 of your majors option
and present lessons
and English OR
OR ACP-MATH-11+ Total 710 71
Mathematics ACP-NSHE-11
Note:
+ Natural Science
The National prescribed major school subjects for the senior primary such as Mathematics, Natural Science and Health, English and
and Health
Social Studies are addressed. Mathematics and the other major school subjects incorporate both the prescribed subject content for
Total hours 780 78 senior and beyond, as well as the methodology up to level 7. The professional subjects are on level 7 and include all key NPST standards
and credits except for the last two standards of Mentoring and Professional and Community Development.

SEMESTER 2 2.3 Assessment policy

(71 credits) This assessment policy reflects the guidelines for admission to first and supplementary exams, passing the theoretical or practical
components, as well as the applicable academic progression rules.

* Continuous assessment per semester modules consists of assessment opportunities, like assignments and/or practicals,120 marks for modules of
10 or 12 credits and 130 marks for modules of 14 - 16 credits.
* An aggregate of 50% semester/continuous assessment mark is required for admission to examinations.

* A 60% pass is required for practical work and such work could account for 50% of the continuous assessment/ semester mark.
* Assignments typically follow the format and standard of the examination papers in order to prepare students for the format and
standard of examinations. At least thirty percent (30%) of assignments and examination papers should be on a higher order
thinking level where marks are allocated to thinking about facts.
ACPE Info Booklet 2013 ACPE Info Booklet 2013
12 13
* Re-submission of assignments is permissible at extra costs but in practical terms it is often impossible to meet submission or Semester 1
marking deadlines before the examination.
* Semester assignment marks will be nullified if students are guilty of plagiarism and consequently forfeit admission to the
Module title: English and Academic Communication Skills
examination.
* The duration of an examination depends on the credits of a module to ensure valid assessment results, e.g. for 10 or 12 credits a two and a half Code: ACP EACS-11
hour examination of 120 marks apply, while a 14 - 16 credit module examination has a duration has a duration of 3 hours and counts 130 marks. NQF level: 5
* A final pass mark of 50% is required, calculated by 60% of the examination mark and 40% of the semester/ continuous assessment mark. A
Notional hours: 120
sub-minimum of 50% must be attained In the examination.
NQF credits: 12
* Students commonly write examinations at the end of the semester of completion of a module. There is a first semester examination in May and
a second semester examination in August. Students can qualify with a 45 - 49% in an examination for a supplementary. May-students can thus Prerequisites: NSSC Ordinary English grade C
write a supplementary in August, and the August students that qualify can write a supplementary in November. If a student qualifies for the Options (compulsory or elective) Compulsory
supplementary examination, he/she can write the supplementary without having to redo the assignments or pay re-registration fees.
Semester offered: Semester 1
* If a student fails the supplementary examination and wants to continue s/he must re-register for a module, compile a new semester mark and
at extra cost could sit for the third examination. This rule also applies to efforts beyond the third exam. National Professional Standards: Standards 1, 9
* The School Based assignments comprise of three sections. One section consists of observational tasks the second of lesson preparation and
another of lesson presentation. All sections are assessed and must be passed independently on a 60% level before practical marks are averaged. Module description:
If a student fails in one section s/he is allowed a second opportunity to replace the failed mark of that section. The School Based Study forms,
regulations and arrangements must be in place. The aims of this module are to enable students to develop the following general and academic communication skills, understanding
* Lecturers must provide students with written feedback on assignments, indicating the general strengths and shortcomings and provide and values: effective listening skills, a range of reading skills, oral etiquette in different contexts and speaking skills as well as
recommendations for improvement. personal, official and academic writing skills. These English and academic skills are necessary to be a successful student and teacher.
* The practice of providing students with an examination scope before examinations, should merely point out core themes, questions and sections and
the format of the examination paper. The given scope should NOT promise that the exam paper will only cover the scope content. Module assessment and quality assurance:
* English proficiency, ICT and First Aid courses should preferably be certified separately (Crebbin recommendation 3.2.3)
* The academic advancement rules are as follows: The pre-requisites of a module must be passed before the next module could be enrolled for. * Continuous assessment per semester module consists of one assignment of 120 marks for modules of 12 credits.
A co-requisite is a module that could be taken together with another prior module. IOL allows registration of all modules in each semester and * 50% semester / continuous assessment mark is required for admission to examinations.
pre-requisites are limited to support students progression. Students may complete the Advanced Certificate over 3 years, so It is very difficult * Where practical work is applicable, a 60% pass is required for practical work and such work could account for 50% of the
to specify the amount of modules per year, since this will then take 2.5 years to complete the qualification. continuous assessment mark.
* Students receive apart from the normal graduation papers a summary, (dacum chart) of the competencies that they have mastered during the * The duration of an examination for 10-12 credit modules is a two and a half hour written examination of 120 marks.
programme. * A final pass mark of 50% is required, calculated by 60% of the examination mark and 40% of the semester / continuous
assessment mark. A sub-minimum of 50% must be attained in the examination.
2.4 Detailed module descriptors * The setting and marking of examination papers are moderated.
Semester 1
Module title: English and Academic Communication Skills Comprehensive Exit Learning Outcome:
Module title: Learner Development and Learning
Module title: Classroom Teaching and Management Explain and demonstrate general English proficiency, academic communication and assertive communication skills.
Module title: Assessment and Evaluation
Module title: Major School Subject Elective 1 (Module 1) Specific Exit Learning Outcomes (ELO):
Module title: Major School Subject Elective 2 (Module 1)
Module title: Inclusive Education and Specific Difficulties Upon completion of this module students should be able to:
Module title: Counselling and Learner Support
Module title: Educational Management 1. Explain and demonstrate general and academic listening skills
Module title: Major School Subject Elective 1 (Module 2) 2. Explain and demonstrate general and academic reading skills
Module title: Major School Subject Elective 2 (Module 2) 3. Explain and demonstrate general and academic English speaking skills
Module title: School Based Studies 4. Explain and demonstrate general and academic English writing skills

The following module descriptors provide a detailed syllabus description of each subject/module of the curriculum. The template
used provides relevant information for different stakeholders such as prospective learners, parents, the NQF, study guide authors
and employers. The template not only provide curriculum design aspects but also curriculum implementation information such as
assessment rules, practical work required, teaching-learning resources needed and revision dates of the module.
Study material authors should take note of the careful selected verbs of exit and learning outcomes since these verbs indicate the
cognitive level and thus the assessment/teaching standards to be achieved. The NPST (National Professional Standards for Teachers)
that is adhered to by particular learning outcomes are indicated as S = Standards. The modules are described in the
sequence they appear In the curriculum.
Learning Outcomes (LO) per exit outcome:
ELO 1: Explain and demonstrate general and academic listening skills
1.1 Explain and demonstrate good listening skills in general and social situations
1.2 Interpret non-verbal cues in listening comprehension, e g: personal space; gestures; intonation and emphasis
1.3 Explain and demonstrate listening for note-taking in academic situations, e.g. listening for purpose, meaning, structure, details,
main points, opinions, facts, conclusions

ACPE Info Booklet 2013 ACPE Info Booklet 2013

14 15
ELO 2: Explain and demonstrate general and academic reading skills Module requirements and expectations:

2.1 Discuss the value of reading a lot The attendance of all contact and practical training opportunities that are organised by IOL is compulsory. Acquire the Study Guide
2.2 Describe a competent reader and all relevant prescribed study materials or recommended web site information. All assignments must be handed in on time.
2.4 Demonstrate comprehension of written texts Students with special circumstances struggling to meet deadlines should contact IOL in time. All forms of /academic dishonesty such
2.5 Explain and demonstrate reading techniques, e.g. skimming and scanning, etc as cheating and plagiarism are prohibited. You are encouraged to manage your study time well and engage in learning circles. Focus
2.6 Explain how to read texts, papers or magazines critically on understanding (e.g. asking what, why and how questions) before memorising content. Admission to examinations depends
2.7 Propose how to read test and examination papers upon successful attainment of the required continuous assessment / semester mark.
2.8 Explain and demonstrate the proper use of a dictionary and thesaurus
Learning resources and support: Lutrin, B. and Pincus, M. 2010. English handbook
ELO 3: Explain and demonstrate general and academic English speaking skills and study guide. Birnam Park: Berlut Books
ISBN 9780 620 32583 7 N$ 200
3.1 Listen to and pronounce English sounds accurately Kindle Dictionary
3.2 Compile a glossary of fifty new words and their meanings per semester Study Guide, face-to-face sessions, IOL
3.3 Analyse basic interpersonal communication skills centres, feedback on assignments
3.4 Explain and demonstrate appropriate oral etiquette in the following situations:
Telephone conversations
Assertive participating in meetings Reference books in IOL centres:
Attending and conducting interviews
Murphy, R. 2004. English grammar in use with answers. 3rd
Giving warnings, apologising, stating conditions
ed. Cape Town: Cambridge University Press
Introductions, greetings, welcoming; thanking
ISBN 0 521 53289 2
Agreeing / praise and disagreeing / criticising
Public speaking, presentation skills Equipment to be bought: None
Interacting with learners in the classroom, colleagues, heads-of departments, school principal Additional costs to registration fees: Attend face-to-face session
3.5 Describe the W-questions for gathering information
Implementation date: 2013
3.6 Explain the common law guidelines for managing/ chairing group discussions
Next revision date: 2016

ELO 4: Explain and demonstrate general and academic English writing skills
Module title: School Subject 1 & 2:
4.1 Explain and practice the following linguistic constructs: Natural Science + Health (module 1)
Parts of speech (nouns, verbs, pronouns, adjectives, adverbs, prepositions) Code: ACP-NSHE-11
Basic sentence analysis (clauses, phrases)
NQF level: 5 (grade 7+10 integrated)
Concord
Tenses Notional hours: 160
Figurative and literal use of language NQF credits: 16
Direct and indirect speech Prerequisites: One major offered in 3-year qualification
Active and passive voice
Options (compulsory or elective) Elective
Modality and conditional language
4.2 Explain how to write letters and essays: Semester offered: Semester 1
Identify some common language errors National Professional Standards: S1
Organise ideas into sentences and paragraphs
Focus on the structure and style of letters: Personal letters; Official letters; Covering Letters: Letters of application and Module description:
CVs
Apply proper punctuation The aims of this module are to enable students to develop the following theoretical understanding, values and competencies:
Explain the meaning of prefixes and suffixes Describe sexually transmitted diseases, teenage pregnancy and skills related to sexual health education; Explain the structure
Describe how to write good essays and functions of three systems of the human body: digestion, excretion and nervous system; Discuss aspects of our solar system
4.3 Explain how to and actually write inter-departmental memorandums and the air around us; Discuss features of the composition, uses and pollution of air; Evaluate some features and importance of
4.4 Explain the etiquette applicable for writing E-mails and SMSs saving water; Discuss features of the environment in terms of ecosystems, water, soil and air; Analyse some features of plants
4.5 Describe how to and write minutes and progress reports and animals as living organisms; Explain how to perform some scientific processes; Describe the building blocks of matter and
4.6 Describe how to edit own and peer writing features of mixtures and solutions; Explain some group properties of elements and features of ionic and metallic bonding; Analyse
4.7 Discuss and apply what academic writing conventions involve different types of materials, their structures and properties and their uses; Explain some physical features of matter, power and
4.8 Analyse and apply the APA referencing or Harvard system in texts and in reference lists mechanics; Analyse features of forces and energy; Explain and demonstrate the properties of waves, sound and light by using
different apparatus; Explain forms and features of electricity and magnetism; Explain features of energy conversions and sources;
Describe features of environmental chemistry; Discuss teaching methodology aspects.

ACPE Info Booklet 2013 ACPE Info Booklet 2013

16 17
Module assessment and quality assurance:
* Continuous assessment per semester module consists of one assignment of 130 marks for modules of 16 credits.
* A 50% semester / continuous assessment mark is required for admission to examinations.
* Where practical work is applicable, a 60% pass is required and such work could account for 50% of the continuous assessment
mark.
* The duration of the examination for 16 credits is one x 3 hours written examination of 130 marks.
* A final pass mark of 50% is required, calculated by 60% of the examination mark and 40% of the semester / continuous
assessment mark. A sub-minimum of 50% must be attained in the examination.
* The setting and marking of examination papers are moderated.
Comprehensive Exit Learning outcome:
Explain sexual health related topics, features of planets, light, electricity, plants and animals, ecosystems and components as well
as systems of the human body; explain some features of matter, features of ionic and metallic bonding, types, properties and uses
of materials, environmental chemistry, composition, uses and pollution of air, features of water, power and mechanics, features of
energy, electricity and magnetism, waves, sound and light and discuss some teaching methodology aspects, regarding these topics.
Specific Exit Learning Outcomes (ELO):
Upon completion of this module students should be able to:
1. Describe sexually transmitted diseases, teenage pregnancy and skills related to sexual health education
2. Explain the structure and functions of three systems of the human body: digestion, excretion and nervous system
3. Discuss aspects of our solar system and the air around us
4. Discuss features of the composition, uses and pollution of air
5. Evaluate some features and importance of saving water
6. Discuss features of the environment in terms of ecosystems, water, soil and air
7. Analyse some features of plants and animals as living organisms
8. Explain how to perform some scientific processes
9. Describe the building blocks of matter and features of mixtures and solutions
10. Explain some group properties of elements and features of ionic and metallic bonding
11. Analyse different types of materials, their structures and properties and their uses
12. Explain some physical features of matter, power and mechanics
13. Analyse features of forces and energy
14. Explain and demonstrate the properties of waves, sound and light by using different apparatus
15. Explain forms and features of electricity and magnetism
16. Explain features of energy conversions and sources
17. Describe features of environmental chemistry
18. Discuss teaching methodology aspects.
ELO 1: Describe sexually transmitted diseases, teenage pregnancy and skills related to sexual health education
1.1 From diagrams identify the stages of human sexual development
1.2 Describe how the sexual feelings of animals differ from those of human beings
1.3 Describe the importance of taking responsibility for controlling ones sexual desires and ways to help control them
1.4 Explain the physical and emotional component of our sexual health and why it is important
1.5 Discuss sources of information about sexuality and methods of maintaining sexual health and prevent teenage pregnancy
(abstinence, faithfulness, condom use) and identify abstinence as the most effective method
1.6 Discuss how a persons gender role evolves as s/he grows up in their cultural environments and the universal gender roles in
modern marriages
1.7 Explain risky sexual practices (sex without a condom, multiple sexual partners, (sugar daddies/mommies) and sexual abuse
1.8 Describe the physical and emotional impact of risky sexual practices including pornography on the individual, the family, the
community and society
1.9 Describe different ways of showing affection that are safe
ACPE Info Booklet 2013
18
1.10 Discuss the personal, national and international dangers of ignoring family planning
1.11 Explain the value of and give examples of setting of short and long-term goals in general and regarding sexual health
1.12 Explain the importance of making informed decisions, using the steps of problem solving and decision making in order to
reach goals
1.13 Explain how moral values should influence our decisions regarding sexual health
1.14 Analyse sexually transmitted diseases (STDs) in terms of transmission, prevention and consequences thereof
1.15 Analyse three ways by which HIV is transmitted (blood contact, sexual intercourse, mother to child) and three ways it is not
transmitted (also myths and taboos).
1.16 Analyse views on the origin of HIV and AIDS and the current treatment of HIV/AIDS
1.17 Explain why teenage pregnancy is so undesirable for mother and child and the family and how responsible parents could help
prevent teenage pregnancy
1.18 Define sexual abuse, the feelings associated with it, why people commit sexual abuse and how to avoid situations that may put
one at risk of sexual abuse
1.19 Advise learners what to do when being abused or pressurised into a sexual relationship and where they can report sexual
abuse
1.20 Discuss healthy and unhealthy relationships and the functions and practices of dating
1.21 Describe what gender equality means in relationships
1.22 Differentiate between verbal and non-verbal communication in relationships and how to negotiate about issues in situations
1.23 Explain the relationship among learning outcomes of lessons and the questions asked during lessons and formal assessment
questions
1.24 Explain how to accommodate multi-cultural needs when teaching about sexuality and sexual health
1.25 Write out a role-play based lesson for learners on prevention and consequences of attracting HIV/AIDS
ELO 2: Explain the structure and functions of three systems of the human body: digestion, excretion and nervous
system
2.1 Identify and label the different systems of the human body
2.2 Explain the importance of these systems for human existence
2.3 Define digestion as the breakdown of food substances into soluble substances and describe the different forms of digestion
2.4 Discuss the importance of chewing food and the different forms of digestion
2.5 Explain enzymes as biological catalysts (proteins) which speed up or slow down a reaction but do not get used up during the
reaction
2.6 Name the end-products of starch, fat and protein digestion
2.7 Identify the different excretory organs and name the substances excreted by each organ
2.8 Identify the different structures of the urinary system (kidney, ureter, urethra and bladder)
2.9 Identify the human nervous system from diagrams in terms of the central and peripheral nervous systems
2.10 Identify a reflex arc from diagrams and explain the basic function of it
2.11 Describe what can be seen as a drug for the human body and differentiate between bad and good use of drugs by human
beings
2.12 Describe the influence of drugs on the nervous system and possible consequences for our behaviour when drugged
2.13 Write out a lesson preparation with the aim to teach them some common ailments caused by the three systems when we abuse
them
2.14 Discuss which teaching strategies, learning activities and media would be suitable for lessons about the human body systems
2.15 Identify what commercial pictures and diagrams are available about the systems of the human body and where one could buy
them in Namibia
ELO 3: Discuss aspects of our solar system and the air around us
3.1 Draw a diagram of the solar system which depicts the planets relative distances from the sun and describe the planets orbits
around the sun
3.2 Discuss some features of our planets, including some similarities and difference between Earth and Mars
3.3 Discuss why mankind travelled to the moon and study outer space
3.4 Describe the composition of air in the atmosphere (oxygen, carbon dioxide & nitrogen)
ACPE Info Booklet 2013
19
3.5 Describe a test for the composition of air and then test for the following: * water
* water vapour
* carbon dioxide
3.6 Demonstrate that one fifth of the air around us consists of oxygen which supports combustion/respiration
3.7 Explain that four fifths of the air around us consists of nitrogen which does not support combustion
3.8 Name two substances which are essential for combustion
3.9 Explain how to put out a fire (a camp fire, household fires, electrical fires)
3.10 Discuss whether there could be people on other planets except earth
3.11 Identify relevant Internet websites that could enrich your methods and materials for teaching senior-primary learners about
the planets and air
3.12 Motivate learners to study the content about air by pointing out how such knowledge is applied around us
ELO 4: Discuss features of the composition, uses and pollution of air
4.1 Describe the composition of air
4.2 Describe the combustions of fuels containing carbon
4.3 Discuss how to test for carbon dioxide, oxygen and hydrogen in the laboratory
4.4 Describe the commercial preparation of oxygen, nitrogen and carbon dioxide
4.5 Discuss the industrial process of converting nitrogen to ammonia and nitrates
4.6 Discuss the uses of oxygen: in hospitals, for welding and making steel
4.7 Discuss the uses of carbon dioxide as dry ice, in soda water, baking soda, fire extinguishers and as cooling agent
4.8 Discuss the uses of nitrogen in fertilisers for agriculture
4.9 Identify the gases that pollute the air when substances burn
4.10 Describe the danger of carbon monoxide to human beings
4.11 Describe acid rain and its consequences for the environment
4.12 Describe the main pollutants coming from vehicle exhausts
4.13 Discuss the dangers of lead pollution
4.14 Describe the use of catalysts in exhaust systems to reduce harmful gases
4.15 Describe the pollution of air by solid particles such as smoke and dust in Namibia
4.16 Discuss the importance of every citizen taking responsibility for not polluting the air or environment and ways to do it
4.17 Discuss ways to develop beliefs and attitudes in learners that display care towards nature and other people
4.18 Write out a lesson preparation to teach learners how to reduce air pollution
ELO 5: Evaluate some features and importance of saving water
5.1 Evaluate the availability and distribution of water in Namibia
5.2 Discuss the effective utilisation of water in Namibia
5.3 Describe a chemical and physical test for water
5.4 Describe how to do an experiment to determine the density of water and ice
5.5 Explain the practical consequences for people, animals and plants when water turns into ice
5.6 Analyse the features of hard and soft water and how to test for that
5.7 Distinguish between temporary and permanent hardness of water
5.8 Describe how to soften temporary hard water
5.9 Identify ways in which water is wasted in homes and in towns
5.10 Identify ways in which every citizen can save water
5.11 Discuss how learners efforts and behaviour could be criticised in a professional manner inside and outside class
5.12 Propose possible enjoyable and creative learning activities regarding saving water
ELO 6: Discuss features of the environment in terms of ecosystems, water, soil and air
6.1 Explain the following terms: ecosystem, habitat, community, population and species 8.10 Compile a mind map of all the scientific processes covered in the senior-primary syllabus
6.2 Study the structure and make-up of an ecosystem in their locality
6.3 List the different ecosystems commonly found in Namibia
6.4 Discuss the characteristics of each ecosystem in terms of living and non-living factors
6.5 Explain the interrelationship of the biotic and a-biotic organisms found in an ecosystem
ACPE Info Booklet 2013
20
6.6 Discuss human activities which have a positive and negative impact on the environment
6.7 Describe how the above-mentioned impacts will influence the health and well-being of people in the community
6.8 Discuss food chain/energy flow and its importance within ecosystems
6.9 Explain the importance and ways of conserving water at home, in school and society
6.10 Discuss the importance of conserving soil in general and in Namibian and ways of doing so
6.11 Distinguish between human and natural sources of air pollution e.g. wood smoke from cooking fires and burning bush, exhaust
fumes from cars, mica dust, smoke from electric power stations and mine smelting plants
6.12 Explain how sustained exposure to polluted air could affect their lungs
6.13 Name control actions and regulations against air pollution
6.14 Consult the Natural Science and Health syllabus and describe the guidelines for assessment (Section 12.1 to 12.7)
6.15 Discuss how to motivate learners for learning this subject
6.16 Discuss how a digital camera/video camera could help you to bring environmental pictures into the classroom and reduce the
need for field trips
6.17 Discuss how the life experiences of learners about ecosystems, soil, air and water can be tapped as part of applying learner-
centred education
ELO 7: Analyse some features of plants and animals as living organisms
7.1 Revise the characteristics of living organisms
7.2 Analyse how animals and other living organisms respond to stimuli in their environment in order to survive
7.3 Compare the differences and similarities between flowering and non-flowering plants
7.4 Analyse the structures of non-flowering plants
7.5 Analyse the functions of flowering and non-flowering plant structures
7.6 Analyse the adaptations of the Welwitschia mirabilis plant in Namibia
7.7 Analyse the criteria for classification of animals including animals with and without backbones
7.8 Describe the life cycle of an insect and a mammal
7.9 Describe how an insect and a fish are adapted to their environment
7.10 Discuss how the different life stages of human beings require adaptations of us in areas such as the physical, social, emotional,
spiritual and intellectual
7.11 Name a website where you could find materials for teaching about the structures of plants and animals
7.12 Write out a lesson preparation to teach senior-primary learners about the structures of plants and animals
7.13 Explain how a computer can be applied in teaching about the life cycle of mammals
7.14 Propose what attitudes of learners could be developed towards animals via these animal topic
ELO 8: Explain how to perform some scientific processes
8.1 Explain the importance of accuracy in whatever we do in life, but especially in scientific activities
8.2 Explain and demonstrate how to measure length by following instructions and using appropriate tools and techniques and have
due regard for safety and how to convert units of length
8.3 Explain and demonstrate how to measure mass by following instructions and using appropriate tools and techniques and have
due regard for safety and how to convert units of mass
8.4 Describe and demonstrate how to measure time by following instructions and using appropriate tools and techniques and how
to convert units of time
8.5 Describe how to measure temperature and convert units of temperature by following instructions and using appropriate tools
and techniques and have due regard for safety
8.6 Calculate the area of right-angled objects
8.7 Describe how to observe properties of common substances scientifically, such as sugar, coffee, sand and flour and compare
the recorded data
8.8 Explain how identification of properties provide the basis for classification of objects, substances, plants, animals
8.9 Set questions for an examination paper about scientific processes
8.11 Write out a lesson preparation to teach learners to observe and record properties of things by working in groups
ACPE Info Booklet 2013
21
ELO 9: Describe the building blocks of matter and features of mixtures and solutions 11.2 Describe experiments to determine the physical properties of different materials
11.3 Describe copper, zinc, uranium and tin as ores and list some uses of ores
9.1 Characterise a variety of matter by its colour, smell, taste, melting and boiling point 11.4 Explain the methods of extracting metal from its ores for aluminium and copper
9.2 Name the three states of matter 11.5 Describe the production of steel using a furnace
9.3 Identify man-made and natural matter 11.6 Analyse the term alloys and how properties of metals in alloys can be changed
9.4 Define atoms, elements and molecules 11.7 Analyse the reaction of acid with metal
9.5 Describe the metal and non-metal elements of the Periodic Table 11.8 Analyse how materials can be used in the home, for building, insulation, packaging, electrical conductivity, transport and
9.6 State the symbols of the first ten elements of the Periodic Table, e.g. C, O, U, Cu, Au, Fe, Ag, N, Pb, Cl textiles, due to their properties
9.7 Explain how elements combine together chemically to form compounds (e.g. water, HO and carbon dioxide, CO) 11.9 Describe polymers as covalent structures and sketch a simplified structure of polymers and of a typical metal
9.8 Name practical examples of the most common elements, compounds and mixtures found in everyday life, the Earths crust, the 11.10 Describe the properties of the following materials due to their molecular structure and bonding: metals, concrete, glass
atmosphere and water cellulose, polythene, nylon and melamine
9.9 Describe the mixing of solids and solids, solids and liquids and liquids and liquids to form solutions 11.11 Explain how compressive and tensile strength of building materials such as concrete, wood and corrugated iron depend on
9.10 Explain that the components of mixtures can be separated by methods (through simple experiments, e.g. with iron filings and their molecular structure and bonding
sulphur), but not those of compounds as they have chemically combined 11.12 Explain the insulating properties of different roofing materials
9.11 Explain how to perform simple experiments to separate the components of mixtures, e.g. by hand sorting (different size 11.13 Describe the difference between cement made of crushed stones and sand and clay and limestone
stones), using a magnet (iron and sulphur), evaporation (salt and water), filtration (silt and water) and distillation (water and 11.14 Give examples of natural and synthetic fibre polymers and where they are used in a home
ink) 11.15 Describe the advantages of fibres in fabrics
9.12 Discuss water as a solvent, its may uses in everyday life and the dangers of polluted water 11.16 Sketch and describe the general structure of soaps of detergents and how soap is made from an alkali and a fat/oil
9.13 Describe how the components of mixtures might be detected under the microscope, e.g. polluted water 11.17 Define the terms biodegradable and non-biodegradable and the impact of such products on the environment
9.14 Describe ways of maintaining order during demonstrations and experiments 11.18 Describe the value of referring to environmental materials or bringing examples of materials into class
9.15 Explain how the computer can be applied to teach aspects of matter 11.19 Design a mind map to describe the properties of synthetic fibre polymers
9.16 Explain the role of a microscope or magnifying glass to help learners understand issues of matter 11.20 Write out a lesson preparation to teach learners that the properties of materials determine their uses in a home

ELO 10: Explain some group properties of elements and features of ionic and metallic bonding ELO 12: Explain some physical features of matter, power and mechanics

10.1 Describe the nature (melting points, density and reaction with water), properties (colour, reactivity and phase state) and uses 12.1 Differentiate between velocity and speed
of elements in the following groups: 12.2 Describe how to calculate velocity in given everyday examples (e.g. using a stopwatch)
Group IV elements (carbon and silicon) 12.3 Differentiate between mass and weight
Group VII (chlorine, bromine and iodine) as diatomic non-metals) 12.4 Describe the term inertia and give examples
Group I and II (lithium, sodium and potassium) as soft metals) 12.5 Describe the earths gravitational field strength
10.2 Describe the nature and properties of transition elements 12.6 Explain how a force can change matter
10.3 Describe the properties and uses of noble gases 12.7 Identify contact, non-contact and gravitational forces operating in everyday life and point out the agent applying the force and
10.4 Define covalent bonding and diatomic molecules object, the force is applied to
10.5 Sketch simple molecules to illustrate covalent bonding 12.8 Explain how surface influence friction, the effect of friction on objects, how to reduce friction and the advantages and
10.6 Describe ionic bonding and their positive and negative charges disadvantages of friction in life
10.7 Relate the electronic structure of actions and anions to ionic bonding with reference to nitrate carbonate and sulphate as 12.9 Explain the relationship between pressure, force and area
compound anions and ammonium as a compound action 12.10 Define joule and energy
10.8 Give the formulae of ionic compounds such as nitrates, carbonates, sulphates and ammonium 12.11 Use formulae to calculate pressure, work and power
10.9 Define metallic bonding 12.12 Explain the advantages of pulleys, gears and levers
10.10 Explain the Periodic Table as a method as classifying elements according to their properties of metallic, non-metallic, groups 12.13 Identify the fulcrum, effort and load when using a lever
and periods 12.14 Explain in terms of the kinetic particle theory of matter the processes of expansion, compressibility and diffusion in solids,
10.11 Explain the formula of compounds such as sulphates, nitrates and hydrogen carbonates liquids and gases
10.12 Describe the changes that occur in the electron structure of elements in a period 12.15 Compare the differences between the phases in terms of the behaviour and arrangement of particles
10.14 Describe the similarities in electron structure of elements in Periods and Groups of the Periodic Table 12.16 Explain the change from one phase of matter to another and why temperature stays constant during the change
10.15 Describe how the boding types relate to the properties of a substance 12.17 Explain the relationship between volume and pressure of a gas
10.16 Relate the bonding type to the Group of elements 12.18 Describe the development of the atomic model up to the one of Bohr and distinguish between atoms, elements mixtures and
10.17 Write the equations for some chemical reactions compounds
10.18 Identify a website with notes or lessons about the structure of the Periodic Table learners 12.19 Draw the Bohr structure of the first 20 elements and analyse their structures in terms of atom and mass numbers; electronic
10.19 Design a short questionnaire through which you can gather feedback from about your teaching and the subject structures; the charges and masses of the protons, neutrons and electrons; the relationship between group number of the
Periodic Table and number of electrons in the outer shell; the relationship between period number of the Periodic Table and
ELO 11: Analyse different types of materials, their structures and properties and their uses number of shells in atoms
12.20 Define radioactive decay
11.1 Give examples of materials in the local environment such as wood, metal, glass, ceramics, concrete, plastics and fibres and 12.21 Discuss radioactive isotopes and isotopes and give examples of isotopes of the elements carbon, hydrogen, iodine, chlorine
indicate which ones are natural and which synthetic and uranium

ACPE Info Booklet 2013 ACPE Info Booklet 2013

22 23
12.22 Describe the relationship of the isotopes to nucleon numbers of atoms of the same element ELO 15: Explain forms and features of electricity and magnetism
12.23 Describe the uses and dangers of radioactive isotopes used in medicine, power generation, carbon dating and research
12.24 Describe appropriate teaching strategies and methods for this topic and write out a lesson preparation 15.1 Explain the existence of electrons and protons
15.2 Explain the existence of charge in static electricity via friction in everyday life and how objects can be charged by friction
ELO 13: Analyse features of forces and energy with different materials (e.g. carpets)
15.3 Explain the attracting and repelling effects of charged objects on one another
13.1 Describe the types of forces operating around us (pushing and pulling forces) 15.4 Describe the features and working of an electroscope and how it can be charged or used to test for charge and the conductivity
13.2 Classify forces as contact and non-contact forces and relate them to pushing and pulling forces of substances
13.3 Describe what a Newton is in which force is measured 15.5 Describe earthing and the discharge of an electroscope
13.4 Analyse 5 effects of pushing and pulling forces and give examples 15.6 Explain why lightning is a form of discharge
13.5 Explain the existence of the earths gravitational pull and field and why objects fall to earth 15.7 Define electric current in terms of moving charges
13.6 Compare the effects of gravitational pull on objects and explain why it is so 15.8 Explain the difference between static electricity and electric current
13.7 Define weight and mass and explain the difference 15.9 Describe a cell with its positive and negative terminals and its possible flow of charges
13.8 Define energy and describe how people need energy for daily activities 15.10 Describe the difference between a closed and open circuit and why current flows only in a closed circuit and describe (using
13.9 Describe experiments that show how energy is used circuit symbols) how to construct a simple light circuit with cells in parallel and series
13.10 Name four fuels commonly used and how each is used 15.11 Explain what a conductor and an insulator is
13.11 Distinguish between renewable and non-renewable energy sources and explain why fuels are non-renewable energy sources 15.12 Describe charge and current and how it is measured
13.12 Distinguish between different forms of energy and name sources of energy in Namibia and the world 15.13 Distinguish between electron and conventional and direct and alternating currents
13.13 State the law of energy conversion, analyse energy conversions and give examples 15.14 Define electrical potential, how it is measured in volts and use a formula to calculate volts
13.14 Analyse the movement of energy through the environment 15.15 Use a voltmeter to measure potential differences across a whole circuit
13.15 Describe what physical objects could be used to facilitate learning on forces and energy 15.16 Define resistance and describe an experiment to measure resistance using a voltmeter and an ammeter
15.17 Explain the relationship between resistance and length of a wire and temperature of a wire
ELO 14: Explain and demonstrate the properties of waves, sound and light by using different apparatus 15.18 Calculate the total resistance for a combination of resistors in series and parallel circuits
15.19 Explain the relationship between current, resistance and voltage in conductors and circuits
14.1 Describe the relationship between pulse and wave 15.20 Explain the relationship between current across various conductors such as nichrome, copper, eureka wires and bulbs
14.2 Describe two types of waves and draw a diagram of each 15.21 Distinguish between ohmic and non-ohmic conductors
14.3 Explain the propagation of waves through different media 15.22 Describe watts and the formula to calculate it
14.4 Describe the properties of waves in terms of frequency/pitch (Hertz), wavelength and amplitude (loudness) 15.23 Discuss why electrical energy should be conserved
14.5 Describe the production and properties of sound 15.24 Describe ways in which electricity in homes is made safe, e.g. fuses, breakers and earthing
14.6 Identify the range of audible frequencies for the human and animal ear and how human beings and animals make use of 15.25 Explain how a generator generates electricity
echoes 15.26 Explain the function of transformers in distributing electricity in Namibia
14.7 Discuss the effect of loud noise levels on human hearing and behaviour 15.27 Describe how a simple electric motor works
14.8 Describe the speed of sound in air and through different media 15.28 Describe the nature of magnetic fields
14.9 Explain how to measure the angles of incidence and reflection 15.29 Discuss the implications of magnets aligning their fields with that of the magnetic field of the earth
14.10 Describe the advantages and disadvantages of reflection and the everyday applications of reflection such as the uses of 15.30 Describe the uses of and how to build an electromagnet
different kinds of mirrors, the reflecting surfaces behind lights and the reflecting surfaces behind solar cookers 15.31 Describe the differences between the electromagnetic properties of iron and steel
14.11 Explain the refraction of light through liquid, a rectangular block and prism, as well as the applications of refraction in 15.32 Give practical examples of how learners should treat everyday electrical situations and equipment safely
everyday life 15.33 Formulate a homework assignment for senior-primary learners about some theory and application of electricity
14.12 Describe the refraction of light through a converging and a convex lens 15.34 Describe what physical objects could be used to facilitate understanding of magnetism
14.13 Describe how to measure the focal length of a converging lens
14.14 Compare the functioning of the human eye with that of a camera ELO 16: Explain features of energy conversions and sources
14.15 Describe short and long sight and how to correct that with lenses
14.16 Explain examples of refraction of light in nature such as the rainbow and mirages 16.1 State the law of energy conversion
14.17 Describe the colours of white light 16.2 Give examples in everyday life where energy is transferred
14.18 State the difference between luminous and illuminated objects 16.3 Draw a flow diagram to demonstrate energy conversion by machines or the human body
14.19 Explain how to demonstrate to learners that light travels in straight lines 16.4 Describe the processes by which energy is converted from one form to another:
14.20 Make a shadow clock or sundial to show that light travels in straight lines and explain the consequences thereof Chemical fuel energy
14.21 Explain divergent, convergent and parallel rays or beams of light Energy from water
14.22 Investigate what happens when light falls on different objects that are translucent, transparent and opaque Geothermal energy
14.23 Explain properties of light by using apparatus such as a torch, mirror, glass window, Perspex ruler and black plastic Nuclear energy
14.24 Describe the formation and characteristics of an optical image formed by a plane mirror or a lens Solar energy
14.25 Investigate reflection in plane mirrors, using ray boxes or pins, so as to determine the position, nature and size of the image Wind energy
14.26 Explain why practical or experiential learning activities promote good learning 16.5 Describe how energy from the sun can be harnessed
14.27 Discuss what values and attitudes towards nature and science could be developed through Natural Science and Health 16.6 Compare the advantages and disadvantages of renewable and non-renewable energy sources
16.7 Discuss the use of wind energy for generating electricity or pumping water

ACPE Info Booklet 2013 ACPE Info Booklet 2013

24 25
16.8 Discuss the use of solar panels and cells Module title: School Subject 1 or 2: English
16.9 Discuss the use and dangers of nuclear energy to produce electrical energy (Module 1, including Subject
16.10 Discuss how the life experiences of learners about energy sources and use can be tapped as part of applying learner-centred Methodology)
education
Code: ACP-ENG-11
16.11 Identify a website about the dangers of nuclear energy and summarise what it says
16.12 Explain how to organise a field trip to observe and study about solar panels NQF level: 5 (module 1)
Notional hours: 160
ELO 17: Describe features of environmental chemistry
NQF credits: 16

17.1 Distinguish between chemical and physical changes Prerequisites: One major offered in 3-year qualification
17.2 Describe the terms combustions, decomposition and synthesis reactions Options (compulsory or elective) Elective
17.3 Compare the properties of acids and alkalis and of metals and non-metals Semester offered: Semester 1
17.4 Describe how to measure the pH of solutions and classify them as strong, weak alkalis/acids or neutral
National Professional Standards: S1
17.5 Give examples of and distinguish between weak and strong alkalis and weak and strong acids
17.6 Write down equations for the reactions involving acids and bases
Module description:
17.7 Describe neutralisation and how this process is applied in preparing salts
17.8 Describe the reactions between metal oxides and acids and metal hydroxides and acids
School subject content is the vehicle for education: via such content learners start to understand the world they live in, the systems
17.9 Describe the reactions between metal carbonates and acids
we use and some values and skills to cope with future work and life. This module builds upon English and Academic Communication
17.10 Write down equations for the neutralisation reactions between:
Skills and aims to enable students to develop the following theoretical understanding, values and competencies in teaching English
Metal oxides and acids
in the senior primary grades: School subject content is the vehicle for education. Via such content learners start to understand the
Metal hydroxides and acids
world they live in, the systems we use and some values and skills to cope with future work and life. This module builds upon English
A carbonate and an acid
and Academic Communication Skills and aims to enable students to develop the following theoretical understanding, values and
17.11 Describe safety precautions when experimenting with acids and alkalis
competencies of English: Explain the forms and levels of language learning; Discuss theories of language development in learners;
17.12 Describe the features of a good demonstration lesson
Explain issues of developing learners listening skills; Explain teaching methods and activities for improving learners speaking;
Discuss further speaking development issues as well as public speaking; Explain teaching methods and activities for improving
Module requirements and expectations:
learners reading; Explain additional reading development issues; Explain issues of assessing areas of language development;
Discuss some language elements underpinning writing; Develop understanding of vocabulary; Explain some writing basics; Explain
The attendance of all contact and practical training opportunities that are organised by IOL is compulsory. Acquire the Study Guide
the characteristics of essay writing and some transactional writings; Explain the characteristics of additional transactional writings
and all relevant prescribed study materials or recommended web site information. All assignments must be handed in on time.
and teaching of them; Discuss issues of assessment of English writing; Discuss and apply issues of teaching methodology.
Students with special circumstances struggling to meet deadlines should contact IOL in time. All forms of academic dishonesty such
as cheating and plagiarism are prohibited. You are encouraged to manage your study time well and engage in learning circles. Focus
Module assessment and quality assurance:
on understanding (e.g. asking what, why and how questions) before memorising content. Admission to examinations depends
upon successful attainment of the required continuous assessment / semester mark.
* Continuous assessment per semester module consists of one assignment of 130 marks for modules of 16 credits.
* A 50% semester / continuous assessment mark is required for admission to examinations.
Learning resources and support: Darwin, A. 2010. Go for Natural Science and Health Education. Gr 7 T/G * Where practical work is applicable, a 60% pass is required and such work could account for 50% of the continuous assessment
and answer book. Macmillan. ISBN 978 999 1609 355 N$ 105 mark.
Darwin, A. 2008. Go for Natural Science and Health Education. Gr 7 * The duration of the examination for 16 credits is one x 3 hours written examination of 130 marks.
L/B. Macmillan. ISBN 978 999 1609 331 N$ 75 * A final pass mark of 50% is required, calculated by 60% of the examination mark and 40% of the semester / continuous
Van Niekerk, H. 2009. Go for Physical Science. grade 10 LB. MacMillan. assessment mark. A sub-minimum of 50% must be attained in the examination.
ISBN 978999 1609 362 N$ 90 * The setting and marking of examination papers are moderated.
Study Guide, face-to-face sessions, IOL centres with reference books,
feedback on assignments Comprehensive Exit Learning Outcome:

Explain the forms and levels of language learning, discuss theories of language development in learners and explain issues of
Reference books in IOL centres:
developing learners listening skills, speaking and reading, some basic and transactional writings as well as teaching methodology
Peacock, G. 2006. SA Oxford Primary Science Dictionary . Edumeds. and assessing of language development.
ISBN 97801 95765 571 N$ 120
Arnold, B. et al. 2009. Physical Science for Senior Secondary. LB Specific Exit Learning Outcomes (ELO):
Longman. ISBN 978063 6090 149 N$ 345
Upon completion of this module students should be able to:
Equipment to be bought: None
Additional costs: Attend face-to-face / seminar session 1. Explain the forms and levels of language learning
Implementation date: 2013 2. Discuss theories of language development in learners
Next revision date: 2016 3. Explain issues of developing learners listening skills
4. Explain teaching methods and activities for improving learners speaking
ACPE Info Booklet 2013 ACPE Info Booklet 2013
26 27
5. Discuss further speaking development issues as well as public speaking listen to recall items on a shopping list,
6. Explain teaching methods and activities for improving learners reading who said what in a dialog
7. Explain additional reading development issues listen up to a point and predict the rest of the story
8. Explain issues of assessing areas of language development 3.7 Compile a selection of texts to be used for listening activities in senior primary grades
9. Discuss some language elements underpinning writing 3.8 Identify prescribed prose, poetry and music that can be applied for developing learners listening
10. Develop understanding of vocabulary 3.9 Describe the three main stages of Thompson (presentation, practice and production) in a typical language lesson
11. Explain some writing basics 3.10 Describe how the three main stages of Thompson fit into the NIED stages of an senior primary lesson plan or presentation
12. Explain the characteristics of essay writing and some transactional writings 3.11 Select 2 listening topics and design 2 lessons and relevant materials for teaching them
13. Explain the characteristics of additional transactional writings 3.12 Explain the importance of pre-listening preparation of learners and of post-listening activities to monitor the quality of the
14. Discuss issues of assessment of English writing listening
15. Discuss and apply issues of teaching methodology in each unit 3.13 Explain how materials and media could be applied to listening development lessons
3.14 Write an essay on the importance of stories and describe good storytelling techniques (Thompson, Section 19)
Learning Outcomes (LO) per exit outcome: 3.15 Explain how to assess listening accuracy and provide support after the assessment

ELO 1: Explain the forms and levels of language learning ELO 4: Explain teaching methods and activities for improving learners speaking

1.1 Explain the forms of language which together forms an integrated language system 4.1 Explain the characteristics of successful classroom speaking activities (Ur mod 9)
1.2 Differentiate between the primary and secondary language systems 4.2 Identify problems that learners experience due to speaking activities (See Ur module 9)
1.3 Explain the five basic areas of language skills which most children acquire before entering school: phonology, morphology 4.3 Explain what teachers could do to solve the learners problems regarding speaking
syntax, semantics, pragmatics, and meta linguistic awareness 4.4 Identify a list of topics that senior primary learners (of both genders) would find interesting to talk about in groups
1.4 Describe the formal, informal and emotive levels of language (Lutrin & P, p.44-45) 4.5 Describe some tasks/ activities that require pairs or groups of learners to speak while doing the task, e.g. identify features
1.5 Discuss factors that influence language development of, prioritise features of, identify arguments for or against, describe what they see in pictures, list and discuss solutions to
1.6 Explain the relationship between language and cognition as well as the other domains of child development society problems
1.7 Describe the Namibian rationale and aims for English for senior-primary learners 4.6 Explain what it means to discuss an issue
4.7 Design ice-breaker (get to know others) questions that learners must use to gather answers from class mates
ELO 2: Discuss theories of language development in learners 4.8 Explain how learners could be requested to prepare a story/ joke/ experience/ article from a magazine in advance for telling
it in a group in class
2.1 Discuss behaviourist perspective of language development (See Russel, p.30-36) 4.9 Describe how peer teaching can be used to promote speaking, e.g. volunteers prepare a topic that they will teach to the class
2.2 Discuss the nativist perspective of language development (See Russel, p.30-36) 4.10 Write and find short dialogues about giving directions, greeting someone in the morning, thanking somebody, ask permission
2.3 Discuss the constructivist approach of language development (See Russel, p.30-36) to do something, disagreeing politely, etc and let learner pairs learn the dialogue by heart and play it in class
2.4 Discuss the interactionist perspective of language development (See Russel, p.30-36) 4.11 Explain the benefits of letting learners talk about their happy, sad or angry feelings, or their relationships or their general
2.5 Discuss the communicative approach to language teaching problems
2.6 Describe the features of the stages of language development (See Russel, p.39-42) 4.12 Describe how a debate works and identify contemporary issues for senior primary learners to debate (Thompson, Section 23;
2.7 Describe the characteristics of senior primary learners and indicate how ones teaching could accommodate these (Lutrin & Pincus, p 116-117)
characteristics 4.13 Explain the syllabus criteria and grids for assessing speaking/ oral performances
2.8 Explain to learners why one should be proficient in English 4.14 Write out a lesson preparation for teaching some speaking activity (See Thompson, 17-24)
2.9 Describe how to create a good language learning environment
ELO 5: Discuss further speaking development issues as well as public speaking
ELO 3: Explain issues of developing learners listening skills
3.1 Explain ways to overcome general barriers to effective interpersonal communication 5.1 Discuss how a teacher could build learners confidence to speak English (Thompson, Section 17)
3.2 Describe the importance of listening 5.2 Discuss how different formats of role-play could be applied to promote speaking (Thompson, Section 20-21; Wessels, ch 4,
3.3 Describe bad listening habits and good listening skills p.160-162)
3.4 Explain to learners how to apply good listening during lessons, e.g. identify the topic or problem, meaning of words, structure 5.3 Explain how simple hand puppets and games, e.g. guessing games could be applied for promoting speaking (Thompson, p 46-
of the content, main points, conclusion and deeper meaning of facts 47; Wessels, ch 4, p.177-180, 188-194)
3.5 Describe tips and activities for teaching learners to listen to English pronunciation and intonation 5.4 Explain why learners need to focus on and practice the proper pronunciation and intonation (Thompson, Section 24)
3.6 Describe a variety of activities for practicing listening, e.g. 5.5 Discuss public speaking techniques by referring to the effective speaker, presentation, audience and cue cards (Lutrin &
listening to stories and retell it, Pincus, p 113-114)
answering questions after listening to short oral presentations, 5.6 Explain the conventions controlling conversations by referring to Lakoffs rules, opening a conversation, positive feedback
summarise facts and point of view of newspaper articles, and closing the conversation (See Russel p 10-16)
listen for English mistakes, new vocabulary or idioms 5.7 Compare the features of the prepared and impromptu speech (Lutrin & Pincus, p 114-115)
listen to instructions for directions, 5.8 Compare the structure of a presentation lesson with the structure of a public speech
summarise the main points after listening to a report, 5.9 Describe how one could use different types of questions regarding pictures and objects to promote speaking (Wessels, ch 4,
listen critically to the facts and opinions of a debate or discussion p.143-175)
listen for different emotions of people, e.g. anger, humour, glad, sad, 5.10 Describe possible uses of songs and rhymes to develop speaking skills
listen for sequence of events,
ACPE Info Booklet 2013 ACPE Info Booklet 2013
28 29
5.11 Discuss common courtesy conventions for answering the telephone, placing a shopping order, complain about poor service
and giving compliments
5.12 Describe how non-verbal / body language contribute to out effective speaking
5.13 Explain how to manage class and group discussions (Wessels, ch 4, p.198-205)
5.14 Explain some good story telling techniques
5.15 Describe some guidelines for how to maintain order in class
ELO 6: Explain teaching methods and activities for improving learners reading
6.1 Define the term language and written language
6.2 Describe how written language developed from pictures to symbols/letters
6.3 Identify contemporary languages that still use pictures in written language
6.4 Identify modern languages in which pages are read from right to left
6.5 Explain why vocabulary is so important to decode written language
6.6 Define the denotation and connotation meanings of words
6.7 Describe the different genres that one could select to read, including fiction and non-fiction (cf. Lutrin and Pincus)
6.8 Discuss how teachers could promote a reading culture in Namibian schools (Thompson,Section 34)
6.9 Describe the syllabus aims for reading
6.10 List more benefits of reading according to Lutrin and Pincus (p.67)
6.11 Write out a lesson preparation for vocabulary development for grade 6 that apply a competition between class groups
ELO 7: Explain additional reading development issues
7.1 Describe what areas of language could be developed through reading stories for learners (Thompson, chapter 30, p.81)
7.2 Explain criteria that a teacher has to use to select appropriate stories for up learners
7.3 Describe the importance of reading stories
7.4 Explain good reading aloud techniques that would promote learners joy during classes
7.5 Explain how one could use newspapers and magazines in developing reading
7.6 Explain how to use recordings of learners reading to support their reading
7.7 Describe some ideas for reading activities (See Ur, mod 10, p. 146)
7.8 Explain what to teach learners in order to read a given text critically
7.9 Read given texts critically and write reports on your analyses
7.10 Explain why reading for comprehension could be improved by reading the comprehension questions first and then the text
7.11 Explain what to teach learners in order to analyse a text for attaining reading comprehension, e.g. how to read for finding
meaning; identifying different types of questions; analyse the structure, how to read pictures, etc. (Lutrin & Pincus, p. 62-65
7.12 Read a given text and compile questions to emphasise the main ideas
7.13 Discuss Thompsons pre-reading activities, while-reading and after-reading activities for teaching reading with
comprehension (Thompson, Section 31)
7.14 Write out a lesson preparation for such a reading comprehension lesson, clearly indicating the pre-reading the while-reading
and after-reading activities
7.15 Explain how different types of texts have different purposes, e.g. narrative, descriptive, academic information
ELO 8: Explain issues of assessing areas of language development
8.1 Explain why a positive attitude towards learners mistakes is important
8.2 Identify some words of praise regarding speaking and reading
8.3 Describe the syllabus criteria for assessing speaking in senior primary
8.4 Describe the syllabus criteria for assessing reading in senior primary
8.5 Discuss key criteria for assessing the effectiveness of your language lessons
8.6 Set and analyse specimen examination papers for senior primary
8.7 Identify Internet websites which offer materials regarding assessment of reading and speaking
8.8 Discuss the value of giving feedback to learners about the thinking processes involved in test, examination or homework
performances and not merely the correct answers
ACPE Info Booklet 2013
30
ELO 9: Discuss some language elements underpinning writing
9.1 Discuss the importance of a standardised language and perspectives on language purity (Lutrin & Pincus, p. 44)
9.2 Discuss how different purposes of writing, e.g. describe, narrate, inform, convince, propagate and creating sensation, give rise
to different types of writing
9.3 Discuss common errors in Namibian oral and written English and why they occur
9.4 Explain why and how to use capital letters and punctuation marks (Lutrin & P, p.10)
9.5 Explain why and how to use the apostrophe (Lutrin & Pincus, p. 13)
9.6 Practice the spelling of frequently misspelt words (Lutrin & Pincus, p. 132-133)
9.7 Explain several rules for spelling in English, e.g. the doubling rule, the C and G rules, rules for suffixes and le endings and
silent letters (Lutrin & Pincus, p. 125-130,134)
9.8 Discuss three methods for teaching spelling to senior primary learners (Lutrin & Pincus, p. 124)
9.9 Describe what kinds of information one finds in a dictionary and in a thesaurus
ELO 10: Develop understanding of vocabulary
10.1 Describe the meaning of a given list of prefixes and suffixes (Lutrin & Pincus, p. 46- 47)
10.2 Provide synonyms for a given list of words (Lutrin & Pincus, p. 48)
10.3 Provide synonyms for overused words, e.g. like good, bad stupid and nice
10.4 Mention adjectives instead of using very, e.g. very afraid = terrified
10.5 Identify strong verbs for a given list of less strong verbs, e.g. said = announced, say in advance = predict (Lutrin & Pincus, p.
51)
10.6 Describe some useful antonyms for a given list of words
10.7 Describe the difference between words often confused, e.g. affect & effect, borrow & lend (Lutrin & Pincus, p. 53)
10.8 Use given homonyms in sentences to clarify their differences
10.9 Define homophones and use given ones in sentences
10.10 Explain the meanings of given figurative expressions (Lutrin & Pincus, p. 56-57)
10.11 Give the abbreviations for a list of commonly used words
10.12 Use a dictionary to identify additional abbreviations
ELO 11: Explain some writing basics
11.1 Explain why the writing process is a true test of ones English ability and the benefits of having proper writing skills (See
Lutrin & Pincus, p. 69)
11.2 Explain how brainstorming, flow charts and mind maps form part of planning your writing (See Lutrin & Pincus p.69)
11.3 Describe the features of an effective paragraph
11.4 Describe the features of an introduction, the body and the conclusion (Lutrin & Pincus, p. 71)
11.5 Describe hints to enhance ones writing (Lutrin & Pincus, p. 72)
11.6 Describe what to avoid when writing (Lutrin & Pincus, p. 73)
11.7 Describe how to edit your writing for correctness and appropriateness (Lutrin & Pincus, p. 74)
11.8 Write out a lesson preparation based on an indirect approach with the aim to teach learners what a good introduction paragraph
looks like
ELO 12: Explain the characteristics of essay writing and some transactional writings
12.1 Describe the general features of personal and narrative writing (Lutrin & P, p. 75)
12.2 Describe the general features of descriptive and persuasive writing (Lutrin & Pincus, p. 75-76)
12.3 Apply the features of descriptive and persuasive writing and write an essay of each type
12.4 Describe the general features of discursive writing and writing based on visual stimuli (Lutrin & Pincus, p. 76)
12.5 Analyse a given discursive writing in terms of its general features
12.6 Describe the features of an informal letter and write such a letter
12.7 Describe the features of a formal / business letter and write such a letter
12.8 Apply the features of an invitation and write one (Lutrin & Pincus, p. 80)
12.9 Analyse given minutes in terms of its general structural features
12.10 Describe general techniques for motivating learners in the English classroom
ACPE Info Booklet 2013
31
ELO 13: Explain the characteristics of additional transactional writings and teaching of them Notional hours: 160
NQF credits: 16
13.1 Explain the differences between a standard and a future newspaper article (Lutrin&Pincus, p.81)
13.2 Analyse a given magazine article according to its common features Prerequisites: One major offered in 3-year qualification
13.3 Describe the purpose and features of a newspaper editorial Options (compulsory or elective) Elective
13.4 Explain the techniques for writing a prcis and apply them to a given text (Lutrin & Pincus, p. 83) Semester offered: Semester 1
13.5 Explain the features, principles and tactics used in advertising (Lutrin & P, p. 85)
National Professional Standards: S1
13.6 Apply the above knowledge of informal and formal letters to electronic written communication such as e-mails
13.7 Explain how to develop learners creative writing by using personification, by creating a story around a given picture or by
completing a given story
Module description:
13.8 Write a lesson preparation about some element of writing that you would teach in the senior primary phase.
The aims of this module are to enable students to develop the following theoretical understanding, values and competencies to
13.9 Explain what types of materials could be used for teaching particular writing elements
teach Social Science to senior primary learners: Explain features of the development of Namibian nationalism; Analyse features
of the South African colonial administration from 1945-1979; Discuss the role of the church on the road to independence; Explain
ELO 14: Discuss issues of assessment of English writing
the events prior to Namibia becoming a republic and the constitutional protection of human rights; Describe the African struggle
for independence and economic development; Explain key social, political and economic developments of world history in the 20th
14.1 Discuss the role and importance of assessment with regard to quality education and national development
century; Propose how to and read different features of maps and weather data; Describe features of the Namibian ecology; Discuss
14.2 Discuss the syllabus assessment guidelines and criteria / grids for different types of writing in English
aspects of geomorphology; Discuss aspects of population geography; Describe the regional geography of Namibia; Discuss aspects
14.3 Discuss guidelines for correcting written work and give examples of written feedback on written work
of teaching methodology.
14.4 Set and analyse specimen test / examination papers for writing
14.5 Describe how to record and analyse writing assessment data on school forms
14.6 Explain how to report writing assessment data to learners and parents
Module assessment and quality assurance:
14.7 Propose how to plan and implement a narrative writing competition in the school
* Continuous assessment per semester module consists of one assignment of 130 marks for modules of 16 credits.
* A 50% semester / continuous assessment mark is required for admission to examinations.
Module requirements and expectations: * Where practical work is applicable, a 60% pass is required and such work could account for 50% of the continuous assessment
mark.
The attendance of all contact and practical training opportunities that are organised by IOL is compulsory. Acquire the Study Guide * The duration of the examination for 16 credits is one x 3 hours written examination of 130 marks.
and all relevant prescribed study materials or recommended web site information. All assignments must be handed in on time. * A final pass mark of 50% is required, calculated by 60% of the examination mark and 40% of the semester / continuous
Students with special circumstances struggling to meet deadlines should contact IOL in time. All forms of academic dishonesty such assessment mark. A sub-minimum of 50% must be attained in the examination.
as cheating and plagiarism are prohibited. You are encouraged to manage your study time well and engage in learning circles. Focus * The setting and marking of examination papers are moderated.
on understanding (e.g. asking what, why and how questions) before memorising content. Admission to examinations depends
upon successful attainment of the required continuous assessment / semester mark. Comprehensive Exit Learning Outcome:

Learning resources and support:
Thompson, H. 2001. Teaching primary English. MacMillan. ISBN 0 333
77146 X
Lutrin, B. and Pincus, M. 2010. English handbook and study guide.
Birnam Park: Berlut Books ISBN 9780 620 32583 7 N$ 200
Study Guide, Face-to-face sessions, IOL centres with reference books,
feedback on assignments
Explain the development of Namibian nationalism, South African colonial administration, role of the church before independence,
events prior to independence, the African struggle for independence and economic development, developments of world history in
the 20th century, read maps and weather data, explain Namibian ecology, regional geography and population geography and aspects
of geomorphology.
Specific Exit Learning Outcomes ELO):

Upon completion of this module students should be able to:

References in IOL Centres:

Wessels, M. 2011. 3rd ed. Practical guide to facilitating language learning. 1. Explain features of the development of Namibian nationalism
Cape Town: Oxford Univ Press Southern Africa ISBN 978 0 19 599287 8 2. Analyse features of the South African colonial administration from 1945-1979
3. Discuss the role of the church on the road to independence
Equipment to be bought: None
4. Explain the events prior to Namibia becoming a republic and the constitutional protection of human rights
Additional costs: Attend face-to-face session 5. Describe the African struggle for independence and economic development
Implementation date: 2013 6. Explain key social, political and economic developments of world history in the 20th century
Next revision date: 2016 7. Propose how to and read different features of maps and weather data
8. Describe features of the Namibian ecology
9. Discuss aspects of geomorphology
Module title: School Subject 1 & 2: Social Science
10. Discuss aspects of population geography
(mod 1, Incl subject methodology)
11. Describe the regional geography of Namibia
Code: ACP-SSC-11 12. Discuss aspects of teaching methodology
NQF level: 5 (grade 10 Geography and History combined)

ACPE Info Booklet 2013 ACPE Info Booklet 2013

32 33
Learning Outcomes (LO) per exit outcome:
ELO 1: Explain features of the development of Namibian nationalism
1.1 Define the term Namibian nationalism
1.2 List reasons for the establishment of the Ovambo Peoples Organisation (OPO)
1.3 Mention the founding members of the OPO
1.4 Discuss the role that Sam Nujoma played in the forming of the OPO
1.5 Describe the contract labour system at the time and how it affected peoples family life and living standard
1.6 Describe the role of SWANLA
1.7 List SWANUs founding members and describe its aims and failure
1.8 Name the founding members of NUDO, CANU and the Damara Tribal Council
1.9 Describe the aims of NUDO, CANU and the Damara Tribal Council and their actual contributions to independence
1.10 Describe the causes, the event itself and the consequences of the Windhoek massacre
1.11 List reasons for the establishment of SWAPO
1.12 List the conditions on which SWAPO received assistance from the African Union
1.13 Explain when and why SWAPO launched the War of National Liberation
1.14 Describe the Cassinga massacre
1.15 Discuss how video/DVDs could be used in grade 7 lessons to emphasise human rights of people
1.16 Write out a lesson preparation to teach grade 6 learners how the Namibian democratic government structures look like
ELO 2: Analyse features of the South African colonial administration from 1945-1979
2.1 Analyse the South African inheritance of Namibia from the United Nations (UN)
2.2 Explain why only two parties represented Namibia in the South African parliament
2.3 Discuss the Odendaal Plan and its political and economical recommendations and the impact of these on the Namibian people
2.4 Explain why the UN and South Africa clashed over Namibia
2.5 Analyse how the International Court of Justice tried to stop the SA administration over Namibia
2.6 Analyse the forming and functions of the Turnhalle Conference
2.7 Describe why SWAPO, the UN and the African Union refused to recognise the Turnhalle Constitution
2.8 Discuss the role of the Western Contact group to persuade SA to grant independence of Namibia
2.9 Describe the first, second and third tier governments during the 1980s
2.10 Analyse the reasons for the establishment of the Multi Party Conference and the Transitional Government of National Unity
2.11 Discuss the role SWAPO played to liberate Namibia
2.12 Propose teaching and learning activities to teach learners about the dangers of a one party government
2.13 Explain how to convince learners about the value of studying History
2.14 Discuss the characteristics of a good History teacher
ELO 3: Discuss the role of the church on the road to independence
3.1 Identify the names of the independent churches that were established in Namibia
3.2 Discuss the reasons why the church neither supported nor condemned the armed struggle
3.3 Discuss the aims of the ELOC referendum
3.4 Describe the outcomes of the ELOC referendum
3.5 Discuss the main criticisms of the SA rule in the Pastoral and Open letters
3.6 List the reasons for the 1972 strike and describe the consequence state of emergency
3.7 Discuss the SA measures taken to repress the church
3.8 List the reasons why the ECC was established
3.9 Discuss the reasons for the establishment of the Council of Churches of Namibia
3.10 Discuss the Ai-Gams Declaration of the churches in Namibia
3.11 Write out a lesson preparation to teach grade 7 learners how the moral development of people via the church create a better
society for all
3.12 Discuss how working in pairs can benefit the learning of learners
3.13 Propose the ideal learning supportive History class environment
ACPE Info Booklet 2013
34
ELO 4: Explain the events prior to Namibia becoming a republic and the constitutional protection of human rights
4.1 Explain the purpose of Resolution 435
4.2 List the reasons why the implementation of Resolution 435 was delayed for 10 years
4.3 Explain the purpose and leading personalities of UNTAG
4.4 Explain how Namibian voters were registered, educated to vote and the repatriation of exiles
4.5 Name the parties who participated in the 1989 election and the number of seats they have won in the Constituent Assembly
4.6 List the main branches of the Namibian Constitution
4.7 Discuss how the Namibian Constitution protects human rights
4.8 Explain the protecting of womens rights due to the Copenhagen (1980), the Nairobi (1985) and the Beijing Conferences (1995)
4.9 Discuss what it means for the History teacher to be gender sensitive
4.10 Discuss how to accommodate multicultural perspectives on History in class
4.11 Compile a table with human rights in one column and the values these rights represent in the opposite column
ELO 5: Describe the African struggle for independence and economic development
5.1 Describe the origin and aims of the Pan African Movement
5.2 Discuss the role and major figures of Pan African Movement
5.3 Describe the establishment, structure and aims of the Organisation of African Unity (OAU)
5.4 Explain the successes and failures of the OAU
5.5 Describe what democratisation means
5.6 Distinguish between military rule and civilian rule
5.7 Give examples of African dictatorships
5.8 Explain the features of capitalist, socialist and mixed economies by referring to:
The Harambee economic development in Kenya
The Ujamaa economic development in Tanzania
African socialism
Zambian humanism
Mixed economy in Namibia
5.9 Discuss factors that caused an economic crisis in Africa
5.10 Describe the Lagos Plan for economic development in Africa
5.11 Discuss the plans for economic development in Namibia
5.12 Discuss the effectiveness of the IMF and World Bank regulations for Africa
5.13 Explain how to support learning by telling learners how to study History
5.14 Explain guidelines for learners on how to prepare and write examinations
ELO 6: Explain key social, political and economic developments of world history in the 20th century
6.1 Explain how the Allied Powers after World War 1 supported the nationalist aspirations of people in Eastern Europe
6.2 Explain the development and impact of Fascism in Italy and Nazism in Germany
6.3 Describe the basic features of communism and how it was practiced in China
6.4 Explain the Cold War period
6.5 Explain why the superpowers became involved in Korea and Vietnam
6.6 List the aims and functions of the League of Nations and the United Nations
6.7 Describe the reasons for the establishment of economic organisations such as: EEC, COMECON, OPEC and SADC
6.8 Name the member states that belong to the EEC, COMECON, OPEC and SADC
6.9 Describe when and why the World Bank and IMF were established
6.10 Discuss the World Bank and IMF criteria for lending money to countries
6.11 Identify Internet websites with relevant information and pictures on causes of World War 1 and OPEC
6.12 Write out a lesson preparation based on a small group activities with the aim to teach learners what Namibia must do to
develop economically
ACPE Info Booklet 2013
35
ELO 7: Propose how to and read different features of maps and weather data 10.3 Explain the rapid growth of the world population since 1960
10.4 List cities with more that a million inhabitants
7.1 Propose how to and interpret contours 10.5 Describe the world population since 1960 in Namibia
7.2 Propose how to and determine location in degrees, minutes and seconds 10.6 Discuss the patterns of growth in the Namibian regions
7.3 Propose how to orientate any map 10.7 Explain the terms fertility, mortality and net migration and factors influencing them
7.4 Draw an isoline on a map to connect places with equal values 10.8 Discuss the benefits and problems of population change in terms of:
7.5 Interpret graphs of temperature, rainfall and wind direction Rural-urban migration
7.6 Analyse weather data and make calculations Rapid population growth
7.7 Define isotherms, isobars and isohyets Social standards
7.8 Interpret climatic maps Dependency ratio
7.9 Describe high and low pressure systems and identify them on a map Pressure on natural resources
7.10 Describe the weather associated with high and low pressure systems Infra-structure
7.11 Explain the influence of land and sea breezes on local climate Provision of services
7.12 Explain the influence of valley and mountain breezes on local climate 10.9 Discuss the impact of the following strategies on reducing the spread of HIV/AIDS
7.13 Explain the influence of berg winds on local climate Awareness campaigns
7.14 Identify conventional symbols on synoptic weather maps and interpret temperature, rain fall clouds, wind and general weather Promotion of gender equality
conditions on it Provision of anti-retroviral drugs
7.15 Propose enjoyable and creative learning activities regarding map reading Provision of social service schemes to orphans
7.16 Draw a mind map to demonstrate the factors influencing climate 10.10 Write out a lesson preparation based on role play or simulation to teach learners about the prevention and consequences of
7.17 Discuss ways to reward learners positive learning efforts or behaviour HIV/AIDS
10.11 Discuss how stories and visual material can be applied to develop values related to HIV/AIDS
ELO 8: Describe features of the Namibian ecology
ELO 11: Describe the regional geography of Namibia
8.1 Distinguish between natural and human made causes of deterioration of the Namibian environment
8.2 Describe the causes and effects of bush encroachment 11.1 Identify Namibias neighbouring states on a world map
8.3 Explain the effect of the population explosion in the environment 11.2 State the size of Namibia and draw its shape
8.4 Explain the effect of pollution of the land, water and atmosphere on the environment 11.3 Identify the following physiographic features of Namibia on a map:
8.5 Give solutions for environmental deterioration Coastal plain
8.6 Identify Internet websites that could enrich your teaching about ecology Escarpment
8.7 Explain why tapping into learners experiences of nature is important in ecology topics Plateau
8.8 Design the board work layout for a lesson on the causes and effects of bush encroachment Kalahari Basin
8.9 Explain the importance of reading learners faces to monitor their attention and understanding Etosha Basin
8.10 Discuss the importance of giving enough time for thinking after questions 11.4 Identify the following water areas of Namibia on a map:
8.11 Discuss the importance of homework and projects Kunene
Okavango
ELO 9: Discuss aspects of geomorphology Zambezi
Orange river
9.1 Discuss the causes of plate movements Swakop
9.2 Distinguish between divergent, convergent and shear plate boundaries Kuiseb
9.3 Identify on a map major land forms such as mid-oceanic ridges, volcanic island arcs, fold mountains and deep set trenches 11.5 Explain how the following factors influence the climate of Namibia:
9.4 Discuss the relationship between plate tectonics, earthquakes, volcanism and fold mountain ranges Latitude
9.5 Discuss the causes of earthquakes Altitude
9.6 Discuss the impact of earthquakes on civilisation High and low pressure systems
9.7 Indicate on a map the global distribution of volcanoes Benguela current
9.8 Draw a sketch of the structure of a volcano Distance from the sea
9.9 Discuss the impact of volcanoes on civilisation 11.6 Discuss the mahangu and maize farming activities in Namibia
9.10 Name agents of weathering and erosion 11.7 Discuss the beef cattle and karakul sheep farming activities in Namibia
9.11 Discuss how to provide emotional support to learners 11.8 Describe the main types of fish caught in Namibia
9.12 Discuss how to provide academic support to learners 11.9 Describe the economic importance of the fishing industry in Namibia
9.13 Discuss how to develop a culture of quality learning in a school and classrooms 11.10 Discuss the diamond and uranium mining industry in Namibia
11.11 Discuss the road, rail air and ocean transport in Namibia
11.12 List the popular tourist attractions of Namibia and explain the importance of tourism
ELO 10: Discuss aspects of population geography
11.13 Explain how the following factors influence economic growth:
Water resources
10.1 Identify major population clusters world wide and in Namibia
Mineral resources
10.2 Discuss the factors influencing population distribution and density
ACPE Info Booklet 2013 ACPE Info Booklet 2013
36 37
 Manufacturing industries Module description:
Education
Capital School subject content is the vehicle for education: via such content learners start to understand the world they live in, the systems
Population we use and some values and skills to cope with future work and life. The aims of this module are to enable students to develop the
11.14 Discuss the Southern Africa Customs Union and the Southern African Development Community in terms of: following theoretical understanding, values and competencies of Mathematics: Read, analyse and interpret data; Analyse concepts,
Origin and purpose principles and operations with whole numbers; Explain the terminology of and operations with common fractions; Explain the
Responsibilities of member states terminology of and operations with decimal fractions; Explain how and do conversions and word problems involving percentages;
Problems Apply and explain how and do operations for measures of length, mass, capacity and time; Explain the terminology of and operations
Merits and demerits of the continued existence of these organisations with two-dimensional and three- dimensional shapes; Propose how to and do calculations of mensuration; Solve number problems
11.15 Formulate deep learning questions about cattle farming in Namibia involving direct and indirect proportions; Explain how to and do calculations with money, volume and surface areas; Explain how to
11.16 Explain some good questioning techniques during lessons and perform different geometric calculations; Discuss how and perform algebraic operations with fractions and equations; Explain
how and draw function graphs; Draw and interpret histograms and calculate probability; Discuss how to and solve trigonometry
Module requirements and expectations: problems in right-angled triangles; Discuss and demonstrate methods and materials to teach and assess these outcomes.

The attendance of all contact and practical training opportunities that are organised by IOL is compulsory. Acquire the Study Guide Module assessment and quality assurance:
and all relevant prescribed study materials or recommended web site information. All assignments must be handed in on time.
Students with special circumstances struggling to meet deadlines should contact IOL in time. All forms of academic dishonesty such * Continuous assessment per semester module consists of one assignment of 130 marks for modules of 16 credits.
as cheating and plagiarism are prohibited. You are encouraged to manage your study time well and engage in learning circles. Focus * A 50% semester / continuous assessment mark is required for admission to examinations.
on understanding (e.g. asking what, why and how questions) before memorising content. Admission to examinations depends * Where practical work is applicable, a 60% pass is required and such work could account for 50% of the continuous assessment
upon successful attainment of the required continuous assessment / semester mark. mark.
* The duration of the examination for 16 credits is one x 3 hours written examination of 130 marks. A final pass mark of 50% is
required, calculated by 60% of the examination mark and 40% of the semester / continuous assessment mark. A sub-minimum
Learning resources and support: Van Rensburg, C. 2007. Discovering the past: History for
Namibia gr 10. LU Zebra. ISDN 978999 1683 645 N$ 110 of 50% must be attained in the examination.
Swiegers, A. et al., 2007. New Namibian Geography, grade * The setting and marking of examination papers are moderated.
10. LU MacMillan. ISDN 978999 1624 020 N$ 110
Study guide, face-to-face sessions, IOL Comprehensive Exit Learning outcome:
centres, feedback on assignments
Interpret data and explain operations with whole numbers, common and decimal fractions, time, money and solving problems
with length, mass and two and three dimensional shapes. Solve number problems involving direct and indirect proportions, do
References in IOL centres: calculations with money, volume and surface areas, perform different geometric calculations, perform algebraic operations, draw
Equipment to be bought: None function graphs, draw and interpret histograms and calculate probability and solve trigonometry problems in right-angled triangles
as well as methods to teach and assess such content.
Additional costs: Attend face-to-face session
Implementation date: 2013 Specific Exit Learning Outcomes (ELO):
Next revision date: 2016
Upon completion of this module students should be able to:
Module title: School Subject 1 or 2:
Mathematics (Mod 1, Including Subject Methodology) 1. Read, analyse and interpret data
2. Analyse concepts, principles and operations with whole numbers
Code: ACP-MATH-11
3. Explain the terminology of and operations with common fractions
NQF level: 5 (grade 7 & 10 combined) 4. Explain the terminology of and operations with decimal fractions
Notional hours: 160 5. Explain how and do conversions and word problems involving percentages
NQF credits: 16 6. Apply and explain how and do operations for measures of length, mass, capacity and time
7. Explain the terminology of and operations with two-dimensional and three- dimensional shapes
Prerequisites: Maths major offered in 3-year qualification
8. Propose how to and do calculations of mensuration
Options (compulsory or elective) Elective 9. Discuss and demonstrate methods and materials to teach and assess these outcomes
Semester offered: Semester 1 10. Solve number problems involving direct and indirect proportions
11. Explain how to and do calculations with money, volume and surface areas
National Professional Standards: S1
12. Explain how to and perform different geometric calculations
13. Discuss how and perform algebraic operations with fractions and equations
14. Explain how and draw function graphs
15. Draw and interpret histograms and calculate probability
16. Discuss how to and solve trigonometry problems in right-angled triangles
17. Discuss aspects of teaching methodology

ACPE Info Booklet 2013 ACPE Info Booklet 2013

38 39
Learning Outcomes (LO) per exit outcome:
ELO 1: Read, analyse and interpret data
1.1 Calculate and interpret the mean of data
1.2 Read and interpret the data in bar graphs
1.3 Present given data in a bar graph
1.4 Describe how to represent data on a pie chart with four sections
1.5 Describe how to interpret data on a pie chart with four sections
1.6 Explain the value of representing data on pie or other charts
1.7 Give real life examples where calculating the mean and interpreting data on charts are applied
1.8 Do the Topic Test in the textbook (Silver, grade 7)
1.9 Write out a lesson preparation with the objective to teach grade 7 learners how to organise data/ statistics into pie charts
1.10 Explain to learners what the secret to understanding bar and pie charts is
1.11 Name a website where you can find materials on teaching about pie or bar charts
1.12 Explain what study and thinking skills could be developed by this unit
ELO 2: Analyse concepts, principles and operations with whole numbers
2.1 Use the appropriate vocabulary to read, write and count from 100 000 to several million
2.2 Represent different numbers from 10 to over a million in a set of place-value columns and recognise the value of a digit in a
number
2.3 Express a 6 digit number in expanded notation
2.4 Write out given numbers in words
2.5 Rearrange random numbers up to 1 million in order of size
2.6 Apply the relationship signs when comparing numbers
2.7 Round off numbers to the nearest million
2.8 Apply approximations to real life situations
2.9 Estimate answers to calculations
2.10 Define the concept of a factor of a natural number
2.11 Determine the factors of numbers up to 100
2.12 Identify patterns in the factors of numbers
2.13 Write down two palindromic numbers
2.14 Execute mental arithmetic calculation with all four operations, using different laws/ strategies to calculate answers, e.g.
doubles or compensation law
2.15 Perform given pen and paper exercises with all four operations and describe how to teach learners the different laws/ ways
possible for the four operations (Silver, 26-54) including the following:
The order of operations is interchangeable for addition and multiplication
Numbers may be grouped for addition and multiplication
Multiplication can be spread over addition and subtraction
2.16 Apply the properties of 0 and 1
2.17 Apply the BODMAS ORDER of operations for division and multiplication and addition and subtraction
2.18 Analyse suitable operations to solve three-step problems and apply it
2.19 Do the Topic Test in the textbook (Silver, grade 7)
2.20 Write out a lesson preparation with an objective to teach grade 7 learners the operations to solve three-step problems
2.21 Discuss and give examples of how the mathematic teacher should use the board effectively to support learners understanding
ELO 3: Explain the terminology of and operations with common fractions
3.1 Describe how fractions could be seen as points on a number line
3.2 Describe and demonstrate how to add and subtract common fractions, including mixed numbers using the BODMAS ORDER
3.3 Describe and demonstrate how to multiply and divide common fractions, including mixed numbers using the BODMAS ORDER
3.4 Express one quantity as a fraction of another quantity and describe the process how to do it
3.5 Solve three-step word problems involving all four operations with fractions
3.6 Discuss guidelines for teaching learners how to do word-problems (Suffolk, 22-25)
ACPE Info Booklet 2013
40
3.7 Do the Topic Test in the textbook (Silver, grade 7)
3.8 Write out a lesson preparation with an objective to teach grade 7 learners the processes of multiplication of fractions
3.9 Discuss guidelines how to maintain order in the classroom
3.10 Design a placard on a A4 scale that display the process of calculating a fraction of a whole
3.11 Discuss why the practical examples of operations with fractions in the textbook (Silver) is effective
3.12 Describe issues about the language of Mathematics that are crucial for learners to understand mathematics (Suffolk, 26-28)
ELO 4: Explain the terminology of and operations with decimal fractions
4.1 Describe the relationship between common fractions and decimal fractions
4.2 Convert common fractions to decimal fractions
4.3 Round off decimal numbers to the first, second and third place
4.4 Convert decimal fractions to common fractions in their simplest form
4.5 Describe how to and do addition and subtraction with decimal fractions
4.6 Discuss how to and do multiplication and division with decimal fractions
4.7 Solve word problems of physical quantities and money containing decimal fractions up to three decimal places
4.8 Do the Topic Test in the textbook (Silver, grade 7)
4.9 Identify Internet websites that could enrich your methods and materials for teaching about decimal fractions and print the
materials found
4.10 Discuss materials and activities that a teacher could use to teach primary learners part-whole relationships as bridge to
understanding fractions (Charlesworth)
4.11 Explain how the use of a fraction chart and number line promote understanding of equivalent fractions (Suffolk)
4.12 Give examples of helpful feedback to learners about decimal fractions
4.13 Discuss how to provide emotional support to learners
ELO 5: Explain how and do conversions and word problems involving percentages
5.1 Interpret proper fractions with denominators of 100 as percentage
5.2 Express decimals as percentage and vice versa
5.3 Write common fractions as percentage
5.4 Explain how to and calculate percentages of numbers
5.5 Explain how to and calculate the whole when a percentage is known
5.6 Explain how to and compare two numbers by expressing one as a percentage of the other
5.7 Present percentages with charts
5.8 Calculate percentages in word problems, e.g. percentage tax, profit, discount, loss
5.9 Explain how to and solve three-step word problems involving cost and selling, profit and loss in percentage
5.10 Do the Topic Test in the textbook (Silver, grade 7)
5.11 Describe what documents should be in the subject file of the mathematics teacher
5.12 Explain how you would show learners how mathematics are applied all around us
5.13 Propose what everyday life situations could be used regarding percentage, profit and discount to make mathematics relevant
and fun
ELO 6: Apply and explain how and do operations for measures of length, mass, capacity and time
6.1 Describe terminology and standard symbols for measures of length, mass and capacity
6.2 Express the same measurement of length and mass in different units
6.3 Apply the four basic operations to length, mass and capacity
6.4 Apply the four basic operations to length, mass and capacity in decimal notations
6.5 Solve real life three-step word problems on length, mass and capacity using whole numbers, common numbers, common and
decimal fractions and percentages
6.6 Read and interpret time from watches, schedules and calendars
6.7 Apply the four basic operations to time
6.8 Solve word problems which involve time
6.9 Do the Topic Test in the textbook (Silver, grade 7)
ACPE Info Booklet 2013
41
6.10 Discuss some logical and creative methods and activities to teach senior primary learners about interpreting and calculating
time
6.11 Write out a lesson preparation for teaching a real life, three-step word problem on mass
6.12 Discuss the storage of mathematical materials in your class (Charlesworth)
ELO 7: Explain the terminology of and operations with two-dimensional and three- dimensional shapes
7.1 Describe the terminology of lines and points
7.2 Indicate positions with a point
7.3 Explain how to and draw and identify straight, vertical, perpendicular, parallel and horizontal lines
7.4 Describe how to and draw and measure angles up to 360 degrees
7.5 Identify and name acute, obtuse, right, straight and reflex angles and a revolution
7.6 Explain how to and use proper notation for angles
7.7 Identify and describe equilateral, isosceles and scalene triangles
7.8 Identify and describe right, obtuse and acute angled triangles
7.9 Draw lines of symmetry in triangles
7.10 Identify and describe different kinds of quadrilaterals according to the properties of their sides, angles and symmetry (square,
rectangle, rhombus, parallelogram, trapezium and kite)
7.11 Create circle patterns using a compass
7.12 Analyse the terms radius, diameter, chord, sector and circumference
7.13 Identify and describe different kinds of three-dimensional shapes according to their properties (cube, cuboid, pyramid, sphere
and cylinder)
7.14 Do the Topic Test in the textbook (Silver, grade 7) 11.7 Describe the angles or irregular polygons
7.15 Write out a lesson preparation to teach about the radius and circumference of three-dimensional shapes
ELO 10: Explain how to and do calculations with money, volume and surface areas
10.1 Explain how to and calculate the compound interest earned over a period of 3 years
10.2 Explain how to and calculate municipality water and electricity costs when tariffs and units used are given
10.3 Explain how to and calculate the difference in cost when paying cash or on hire purchase for an item
10.4 Explain how to and Calculate tax payable on a given amount earned
10.5 Describe how to and calculate the volumes of cuboids and cylinders using a formula
10.6 Describe how to and calculate the surface areas of cuboids and cylinders using a formula
10.7 Write an essay on senior primary mathematical games and refer to issues such as: (see also Suffolk 38-43)
Advantages of games
Types of games for the whole class and smaller groups
Making your own games for some topics
Implementation of games
ELO 11: Explain how to and perform different geometric calculations
11.1 Identify plane figures that are similar in shape and size
11.2 Calculate unknown sides of similar triangles
11.3 Describe how to and make scale drawings of maps and plans
11.4 Describe how to transform / enlarge plane figures with positive whole numbers as scale factors
11.5 Describe the angle properties of polygons
11.6 Calculate the sizes of the interior and exterior angles of regular polygons
11.8 Calculate an angle in a semi-circle

ELO 8: Describe how to and do calculations of mensuration ELO 12: Discuss how and perform algebraic operations with fractions and equations

8.1 Describe how to and calculate the perimeter of squares using a formula 12.1 Discuss how to and perform the four operations with simple algebraic fractions
8.2 Describe how to and calculate the perimeter of rectangles using a formula 12.2 Perform the four operations with more advanced algebraic fractions, e.g. factorisation
8.3 Describe how to and calculate the length of rectangles and squares 12.3 Discuss how to and apply index laws to simplify algebraic expressions, e.g. with positive, negative, zero and fractional indices
8.4 Describe how to and calculate the perimeter of irregular rectilinear two-dimensional shapes 12.4 Discuss how and solve linear equations with brackets
8.5 Describe how to and calculate the areas of squares and rectangles using formulae 12.5 Discuss how and solve word problems by translating them into linear equations
8.6 Describe how to and calculate the length of sides of rectangles and squares 12.6 Discuss how and solve linear equations with fractions
8.7 Describe how to and calculate the areas of shapes that can be divided into squares and rectangles 12.7 Set a test of 12 marks for grade 6 on fractions
8.8 Describe how to and calculate the volume of cuboids and cubes using formulae
8.9 Describe how to and calculate one unknown dimension of cuboids and cubes ELO 13: Explain how and draw function graphs
8.10 Do the Topic Test in the textbook (Silver, grade 7)
8.11 Study the glossary in Silver and monitor whether you can define the terms correctly 13.1 Describe the Cartesian coordinate system of axes of function graphs
13.2 Determine the independent and the dependent variable in a function equation
ELO 9: Solve number problems involving direct and indirect proportions 13.3 Construct tables of values for the function y = mx + c
13.4 Draw and interpret graphs of the function y = mx + c
9.1 Use a scientific calculator to represent numbers in standard form 13.5 Find the gradient of a straight line graph
9.2 Describe how to and translate the calculator display of standard form into the appropriate written notation 13.6 Find the equation of a straight line graph
9.3 Describe how to and find the values (using the calculator) of trigonometric functions for given angles 13.7 Describe where to find Mathematical symbols on a computer to be used in notes and examination papers
9.4 Describe how to and find the angles (using the calculator) if the value of the trigonometric function is given 13.8 Explain issues about questions and questioning in the mathematics class (Suffolk, 13-14)
9.5 Write small numbers in standard form and vice versa
9.6 Explain how to and perform the four basic operations on simple expressions written in standard form ELO 14: Draw and interpret histograms and calculate probability
9.7 Describe how to and solve problems involving direct and indirect proportion
9.8 Describe how to and draw straight line graphs of relationships that are in direct or indirect proportion 14.1 Explain the difference between a bar chart and a histogram
9.9 Write out a lesson preparation with the objective to teach learners how to use the scientific calculator for trigonometric 14.2 Make tables of frequency distributions, including continuous data
functions 14.3 Construct histograms with equal intervals
9.10 Name a website where you can find materials on teaching about direct and indirect proportion 14.4 Interpret and draw conclusions from histograms with equal intervals
9.11 Design a flow diagram about solving problems of direct and indirect proportions which could be displayed on a poster 14.5 Determine the mode from a set of grouped data
14.6 Calculate the mean from a frequency distribution of discrete values
14.7 Describe the meaning of probability of an event occurring
ACPE Info Booklet 2013 ACPE Info Booklet 2013
42 43
14.8 Describe how to calculate the probability of an event occurring explain self-concept related issues as part of human development; discuss theories of adolescent development; discuss learning
14.9 Express probability as a fraction in its lowest terms aspects and learning theories; Evaluate features and development of self-directed learning skills as well as some thinking skills.

ELO 15: Discuss how to and solve trigonometry problems in right-angled triangles Module assessment and quality assurance:

15.1 Describe the terms sine, cosine, and tangent ratios
15.2 Discuss how to and solve problems in right-angled triangles, including applications of the Theorem of Pythagoras and bearing
15.3 Discuss how to and solve problems in two dimensions using angles of elevation and depression
15.4 Explain what it means to be gender sensitive in the mathematics class
15.5 Discuss the syllabus assessment guidelines for grade 6
Module requirements and expectations:
* Continuous assessment per semester module consists of one assignment worth 120 marks for modules of 12 credits.
* A 50% semester / continuous assessment mark is required for admission to examinations.
* Where practical work is applicable, a 60% pass is required and such work could account for 50% of the continuous assessment
mark.
* The duration of an examination for 12 credits is two and a half hours and 120 marks.
* A final pass mark of 50% is required, calculated by 60% of the examination mark and 40% of the semester / continuous
assessment mark. A sub-minimum of 50% must be attained in the examination.
* The setting and marking of examination papers are moderated.

The attendance of all contact and practical training opportunities that are organised by IOL is compulsory. Acquire the Study Guide
Comprehensive Exit Learning Outcome:
and all relevant prescribed study materials or recommended web site information. All assignments must be handed in on time.
Students with special circumstances struggling to meet deadlines should contact IOL in time. All forms of academic dishonesty such
Discuss important theories and aspects of senior primary learner development and learning and its implications for teachers.
as cheating and plagiarism are prohibited. You are encouraged to manage your study time well and engage in learning circles. Focus
on understanding (e.g. asking what, why and how questions) before memorising content. Admission to examinations depends
upon successful attainment of the required continuous assessment / semester mark. Specific Exit Learning Outcomes (ELO):

Upon completion of this module students should be able to:

Learning resources and support:
Suffolk, J. 2004. Teaching Primary Mathematics. MacMillan: Malaysia.
ISBN 0 333 750160
1. Analyse the features of and factors influencing the development domains of early and late adolescents
Silver, E. 2006. Maths for life, grade 7. LU Windhoek: MacMillan. ISBN
2. Explain self-concept related issues as part of human development
978 999 1624 013 N$ 85
3. Discuss theories of adolescent development
Coutney-Clarke, M. & Coulson, M. 2008. Maths for life, grade 10. LB
4. Discuss learning aspects and learning theories
Windhoek: MacMillan. ISBN 978 999 1624 075 N$ 110
5. Evaluate the features and development of self-directed learning skills as well as some thinking skills
Study Guide, face-to-face sessions, IOL centres, feedback on
assignments
Learning Outcomes (LO) per exit outcome:

References in IOL Centres: ELO 1: Analyse the features of and factors influencing the development domains of early and late adolescents
Equipment to be bought: Scientific Calculator if not possessing one
1.1 Define the concepts: adolescent, stages of adolescent growth, maturation and development domains
Additional costs: Attend face-to-face session 1.2 Explain what is meant by multiculturalism and bilingualism and why it is important to take account of learners cultural
Implementation date: 2013 differences
Next revision date: 2016 1.3 Analyse the features of the domains of early and late adolescent development (physical, emotional, social, cognitive, moral,
linguistic) and the factors impacting on the normal development per domain, e.g. single parents, culture, finances, neighbourhood,
peers, nutrition, etc
Module title: Learner Development and Learning
1.4 Discuss the interrelatedness of these developmental domains
Code: ACP-LDL-11 1.5 Discuss the influence of heredity and the environment on the childs development
NQF level: 7 1.6 Discuss the role of the school on the socialisation of the senior primary child
Notional hours: 120 1.7 Analsye the development of gender roles and identity in the family and school context
1.8 Analyse the purposes and nature of sex education
NQF credits: 12
1.9 Analyse the symptoms of physical, emotional and sexual abused children and how to treat such learners
Prerequisites: None 1.10 Analyse causes and how to handle behavioural problems such as stealing, telling lies, bullying and nail biting
Options (compulsory or elective) Compulsory
Semester offered: Semester 1 ELO 2: Explain self-concept related issues as part of human development
National Professional Standards: S2
2.1 Differentiate between self-image, self-concept and identity
2.2 Describe the components of a self-concept
Module description:
2.3 Explain factors influencing the forming of positive self-concepts in learners and the importance of a self-concept
2.4 Explain how learners personality types influence their self-concept and driving motives
Effective teaching, counselling and learner support depends on the teachers insight about the development and learning of senior
2.5 Explain the importance of learners school readiness in developing a positive self-concept
primary learners. The aims of this module are therefore to enable students to develop the following theoretical understanding,
2.6 Explain theories and practices of developing good character/ morals/ spiritual values in learners and how moral values impact
values and competencies regarding senior primary learners: Analyse the development domains of early and late adolescents;
on self-concept

ACPE Info Booklet 2013 ACPE Info Booklet 2013

44 45
2.7 Describe the ideal purposes of spiritual/ moral development and all relevant prescribed study materials or recommended web site information. All assignments must be handed in on time.
2.8 Discuss what it means to become a mature adult Students with special circumstances struggling to meet deadlines should contact IOL in time. All forms of academic dishonesty such
2.9 Differentiate between discipline and punishment and the importance of discipline in developing a self-concept as cheating and plagiarism are prohibited. You are encouraged to manage your study time well and engage in learning circles. Focus
2.10 Describe the purposes of discipline and punishment at home and in school on understanding (e.g. asking what, why and how questions) before memorising content. Admission to examinations depends
2.11 Explain the authoritarian, democratic and permissive disciplinary style upon successful attainment of the required continuous assessment / semester mark.
2.12 Explain some principles for maintaining discipline without hurting their self-concepts
2.13 Explain the importance of a positive relationship of the teacher with learners for the effectiveness of maintaining discipline Learning resources and support: De Witt, M. 2009. The young child in context. Pretoria: Van Schaik.
ISBN 978 0 627 02774 1
ELO 3: Discuss theories of adolescent development Study Guide, face-to-face sessions, IOL centres, feedback on
assignments
3.1 Discuss the following psychological theories related to human/adolescent development:
3.1.1 Psychodynamic theory: Freud and Eriksons Theory of Hyman development
3.1.2 Behaviourist theory: Classical and Operant conditioning and social-learning. Theory of Bandura (modelling/observational References in IOL centres
learning)
3.1.3 The attachment theory including its patterns of secure and insecure attachment behaviours Schunk, D. H. 2009. Learning theories: An educational perspective
3.1.4 Cognitive Theory: Piaget, Vygotsky, Bruner, Kohlberg (5th ed)Pearson International Educ/ Prentice Hall N$ 765
3.1.5 Humanistic Theory: Maslows Theory of Human Needs, Montessori approach Equipment to be bought: None
3.2 Explain how learner-centred education relates to the different theories above Additional costs: Attend real or satellite face-to-face session
3.3 Discuss some key theories of motivating learners and their application to Namibian primary learners
Implementation date: 2013
3.4 Describe the features of multiple intelligences theory of Gardener and its implication for teachers to support learners
learning Next revision date: 2016
3.5 Explain the features of different temperaments and how they could affect learners and learning
3.6 Explain the stages of cognitive development and the factors influencing such development Module title: Classroom Teaching and Management
3.7 Describe the features of gifted learners and how to support them Code: ACP-CTM-11
NQF level: 7
ELO 4: Discuss learning aspects and learning theories
Notional hours: 120
4.1 Describe perceptual development, its role in attention and learning and how teachers could support perceptual learning NQF credits: 12
difficulties Prerequisites: None
4.2 Describe how the brain processes information from sensory input to long term memory
Options (compulsory or elective) Compulsory
4.3 Describe strategies for a Visual, Auditory and Kinaesthetic approach to learning
4. Describe the left and right brain learning functions and their implications for teachers Semester offered: Semester 3
4.5 Discuss the differences between surface and deep learning National Professional Standards: S 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
4.6 Explain the importance of language and motivation in deep learning
4.7 Describe common barriers to effective learning Module description:
4.8 Discuss the features and value of the cognitive learning theories
4.9 Discuss the features and value of the behaviourist learning theories The science and practice of teaching and classroom management is important for supporting successful learning. The aims of this
4.10 Discuss the features and value of the humanistic learning theories module are therefore to enable teachers to develop the following theoretical understanding, values and competencies regarding
4.11 Explain teaching methodological implications of understanding the learning process and learning theories classroom teaching and management: discuss key features of effective teachers and teaching; analyse, prepare and present
lessons; explain and apply cooperative methods; discuss and facilitate learning using a variety of methods; discuss and apply
ELO 5: Evaluate the features and development of self-directed learning skills as well as some thinking skills creative methods; discuss the managing of learners and the learning environment; evaluate managing of classrooms and reflect on
effective teaching practices.
5.1 Describe self-directed learning skills, how they could be developed and explain why such skills are important in the Information
Age Module assessment and quality assurance:
5.2 Evaluate proper study and learning habits
5.3 Evaluate general study methods and skills * Continuous assessment per semester module consists of one assignment of 120 marks for modules of 12 credits.
5.4 Describe why thinking performances can be improved although inherited intellectual ability can not be altered * A 50% semester / continuous assessment mark is required for admission to examinations.
5.5 Analyse some thinking attitudes and types of thinking skills, including metacognitive thinking skills * Where practical work is applicable, a 60% pass is required and such work could account for 50% of the continuous assessment
5.6 Analyse the problem solving process and how to develop these skills in learners mark.
5.7 Define critical thinking and explain how to develop these in learners * The duration of an examination for 12 credits is a two and a half hour written examination of 120 marks.
5.8 Discuss how the use of w-questions can promote logical teaching and learning * A final pass mark of 50% is required, calculated by 60% of the examination mark and 40% of the semester / continuous
assessment mark. A sub-minimum of 50% must be attained in the examination.
Module requirements and expectations: * The setting and marking of examination papers are moderated.

The attendance of all contact and practical training opportunities that are organised by IOL is compulsory. Acquire the Study Guide
ACPE Info Booklet 2013 ACPE Info Booklet 2013
46 47
Comprehensive Exit Learning Outcome:
Discuss and apply concepts, teaching-learning principles, strategies, methods and management skills to support senior primary
learners learning in different subject areas.
Specific Exit Learning Outcomes (ELO):
Upon completion of this module students should be able to:
1. Discuss key features of effective teachers and teaching
2. Design and explain elements of learning sessions (Part 1 Theory)
3. Analyse and design different types of lessons / learning sessions (Part 2, Practice)
4. Explain and apply cooperative methods
5. Discuss and facilitate learning by using a variety of methods
6. Discuss and apply creative methods
7. Discuss the managing of learners and the learning environment
8. Evaluate managing of classroom learning and learner involvement (Presentation skills)
9. Reflect on effective teaching practices for novice teachers
Learning Outcomes (LO) per exit outcome:
ELO 1: Discuss key features of effective teachers and teaching
1.1 Define teaching related concepts, e.g. education, training, teaching, learning, exit learning outcomes and learning outcomes
1.2 Compare the Learner-centred (LCE) and Teacher-centred education paradigms
1.3 Explain key features of Competency-based education (CBE)
1.4 Describe features of adult learning (Andragogy)
1.5 Explain the features and roles of the effective teacher
1.6 Discuss the principles underpinning effective teaching
1.7 Explain the main features of the cognitive, humanistic and behaviouristic learning theories and relate them to the teaching
principles
1.8 Discuss contemporary perspectives of effective teacher training
1.9 Discuss Namibian and some international outcomes for quality senior primary education
1.10 Discuss the holistic focus of the wellness dimensions for education
ELO 2: Design and explain elements of learning sessions (Part 1, Theory)
2.1 Describe the contemporary classification of teaching strategies
2.2 Compare the features and application of the indirect and direct teaching strategy in a lesson
2.3 Explain how to choose the appropriate strategy
2.4 Describe the contemporary classification of teaching methods
2.5 Describe features of the three learning domains and explain how Blooms cognitive taxonomy differs from Marzano & Kendalls
taxonomy
2.6 Describe suitable methods for achieving outcomes in the three learning domains
2.7 Explain left and right brain compatible teaching
2.8 Explain how the brain processes information
2.9 Explain the VAK (visual, auditory, kinaesthetic) approaches to teaching-learning
2.10 Compare teaching for achieving deep and surface learning
2.11 Describe how to promote transfer of learnt information
2.12 Define quality thinking and explain how to develop learners logical and critical thinking skills
2.13 Explain the dimensions of emotional intelligence and ways to develop it
2.14 Describe how to develop learners values and the influence of television and mass media
2.15 Explain how to address multicultural learning needs in the senior primary setting
ACPE Info Booklet 2013
48
ELO 3: Analyse and design different types of lessons /learning sessions (Part 2, Practice)
3.1 Analyse the necessity for and details of instructional planning
3.2 Analyse the role of verbs in lesson outcomes
3.3 Formulate outcomes for learning sessions in the three learning domains
3.4 Explain and apply the planning of direct teaching / presentation lessons
3.5 Analyse examples of lesson preparations in different subjects
3.6 Analyse and apply the planning of demonstration sessions and teaching of skills
3.7 Discuss the evaluation of your own or colleagues presentation lessons
3.8 Explain how to create a conducive learning environment
3.9 Analyse how to prepare for conducting a workshop
ELO 4: Explain and apply cooperative methods
4.1 Discuss the role of the teacher as a facilitator of learning
4.2 Describe sources of knowledge, including parents and community members
4.3 Discuss how to promote active involvement of senior primary learners by referring to strategies, different methods, presentation
techniques and motivation
4.4 Describe the dynamics of cooperative learning / group functioning
4.5 Describe how to set up groups, e.g. ways to select members, size, composition
4.6 Identify what type of learning outcomes could be achieved via group activities
4.7 Explain the role of the teacher before, during and after group work
4.8 Explain the use, strengths and limitations of the following cooperative methods:
Groups of 2/ pair-share
Groups of 3-5
Large groups
Team games (incorporating play and competition)
Class discussions
Panels and debates
Jigsaw groups
Round table
4.9 Explain the overall strengths and limitations of cooperative learning
4.10 Describe how to teach learners to work together in groups
ELO 5: Discuss and facilitate learning by using a variety of methods
5.1 Discuss how to create effective primary teaching-learning environments, including carpets, storage boxes, arrangement of
furniture, language area, numeracy area, creative / art area, a daily news /environmental area, placards, posters, etc.
5.2 Explain the use of the textbook
5.3 Explain the features and use of the narrative/ story telling method:
The value of stories
Outcomes that can be achieved through stories
Characteristics of suitable childrens stories
Story telling techniques for a teacher
Physical conditions necessary when telling stories
5.4 Explain the features and use of the music/rhythm and song method
5.5 Explain the steps of the problem solving method and how to teach problem solving skills to primary learners
5.6 Describe the brainstorming method
5.7 Explain the features and application of experiential learning in primary settings
5.8 Describe the features and use of self-directed learning, including the enquiry method
5.9 Explain how schools and teachers could develop self-directed learning skills
ACPE Info Booklet 2013
49
ELO 6: Discuss and apply creative methods 7.13 Mention alternatives to corporal punishment
7.14 Explain methods and techniques for motivating learners
6.1 Clarify the concept creativity and principles to develop creativity
6.2 Discuss how engaging the community could support creative learning ELO 8: Evaluate managing of classroom learning and learner involvement(Presentation skills)
6.2 Describe types of primary learning games and their benefits and limitations
6.3 Explain the steps in planning and conducting a game-based lesson 8.1 Explain the communication process
6.5 Discuss the features, advantages and weaknesses of the following creative teaching techniques and methods. Give examples 8.2 Evaluate the features of aggressive, passive and assertive communication styles
of their application in subjects too: 8.3 Evaluate the basics of public speaking / presentation skills
Simulations and role playing 8.4 Explain the features of effective classroom communication
Learners as assistant teachers 8.5 Describe effective explanation techniques and ways of displaying content, e.g. mind maps, diagrams and drawings
Visualisation tours, e.g. Get into the bus/ plane/ space ship 8.6 Evaluate the aims, classification and techniques of questioning
Team games, including African and commercial ones 8.7 Evaluate questions that promote thinking and deep learning (including the Socratic questions)
Learners designing tests, mind maps, overheads, etc 8.8 Discuss the aims of and principles for giving oral and written praise and criticism
Peer teaching and marking 8.9 Evaluate given examples of praise and criticism
Case studies 8.10 Describe the purposes and types of rewards / incentives to stimulate learner involvement
Thinking hats or spectacles 8.11 Describe the emotional value of colours in the classroom
Detective: spot the errors 8.12 Describe some guidelines for the effective use of teaching-learning resources in lessons
Feedback faces
Catch on ELO 9: Reflect on effective teaching practices for novice teachers
Imaginative telephone / cell phone conversations
Outside the classroom teaching, e.g. treasure hunts, observation reports 9.1 Describe what the reflective teacher does and why reflection is important
Field trips 9.2 Analyse the features of different feedback instruments
Guest speakers (real or DVD) 9.3 Explain how to implement the use of feedback instruments in your classroom
Class group competitions (including among classes of same grade) 9.4 Describe habits that promote success in life
Projects 9.5 List tips for being successful and respected
Making a digital video recording of a whole lesson 9.6 Describe types of continuous professional development
Open book tests 9.7 Identify Internet sites for primary teaching ideas
Computer technology 9.8 Given an example, formulate your own teaching philosophy
6.6 Describe possible problems of and tips for teaching gifted learners
Module requirements and expectations:
ELO 7: Discuss the managing of learners and the learning environment
The attendance of all contact and practical training opportunities that are organised by IOL is compulsory. Acquire the Study Guide
7.1 Describe basic management concepts and all relevant prescribed study materials or recommended web site information. All assignments must be handed in on time.
7.2 Describe the constitutional and educational rights and responsibilities of learners Students with special circumstances struggling to meet deadlines should contact IOL in time. All forms of academic dishonesty such
7.3 Discuss different approaches to behaviour management as cheating and plagiarism are prohibited. You are encouraged to manage your study time well and engage in learning circles. Focus
7.4 Explain the role of moral and character development in learners self-discipline on understanding (e.g. asking what, why and how questions) before memorising content. Admission to examinations depends
7.5 Describe how to manage interpersonal conflict upon successful attainment of the required continuous assessment / semester mark.
7.6 Describe how to manage ones internal conflicts
7.7 Explain guidelines for managing the following different primary classroom dimensions:
Learning resources and support: Study Guide only, no textbook
Room layout and seating arrangements
Face-to-face sessions, IOL centres, feedback on assignments
Physical conditions for learning
A democratic psychological atmosphere
Maintaining order Reference books in IOL centres:
Handling of disciplinary situations
Equipment to be bought: None
Motivation of learners
Praise reward and criticism Additional costs: Attend real or satellite face-to-face session
Teaching-learning opportunities Implementation date: 2013
Support of learning Next revision date: 2016
Communication
Assessment and record keeping
Module title: Assessment and Evaluation
7.8 Explain common causes of discipline problems
7.9 Discuss tools for preventing behaviour problems and relate them to tips for motivating learners Code: ACP-ASE-11
7.10 Discuss the management of school and classroom rules NQF level: 7
7.11 Explain principles that guide the handling of discipline Notional hours: 100
7.12 Explain and apply steps for handling of different practical disciplinary situations

ACPE Info Booklet 2013 ACPE Info Booklet 2013

50 51
 1.4 Define measurement, tests and examinations
NQF credits: 10
1.5 Explain informal and formal assessment and techniques for doing it
Prerequisites: None 1.6 Define continuous assessment and explain the advantages of it
Options (compulsory or elective) Compulsory 1.7 Differentiate between formative and summative continuous assessment and explain the features and benefits of each
Semester offered: Semester 1 1.8 Explain course work (projects) and its challenges
1.9 Compare self-assessment and peer-assessment and their advantages and disadvantages
National Professional Standards: S 14, 15, 16, 17
1.10 Explain alternative assessment methods
1.11 Analyse the levels of thinking required by the verbs used in assessments
Module description: 1.12 Define evaluation and describe the types of evaluation
1.13 Analyse the purposes of assessment and evaluation
The aims of this module are to enable students to develop the following theoretical understanding, values and competencies with 1.14 Discuss the principles underpinning good assessment practices
regard to assessment and evaluation: explain basic assessment concepts and perspectives; describe general and senior-primary
assessment directives of Namibia; discuss the aims, construction and application of assessment tools (Part 1 & 2); evaluate the
ELO 2: Describe general and primary assessment directives of Namibia
design and moderation of tests and examination papers; explain marking and grading techniques; discuss feedback on and reporting
of assessment results; analyse and interpret assessment results statistically and evaluate some elements of learning, instruction
2.1 Describe the functions of the DNEA
and parent feedback.
2.2 Describe the nature of national senior-primary assessment and promotion policy and relate it to the aims of the senior-primary
education phase
Module assessment and quality assurance: 2.3 Compare the national assessment and promotion policy of the pre-primary, the lower primary and the senior primary phase
2.4 Describe the features of the end of primary (summative) education examinations
* Continuous assessment per semester module consists of one assignment of 120 marks for modules of 10 credits.
2.5 Discuss how the Namibian primary assessment directives relate to the features of competency-based assessment
* A 50% semester / continuous assessment mark is required for admission to examinations.
2.6 Describe the rules for the administration of the national examinations
* Where practical work is applicable, a 60% pass is required for practical work and such work could account for 50% of the
2.7 Describe the features of an inspection of a national examination centre
continuous assessment mark.
2.8 Discuss the role of assessment in achieving quality education, e.g. purposes of assessment, promotion policy, non- promotional
* The duration of the examination for 10 credits is one x 2 and a half hour written examination of 120 marks.
subjects, passing percentage, automatic promotion, assessment results analyzed and used as input, motivational role of
* A final pass mark of 50% is required, calculated by 60% of the examination mark and 40% of the semester / continuous
assessment, etc
assessment mark. A sub-minimum of 50% must be attained in the examination.
* The setting and marking of examination papers are moderated.
ELO 3: Discuss the aims, construction and application of assessment tools (Part 1)
Comprehensive Exit Learning Outcome:
3.1. Discuss which assessment tools are appropriate to assess levels/ objectives of the three learning domains (cognitive,
affective & psychomotor)
Discuss theories and practices of assessment and evaluation of learning activities and results, aims, construction and application
3.2 Compare the cognitive taxonomy of Bloom with that of Marzano and Kendall
of assessment tools, evaluate the moderation of tests and examination papers, discuss marking and grading techniques, interpret
3.3. Discuss the aims, construction, advantages and disadvantages of the following Objective questions:
assessment results statistically and evaluate feedback instruments and reporting assessment results to parents.
True/False questions
Matching items
Specific Exit Learning Outcomes (ELO): Multiple choice questions
3.4 Discuss the aims, construction, advantages and disadvantages of the following Semi-Objective questions:
Upon completion of this module students should be able to:
Completion questions
Short answer questions
1. Explain basic assessment concepts and perspectives
Structured questions (problem solving, handling information, descriptive response / paragraph question)
2. Describe general and primary assessment directives of Namibia
3.5 Discuss the aims, construction, advantages and disadvantages of the following Free response (interpretative) questions:
3. Discuss the aims, construction and application of assessment tools (Part 1)
Structured essays
4. Analyse the aims, construction and application of assessment tools (Part 2)
Unstructured essays
5. Evaluate the design and moderation of tests and examination papers
Discussion/ comparison/ evaluation of
6. Discuss marking and grading techniques
7. Discuss feedback on and reporting of assessment results
ELO 4: Analyse the aims, construction and application of assessment tools (Part 2)
8. Analyse and interpret assessment results statistically
9. Evaluate some instruments and elements of learning, instruction and parent feedback 4.1 Analyse the aims, construction, advantages and disadvantages of the following Performance-based assessment tools
Products and processes / performances
Learning Outcomes (LO) per exit outcome: Portfolios
Teacher observations of oral, written and behavioural performances
ELO 1: Explain basic assessment concepts and perspectives 4.2 Explain the features of reliable observations by (primary) teachers
4.3 Evaluate the format and content of the following given checklists / rubrics to be used for observational assessments of senior-
1.1 Describe the three learning domains and the verbs suitable for assessing the levels of each domain primary learners:
1.2 Explain the different multiple intelligences that could be assessed and relate them to the three learning domains Assessment of learners internalized values
1.3 Differentiate between learning outcomes versus educational objectives Assessment of learners social relationships

ACPE Info Booklet 2013 ACPE Info Booklet 2013

52 53
 Assessment of learners emotional happiness 8.2.2 Rank order tables
Assessment of learners special talents 8.2.3 Simple frequency distribution tables
4.4 Discuss the relationship of primary teaching-learning methods and media with assessment methods, e.g. label drawings, 8.2.4 Grouped frequency distribution tables, e.g. histogram, frequency polygons
drawing/ completing concept maps, competitions among groups, projects on something, writing paragraphs, interpreting 8.3 Analyse the value of descriptive statistics for analysis and interpretation of assessment scores
pictures, etc 8.3.1 Measures of central tendency
4.5 Analyse the aims, construction, advantages and disadvantages of Oral assessment a) The mean
Aims of oral assessment b) The median
Types of questions c) The mode
Guidelines for implementation of interviews / oral assessment 8.3.2 Measures of spread and dispersion (variability)
4.5 Analyse the aims, construction, advantages and disadvantages of Peer assessment tools (rubrics, memos, games, role play) a) Range
4.6 Analyse the aims, construction, advantages and disadvantages of Self-assessment tools (checklists, diagrams, questionnaires) b) Variance
c) Standard deviation
ELO 5: Evaluate the design and moderation of tests and examination papers 8.3.3 Measures of relative position
a) Standard scores
5.1 Explain features of left and right brain oriented assessments b) Percentile rank
5.2 Explain what valid and reliable assessment involves and conclude how effective learning relates to effective assessment c) T- scores
5.3 Evaluate guidelines for planning and setting of good tests and examination papers 8.4 Calculate the degree of difficulty of test items
5.4 Evaluate a checklist with criteria for the moderation of examination papers 8.5 Calculate the differentiation / discriminating value of test items
5.5 Apply a moderation checklist to a given paper
5.6 Evaluate how to proofread examination papers ELO 9: Evaluate some instruments and elements of learning, instruction and parent feedback
5.7 Explain how to teach learners to prepare for and write tests and exams
9.1 Evaluate given self-reflection instruments:
ELO 6: Discuss marking and grading techniques 9.1.1 Instruments for teachers
9.1.2 Self-reflection instruments for learners
6.1 Discuss different types of grading symbols and functions of marks / grades 9.2 Discuss self-evaluation instruments for teachers and learners
6.2 Discuss features of the marking when using different assessment tools such as: 9.2.1 Instruments for teachers
The mark scheme purpose and features 9.2.2 Self-evaluation instruments for learners
The analytic or holistic marking of essays 9.3 Evaluate questionnaires and feedback obtained from learners and parents
The analytic or holistic assessing of group work 9.3.1 Questionnaires for learners
The criteria for grading products (placard, models, drawings) 9.3.2 Questionnaires for parents
The use and grading of portfolios 9.4 Explain how to implement the feedback obtained from questionnaires
The use and benefits of computer assisted marking 9.5 Discuss the role of national school audits as an assessment system to promote quality education in schools
6.3 Discuss effective marking practices
6.4 Explain effective recording practices of senior-primary assessment results, e.g. files per learner including observational and Module requirements and expectations:
interview rubrics/ checklists, critical incident notes, informal observation notes, tasks performed graded, etc
The attendance of all contact and practical training opportunities that are organised by IOL is compulsory. Acquire the Study Guide
ELO 7: Discuss feedback on and reporting of assessment results and all relevant prescribed study materials or recommended web site information. All assignments must be handed in on time.
Students with special circumstances struggling to meet deadlines should contact IOL in time. All forms of academic dishonesty such
7.1 Discuss the role of feedback to learners after assessment as cheating and plagiarism are prohibited. You are encouraged to manage your study time well and engage in learning circles. Focus
7.2 Discuss the nature of feedback by using the following headings: on understanding (e.g. asking what, why and how questions) before memorising content. Admission to examinations depends
Facilitates the development of self-assessment of learning upon successful attainment of the required continuous assessment / semester mark.
Encourages teacher and peer dialogue around learning
Feedback helps to clarify what good performance is Learning resources and support: McMillan, J. H. 2011. Classroom assessment: Principles
Feedback provides opportunities to close the gap and practice for effective standards-based instruction. 5th
Feedback delivers quality information about learners learning edition. Cape Town: Pearson. ISBN 978 0 13 216072 8
Feedback encourages motivational beliefs and self-esteem Study Guide, face-to-face sessions, IOL
Feedback requires analysis of information that can help shape teaching centres, feedback on assignments
7.3 Discuss the importance, opportunities for it and nature of reports on learning progress
7.4 Evaluate a given report card and explain the criteria for acceptable praise and critical feedback on report cards
References in IOL centres:
ELO 8: Analyse and interpret assessment results statistically
Dreyer, J. (ed) 2008. The educator as assessor.
8.1 Analyse the meaning of basic statistical concepts and symbols Pretoria: Van Schaik. ISBN 978 0 627 0273 6 $175
8.2 Analyse the features and use of four methods of organising test results / marks:
8.2.1 Unorganised score distribution tables Equipment to be bought: None

ACPE Info Booklet 2013 ACPE Info Booklet 2013

54 55
 Additional costs: Attend face-to-face session 5. Explain the causes and techniques of working with physical impaired learners
6. Evaluate factors influencing the interaction of the teacher with families
Implementation date: 2013
7. Explain assessment approaches and issues for children with learning difficulties
Next revision date: 2016 8. Discuss the system of Individual Education Plans (IEP) for special needs learners

Semester 2 Learning Outcomes (LO) per exit outcome:

ELO 1: Discuss models of special needs education

Module title: Inclusive Education and Specific
Difficulties 1.1 Give a definition of special education
Code: ACP-IESD-12 1.2 List categories of special educational needs
1.3 Differentiate between permanent and temporary special educational needs
NQF level: 7
1.4 Discuss the purpose of special education
Notional hours: 100 1.5 Define what is meant by impairment, disability and handicap
NQF credits: 10 1.6 Discuss models of special needs education and conclude which are suitable for special needs education in Namibia
Prerequisites: None
ELO 2: Discuss different international perspectives and legislations for protecting the rights of special needs indi-
Options (compulsory or elective) Compulsory
viduals
Semester offered: Semester 2
National Professional Standards: S 2, 13 2.1 Explain the meaning of the following key concepts that characterized special education service provisions over time:
institutionalization or segregation, normalization, deinstitutionalization, least restrictive environment, mainstreaming,
Module description: integration and inclusion
2.2 Discuss important international and national conferences, declarations, legislations that have influenced the current state of
The aims of this module are to enable students to develop the following theoretical understanding, values and competencies: Define special needs education provision in Namibia
basic concepts and discuss models of special needs education, different international perspectives and legislations for protecting 2.3 Describe relevant provisions that are made with regard to the placement options for Namibian children with special educational
the rights of special needs individuals and the features and techniques of working with children who have special educational needs
needs. Furthermore senior-primary teachers will learn how to detect child abuse, analyse the causes and techniques of working
with physical impaired learners and evaluate factors influencing the interaction of the teacher with families. The assessment ELO 3: Explain the features and techniques of working with children who have special educational needs
approaches and issues for children with learning difficulties and the system of Individual Education Plans (IEP) for special needs
learners is also examined. 3.1 Explain the features and techniques of working with Downs syndrome learners
3.2 Explain the features and techniques of working with Autism learners
Module assessment and quality assurance: 3.3 Explain the features and techniques of working with attention deficit / hyperactive learners
3.4 Explain the features and techniques of working with Albinism learners
* Continuous assessment per semester module consists of one assignment of 120 marks for modules of 10 credits. 3.5 Explain the features and techniques of working with Foetal alcohol syndrome learners
* A 50% semester / continuous assessment mark is required for admission to examinations. 3.6 Explain the features and techniques of working with Epilepsy learners
* Where practical work is applicable, a 60% pass is required and such work could account for 50% of the continuous assessment
mark. ELO 4: Analyse aspects of child abuse
* The duration of the examination for 10 credits is one x 2 and a half hour written examination of 120 marks.
* A final pass mark of 50% is required, calculated by 60% of the examination mark and 40% of the semester / continuous 4.1 Analyse the types of child abuse: physical, emotional and psychological, and sexual abuse
assessment mark. A sub-minimum of 50% must be attained in the examination. 4.2 Analyse factors that contribute to child abuse
* The setting and marking of examination papers are moderated. 4.3 Describe signs that might indicate possible abuse in different areas
4.4 Analyse procedures to report abuse to the relevant authorities
Comprehensive Exit Learning Outcome:
ELO 5: Explain the causes and techniques of working with physically impaired learners
Discuss models, legislations for protecting the rights of special needs individuals as well as causes, features and techniques of
working with different types of special needs children.
5.1 Explain the causes of visual impairments and techniques of working with learners with such an impairment
5.2 Explain the causes of hearing impairments and techniques of working with learners with such an impairment
Specific Exit Learning Outcomes (ELO): 5.3 Explain the causes of speech impairment and techniques of working with learners with such an impairment
5.4 Explain the causes of cerebral palsy (CP) and techniques of working with learners with such an impairment
Upon completion of this module students should be able to: 5.5 Explain how to handle learners with other physical impairments such as amputations, in wheel chairs, on crutches, etc

1. Discuss models of special needs education

ELO 6: Evaluate factors influencing the interaction of the teacher with families
2. Discuss different international perspectives and legislations for protecting the rights of special needs individuals
3. Explain the features and techniques of working with children who have special educational needs
6.1 Evaluate the importance of working in partnership with parents of special needs learners
4. Analyse aspects of child abuse
ACPE Info Booklet 2013 ACPE Info Booklet 2013
56 57
6.2 Evaluate cultural factors which might influence teacher interaction with families and the community, e.g. language, values and Implementation date: 2013
norms, status in community
Next revision date: 2016
6.3 Evaluate socio-economic factors which influence teacher interaction with families and the community
6.4 Evaluate how family structures and life styles influence a teachers interaction with families and the community
6.5 Identify the critical elements for creating inclusive and effective school communities Module title: Major School subject 1 or 2:
ELO 7: Explain assessment approaches and issues for children with learning difficulties Natural Science + Health (mod 2)
Code: ACP-NSHE-12
7.1 Explain the uses of assessment information
NQF level: 6 ( Physical Science grade 12 focus)
7.2 Identify the major sources of assessment information
7.3 Explain the general approaches for assessing learning difficulties Notional hours: 160
7.4 Explain the traditional and alternative assessment approaches for learners with learning difficulties NQF credits: 16
7.5 Explain the common assessment accommodations for children with learning difficulties Prerequisites: Module 1
Options (compulsory or elective) Elective
ELO 8: Discuss the system of Individual Education Plans (IEP) for special needs learners
Semester offered: Semester 2
8.1 Define what an Individualised Education Plan is? National Professional Standards: S1
8.2 Discuss when Individual Education Plans are necessary
8.3 Discuss in detail the stages of the IEP process Module description:
8.4 Discuss the importance of working with parents when drawing up an IEP
8.5 Explain the use of observations in creating Individual Education Plans for children with special educational needs The aims of this module are to enable students to develop the following theoretical understanding, values and competencies:
Explain some issues regarding speed, mass and density; Analyse some issues regarding forces; Discuss some issues regarding
Module requirements and expectations: energy, work and power; Explain some issues regarding pressure; Explain some issues regarding thermal physics; Analyse some
properties of waves, light and sound; Discuss some properties of electricity and electromagnetism; Explain some properties of
The attendance of all contact and practical training opportunities that are organised by IOL is compulsory. Acquire the Study Guide practical electric circuitry; Explain some properties of nuclear physics; Discuss some methodology aspects.
and all relevant prescribed study materials or recommended web site information. All assignments must be handed in on time.
Students with special circumstances struggling to meet deadlines should contact IOL in time. All forms of academic dishonesty such Module assessment and quality assurance:
as cheating and plagiarism are prohibited. You are encouraged to manage your study time well and engage in learning circles. Focus
on understanding (e.g. asking what, why and how questions) before memorising content. Admission to examinations depends * Continuous assessment per semester module consists of one assignment of 130 marks for modules of 16 credits.
upon successful attainment of the required continuous assessment / semester mark. * A 50% semester / continuous assessment mark is required for admission to examinations.
* Where practical work is applicable, a 60% pass is required and such work could account for 50% of the continuous assessment
mark.
Learning resources and support: Landsberg, E. (editor) 2005. Addressing barriers to learning: A
* The duration of the examination for 16 credits is one x 3 hours written examination of 130 marks.
South African perspective. Pretoria: Van Schaik.
* A final pass mark of 50% is required, calculated by 60% of the examination mark and 40% of the semester / continuous
Rieser, R. 2008. Implementing inclusive Education: A Commonwealth
assessment mark. A sub-minimum of 50% must be attained in the examination.
guide to implementing Article 24 of the UN Convention UK:
* The setting and marking of examination papers are moderated.
Commonwealth Secretariat
The draft education sector policy on inclusive education. 1999 and
Comprehensive Exit Learning Outcome:
2008 policy document. Windhoek: Ministry of Education
Study Guide, face-to-face sessions, IOL centres with reference
Discuss some issues regarding speed, mass and density, pressure and thermal physics, and properties of waves, light and sound,
books, feedback on assignments
electricity and electromagnetism, practical electric circuitry, nuclear physics and some methodology aspects.

Reference books in IOL centres: Specific Exit Learning Outcomes (ELO):

Engelbrecht, P. & Green, L 2001. Promoting learner development: Upon completion of this module students should be able to:
Preventing and working with barriers to learning Pretoria: Van
Schaik 1. Explain some issues regarding speed, mass and density
Lerner, J. 2000. Learning disabilities: Theories, diagnosis and 2. Analyse some issues regarding forces
teaching strategies. Boston: Houghton Mifflin 3. Discuss some issues regarding energy, work and power
UNESCO report. 2002. Inclusive education in southern Africa: 4. Explain some issues regarding pressure
Responding to diversity in education. 5. Explain some issues regarding thermal physics
Salamanca Statement and framework for action on special needs 6. Analyse some properties of waves, light and sound
education. 1994 7. Discuss some properties of electricity and electromagnetism
Equipment to be bought: None 8. Explain some properties of practical electric circuitry
Additional costs: Attend face-to-face session 9. Explain some properties of nuclear physics
10. Discuss some methodology aspects
ACPE Info Booklet 2013 ACPE Info Booklet 2013
58 59
Learning Outcomes (LO) per exit outcome:
ELO 1: Explain some issues regarding speed, mass and density
1.1 Define distance, displacement and speed
1.2 Define velocity and linear motion
1.3 Draw and interpret a velocity/time graph
1.4 Draw and interpret a speed/time graph
1.5 Describe motion for which the acceleration is not constant
1.6 Identify from the shape of a velocity/time graph when a body is at rest, moving with a constant velocity and moving with
changing velocity
1.7 Explain the acceleration theory of free falling bodies in a gravitational field with and without air resistance
1.8 Define the terms inertia and 10 N/kg
1.9 Describe how to calculate the weight of a body from its mass
1.10 Define density and relate the density of an object to its mass and volume
1.11 Describe an experiment to determine the density of a liquid and a regularly shaped solid
1.12 Describe an experiment to determine the density of a irregularly shaped solid
1.13 Explain why the density of water is highest around 4 degrees Celcius
1.14 Propose activities and materials to support grade 7 learners regarding features of mass
ELO 2: Analyse some issues regarding forces
2.1 Analyse the ways in which a force may change the motion of a body
2.2 Explain the relationship between force, mass and acceleration
2.3 Describe how to and plot an extension-load graph
2.4 Interpret given extension-load graphs
2.5 Analyse the significance of the term limit of proportionality in relation to an extension-load graph
2.6 Define the term moment of a force and give everyday examples of it
2.7 Explain the difference between moment and work
2.8 Explain an experiment to verify that there is no net moment on a body in equilibrium
2.9 Analyse the effect of the position of the centre of mass of a plane lamina
2.10 Discuss how to develop deep learning about the relationship between force, mass and acceleration
2.11 Discuss why a teachers subject knowledge needs to be much broader than the grade s/he is teaching it
ELO 3: Discuss some issues regarding energy, work and power
3.1 Discuss the 6 different sources of energy
3.2 Discuss the advantages and disadvantages of the use of different sources of energy
3.3 Explain the mass and energy equation E = mc2
3.4 Describe energy efficiency
3.5 Propose examples of energy conversions and describe the processes involved
3.6 Explain energy transfer in terms of work done and make calculations using F x d
3.7 Describe the terms and give their formulas for kinetic and potential energy
3.8 Discuss the relationship between work done, force and distance moved
3.9 Use the formula and calculate work done
3.10 Explain how to organise a guest speaker on energy or any other topic
3.11 Explain effective questioning techniques in a grade 7 Natural Science class
ELO 4: Explain some issues regarding pressure
4.1 Define pressure and give its formula
4.2 Describe the relationship between pressure beneath a liquid surface to depth and density
4.3 Describe the atmospheric pressure changes with altitude changes
4.4 Describe the use of a manometer, aneroid barometers and Bourdon gauge
4.5 Describe how to determine the period of a ticker timer
ACPE Info Booklet 2013
60
4.6 Describe linear motion of which acceleration is constant
4.7 Describe experiments to determine the density of a liquid, a regular and an irregular shaped solid
4.8 Plot an extension-load graph by experimenting with a spring or elastic band and masses
4.9 Calculate the power of your leg muscles when climbing up a stair case by sing the formula work = force x displacement
4.10 Discuss ways of rewarding senior primary learners mature behaviour in class
4.11 Discuss the ideal features of an senior primary Natural Science classroom
ELO 5: Explain some issues regarding thermal physics
5.1 Explain the nature of the kinetic particle theory
5.2 Describe the states of matter and their inter conversion in everyday life
5.3 Explain diffusion and Brownian motion in terms of kinetic theory
5.4 Explain the thermal expansion of solids, liquids and gases
5.5 Describe some of the everyday applications and consequences of thermal expansion of solids, liquids and gases
5.6 Explain the sensitivity, range and linearity of measurements of temperature
5.7 State the need for and identify a fixed point
5.8 Describe the structure and action of liquid- in- glass- thermometers
5.9 Describe the process of melting and boiling
5.10 Distinguish between boiling and evaporation
5.11 Explain the heating and cooling curves of water
5.12 Explain features of the transfer of thermal energy/ heat:
Describe conduction and the properties of good and bad heat conductors
Describe molecular heat transfer in insulators and migration of electrons in metals
Explain the difference between convection and conduction
Describe experiments to illustrate convection
Define radiation and why infra-red radiation is part of the electromagnetic spectrum
Describe experiments to show good and bad emitters and absorbers of infra-red radiation
5.13 Explain some everyday application and consequences of conduction, convection and radiation
5.14 Discuss how a teacher could ensure that learners can transfer knowledge learnt in one lesson to other topics and reality
ELO 6: Analyse some properties of waves, light and sound
6.1 Define the terms pulse, oscillations and wave motion
6.2 Distinguish between transverse and longitudinal waves
6.3 Define the terms speed, frequency, period, wavelength and amplitude
6.4 Define the term wave front in wave motion
6.5 Analyse the water waves in a ripple tank undergoing reflection, refraction and diffraction
6.6 Analyse the forming and characteristics of an optical image formed by a plane mirror
6.7 Apply the law angle of incidence = angle of reflection
6.8 Explain what colour is
6.9 Define refraction of light and describe the refraction when light travels through a parallel sided glass block
6.10 Describe how to calculate refractive index using a formula
6.11 Describe the path of light through a rectangular glass block and a triangular prism
6.12 Explain dispersion of white light
6.13 Analyse the forming of an optical image formed by a converging lens
6.14 Describe the terms focal length and focal point
6.15 Analyse the eye as a converging lens and the use of lenses to correct short and long sight
6.16 Describe the range of a radioactive electromagnetic spectrum
6.17 State the speed of electromagnetic waves in a vacuum
6.18 Discuss the uses and dangers of the electromagnetic spectrum
6.19 Describe the range of audible frequencies in decibel
6.20 Discuss the frequency of vibration in relation to the pitch of the sound
6.21 Discuss the amplitude of vibration in relation to the loudness of the sound
6.22 Explain the necessity of a medium to transmit sound waves
6.23 State the speed of sound
ACPE Info Booklet 2013
61
6.24 Discuss the effect of loud noise on human hearing 9.10 Describe the penetrating abilities of radioactive emissions and their deflection in electric and magnetic fields
9.11 Explain the meaning of radioactive decay
ELO 7: Discuss some properties of electricity and electromagnetism 9.12 Describe the term half-life decay and use information in decay tables to calculate radioactive decay
9.13 Explain how a isotope generator can be used to find the half-life of radioactive isotopes
7.1 Discuss the properties of magnets 9.14 Write out a lesson preparation with the aim to teach grade 7 learners about the groups in the Periodic Table
7.2 Define induced magnetism in terms of molecular magnets 9.15 Set some homework questions on the Periodic Table for grade 7 learners
7.3 Explain and demonstrate the magnetic field of a bar magnet by using iron filings
7.4 Distinguish between the magnetic properties of iron and steel Module requirements and expectations:
7.5 Explain the difference between the design and use of permanent magnets and electromagnets
7.6 Describe the terms coulombs, positive and negative charges The attendance of all contact and practical training opportunities that are organised by IOL is compulsory. Acquire the Study Guide
7.7 Name some uses of electrostatics and all relevant prescribed study materials or recommended web site information. All assignments must be handed in on time.
7.8 Discuss how lightning is created Students with special circumstances struggling to meet deadlines should contact IOL in time. All forms of academic dishonesty such
7.9 Explain the working of the Van der Graaf generator as cheating and plagiarism are prohibited. You are encouraged to manage your study time well and engage in learning circles. Focus
7.10 Describe current and explain the difference between alternating and direct current and electron and conventional current on understanding (e.g. asking what, why and how questions) before memorising content. Admission to examinations depends
7.11 Discuss how to connect an ammeter upon successful attainment of the required continuous assessment / semester mark.
7.12 Describe Ohms law
7.13 Describe the equation V = IR Learning resources and support: Arnold, B. et al. 2009. Physical Science for Senior Secondary. LB
7.14 Explain an experiment to determine resistance of a wire using a voltmeter and an ammeter Longman. ISBN 978063 6090 149 N$ 345
7.15 Explain the resistance of a wire to its length, its diameter and temperature Study Guide, face-to-face sessions, IOL centres with reference books,
7.16 Sketch the V/I characteristic graph for metallic and non-metallic conductors feedback on assignments
7.17 Distinguish between Ohmic and non-Ohmic conductors
7.18 Compare the potential difference of a series and parallel circuit
7.19 Analyse the resistance of two or three resistors in parallel Reference books in IOL centres:
7.20 Draw and interpret circuit diagrams containing diodes as rectifiers
Peacock, G. 2006. SA Oxford Primary Science Dictionary . Edumeds.
ISBN 97801 95765 571 N$ 120
ELO 8: Explain some properties of practical electric circuitry
Equipment to be bought: None
8.1 Explain what the equation P = IV, E = I Vt Additional costs: Attend face-to-face session
8.2 Describe safety precautions to eliminate hazards of damaged insulation, overheating cables and overloading
Implementation date: 2013
8.3 Describe the wiring of an electrical plug
8.4 Define electro motive force (e.m.f) and state the difference between electro motive force and potential difference Next revision date: 2016
8.5 Describe an experiment which shows that a changing magnetic field can induce an e.m.f. in a circuit
8.6 State the factors affecting the magnitude of the induced e.m.f. Module title: School Subject 1 or 2:
8.7 Describe a rotating-coil generator and the use of slip rings English (mod 2, including Subject Methodology)
8.8 Sketch a graph of voltage output against time for a simple a.c. generator Code: ACP-ENG-12
8.9 Describe why the turning speed of a d.c. coil in a magnetic field increases when the number of wire turns on the coil increases
NQF level: 6
8.10 Describe the construction and principle of operation of a basic iron-cored transformer
8.11 Explain the energy loss in cables and how it can be reduced Notional hours: 160
8.12 Distinguish between the direction of electron current and conventional current NQF credits: 16
8.13 Describe the use of a cathode-ray oscilloscope to display waveforms of sound waves to indicate the difference between high Prerequisites: Module 1
and low pitch
Options (compulsory or elective) Elective
8.14 Discuss the proper use of the textbook when teaching, e.g. about electricity
8.15 Discuss how to maintain order in an senior primary classroom Semester offered: Semester 2
National Professional Standards: S1
ELO 9: Explain some properties of nuclear physics
Module description:
9.1 Describe the composition of the nuclear atom and isotopes
9.2 Explain the composition of the nucleus in terms of protons and neutrons This module builds upon English semester 1 and aims to enable students to develop the following theoretical understanding, values
9.3 Define the terms proton number, nucleon number, nuclide and nuclide notation and competencies in teaching English in the senior primary grades: Discuss elements of and perspectives on literature; Explain
9.4 Describe alpha and beta decay in nuclide notations and analyse features of novels and dramas; Analyse and teach poetry; Explain categories and criteria of visual literacy; Discuss
9.5 Give examples of applications of isotopes foundational issues about grammar and its teaching; Explain parts of speech and senior primary teaching activities for it (nouns);
9.6 Explain how radioactive materials are handled, used and stored in a safe way Describe verbs and senior primary teaching activities for it; Analyse adverbs and senior primary teaching activities for it; Explain
9.7 Describe the term background radioactivity adjectives, conjunctions and senior primary teaching activities for it; Discuss grammar assessment issues; Analyse the components
9.8 Identify three types of radioactive emissions, e.g. alpha, beta and gamma rays of sentences; Analyse the different phrases in sentences; Explain the different clauses in sentences; Describe features of the use
9.9 Discuss the characteristics and ionising effects of radioactive emissions
ACPE Info Booklet 2013 ACPE Info Booklet 2013
62 63
of prepositions and give examples; Analyse features of the direct and indirect speech and give examples; Explain the use of figures
of speech and give examples; Discuss aspects of teaching methodology.
Module assessment and quality assurance:
* Continuous assessment per semester module consists of one assignment of 130 marks for modules of 16 credits.
* A 50% semester / continuous assessment mark is required for admission to examinations.
* Where practical work is applicable, a 60% pass is required and such work could account for 50% of the continuous assessment
mark.
* The duration of the examination for 16 credits is one x 3 hours written examination of 130 marks.
* A final pass mark of 50% is required, calculated by 60% of the examination mark and 40% of the semester / continuous
assessment mark. A sub-minimum of 50% must be attained in the examination.
* The setting and marking of examination papers are moderated.
Comprehensive Exit Learning Outcome:
Explain characteristics of written and visual literature, analyse novels, dramas and poetry and grammar and discuss how to teach it.
Specific Exit Learning Outcomes (ELO):
1.9 Discuss the components of a literary work, e.g. title, setting, characters, mood and intention, etc (Lutrin & Pincus, p. 95-97)
ELO 2: Explain and analyse features of novels and dramas
2.1 Explain how history and culture impact on the literature of a nation or the world referring to classical and modern literature
2.2 Discuss how teachers could promote a culture of developing literature in Namibia
2.3 Explain the technical features of novels, e.g. storyline, characters, milieu, narrator, language, etc
2.4 Describe different types of novels
2.5 Discuss the impact of different types of narrators in novels
2.6 Discuss the planning for writing a (romantic/adventure) novel
2.7 Analyse a classical or modern novel of any famous English novelist
2.8 Explain the technical features (e.g. structure, theme, mood, tone, symbolism) of different types of dramas, e.g. comedy, tragedy
2.9 Discuss how the knowledge of novels and drama writing could be applied for teaching creative writing
2.10 Identify key themes and features of Namibian novels or dramas since independence
2.11 Explain what pre-reading, while- and post-reading activities a teacher must perform when novels and short stories (See
Lazar, p.72-91)
2.12 Discuss how learners could assist in gathering or developing learning materials for literature study
2.13 Explain in what ways you could accommodate multi-cultural learning needs in literature lessons
2.14 Discuss effective explanation and questioning skills for analysing novels and dramas

Upon completion of this module students should be able to:

ELO 3: Analyse and teach poetry

1. Discuss elements of and perspectives on literature

3.1 Name a few world famous poets from different countries
2. Explain and analyse features of novels and dramas
3.2 Explain why an understanding of a poets life time helps to interpret their poetry
3. Analyse and teach poetry
3.3 Identify some schools of poets (Lutrin & Pincus, p. 98)
4. Explain categories and criteria of visual literacy
3.4 Explain how to analyse poems, e.g. theme, word choice, structure/ form, semantics, rhythm/ metre, rhyme, punctuation, etc
5. Discuss foundational issues about grammar and its teaching
(Lutrin & Pincus, p. 98-100)
6. Explain parts of speech and senior primary teaching activities for it (nouns)
3.5 Analyse the characteristics of the ballad and epic as narrative poems (Lutrin & Pincus, p. 101)
7. Describe verbs and senior primary teaching activities for it
3.6 Analyse the key form and rhyme features of a Shakespearean sonnet
8. Analyse adverbs and senior primary teaching activities for it
3.7 Analyse the key form and rhyme features of an Italian sonnet (Lutrin & P, p. 103)
9. Explain adjectives, conjunctions and senior primary teaching activities for it
3.8 Analyse what grammar aspects can be taught via novels and poems
10. Discuss grammar assessment issues
3.9 Explain what pre-reading, while- and post-reading activities a teacher must perform when teaching poetry (See Lazar, p.122-
11. Analyse the components of sentences
131)
12. Analyse the different phrases in sentences
3.10 Discuss how the use of group work can assist learners in writing their own poetry
13. Explain the different clauses in sentences
3.11 Identify 3 of the prescribed poems for senior primary and explain how you would explain the meaning and aesthetic beauty of
14. Describe features of the use of prepositions and give examples
these poems
15. Analyse features of the direct and indirect speech and give examples
3.12 Write a poetry lesson preparation that is applying a creative teaching method
16. Explain the use of figures of speech and give examples
17. Discuss aspects of teaching methodology
ELO 4: Explain categories and criteria of visual literacy

Learning Outcomes (LO) per exit outcome:

4.1 Describe what visual literacy entails and the value of visual literacy (Lutrin & Pincus, p. 111)
4.2 Explain the 5 key creators and their functions of a film (Lutrin & Pincus, p. 109)
ELO 1: Discuss elements of and perspectives on literature
4.3 Explain which categories and criteria one could apply when evaluating the literary features of a film (Lutrin & Pincus, p. 105-
106)
1.1 Define the following literary types: novels, drama and poetry
4.4 Discuss the cinematographic effects of a film, e.g. sound effects, visual effects, lighting, focus and colour (Lutrin & Pincus, p.
1.2 Discuss the benefits of introducing senior primary learners to literature types
106-107)
1.3 Discuss some basic techniques that teachers could apply to stimulate learners interest in literature, e.g. story themes must be
4.5 Describe how different type of camera shots manipulate a viewers perception
appropriate for a grade, for genders, relate to local cultures and national circumstances, use dramatic reading skills, read up to
4.6 Explain how different camera angles convey particular meanings
exiting points to be continued in following days, discuss passages read and highlight positive characteristics, plot, language,
4.7 Describe for what purposes are certain camera techniques used
etc, emphasise aesthetic beauty
4.8 Explain a checklist for the analysis of visual subject matter (Lutrin & P, p. 110)
1.4 Discuss wherein lies the aesthetic beauty of literature
4.9 Discuss how to analyse photographs
1.5 Discuss how literature reflects and criticise people, views, lifestyles or political systems of their time
4.10 Explain how to analyse pictures
1.6 Differentiate between irony and sarcasm in literature
4.11 Discuss how to analyse cartoons
1.7 Explain the value of metaphors and comparisons in literature
1.8 Define neologism and describe how new technologies have an impact on literature

ACPE Info Booklet 2013 ACPE Info Booklet 2013

64 65
ELO 5: Discuss foundational issues about grammar and its teaching ELO 8: Analyse adverbs and senior primary teaching activities for it

5.1 Define the concept grammar (use dictionary and Russel, p. 104) 8.1 Define adverb (Thompson, p.33)
5.2 Describe the three layers of vocabulary of modern English: Anglo-Saxon; French and Latin layer (See Russel, p.78-92) 8.2 Analyse and use the adverb of manner (See Murphy, p.225-245 for correct use of common adverbs)
5.3 Discuss perspectives on the role of grammar in language teaching (UR, p. 75-80) 8.3 Analyse and use the adverb of place
5.4 Discuss why the approach to teaching grammar changed from a rules to a communicative approach that focuses on both 8.4 Analyse and use the adverb of time
structures and function 8.5 Analyse and use the adverb of degree
5.5 Describe what it means to study language in context 8.6 Analyse and use the adverb of frequency
5.6 Describe 7 types of grammar practice from accuracy to fluency (Ur, p. 87) 8.7 State the degree of comparison of given adverbs
5.7 Discuss how the inductive strategy of teaching could be suitable for teaching grammar. (Wessels, p. 240) 8.8 Discuss guidelines to teach a new language structure or function
5.8 Discuss how songs, pictures and board games can be applied to teach aspects of grammar (Wessels, p. 244) 8.9 Explain interactive oral ways to practice grammar issues
5.9 Discuss how organising the learners into pairs, small groups or whole class group could be applied to grammar lessons 8.10 Propose written exercises for learners to practice using adverbs
(Thompson, p.30 and other ideas) 8.11 Discuss a given example of a written lesson plan for a grammar lesson about adverbs
8.12 Analyse how novels and poems could be used in adverb lessons
ELO 6: Explain parts of speech and senior primary teaching activities for it (nouns) 8.13 Identify Internet websites that enrich your methods and materials for teaching different grammar aspects, including adverbs

6.1 Explain the different parts of speech (Lutrin & Pincus, p. 15) ELO 9: Explain adjectives, conjunctions and senior primary teaching activities for it
6.2 Describe and give examples of common nouns, proper nouns, abstract nouns and collective nouns (Lutrin & Pincus, p. 16-18)
6.3 Discuss the importance of planning an English lesson and what should be planned for the different stages of a lesson 9.1 Define adjective (Lutrin & Pincus, p.26)
(Thompson, p. 20-21) 9.2 Describe the different positions of adjectives in sentences
6.4 Write out a lesson preparation for teaching proper nouns (Thompson, p. 22-23) 9.3 Explain and use adjectives of quality in sentences
6.5 Explain and give examples for forming plurals of nouns and state why it is important to observe singular-plural forms in 9.4 Explain and use proper adjectives in sentences
communication 9.5 Explain and use adjectives of quantity in sentences
6.6 Describe the definite and indefinite articles preceding nouns 9.6 Explain and use adjectives of order in sentences
6.7 Analyse the proper use of gender and state the opposite gender of given nouns 9.7 Explain and use demonstrative adjectives in sentences
6.8 Give the diminutives of given nouns (Thompson, p.25) 9.8 Explain and use possessive adjectives in sentences
6.9 Name the sounds that given animals make 9.9 Explain and use interrogative adjectives in sentences
6.10 Describe and give examples of the different types of pronouns (Thompson, p.19-20) 9.10 Explain and use compound adjectives in sentences
6.11 Indicate common errors when using pronouns 9.11 List suffixes which commonly form adjectives (Lutrin & Pincus, p.27)
6.12 Analyse written exercises to practice the above grammar issues 9.12 Give examples and explain the rule of forming degrees of comparison
9.13 State the exceptions to the rule of forming degrees of comparison
ELO 7: Describe verbs and senior primary teaching activities for it 9.14 Define conjunctions and describe examples of the four types of conjunctions (Lutrin & Pincus, p.35)
9.15 Compare the grammar, word and sentence structures of English with German, Afrikaans and a Namibian language
7.1 Identify verbs in a sentence 9.16 Write out a lesson plan for a grammar lesson about adjectives.
7.2 Give examples and the rule of how the verb reflects the present tense (Thompson, p.28; Murphy, p.2-9)
7.3 Give examples and the rule of how the verb reflects the present continuous tense (Thompson, p.28; Murphy, p.2-9) ELO 10: Discuss grammar assessment issues
7.4 Give examples and the rule of how the verb reflects the present perfect tense and the present perfect continuous tense (Thompson,
p.28; Murphy, p.14-21) 10.1 Discuss the role and importance of assessment with regard to quality education and national development
7.5 Give examples and the rule of how the verb reflects the simple past tense, past perfect tense and the past perfect continuous 10.2 Describe the syllabus assessment guidelines for grammar
tense (Thompson, p.28; Murphy, p.30-34) 10.3 Set and analyse specimen examination papers for grammar
7.6 Give examples and the rule of how the verb reflects the simple future tense, future perfect tense and the future perfect continuous 10.4 Discuss how peer marking could be applied for grammar aspects
tense (Thompson, p.28; Murphy, p.42-49 10.5 Discuss how group competitions can be applied for informally assessing grammar development
7.7 Identify the present and past participles in the present and past tenses (Thompson, p.30)
7.8 Distinguish between finite and auxiliary verbs (Thompson, p.28; Murphy, p.52-68)
ELO 11: Analyse the components of sentences
7.9 Clarify the rule and give examples of the infinite verb
7.10 Give examples of transitive and intransitive verbs (Thompson, p.29)
11.1 Define sentence (Lutrin & Pincus, p.6)
7.11 Clarify the rules and give examples of the three main moods of verbs (Thompson, p.29)
11.2 Identify four types of sentences in English
7.12 State the past and past participle of given irregular verbs (Thompson, p.31)
11.3 Analyse a simple, a compound and a complex sentence and give examples
7.13 Change sentences from the active into the passive voice and explain both uses
11.4 Analyse given sentences in terms of compound and complex sentences
7.14 Clarify the rule and give examples of concord in sentences (Lutrin & Pincus, p.34)
11.5 Give examples of the use of the semi-colon in compound sentences
7.15 Explain activities and materials suitable for teaching primary learners about verbs
11.6 Analyse the subject of a sentence
7.16 Write a grammar lesson preparation about verbs that is applying a creative method
11.7 Analyse the predicate of a sentence and the direct and indirect object
7.17 Explain the possible uses of dictation in a grammar lesson about verbs (Thompson, p.116-117)
11.8 Analyse given sentences in terms of subject and predicate
7.18 Explain how literature can be applied in a grammar lesson about verbs
11.9 Explain how words are the building blocks of sentences which in turn are the building blocks of paragraphs which build
stories, reports and so forth
ACPE Info Booklet 2013 ACPE Info Booklet 2013
66 67
ELO 2: Analyse the different phrases in sentences ELO1 6: Explain the use of figures of speech and give examples

12.1 Define the concept phrase (Lutrin & Pincus, p.8) 16.1 Define literal / denotative language and give examples (Lutrin & Pincus, p.40-41)
12.2 Analyse an adjectival, a noun and an adverbial phrase and give examples 16.2 Define figurative / connotative language and give examples
12.3 Explain how to identify the adverbial phrase of manner and identify such phrases in given sentences 16.3 Analyse and give examples of comparisons such as simile, metaphor and personification
12.4 Explain how to identify the adverbial phrase of time and identify such phrases in given sentences 16.4 Define and give examples of sound devices such as alliteration, assonance and onomatopoeia
12.5 Analyse the adverbial phrase of place and identify such phrases in given sentences 16.5 Explain and give examples of the following contradiction figures of speech:
12.6 Analyse the adverbial phrase of reason and identify such phrases in given sentences Anthithesis
12.7 Analyse the adverbial phrase of concession and identify such phrases in given sentences Oxymoron
12.8 Provide the adverbial phrase for given adverbs Paradox
Irony
ELO 3: Explain the different clauses in sentences Sarcasm
Satire
13.1 Differentiate between a phrase and a clause (Lutrin & Pincus, p.9) Parody and Epigram
13.2 Identify the relationship between clauses and finite verbs 16.6 Explain and give examples of the following exaggeration and understatement figures of speech:
13.3 Describe a main / independent clause and a subordinate / dependent clause and give examples Hyperbole
13.4 Describe the features of different types of subordinate clauses such as the noun, adjective and adverbial ones Litotes
13.5 Give three examples for each of the following adverbial clauses: Euphemism
Time Innuendo
Place Climax and Anti-climax
Manner 16.7 Explain and give examples of the following:
Reason Puns
Concession Rhetorical questions
Result / purpose Synecdoche and Metonymy
Condition
13.6 Explain the relationship between noun phrases and noun clauses; adjectival phrases and clauses and adverbial phrases Module requirements and expectations:
and clauses
13.7 Identify the subordinate clauses in given sentences / texts The attendance of all contact and practical training opportunities that are organised by IOL is compulsory. Acquire the Study Guide
13.8 Complete given exercises about different types of clauses (Murphy, p. 184-195) and all relevant prescribed study materials or recommended web site information. All assignments must be handed in on time.
13.9 Give examples of the use of brackets and commas in sentences with clauses and phrases Students with special circumstances struggling to meet deadlines should contact IOL in time. All forms of academic dishonesty such
13.10 Discuss the advantages of using clauses and phrases in oral and written communication as cheating and plagiarism are prohibited. You are encouraged to manage your study time well and engage in learning circles. Focus
on understanding (e.g. asking what, why and how questions) before memorising content. Admission to examinations depends
ELO 14: Describe features of the use of prepositions and give examples upon successful attainment of the required continuous assessment / semester mark.

14.1 Explain to what do prepositions normally refer (Lutrin & Pincus, p.36) Learning resources and support: Emant, E. & Greeff, F. 2008. Short stories for all, vol 1. (gr 8-12) ISBN
14.2 Describe general guidelines for using prepositions correctly 978 177 0303 188 $131 MacMillan
14.3 Give examples of prepositions referring to place, position, time, manner or reason Newman, J. & Kimaliro, E. 2007. Poems Aplenty (LB gr 5-10)
14.4 State examples of prepositions combining with verbs Longman. ISBN 978 996 606 4806 $160
14.5 State examples of prepositions combining with adjectives Lutrin, B. and Pincus, M. 2010. English handbook and study guide.
14.6 Complete given exercises about different prepositions (Murphy, p. 258-273) Birnam Park: Berlut Books ISBN 9780 620 32583 7 N$ 200
Study guide, face-to-face sessions, IOL centres, feedback on
ELO 15: Analyse features of the direct and indirect speech and give examples assignments

15.1 Describe the two elements of direct speech and give examples
15.2 Explain three formats of direct speech and give examples Reference books in IOL centres:
15.3 Analyse the changes when one converts a sentence from direct to indirect / reported speech in terms of the following: (Lutrin
Murphy, R. 2004. English grammar in use with answers. 3rd ed. Cape
& Pincus, p.38-39)
Town: Cambridge University Press. ISBN 0 521 53289
Punctuation
Pronouns Equipment to be bought: None
Introductory verbs + that Additional costs: Attend face-to-face session
Question words
Implementation date: 2013
Tenses of the introductory verb
Adverbs to time and place changes Next revision date: 2016
Commands and Exclamations
15.4 Do given exercises of indirect speech
ACPE Info Booklet 2013 ACPE Info Booklet 2013
68 69
 Module title: School Subject 1 or 2: Social Science 5. Discuss the features, importance and management of energy resources
(Mod 2, incl Subject Methodology) 6. Analyse and interpret topographical maps and other forms of presented geographical data
7. Explain and apply geographical enquiry skills
Code: ACP-SSC-12
8. Discuss the features of population dynamics, distribution, density and socio- economic impact of HIV/AIDS
NQF level: 6 (Geography and History combined, grade 12 focus) 9. Discuss features of, factors influencing and problems of urban and rural settlements
Notional hours: 160 10. Explain agricultural systems and food production issues
11. Discuss the types and influence of different industrial systems on socio- economic development
NQF credits: 16
12. Discuss the nature, growth and importance of the leisure and tourism industry
Prerequisites: Module 1 13. Explain the causes for the collapse of international peace by 1939
Options (compulsory or elective) Elective 14. Discuss the Weimar Republic and the Nazi Party rule of Germany (1934 1945)
Semester offered: Semester 2 15. Discuss aspects of the history of the USA between 1914 - 1941
16. Discuss and apply skills for historians
National Professional Standards: S1
17. Discuss aspects of teaching methodology

Module description:
School subject content is the vehicle for education: via such content learners start to understand the world they live in, the systems
we use and some values and skills to cope with future work and life. The aims of this module are to enable students to develop the
following theoretical understanding, values and competencies of Geography and History: Analyse features, processes and impact
of plate tectonics, earthquakes and volcanoes; Discuss features, processes and impact of the formation of land- and marine forms;
Explain the availability of water and the features of natural regions; Explain atmospheric processes and measuring of the weather;
Discuss the features, importance and management of energy resources; Analyse and interpret topographical maps and other
forms of presented geographical data; Explain and apply geographical enquiry skills; Discuss the features of population dynamics,
distribution, density and socio-economic impact of HIV/AIDS; Discuss features of, factors influencing and problems of urban and
rural settlements; Explain agricultural systems and food production issues; Discuss the types and influence of different industrial
systems on socio- economic development; Discuss the nature, growth and importance of the leisure and tourism industry; . Explain
the causes for the collapse of international peace by 1939; Discuss the Weimar Republic and the Nazi Party rule of Germany (1934
1945); Discuss aspects of the history of the USA between 1914 1941; Discuss and apply skills for historians; Discuss aspects of
teaching methodology.
Module assessment and quality assurance:
* Continuous assessment per semester module consists of one assignment of 130 marks for modules of 16 credits.
* A 50% semester / continuous assessment mark is required for admission to examinations.
* Where practical work is applicable, a 60% pass is required and such work could account for 50% of the continuous assessment
mark.
* The duration of the examination for 16 credits is one x 3 hours written examination of 130 marks.
* A final pass mark of 50% is required, calculated by 60% of the examination mark and 40% of the semester / continuous
assessment mark. A sub-minimum of 50% must be attained in the examination.
* The setting and marking of examination papers are moderated.
Comprehensive Exit Learning outcome:
Discuss geographical and historical topics, including plate tectonics, formation of land- and marine forms, atmospheric processes,
topographical maps, geographical enquiry skills, population dynamics, agricultural systems, tourism industry, the collapse of
international peace by 1939, Nazi Party rule of Germany, USA between 1914 1941, skills for historians and aspects of teaching
methodology.
Specific Exit Learning Outcomes (ELO):
Upon completion of this module students should be able to:
1. Analyse features, processes and impact of plate tectonics, earthquakes and volcanoes
2. Discuss features, processes and impact of the formation of land- and marine forms
3. Explain the availability of water and the features of natural regions
4. Explain atmospheric processes and measuring of the weather
ACPE Info Booklet 2013
70
Learning Outcomes (LO) per exit outcome:
ELO 1: Analyse features, processes and impact of plate tectonics, earthquakes and volcanoes
1.1 Describe the focus of the different disciplines of Geography
1.2 Analyse the value of studying Geography
1.3 Analyse the internal structure of the earth
1.4 Explain the theory of continental drift and tectonic plates
1.5 Name the tectonic plates and identify their boundaries on a map
1.6 Describe the three different types of plate boundaries and relate the occurrence of earthquakes and volcanoes
1.7 Analyse the structure of an earthquake and the Richter scale measurements
1.8 Indicate key earthquake zones on a map and explain the reason for the zones positions
1.9 Define the concept volcano and indicate on a map the worlds active volcanoes
1.10 Analyse the forming and types of volcanoes
1.11 Explain the intrusions and landforms associated with volcanoes
1.12 Discuss the environmental and economic impact of earthquakes and volcanic eruptions
1.13 Discuss strategies to manage the effects of earthquakes and volcanoes
1.14 Set 5 multiple choice questions on earthquakes and volcanoes for grade 7
1.15 Evaluate given multiple choice questions
1.16 Explain why teachers must interpret test or examination scores of learners
ELO 2: Discuss features, processes and impact of the formation of land- and marine forms
2.1 Explain how fold mountains form
2.2 Describe the positions of the worlds fold mountains, shields and basins on a world map
2.3 Compare the positions of the worlds fold mountains with the tectonic plate boundaries
2.4 Discuss different types of folds and the process of faulting
2.5 Distinguish between different types of faults and rift valleys
2.6 Describe landforms associated with the East African Rift Valley
2.7 Distinguish between weathering, mass wasting and erosion
2.8 Discuss different types of weathering
2.9 Discuss the causes and effects of mass wasting
2.10 Explain how weathering and mass wasting form slopes
2.11 Identify slope features in a Karoo landscape
2.12 Discuss the evolution of the Karoo landscape
2.13 Describe river erosion processes and the landforms that result from it
2.14 Discuss the benefits of resulted river landforms, e.g. floodplains and deltas
2.15 Discuss marine processes and the formation of coastal landforms
2.16 Explain wind erosion and the formation of landforms
2.17 Write out an indirect strategy lesson preparation with the aim to let learners discover how different forces create different
landforms
ACPE Info Booklet 2013
71
2.18 Evaluate the use of Feedback faces tools to involve all learners in lessons (cf. Classroom Teaching guide on feedback
faces)
ELO 3: Explain the availability of water and the features of natural regions
3.1 Explain the stages of the hydrological cycle
3.2 Describe types of groundwater and explain the fluctuating position of the water table
3.3 Identify possible locations for springs
3.4 Describe the natural and human causes of droughts and floods
3.5 Explain the concepts of a drainage basin and drainage density
3.6 Define climate and describe its effect on natural vegetation and animal life
3.7 Draw or analyse a given temperature and rainfall graph
3.8 Explain the main features of a tropical rainforest region
3.9 Explain the main features of a tropical grassland region, e.g. African grasslands
3.10 Explain the main features of a tropical desert region, e.g. Namib Desert
3.11 Explain the main features of a Mediterranean natural region, e.g. Cape fynbos
3.12 Explain the management of the tropical grassland in Kenya and the vegetation of the Cape Peninsula
3.13 Explain the features of a good placard or poster and design one for grades 5 learners on the features of a tropical desert region
3.14 Discuss how educational technology can be used to make up for not being able to take learners to natural environments
ELO 4: Explain atmospheric processes and measuring of the weather
4.1 Explain how the earth is heated
4.2 Identify factors that affect temperature by analysing maps
4.3 Describe factors that affect atmospheric pressure
4.4 Explain how pressure gradient gives rise to winds and Coriolis force deflects winds
4.5 Identify on diagrams wind patterns in cyclones and anticyclones in both hemispheres
4.6 Explain the significance of air masses and fronts in climatic patterns
4.7 Describe different forms of precipitation
4.8 Explain the different conditions necessary for rain to fall
4.9 Explain and draw diagrams of convection, orographic and cyclonic rain
4.10 Analyse synoptic weather maps
4.11 Describe the weather associated with anticyclones and cyclones
4.12 Distinguish between temperate and tropical cyclones
4.13 Describe the elements of weather measures from weather stations
4.14 Describe the features and working of a Stevenson screen and other equipment used
4.15 Record temperatures on a graph
4.16 Record and analyse weather data such as atmospheric pressure, humidity, wind,speed and direction, clouds and rainfall
4.17 Discuss in what sequence should how, why and what questions be asked in a lesson
4.18 Evaluate the validity of the following study guideline for learners: To learn with understanding you have to understand the
meaning of words first
ELO 5: Discuss the features, importance and management of energy resources
5.1 Define non-renewable and renewable energy sources
5.2 Describe the changes in energy sources and energy demand patterns in the world
5.3 Explain why oil is the dominant fossil energy source in the world
5.4 Describe the oil reserves in the world and estimates how long the reserves will last
5.5 Discuss the methods of oil transport and the possible dangers to the environment
5.6 Describe the use of natural gas in the world and why gas gain in importance as an energy source
5.7 Describe types of coal, coal producing countries and disadvantages of coal as an energy source
5.8 Discuss the features, advantages and disadvantages of nuclear power
5.9 Discuss the types and growing significance of renewable (e.g. wind and hydro) energy sources
5.10 Compare different types of power stations to produce electricity
5.11 Analyse the energy provision situation in South Africa and Namibia
ACPE Info Booklet 2013
72
5.12 Discuss the energy policy and macro economic aspects of the energy sector of Namibia
5.13 Discuss a proposal to save and protect Namibian energy sources
5.14 Give examples of helpful feedback on learners work regarding energy sources
ELO 6: Analyse and interpret topographical maps and other forms of presented geographical data
6.1 Observe the grid lines, symbols and signs on a topographical map and interpret them
6.2 Read compass directions on a topographical map
6.3 Measure straight and curved distances and determine different types of heights
6.4 Calculate gradients
6.5 Analyse and interpret and label cross-sections
6.6 Analyse and interpret the main features of the physical and human landscapes
6.7 Interpret and calculate features on a given map
6.8 Present and interpret data on line graphs, pie charts, bar charts, triangular graphs, radial and scatter graphs
6.9 Construct and interpret dot, isoline, chloropleth and sketch maps
6.10 Analyse the features and interpret the following diagram types: population, models and explanatory diagrams
6.11 Analyse and interpret geographical photographs and sketches
6.12 Interpret tables of data and calculate the mean, median, mode and ranges
6.13 Discuss how to support underachievers in your classes
6.14 Discuss methods and techniques for motivating senior primary learners
6.15 Identify Internet websites with materials that could enrich your methods and materials for teaching about interpreting
geographical graphs and maps
ELO 7: Explain and apply geographical enquiry skills
7.1 Explain the stages of a full geographical enquiry process
7.2 Describe fieldwork topics for possible investigation and an enquiry planning sheet
7.3 Select a topic and apply the stages of enquiry to it
7.4 Discuss the different techniques for collecting geographical data
7.5 Compile a questionnaire for collecting data
7.6 Describe different types of sampling and validity of samples
7.7 Construct an observational form to record land uses in rural and CBD areas
7.8 Construct an instrument to survey quality environmental features
7.9 Explain how to, do a counting survey and reflect the results on an isoline map
7.10 Describe the possible types of measurements and equipment involved in physical geography
7.11 Explain the typical coastal areas of study from a physical and human geography perspective
7.12 Explain what typical weather studies one can undertake and how to collect, analyse and present such data
7.13 Explain in table format how different types of geographical data can be presented by different methods
7.14 Explain how statistical analysis supports the interpretation of data
7.15 Explain the format of reporting a geographical enquiry assignment
7.16 Interpret geographical articles and reports
ELO 8: Discuss the features of population dynamics, distribution, density and socio-economic impact of HIV/AIDS
8.1 Describe the growth of the worlds population and compare growth rates of developed and developing countries
8.2 Discuss reasons for patterns of population growth in relation to family planning, birth and death rates, abortion policy,
education, employment opportunities, diseases, etc
8.3 Discuss the causes and consequences of different patterns of population growth
8.4 Analyse population pyramids to describe the structure (e.g. age, gender) of populations
8.5 Explain the measurement of human welfare / quality of life using a variety of indices
8.6 Compare different countries rating (including Namibia) in terms of promoting quality of life
8.7 Define population distribution and density
8.8 Discuss how economic, physical (environmental) and human factors influence density and distribution
8.9 Draw and interpret population density and distribution graphs and maps
ACPE Info Booklet 2013
73
8.10 Discuss reasons for voluntary and involuntary population movements and immigration and describe major international
migrations since the 16th century
8.11 Describe the characteristics of a multicultural society
8.12 Describe the level and rates of urbanisation locally and internationally
8.13 Discuss the causes and effects of urbanisation in developed and developing countries
8.14 Define the concepts HIV/ AIDS and describe Namibias latest HIV and AIDS pandemic statistics in terms of towns, gender and
age
8.15 Discuss the social and economic impact of HIV/ AIDS in Namibia
8.16 Discuss strategies of government and non-governmental organisations to combat HIV/ AIDS in Namibia
ELO 9: Discuss features of, factors influencing and problems of urban and rural settlements
9.1 Describe the differences between rural and urban settlements
9.2 Discuss the factors (referring to local and regional examples) that influence rural and urban settlement sites and patterns
9.3 Discuss the settlement functions of rural towns in Namibia
9.4 Discuss the features of cities and the problems of growth, including squatter camps
9.5 Compare cities and their growth in developed and developing countries
9.6 Identify primate cities in developing countries
9.7 Discuss the effects that cities have on the environment
9.8 Discuss solutions to problems associated with urbanisation
9.9 Discuss how a teacher can ensure that learners can transfer knowledge learnt in one lesson to other topics and reality
9.10 Explain the proper use of the textbook in a lesson about problems associated with urbanisation
9.11 Write out a lesson preparation based on a competition to revise work on urban settlements
ELO 10: Explain agricultural systems and food production issues
10.1 Describe the elements of a farming system that needs to be managed
10.2 Distinguish between small and large-scale agricultural systems
10.3 Identify on a world map the types of farming and note the latitudes
10.4 Explain the correlation between farming types and the natural regions
10.5 Describe how a feedlot operates
10.6 Describe small-scale mixed subsistence agriculture, referring to local examples
10.7 Describe the roles of males and females on subsistence farms in Namibia
10.8 Describe local and international examples of small-scale mixed cash cropping
10.9 Explain strategies for sustainable agriculture
10.10 Give an overview of the hunger/ malnutrition and food supply situation in the world
10.11 Explain the causes of and solutions to food shortages
10.12 Explain the causes of and solutions to overproduction of food
10.13 Discuss the implications of changes in agricultural land use
10.14 Discuss the importance of increased agricultural production in developing countries
10.15 Discuss the food production in Namibia and how to improve it
10.16 Describe the fishing industry in Namibia
10.17 Discuss the issue of genetic engineering and an organic approach in food production
ELO 11: Discuss the types and influence of different industrial systems on socio- economic development
11.1 Describe the features of a manufacturing industry as a system of inputs, processes and outputs
11.2 Define primary, secondary, tertiary and quaternary industries and identify examples in Namibia
11.3 Describe the factors determining the location of industries
11.4 Discuss the features of the fishing industry in Namibia and its contribution to the economic development
11.5 Discuss the features and impact of the motor vehicle assembly industry
11.6 Discuss the features and impact of the high-technology industry
11.7 Discuss the features and impact of the craft industry
11.8 Describe industrialisation in the developing world
11.9 Describe the changes in modern industries and their socio-economic impact
ACPE Info Booklet 2013
74
11.10 Discuss how to manage classroom learning
11.11 Describe what should be in your subject file to assist in managing your instruction over the year
ELO 12: Discuss the nature, growth and importance of the leisure and tourism industry
12.1 Describe a range of leisure and tourism activities
12.2 Discuss the changing nature and rapid growth in leisure and tourism
12.3 Explain why certain world areas attract large numbers of tourists
12.4 Evaluate the benefits and disadvantages of tourism to areas and countries
12.5 Describe the challenges and types of tourism and leisure activities in Namibia
12.6 Discuss the value and management of the Etosha National Park in Namibia
12.7 Discuss the development of eco-tourism in Namibia
12.8 Propose what values of learners could be developed via the topic of tourism in Namibia
12.9 Explain how one could use role play / simulation to develop such values (as in 12.8)
ELO 13: Explain the causes for the collapse of international peace by 1939
13.1 Explain how the long-term consequences of the peace treaties influenced the collapse of peace
13.2 Explain how the failures of the League of Nations influenced the collapse of peace
13.3 Explain how Hitlers policies to rearm and win back lost territory and the Saar referendum influenced the collapse of world
peace
13.4 Describe how prior events and Hitlers occupation of the Rhineland contributed to the collapse of peace
13.5 Explain how Germany took control of Austria and Sudetenland and why no country interfered to stop the invations, e.g.
Chamberlains appeasement policy
13.6 Discuss the role of the Munich Agreement in the outbreak of the Second World War
13.7 Describe the collapse of the Munich Agreement and the changes in British and French foreign policy
13.8 Explain why Russia signed a non-aggression pact with Germany
13.9 Describe the Polish crisis that led to the outbreak of the Second World War
13.10 Design a flow chart of the reasons of the collapse of international peace by 1939
ELO 14: Discuss the Weimar Republic and the Nazi Party rule of Germany (1934- 1945)
14.1 Discuss the German reaction to the Treaty of Versailles
14.2 Describe the establishment of the Weimar Republic in 1918
14.3 Describe the Weimar Republic constitution, the main political divisions and the role of the army after 1919
14.4 Discuss why there was political disorder in Germany between 1919 and 1923
14.5 Explain the Wolfgang Kapp effort to overthrow (putsch) the Weimar government
14.6 Explain the economic crisis that hit Germany by 1923
14.7 Discuss why France and Belgium occupied the Ruhr
14.8 Describe how the Dawes Plan aimed to rebuilt the economy
14.9 Discuss the Stresemann policy and its success to restore stability in Germany
14.10 Explain why Stresemann did not become president in 1925
14.11 Discuss the activities and doctrine of the Nazi Party in the 1920s
14.12 Discuss how Hitler gained support after 1925
14.13 Explain how Hitler became chancellor in 1933 and became a dictator without changing the democratic Weimar constitution
14.14 Discuss the way in which the Nazi Party ruled Germany as a totalitarian state
14.15 Describe how people were controlled and repressed by the Nazi Party
14.16 Explain how the Nazis used culture and the mass media to maintain support
14.17 Explain Hitlers re-armament policy
14.18 Describe how the Nazi Party treated different groups, e.g. women, Jews, church, etc and opposition to the Party
14.19 Discuss why and how Hitler converted the economy to a war-economy after 1939
14.20 Discuss why and how Hitler ordered the Holocaust or Final Solution
ACPE Info Booklet 2013
75
ELO 15: Discuss aspects of the history of the USA between 1914 1941 Learning resources and support: Mciza, T. et al. 2008. MacMillan Geography for Southern Africa. Gr 11-
12. TU. MacMillan. ISBN 978999 1240 817 N$ 335
15.1 Discuss the factors and reasons for the USA economy boom during the 1920s Lenon. 2001. Landmark Geography: Fieldwork techniques and projects.
15.2 Explain why some USA economic sectors did not boom but declined BPRO. ISBN: 9780007114429
15.3 Describe the features of the Roaring Twenties decade Walsh, B. 2006. Modern World History. MacMillan. ISBN N$ 280
15.4 Discuss the weaknesses in the economy and why it led to the Wall Street Crash Study Guide plus face-to-face sessions, IOL centres, feedback on
15.5 Describe the consequences of the Wall Street Crash and Hoovers reaction to it assignments
15.6 Discuss the reasons for and the results of introducing the Prohibition law in 1919
15.7 Describe the discrimination against Blacks and women in the 1920s
15.8 Compare the election programs of Hoover and Roosevelt and say why Roosevelt won the election of 1932 References in IOL centres:
15.9 Discuss the New Deal / Hundred Days aims and legislation of Roosevelt to fight the Depression
15.10 Discuss the role of the alphabetic agencies and their economic and social impact De Klerk, G. 2009. Geography Module 1 for grades 11 & 12. Namcol /
15.11 Explain why there was opposition to the New Deal legislation and discuss the strengths and weaknesses of the New Deal Cambridge. ISBN 978 0 521187 114 $132
15.12 Draft a letter to parents that indicate how they can support their child in learning History De Klerk, G. 2009. Geography Module 2 for grades 11 & 12. Namcol /
15.13 Identify a website with cartoons on historical people and events Cambridge. ISBN 978 0 521 15316 4 $143
Kotze, C. 2009. History module 1 (part 1) International relations since
1919. NSSC grade 11-12. Namcol. ISBN 978999 1685564 $75
ELO 16: Discuss and apply skills for historians
Kotze, C. 2009. History module 1 (part 2) Namibia and Southern Africa.
NSSC grade 11-12. Namcol. ISBN 978999 16856 25 $50
16.1 Discuss the functions of historians
Kotze, C. 2009. History module 2 Depth Studies. NSSC grade 11-12.
16.2 Identify different types of sources of information for historians
Namcol. ISBN 978999 16856 32 $55
16.3 Discuss subjectivity and validity of sources and relate it to what is the truth?
16.4 Discuss critical evaluation of sources and apply it to given texts Equipment to be bought: Atlas, mathematical set and calculator if not possessing these
16.5 Explain the importance of Archaeology for historians Additional costs: Attend face-to-face session
16.6 Discuss the value of Anthropology, Sociology and Geography with History Implementation date: 2013
16.7 Discuss the structure of logical arguments
Next revision date: 2016
16.8 Prepare a seminar presentation about the causes and features of current world affairs
16.9 Explain how to research a history topic and write an article about it
16.10 Analyze examples of APA referencing techniques Module title: School Subject 1 & 2: Mathematics (Mod 2, incl Subject Methodology)
16.11 Differentiate between learners rote answers and rational answers to questions Code: ACP-MATH-12
16.12 Discuss what thinking attitudes and skills could be developed through History
NQF level: 6 (grade 12 focus)
16.13 Propose a project for grade 7 learners which would promote some skills for historians
Notional hours: 160

Module requirements and expectations: NQF credits: 16

Prerequisites: Module 1
The attendance of all contact and practical training opportunities that are organised by IOL is compulsory. Acquire the Study Guide Options (compulsory or elective) Elective
and all relevant prescribed study materials or recommended web site information. All assignments must be handed in on time.
Semester offered: Semester 2
Students with special circumstances struggling to meet deadlines should contact IOL in time. All forms of academic dishonesty such
as cheating and plagiarism are prohibited. You are encouraged to manage your study time well and engage in learning circles. Focus National Professional Standards: S1
on understanding (e.g. asking what, why and how questions) before memorising content. Admission to examinations depends
upon successful attainment of the required continuous assessment / semester mark. Module description:

The aims of this module are to enable students to develop the following theoretical understanding, values and competencies of
Mathematics: explain how to and do calculation with numbers; algebraic representation, formulae, indices and manipulations; do
calculations of polynomials and solve equations and inequalities; explain logarithms and sequences theory and apply the theory to
solve problems; draw graphs from given data and interpret information from graphs; explain and use function notation and linear
programming; describe and apply coordinate geometry; explain and use geometrical terms, facts and applications; calculate the
length and angles in right-angled and non right-angled triangles; perform statistical functions of organising, presenting and analysing
data; calculate the probability of single and combined events; describe, construct and calculate geometrical transformations and
vectors; discuss aspects of teaching methodology.

Module assessment and quality assurance:

* Continuous assessment per semester module consists of one assignment of 130 marks for modules of 16 credits.
* A 50% semester / continuous assessment mark is required for admission to examinations.

ACPE Info Booklet 2013 ACPE Info Booklet 2013

76 77
* Where practical work is applicable, a 60% pass is required and such work could account for 50% of the continuous assessment
mark.
* The duration of the examination for 16 credits is one x 3 hours written examination of 130 marks.
* A final pass mark of 50% is required, calculated by 60% of the examination mark and 40% of the semester / continuous
assessment mark. A sub-minimum of 50% must be attained in the examination.
* The setting and marking of examination papers are moderated.
Comprehensive Exit Learning outcome:
Explain and do calculations with numbers, algebraic representation, formulae, indices and manipulations, do calculations of
polynomials, explain and apply logarithms and sequences theory and draw and interpret graphs. Explain function notation and
linear programming, coordinate geometry, use geometrical terms, facts and applications, calculate angles in triangles, analyse data,
calculate probability and geometrical transformations and vectors and discuss teaching methodology aspects.
Specific Exit Learning Outcomes ELO): 3.2 Add and subtract polynomials
Upon completion of this module students should be able to:
1. Explain how to and do calculations with numbers
2. Explain and do calculations of algebraic representation, formulae, indices and manipulations
3. Do calculations of polynomials and solve equations and inequalities
4. Explain logarithms and sequences theory and apply the theory to solve problems
5. Draw graphs from given data and interpret information from graphs
6. Explain and use function notation and linear programming
7. Describe and apply coordinate geometry
8. Explain and use geometrical terms, facts and applications
9. Calculate the length and angles in right-angled and non right-angled triangles
10. Perform statistical functions of organising, presenting and analysing data
11. Calculate the probability of single and combined events
12. Describe, construct and calculate geometrical transformations and vectors
13. Discuss teaching methodology aspects
Learning Outcomes (LO) per exit outcome:
ELO 1: Explain how to and do calculations with numbers
1.1 Define and do exercises with natural and counting numbers, integers, even, odd and prime numbers
1.2 Explain how to and calculate relationships between natural numbers, e.g. factors, prime factors, prime numbers, multiples,
lowest common multiple, square numbers and cube numbers
1.3 Describe the rules and do exercises in number sequences, e.g. square, odd and triangular numbers
1.4 Describe and apply positive and negative directed numbers
1.5 Use the language/symbols and do calculations (add, subtract, multiply, divide, convert) with fractions, decimals and percentages
1.6 Do all kinds of money calculations
1.7 Explain how to and do calculations of length, mass and time, volume and capacity, area and speed
1.8 Explain how to and do calculations of ratio and direct and inverse proportions
1.9 Explain how to and do calculations of estimation and approximation
1.10 Analyse the elements of a culture of learning in school and your classroom
ELO 2: Explain and do calculations of algebraic representation, formulae, indices and manipulations
2.6 Describe the laws of working with negative indices and zero as index and apply them using a scientific calculator
2.7 Describe the laws of working with fractional indices and apply them using a scientific calculator
2.8 Explain how to simplify expressions that have indices
2.9 Solve simple exponential equations
2.10 Write numbers in standard form for multiplication, dividing, adding and subtracting
2.11 Revisit working with positive and negative (directed) numbers
2.12 Simplify algebraic expressions by manipulating brackets
2.13 Describe ways of factorising algebraic expressions and apply them
2.14 Describe the rules and steps for transforming complicated formulae and apply them
2.15 Write a quadratic expression
ELO 3: Do calculations of polynomials and solve equations and inequalities
3.1 Explain the relevant terminology and symbols
3.3 Multiply polynomials
3.4 Describe and apply the steps for dividing polynomials
3. Solve simultaneous linear equations
3.6 Solve quadratic equations and those that are in factorised form
3.7 Solve equations with fractions
3.8 Solve simultaneous equations where one is linear and one quadratic
3.9 Solve simple linear inequalities
3.10 Discuss how learners working in pairs could support their learning
3.11 Discuss the value of learners marking mathematical exercises for non-grading purposes
ELO 4: Explain logarithms and sequences theory and apply the theory to solve problems
4.1 Explain the concepts and laws of logarithms and do number calculations
4.2 Use logarithms to solve simple equations
4.3 Recognise patterns in sequences
4.4 Find the nth term in a linear sequence
4.5 Distinguish between arithmetic and geometric sequences
4.6 Use the formulae for the nth term to solve problems
4.7 Calculate the sum for the terms in an arithmetic and geometric sequence
4.8 Explain the importance of reading learners faces for attention and understanding
4.9 Identify computer software that could be used in the senior primary to promote your teaching
ELO 5: Draw graphs from given data and interpret information from graphs
5.1 Plot and interpret Cartesian coordinates in two dimensions
5.2 Interpret information from different types of graphs
5.3 Draw graphs from given information, e.g. speed and time and distance
5.4 Recognise information for and draw straight line algebraic graphs
5.5 Determine gradients of straight line graphs
5.6 Describe guidelines for drawing curved graphs and draw a parabola from given values
5.7 Draw a hyperbolae from given values
5.8 Use graphs to solve simultaneous equations graphically
5.9 Use graphs to solve quadratic equations and other curves graphically
5.10 Calculate the gradient of a curve

2.1 Describe the language and symbols of algebra ELO 6: Explain and use function notation and linear programming
2.2 Solve and explain linear equations
2.3 Change the subject of a formula and explain the rules 6.1 Explain the common notations for functions and composite functions
2.4 Construct equations and formulae to solve practical problems 6.2 Find the inverse of a function
2.5 Describe the laws of working with positive indices and apply them 6.3 Explain how to and determine inequalities on a number line graph
ACPE Info Booklet 2013 ACPE Info Booklet 2013
78 79
6.4 Explain how to and determine inequalities and regions on a flat surface/plane
6.5 Use and explain the rules for boundary lines and shading regions in diagrams
6.6 Find the greatest and least values of expressions in a diagram
6.7 Translate sentences into mathematical statements
6.8 Discuss common factors that cause learning difficulties in mathematics and suggest ways to correct them
ELO 7: Describe and apply coordinate geometry
7.1 Name points on the Cartesian/xy-plane
7.2 State the formula and calculate gradients
7.3 State the formula and calculate the distance between two points
7.4 State the formula and find the midpoint of a line segment
7.5 Given the information, sketch straight line graphs
7.6 Given the information, find the perpendicular bisector of a line segment
7.7 Apply coordinate geometry by solving quadrilateral and other questions of geometric figures
7.8 Discuss why regular interpretation of learners results is necessary
10.7 Estimate the mean for grouped and continuous data
10.8 Describe the guidelines and construct a histogram with equal and unequal intervals
10.9 Determine the median, percentiles, quartiles and interquartile range of a distribution
10.10 Draw a cumulative frequency graph and interpret such graphs
ELO 11: Calculate the probability of single and combined events
11.1 Clarify the concept probability and its uses in society
11.2 Describe the concepts experimental and theoretical probability
11.3 Find the probability that a single event will happen or not happen
11.4 Calculate the probability of combined events which are mutually exclusive
11.5 Calculate the probability of combined events which are independent
11.6 Discuss which teaching strategies are suitable for mathematics lessons ( see Classroom Teaching guide for strategies)
11.7 Describe how marking of mathematic exercises is done and give some examples of different topics
ELO 12: Describe, construct and calculate geometrical transformations and vectors

ELO 8: Explain and use geometrical terms, facts and applications 12.1 Draw sketches to illustrate given movements/translations
12.2 Reflect simple plane figures in a given line
8.1 Explain the features of angles and calculate the size of different types of angles 12.3 Rotate simple plane figures about a point
8.2 Explain how to and calculate the size of unknown angles of different kinds of triangles 12.4 Construct translations and enlargements of simple plane figures
8.3 Explain how to and calculate the angle sum of different kinds of quadrilaterals 12.5 Give descriptions of transformations
8.4 Explain how to and calculate the angle sum of different kinds of polygons 12.6 Describe a translation by means of a vector
8.5 Describe lines of symmetry for different shapes as well as rotational symmetry 12.7 Add and subtract vectors
8.6 Describe the terms regarding circles and calculate the size of given angles 12.8 Multiply a vector by a scalar quantity
8.7 Describe how to and use geometrical instruments to draw or measure geometrical shapes 12.9 Calculate the magnitude of a vector
8.8 Given information, draw a scale drawing or interpret a scale drawing 12.10 Use the sum and difference of two vectors to express given vectors in terms of two vectors on the same plane
8.9 Find the locus of given points
8.10 Recognise, describe and draw representations of different solid figures Module requirements and expectations:
8.11 Identify congruent and similar figures and triangles
8.12 Describe and measure angle properties of a circle The attendance of all contact and practical training opportunities that are organised by IOL is compulsory. Acquire the Study Guide
8.13 Explain how to and calculate the perimeter and area of different shapes, polygons and circles and all relevant prescribed study materials or recommended web site information. All assignments must be handed in on time.
8.14 Explain how to and calculate the area and sectors of circles Students with special circumstances struggling to meet deadlines should contact IOL in time. All forms of academic dishonesty such
8.15 Explain how to and calculate the surface area and volume of solid objects, e.g. cuboid, cylinder, prism, etc as cheating and plagiarism are prohibited. You are encouraged to manage your study time well and engage in learning circles. Focus
8.16 Explain how to and calculate the mass and density of solid objects on understanding (e.g. asking what, why and how questions) before memorising content. Admission to examinations depends
8.17 Explain how to and calculate the surface area and volume of pyramids, cones and spheres upon successful attainment of the required continuous assessment / semester mark.

ELO 9: Calculate the length and angles in right-angled and non right-angled triangles Learning resources and support: Courtney-Clarke, M. et al., 2010. Prism Alive. LB for grade 11-12.
MacMillan. ISBN 978999 1248 318 N$ 345
9.1 Use Pythagoras theorem to calculate the angles of a right-angled triangle Study guide, face-to-face sessions, IOL centres, feedback on
9.2 Calculate the length of the sides and the angles of a triangle using the tangent, sine and cosine formulae and with a calculator assignments
9.3 Use trigonometry formulae to solve right-angled problems
9.4 Use trigonometry formulae to calculate the angles of any triangle (non right-angled triangles)
9.5 Describe and apply the sine and cosine functions for angles greater than 180 degrees Reference books in IOL centres:
9.6 Calculate the angle between a line and a plane
9.7 Discuss how you could teach learners how to prepare for and write mathematics examinations (see also Suffolk) Van de Walle, J. , Karp, K. & Bay-Williams, J. 2010. 7th ed. Elementary
and middle school mathematics teaching developmentally ISBN 978
0 205 57352 3
ELO 10: Perform statistical functions of organising, presenting and analysing data
Equipment to be bought: Scientific Calculator if not possessing one, e.g. Sharp model EI 531 WH
10.1 Describe the term statistics and the value of it in society N$ 120; Instrument set of Staedler 209-481 N$105; 1 Premier graph ad
10.2 Organise data and present it in a frequency table with 2/10/20 mm squares; 30 cm rules and 1 HB pencil
10.3 Describe the guidelines for each and construct a bar and pie chart from given information Additional costs: Attend face-to-face session
10.4 Describe the guidelines and construct a pictogram from given information
Implementation date: 2013
10.5 Interpret the data in a bar, pie chart and pictogram
10.6 Calculate the mean, median and mode of a frequency distribution Next revision date: 2016

ACPE Info Booklet 2013 ACPE Info Booklet 2013

80 81
 Module title: Counselling and Learner Support
Code: ACP-CLS-12 Learning Outcomes (LO) per exit outcome:

NQF level: 7
ELO 1: Discuss approaches to and phases of counselling of learners
Notional hours: 100
NQF credits: 10 1.1 Discuss the Holistic approach to counselling
1.2 Discuss the Person-centred approach
Prerequisites: None
1.3 Discuss the Problem-solving approach
Options (compulsory or elective) Compulsory 1.4 Discuss the Behavioural approach
Semester offered: Semester 2 1.5 Discuss the phases of the counselling process
National Professional Standards: S 1, 11, 13, 20, 21, 22, 25 1.6 Explain basic communication skills in the counselling process
1.7 Explain the attitudes of a good counsellor
Module description: 1.8 Describe the educational rights of learners

All kinds of factors impact on effective learning. Educational institutions need to counsel and support learners in many areas to
promote circumstances, emotions and skills that enable learners to benefit most from their education. Counselling and support
services help the learner to understand him or herself better, discover personal abilities and develop goals. The aims of this module
are therefore to enable students to develop the following theoretical understanding, values and competencies: discuss approaches
to and phases of counselling of learners; evaluate basic counselling skills and Namibian referral procedures; discuss the holistic
approach to learning support; explain how to counsel and support learners regarding some Life Skills; discuss the impact of some
key challenges that learners experience; propose how to practice good discipline with children; analyse basic ideas about nutrition,
nutrients and related health disorders; explain the prevention and treatment of learners affected and infected with HIV and AIDS.
Module assessment and quality assurance:
* Continuous assessment per semester module consists of one assignment of 120 marks for modules of 10 credits.
* A 50% semester / continuous assessment mark is required for admission to examinations.
* Where practical work is applicable, a 60% pass is required and such work could account for 50% of the continuous assessment
mark.
* The duration of the examination for 10 credits is one x 2and a half hours written examination of 120 marks.
* A final pass mark of 50% is required, calculated by 60% of the examination mark and 40% of the semester / continuous
assessment mark. A sub-minimum of 50% must be attained in the examination.
* The setting and marking of examination papers are moderated.
Comprehensive Exit Learning Outcome:
Discuss theories and demonstrate skills of counselling and rendering inclusive learner support.
Specific Exit Learning Outcomes (ELO):
Upon completion of this module students should be able to:
1. Discuss approaches to and phases of counselling of learners
2. Evaluate basic counselling skills and Namibian referral procedures
3. Discuss the holistic approach to learning support
4. Explain how to counsel and support learners regarding some Life Skills
5. Discuss the impact of some key challenges that learners experience
6. Propose how to practice good discipline with children
7. Analyse basic ideas about nutrition, nutrients and related health disorders
8. Explain the prevention and treatment of learners affected and infected with HIV and AIDS
ELO 2: Evaluate basic counselling skills and Namibian referral procedures
2.1 Give an overview of the Namibian guidance and counselling policy
2.2 Evaluate how to identify children in need of counselling
2.3 Evaluate some basic counselling skills such as listening, paraphrasing, summarising questioning, play therapy, what if game,
story telling, music therapy and others
2.4 Evaluate guidelines that learners need to know when choosing a career
2.5 Evaluate guidelines that learners need to consider when choosing a date or relationship partner
2.6 Explain referral procedures in Namibia
ELO 3: Discuss the holistic approach to learning support
3.1 Discuss the ecological perspective of Bronfenbrenner
3.2 Relate the barriers to learning to a holistic approach to learning support
3.3 Discuss the multidimensional model of human development
3.4 Discuss the medical and social model of disabilities and learner support
3.5 Explain the principles for planning learner support programmes
3.6 Explain the features and steps of the individualised model (IEP) of learner support
ELO 4: Explain how to counsel and support learners regarding some Life Skills
4.1 Describe what emotional intelligence entails and the features of high and low emotional intelligent behaviour
4.2 How to manage emotions and interpersonal conflict
4.3 Explain the problem solving process to solve many problems of life
4.4 Explain key values and their role in self-concept, peace of mind, interpersonal relations, social acceptance and status and
staying out of trouble
4.5 Explain the reasons, consequences and treatment of alcohol and drug abuse
4.6 Explain to learners how to manage ones money via budgets
4.7 Explain what smart consumer skills entail
ELO 5: Discuss the impact of some key challenges that learners experience
5.1 Explain reasons for and prevention of learners dropping out of school
5.2 Explain factors that cause anxiety in learners
5.3 Discuss the impact of single parent families on learners lives and learning
5.4 Discuss the impact of socio-economic deprivation (poverty) on learners lives and learning
5.5 Discuss the reasons for and impact of substance abuse on learners lives and learning
5.6 Discuss the reasons for suicide and pregnancy under adolescents
5.7 Discuss the impact of interpersonal relationships on learners lives and learning

ACPE Info Booklet 2013 ACPE Info Booklet 2013

82 83
ELO 6: Propose how to practice good discipline with children Module title: Educational Management

6.1 Compare autocratic and democratic approaches to disciplining learners Code: ACP-EM-12
6.2 Propose how to persuade adolescents to be self-disciplined NQF level: 7
6.3 Explain and apply acceptable discipline techniques (positive and negative reinforcement, consequences, warnings, time-out, I Notional hours: 100
and you messages, effective praise, suggestions, prompting, re-directing, modelling, listening, ignoring, encouraging, isolating,
NQF credits: 10
loosing of privileges, extra work, moving to another seat, removing objects)
6.4 Propose and explain unacceptable discipline techniques (shaming, labelling,corporal punishment etc.) and their consequences Prerequisites: None
Options (compulsory or elective) Compulsory
ELO 7: Analyse basic ideas about nutrition, nutrients and related health disorders Semester offered: Semester 2
National Professional Standards: S 8, 12, 19, 23
7.1 Define nutrition, malnutrition and health and describe health indicators
7.2 Analyse macronutrients and micronutrients and their functions in a diet
Module description:
7.3 Discuss the importance of adequate nutrition and describe nutrition related disorders / diseases
7.4 Analyse everyday practices that support physical health
The management of educational institutions is an important factor in promoting quality education. The aims of this module are to
7.5 Analyse the dangers of fast (junk) food and describe a balanced diet
enable students to develop the following theoretical understanding, values and competencies: Explain basic concepts, styles and
7.6 Analyse the dangers of obesity or anorexia nervosa
aspects of management; Discuss management theories and skills; Propose features of a school as an organisation; Discuss key
7.7 Explain ways to support learners with eating disorders
management areas and issues regarding schools; Discuss issues regarding the financial management of a school; Analyse the
management of health and safety in a school; Evaluate and discuss personnel management issues.
ELO 8: Explain the prevention and treatment of learners affected and infected with HIV and AIDS
Module assessment and quality assurance:
8.1 Explain the difference between HIV and AIDS
8.2 Explain the modes of HIV transmission and ways to prevent infection * Continuous assessment per semester module consists of one assignment of 120 marks for modules of 10 credits.
8.3 Discuss the impact of HIV/AIDS on communities * A 50% semester / continuous assessment mark is required for admission to examinations.
8.4 Explain the rights of the learner living with HIV/AIDS * Where practical work is applicable, a 60% pass is required and such work could account for 50% of the continuous assessment
8.5 Analyse the difficulties faced by AIDS orphans mark.
8.6 Describe how to care for and support children affected and infected with HIV/AIDS * The duration of the examination for 10 credits is one x 2 and a half hour written examination of 120 marks.
8.7 Discuss how HIV and AIDS can be managed through antiretroviral drugs, proper nutrition and positive living * A final pass mark of 50% is required, calculated by 60% of the examination mark and 40% of the semester / continuous
assessment mark. A sub-minimum of 50% must be attained in the examination.
Module requirements and expectations: * The setting and marking of examination papers are moderated.

The attendance of all contact and practical training opportunities that are organised by IOL is compulsory. Acquire the Study Guide Comprehensive Exit Learning Outcome:
and all relevant prescribed study materials or recommended web site information. All assignments must be handed in on time.
Students with special circumstances struggling to meet deadlines should contact IOL in time. All forms of academic dishonesty such Discuss theories and practices of school management that promote effective teaching and learning: management functions,
as cheating and plagiarism are prohibited. You are encouraged to manage your study time well and engage in learning circles. Focus concepts and styles, management skills, the school as an organisation, financial management, management of health and safety
on understanding (e.g. asking what, why and how questions) before memorising content. Admission to examinations depends and personnel management.
upon successful attainment of the required continuous assessment / semester mark.
Specific Exit Learning Outcomes (ELO):
Learning resources and support: Van Niekerk, E. & Hay, J. (editors) 2009. Handbook of youth counselling.
2nd edition. Johannesburg: Heinemann. ISBN 978 0 79622 4811 Upon completion of this module students should be able to:
Study Guide, face-to-face sessions, IOL centres, feedback on assignments
1. Explain basic concepts, styles and aspects of management
2. Discuss management theories and skills
References in IOL centres: 3. Propose features of a school as an organisation
4. Discuss key management areas and issues regarding schools
Culley, S. & Bond, T. 2011. Integrative counselling skills. London: Sage
5. Discuss issues regarding the financial management of a school
Corey, G. 2005. Theory and Practice of Counselling and Psychotherapy.
6. Analyse the management of health and safety in a school
Belmont: Thomson, Brooks/ Cole ISBN 9781408030837 $ 495
7. Evaluate and discuss personnel management issues
Equipment to be bought: None
Additional costs: Attend vacation school Learning Outcomes (LO) per exit outcome:
Implementation date: 2013
Next revision date: 2016 ELO 1: Explain basic concepts, styles and aspects of management

1.1 Describe the concept management, manager and administration

ACPE Info Booklet 2013 ACPE Info Booklet 2013

84 85
1.2 Explain the importance of effective classroom and school management and the statement: Management is an art, a science
and a profession.
1.3 Describe the typical management areas of a school and three levels of management
1.4 Explain the generic management functions of top management, middle management and supervisors
1.5 Explain what the generic management functions of planning, organizing, leading and controlling involves in a school context
1.6 Compare the features of an autocratic and participative management style
1.7 Describe the common areas of organisational management
1.8 Compare male and female management styles
1.9 Distinguish management from leadership functions
1.10 Evaluate why leaders or manager fail
ELO 2: Discuss management theories and skills
2.1 Discuss the classical-scientific management approach theory
2.2 Discuss the system management theory
2.3 Discuss the contingency / situational management theory
2.4 Discuss the transformational leadership/management model
2.5 Discuss the Total Quality Management theory
2.6 Explain how to manage staff and learner diversity in an inclusive school
2.7 Explain how to manage ethics in a school
2.8 Propose how the computer centre of a school should be managed
2.9 Explain how to manage meetings effectively
2.10 Explain how teachers could take charge of their professional development
2.11 Explain and demonstrate an assertive communication style
ELO 3: Propose features of the school as organisation
3.1 Explain the universal features of an organisation
3.2 Describe types of organisations
3.3 Discuss the role of the school culture as part of its hidden curriculum
3.4 Describe the school as a formal and informal organisation
3.5 Propose features of the school as professional organisation
3.6 Explain the national policy of managing HIV/ AIDS persons in a Namibian school
3.7 Explain the rights and responsibilities of employees /teachers in a school 7.10 Discuss why teachers and school management should interpret the progress results of learners
3.8 Explain the rights and responsibilities of learners in a school
3.9 Discuss the community development role of the school as part of its social responsibility
3.10 Propose how to compile a year planner for a school
3.11 Evaluate how schools could create a favourable teaching-learning environment
ELO 4: Discuss key management areas and issues regarding schools
4.1 Discuss the management responsibilities of a principal
4.2 Explain the roles and responsibilities of a head of a department
4.3 Discuss the importance of parental involvement and how to enhance their involvement
4.4 Critique the government support available for secondary schools
4.5 Explain the importance and ways of controlling performances and achievements of staff and learners
4.6 Explain what information management in a school entails and the importance of it
4.7 Discuss how the points system works for managing discipline in a school
4.8 Discuss the reasons for the abolition of corporal punishment in schools
4.9 Explain the management of extra-curricular programmes
4.10 Explain how to manage conflict with another person
4.11 Propose how to manage the physical facilities of a school
ELO 5: Discuss issues regarding the financial management of a school
5.1 Discuss the purpose of the school development fund (see Education Act 16 of 2001)
5.2 Describe the national policy (see Act 16 of 2001) regarding learners contribution to school funds
5.3 Discuss possible sources of generating income
5.4 Explain the value of budgets and how to determine priorities for a school budget
5.5 Discuss the value and procedures of budgeting and record keeping
5.6 Evaluate strategies that could be used to prevent wasting of school resources
5.7 Analyse the compilation and financial management functions of the school board according to Education Act 16 of 2001
ELO 6: Analyse the management of health and safety in a school
6.1 Analyse the features of a safe school environment
6.2 Describe how to maintain hygiene at schools and the dangers of unhygienic sanitary facilities
6.3 Describe the importance of regular refuse removal services
6.4 Explain the importance of fencing and control at the main gate
6.5 Analyse typical emergency procedures for schools
6.6 Analyse how school rules address safety and health issues
6.7 Analyse how a school could protect learners against bullying and other types of violence
6.8 Discuss how a school could promote physical and social health of learners
ELO 7: Evaluate and discuss personnel management issues
7.1 Explain the importance of and criteria for selecting well qualified staff
7.2 Explain the importance and content of a staff induction and mentor system
7.3 Evaluate the key theories of motivation and de-motivation and propose how school management could create a happy working
environment for staff
7.4 Evaluate how to develop a team spirit amongst staff
7.5 Explain how to manage personal stress
7.6 Evaluate the professional Code of Conduct for teachers in Namibia
7.7 Propose how the school management could provide for in-service training of staff
7.8 Propose the principles and procedures how a performance appraisal system for teachers could operate in Namibia
7.9 Discuss how a performance appraisal system could link up with a teacher licensing system in Namibia
Module requirements and expectations:
The attendance of all contact and practical training opportunities that are organised by IOL is compulsory. Acquire the Study Guide
and all relevant prescribed study materials or recommended web site information. All assignments must be handed in on time.
Students with special circumstances struggling to meet deadlines should contact IOL in time. All forms of academic dishonesty such
as cheating and plagiarism are prohibited. You are encouraged to manage your study time well and engage in learning circles. Focus
on understanding (e.g. asking what, why and how questions) before memorising content. Admission to examinations depends
upon successful attainment of the required continuous assessment / semester mark.

ACPE Info Booklet 2013 ACPE Info Booklet 2013

86 87
 Clarke, A. 2008. The handbook of school management. MacMillan Comprehensive Exit Learning outcome:
South Africa. ISBN 978 0 620 38168 0 N$ 285
Execute specified senior primary school-based observation tasks covering the modules in a particular period of the curriculum,
Study Guide, face-to-face sessions, IOL centres, feedback on write lesson preparations and present lessons.
assignments
Specific Exit Learning Outcomes (ELO):
References in IOL Centres:
Upon completion of this module students should be able to execute theoretical and practical assignments in:
Mestry, R. & Bischoff, T. 2009. Financial school management
explained. 3rd edition. South Africa: Pearson 1. English and Academic Communication Skills
Van der Westhuizen, P. C. (Editor) 2008. Effective Educational 2. Major School Subject 1
Learning resources and support: Management. Pretoria: Kagiso Publishers. ISBN 0 7986 2810 3 3. Major School Subject 2
4. Learner Development and Learning
Equipment to be bought: None
5. Classroom Teaching and Management
Additional costs: Attend face-to-face session
6. Assessment and Evaluation
Implementation date: 2013 7. Inclusive Education and Specific Difficulties
Next revision date: 2016 8. Counselling and Learner Support
9. Educational Management
10. Lesson preparation and presentation
Module title: School Based Studies
Code: ACP-SBS-12
Learning Outcomes (LO) per exit outcome:
NQF level: 7
Notional hours: 90 (3 weeks) ELO 1: Execute assignments in English and Academic Communication Skills
NQF credits: 9
1.1 Explain to learners what the advantages are of reading a lot (4)
Prerequisites: Enrolled for 2nd semester courses
1.2 Describe how one can develop learners academic listening skills (4)
Options (compulsory or elective); Compulsory 1.3 Explain what assertive communication involves and give classroom examples of assertive teacher communication (8)
Semester offered; Semester 2
National Professional Standards: S1, 2, 6, 7, 8, 11, 12, 13, 18, 26 ELO 2: Execute assignments in major School Subject 1

Module description: Select your first major and execute the assignments for it:

The CBE paradigm perceives practical training as important as theoretical training. The aims of this module are to enable students to
develop the following theoretical understanding, values and competencies regarding teaching, learning and management functions
as incorporated by the modules of the programme: This module emphasises experiences in the senior primary setting. Students
should acquire a journal / portfolio file and develop a content page and different labelled sections according to the ELOs of each
School- based phase, e.g. in this phase file sections must cover subjects of semester one and two, namely, English and Academic
Communication Skills; Major School Subject 1; Major School Subject 2; Learner Development and Learning; Classroom Teaching
and Management; Assessment and Evaluation; Inclusive Education and Specific Difficulties; Counselling and Learner Support;
Educational Management; Lesson preparation and presentation.
A. Natural Science and Health OR
2.1 Consult with the teacher and describe 4 subject areas which learners find difficult to understand and how they can be
supported to understand better. (8)
2.2 Observe teachers and give examples of questions that develop learners thinking skills in lessons. (6)
2.3 Observe and consult with teachers and summarise ideas how to prevent disciplinary problems in class. (7)
B. English OR

Module assessment and quality assurance:
The School-based assignments comprise three sections. One section consists of Observational tasks another Lesson preparation
and a third section for Lesson presentation. All sections are assessed and must be passed independently on a 60% level before
marks are averaged. If a student fails in one section s/he is allowed a second opportunity to replace the failed mark of that section.
The School-based Studies forms, regulations and arrangements must be in place.
The assignments below indicate the marks in brackets. Marking of assignments does not work on one mark per fact. Instead,
marks are deducted from the total marks allocated per question for information missing. Markers of the assignments mark only
the IOL identified assignments (out of all done per year) counting 100 marks. In addition, each of the selected 10 (5 x 2 subjects)
lesson preparations is marked out of 20 on the same basis of marks are deducted from the total marks allocated per question for
information missing. Thirdly, teachers marks for 6 lesson presentations (3 per major) are allocated according to a provided lesson
evaluation form which is filed in the students portfolio.
Students are expected to consult with teachers and school documents to answer assignment questions to complement their study
guide information with practical experiences.
ACPE Info Booklet 2013
88
2.1 Consult with the teacher and describe 4 subject areas which learners find difficult to understand and how they can be
supported to understand better. (8)
2.2 Observe teachers and give examples of questions that develop learners thinking skills in lessons. (6)
2.3 Observe and consult with teachers and summarise ideas how to prevent disciplinary problems in class. (7)
C. Mathematics
2.1 Consult with the teacher and describe 4 subject areas which learners find difficult to understand and how they can be
supported to understand better. (8)
2.2 Observe teachers and give examples of questions that develop learners thinking skills in lessons. (6)
2.3 Observe and consult with teachers and summarise ideas how to prevent disciplinary problems in class. (7)
ACPE Info Booklet 2013
89
ELO 3: Execute assignments in major School Subject 2
Select your second major and execute the assignments for it:
A. English OR
3.1 Consult 3 learners and 3 teachers and summarise ideas about how a teacher can promote active learner participation. (8)
3.2 Consult the teacher about his/her ideas how to support learners to perform well in this subject. (5)
3.3 Consult with teachers and report on what they propose for managing your instruction well. (10)
3.4 Talk to 5 learners and summarise their ideas on what a good lesson is. (10)
B. Social Science
3.1 Consult 3 learners and 3 teachers and summarise ideas about how a teacher can promote active learner participation. (8)
3.2 Consult the teacher about his/her ideas how to support learners to perform well in this subject. (5)
3.3 Consult with teachers and report on what they propose for managing your instruction well. (10)
3.4 Talk to 5 learners and summarise their ideas on what a good lesson is. (10)
C. Natural Science and Health
3.1 Consult 3 learners and 3 teachers and summarise ideas about how a teacher can promote active learner participation. (8)
3.2 Consult the teacher about his/her ideas how to support learners to perform well in this subject. (5)
3.3 Consult with teachers and report on what they propose for managing your instruction well. (10)
3.4 Talk to 5 learners and summarise their ideas on what a good lesson is. (10)
ELO 4: Execute assignments in Learner Development and Learning
4.1 Describe the emotional and social development needs of senior primary learners (6)
4.2 Describe the purposes of sex education at the senior primary level (6)
4.3 Explain what motivates senior primary learners. Make sure your integrate theory and feedback from teachers (8)
ELO 5: Execute assignments in Classroom Teaching and Management
5.1 Explain why it is important for a teacher to know the thinking processes involved in the different verbs such as describe or
discuss (5)
5.2 Describe what the emotional intelligence development of learners could entail (8)
5.3 Describe the difference in the sequence of teacher activities between a direct and an indirect teaching strategy (6)
5.4 Explain what the classroom management of the maintain order area entails (8)
5.5 Consult at least 5 teachers and summarise their suggestions for novice teachers to respected and successful in teaching and
management (10)
ELO 6: Execute assignments in Assessment and Evaluation
6.1 Copy an examination paper in one of your majors and analyse it ad if you were the moderator. (12)
6.2 Copy a report card to parents and evaluate the format and comments on it. (10)
6.3 Give examples of test questions and discuss which question types promote higher levels of thinking. (12)
6.4 Discuss why test papers and the answers must be discussed with learners afterwards. (12)
ELO 7: Execute assignments in Inclusive Education and Specific Difficulties
7.1 Describe 2 models of special needs education and indicate which model is followed in Namibia. (5)
7.2 Identify with the help of a teacher a hyperactive learner in the school you are visiting and describe the techniques of working
with such learners. (6)
7.3 Explain how an IEP is developed. (8)
ACPE Info Booklet 2013
90
7.4 What signs would you be looking for to detect emotionally abused learners? (5)
7.5 Consult with staff and indicate how do the schools assessment practices accommodate learners with learning difficulties? (5)
ELO 8: Execute assignments in Counseling and Learner Support
8.1 Write a report on the counselling of learners in the school, by referring to the counselling approach, phases, persons providing
it, total of learners receiving counselling per month and common issues which require counselling. (15)
8.2 Communicate with a total of 6 male and female learners about issues that cause them anxiety in school. (15)
8.3 Discuss the importance of the subject Life Orientation and Life skills in counselling all learners. (10)
ELO 9: Execute assignments in Educational Management
9.1 Analyse the workload and responsibilities of a head of department. (12)
9.2 Discuss how the school manage discipline and whether they use a points system. (12)
9.3 Consult with a total of 6 male and female teachers about what changes in the school would create a happier working
environment for them. (12)
9.4 Explain how your gender could influence your management style by comparing the male and female management styles. (12)
ELO 10: Execute assignments in lesson preparation and presentation
10.1 Lesson preparation
Write out the preparation of 14 lessons over the 3 weeks according to the provided lesson preparation format. Evaluation of these
preparations consists of 20 marks per lesson preparation x 10 randomly selected lessons for marking = 200 marks. Pay attention to
the phases of a lesson, strategies, methods, learner activities, media, learning support and assessment aspects in your preparation
per lesson. File your lesson preparations under this section 10.1 in your portfolio.
10.2 Lesson presentation
Explain to the two teachers involved that you are required to present 7 lessons per selected major school subject and
ask them to identify which 7 lessons in their subject you could present.
Present the 14 lessons you prepared for in written format. Eight (4 per major) of the 14 lessons must be evaluated by
teachers or management (by using the IOL provided evaluation forms). Each lesson will be scored out of 100 on the
provided evaluation form and these forms must be filed in your school-based portfolio under this section 10.2
Each lesson must be passed with a minimum of 60% or must be presented again until a pass mark of 60% is obtained.
Reflect upon your ten evaluated lessons and summarise your general strong and weak points as the teachers pointed out
on the evaluation forms. This summary must also be filed under this section 10.2.
Module requirements and expectations:
The attendance of all School-based Studies opportunities that are prescribed by IOL is compulsory. Students study their school-
based studies documents and acquire a portfolio file. They arrange with schools to attend such institutions on the prescribed times
and communicate the names of these schools to IOL.
On arrival at a school, students report to the person in charge and express thankfulness for the opportunity to attend the school.
Show the principal what assignments and lessons you have to execute and hand him/her the principal evaluation form which must
be send by the principal directly to IOL at the end of the visiting period. Students observe the dress code and rules of the school and
work out a schedule with the help of the staff when they will be learning what from whom. Students offer their services to staff
whenever possible (e.g. extra curriculum activities too) and ask why and how questions to maximise their learning. Students
are expected to consult with teachers and school documents to answer assignment questions to complement their study guides with
practical experiences.
Students School-based Studies Portfolios are delivered to IOL directly after the visit to a school. Students with special circumstances
struggling to meet deadlines should contact IOL in time. All forms of academic dishonesty such as cheating and plagiarism are
prohibited.
Students must pass the School-based Studies at the required levels before they can graduate.
ACPE Info Booklet 2013
91
 Learning resources and support: School- based Study Guide,

School context, IOL centres, teacher feedback on lesson pre-

sentations
Equipment to be bought: A file for observation assignments, lesson preparation and les-
son evaluations

A memory stick if not having one already

Additional costs: Travel and accommodation costs to visit an upper primary
school for 4 weeks
Implementation date: 2013
Next revision date: 2016

ACPE Info Booklet 2013

92