Headstart College Student Handbook 2019 · 2019-01-22 · Headstart Montessori Teacher Training College is a privately-owned Montessori Teacher Training College registered with the

Headstart College Student Handbook 2019

Montessori Student Handbook

© Headstart Montessori 2018 2



Table of Contents: 7 WELCOME 7

SO, WHO IS HEADSTART? 7

CONTACT DETAILS 8

PRINCIPAL DIRECTOR: DR L VAN DEN BERG 8 VICE-PRINCIPAL: MS J BERESFORD 8 SENIOR TRAINER: MS M CONNOR 8 PRINCIPAL DIRECTOR: LINDSAY VAN DEN BERG 9 DEAN OF STUDENTS: JENNIFER BERESFORD 9 SENIOR TRAINER: MICAELA CONNOR 10 TRAINER: HILENI SHIKONGO 10 TRAINER: NATALIE ADÃO GRÖSS 10 TRAINER: SONJA VAN DER STELT 11 MENTORED TRAINERS: 11 11 HEALTH, SAFETY & WELFARE OFFICER: JILL VAN EEDEN 12 ADMINISTRATION CLERK: MS NDESHI SHADUKA 12 ADMINISTRATION ASSISTANT: JENNIFER AMOS 12 FILING CLERK: APOLONIA JOHANNES 13 APOLONIA HELPS WITH THE FILING OF THE PAPER WORK. 13 INSTITUTIONAL WORKER: OLGA SHOVALEKA 13 OLGA HELPS US TO KEEP OUR CAMPUS SPOTLESS. 13

NQF QUALIFICATIONS 15

STAKEHOLDERS 17

STATEMENT OF NON-DISCRIMINATION 17

MISSION 17

COLLEGE ORGANOGRAM: 18

TEACHING DIPLOMAS 19

INTRODUCTION 19 PSYCHOLOGISTS HAVE CONFIRMED MONTESSORI EARLY CHILDHOOD EDUCATION THEORIES 19 A SENSE OF INDEPENDENCE 19

MODE OF DELIVERY: 20

STATEMENT OF GOALS AND OBJECTIVES: (Q0652 – LEVEL 6) 20

EXIT OUTCOMES FOR THE WHOLE PROGRAMME (Q0652) 21

EXIT OUTCOMES FOR THE WHOLE PROGRAMME (Q0067) PRIMARY (ELEMENTARY) 22



THE OVERALL PURPOSE OF THE QUALIFICATION IS TO: 22

ADMISSION 22

ENTRY 23

1. COURSE Q0066 MONTESSORI EARLY CHILDHOOD DEVELOPMENT & PRE-PRIMARY TEACHING DIPLOMA

LEVEL 5 (3 YEARS OF STUDY) 23 2. COURSE Q0652 MONTESSORI EARLY CHILDHOOD DEVELOPMENT & PRE-PRIMARY TEACHING DIPLOMA

LEVEL 6 (1 ADDITIONAL YEAR OF STUDY) 23 3. COURSE Q0067 MONTESSORI PRIMARY (ELEMENTARY) TEACHING DIPLOMA LEVEL 6 (4 YEARS OF STUDY)23 NOTE: 24 ALL PROSPECTIVE STUDENTS MUST: 24

REGISTRATION PROCEDURE 25

NON-NAMIBIAN STUDENTS 25

MATURE AGE ENTRY 26

RE-REGISTRATION FOR FOLLOWING YEAR 26

DE-REGISTRATION PROCEDURE 26

EXAMINATION POLICY 27

RE-REGISTRATION FOR A FAILED COURSE/MODULE 27

RECOGNITION OF PRIOR LEARNING POLICY (RPL) 27

DURATION OF COURSE 28

COURSE FEES 29

YOU ARE RESPONSIBLE TO PROVIDE: 29 THE COLLEGE IS RESPONSIBLE TO PROVIDE: 30

HEADSTART MONTESSORI BANKING DETAILS 31

PROGRAMMES AVAILABLE 32 GENERAL COURSE REQUIREMENTS 32

PRESCRIBED TEXTS 32

TEXT BOOKS 32

RECOMMENDED FOR FURTHER READING 33

ASSESSMENT 33

NOTE 35

TRANSCRIPTS 35 UNIT PLANS 35



SELF-TESTS 35 ASSIGNMENTS 36 NOTE: 36

SEQUENCE OF WORK SCHEDULE 36

COMPULSORY AREAS OF STUDY 37

‘SMART’ TEACHING 37

OBSERVATION CENTRES 42

LEARNER RECORDS 44 PORTFOLIOS: COLLECTION OF WORK - PREPARATION OF ALBUMS/FILES 44 SKILLS DEMONSTRATION 45

GRADUATION 45

DIPLOMAS 45

ASSESSMENT APPEALS & DISPUTES PROCEDURE 46

TRANSFER POLICY 47

DISMISSAL OF STUDENTS POLICY 48

CRITERIA FOR DISMISSAL: 48 PROCEDURE FOR DISMISSAL: 48

WITHDRAWAL OR CANCELLATION OF APPLICATION (REGISTRATION) PROCEDURE 48

INSURANCE COVER 49

FUTURE EMPLOYMENT 49

GRIEVANCE POLICY 49

OBSERVATION SESSIONS 50

QUALITY ASSURANCE 50

PLAGIARISM AND CHEATING 51

PLAGIARISM 51

MULTIPLE SUBMISSIONS 51 FALSIFYING MATERIALS SUBJECT TO ACADEMIC EVALUATION 51 CHEATING ON ASSIGNMENTS, TESTS AND EXAMINATIONS 52 AIDING OTHERS TO CHEAT 52 ENFORCEMENT AND PENALTIES 52

APPEALS 53

ASSIGNMENT SUBMISSIONS 53



RE-REGISTRATIONS 53

HARASSMENT POLICY 54

BLANKRECOGNITION OF PRIOR LEARNING FORM 57

MATERIAL PRACTICE LOG OTHER THAN AT SEMINARS/WORKSHOPS 59 OBSERVATION LOG 60

APPLICATION FOR ADMISSION FORM 61

SEMINAR & WORKSHOP DATES 62

CALENDAR NOTES: 62

NOMINATION AND APPLICATION PROCEDURES 65

APPLICATION PROCEDURES WHEN SPONSORSHIPS ARE INVOLVED: 66



Welcome In contacting us, you probably have some knowledge of the unique, child-centred Montessori approach to education for children. This method of imparting education is popular in most countries of the world including a number of Southern African countries. Vital to the continuing success of Montessori in Africa is the training of those responsible for providing the Montessori education. Headstart Montessori Training College is one of the largest Montessori training organisations in sub-Saharan Africa. It is the only Registered Montessori private, tertiary institution offering separate Accredited ECD/Pre-Primary & Elementary Level 6 Diplomas. We do not offer you a ‘quick-fix course’, but one that is authentic and leads you to fulfilling your dream of being a fully qualified, Montessori Adult. If you decide to study with us, we offer you the support and availability of our dedicated and enthusiastic staff, both academic and administrative to ensure that you find these studies to be life changing! Read this document carefully and keep it in a safe place for future reference. Dr Lindsay van den Berg (Principal)

So, who is Headstart? Headstart Montessori Teacher Training College is a privately-owned Montessori Teacher Training College registered with the Namibian Ministry of Trade and Industry as a Closed Corporation (CC/2005/0449). Headstart is an institution of Higher Education in Namibia (Registration with the NCHE – R0001). It is dedicated to training prospective Montessori Adults in Montessori education: Early Childhood Development (Levels 5 & 6) and Primary, (Elementary) Level 6 studies. All three these Courses are accredited with the Namibia Qualifications Authority and the institution is also registered with the NQA. Headstart is privately owned and funded. It has a board of directors who run the college and the principal, Dr Lindsay van den Berg is responsible for the day-to-day running of the college.



Contact Details

Campus Walvis Bay

Physical: 4 Seventh Street South, Meersig 1 Postal: P O Box 1379 Walvis Bay Namibia Telephone: +264.64.220959 +264.811240730 Fax: +264.64.200439 [email protected] Web site: www.montessori.com.na Facebook: Headstart Montessori Namibia

Principal Director: Dr L van den Berg

Vice-Principal: Ms J Beresford

Senior Trainer: Ms M Connor

Namibia Qualifications Authority Accreditation-Pre-Primary Q0066 Level 5; Level 6 Q0652 Primary (Elementary) Q0067

Registered with the National Council for Higher Education as a Private institution of Higher Education, (Reg. No. R0001)

Due to the reciprocal educational agreement among the SADC countries, the procedure used to get your Diploma recognised in any other SADC country is to take it to the relevant qualifications authority who need to contact the NQA (Namibia Qualifications Authority) to check the authenticity of the programme. “Some training institutions ignore local government regulations and accreditation in favour of MACTE which they believe is ‘internationally recognised’2 The intended purpose of MACTE is to gain US government recognition of the individual course for student loans and other government funding, it should be realised that MACTE accreditation could be misleading in an international context because the public may not know that a MACTE credential is viewed in America as ONLY a generalised accreditation approach for governmental recognition; it does NOT ensure the authenticity or the validity of the training.”3

1 Look at the map at the end of the prospectus for the physical address 2 This is an organisation which is of more use in America than Southern Africa. All Southern African training institutions, for the protection of the student must be registered and accredited with local authorities 3 David Kahn, Montessori in South Africa, United States Information Agency, 1995

mailto:[email protected]

http://www.montessorinamibia.com.na/



No training organisation in any country in the world is internationally recognised. Every country has their own Qualifications Authority and will authenticate training registered in their own countries and will compare those of other countries where this is required.

All the trainers employed by Headstart Montessori Teacher Training College are fully qualified to teach their relevant courses. They include principals and/or owners of Montessori schools and all have had extensive practical experience of starting and/or running Montessori schools.

Principal Director: Lindsay van den Berg

Doctor of Education – Berkley University, USA Master of Science degree in Educational Counselling- La Salle University USA Bachelors of Arts degree in Education & Psychology - University of South Africa Montessori 0 - 6 Teachers’ Diploma - London Montessori College Montessori 6 - 12 Teachers’ Diploma - London Montessori College Montessori English Second Language Diploma - London Montessori College Has been involved in Montessori education in Namibia for over 35 years! Currently principal of Headstart Montessori College.

Dean of Students: Jennifer Beresford Jenny is a Montessori trained teacher with an additional Bachelor’s degree and Postgraduate degree in Psychology. She has taught at Little Penguins in Windhoek, at the Private School Swakopmund and owned a small graphic design company. Montessori education and books are her passion. Jenny is the principal of the laboratory classroom which forms part of the campus, lectures the Year 3 students and is the Dean of Students.



Senior Trainer: Micaela Connor Micaela is the owner and Principal of Casa Montessori located on the campus of the college. The Casa has both a pre-primary and toddler class. Micaela has two Montessori diplomas and has been involved in Montessori in Namibia for over 20 years. She is in charge of the Year One students, both in Walvis Bay and in Otjiwarongo.

Trainer: Hileni Shikongo Ms Hileni is one of our more senior trainers holding Level 5 & 6 Diplomas as well as being the owner and Principal of Montessori Kindergarten in Windhoek. This is currently the Windhoek venue for the Windhoek Year One and Two studies.

Trainer: Natalie Adão Gröss Traditionally and Montessori trained teacher who runs her own elementary training school. Natalie holds a Bachelor’s degree and 4 Montessori Diplomas in both Pre-Primary and Elementary teaching.



Trainer: Sonja van der Stelt Sonja is a traditionally and Montessori trained teacher who leads an elementary school. She holds a Bachelor’s degree and Montessori Diplomas in both Pre-Primary and Elementary teaching.

Mentored Trainers:

Jafet Jusub

Rachel Ndokotola He Hennriette van Reenen Alet Jacobs

Brigitte Anne Bailey

Mathami Hoffman

Genoviva David

Toni Bosch



Health, Safety & Welfare Officer: Jill van Eeden Jill holds certificates in First Aid, Health and Safety and is involved with student welfare.

Administration Clerk: Ms Ndeshi Shaduka Ndeshi is the friendly face of the college in charge of the office and the general administration.

Administration Assistant: Jennifer Amos Jen has completed her level 5 Pre-Primary Diploma and is assisting with material making.



Filing Clerk: Apolonia Johannes

Apolonia helps with the filing of the paper work.

Institutional Worker: Olga Shovaleka

Olga helps us to keep our campus spotless.





NQF Qualifications There appears to be some confusion about qualifications in Namibia. The following is a compilation from a number of sites and information given directly to training organisations. I trust this will assist you. Please note that Diplomas issued in Namibia by NQA accredited providers do NOT need to be certified again by the NQA.

NQF = Namibia Qualifications Framework Level 1 Grade 9

Level 2 Grade 10 and National (vocational) Certificates level 2

Level 3 Grade 11 and National (vocational) Certificates level 3

Level 4 Grade 12 (National Senior Certificate) and National (vocational) Cert. level 4

Level 1 – 4 equate to High School grades 9-12

Level 5-7 equate to College diplomas Level 7-10 equate to University degrees

http://en.wikipedia.org/wiki/National_Senior_Certificate



There is a difference between certificates and Diplomas.

Certificates are mainly used for vocational training and diplomas for academic courses. Most certificates are accredited by the NTA (Namibia Training Authority) and Diplomas by the NQA. Note: Level 5 Certificate = 120 credits

Level 5 Diploma = 240 credits Level 6 Diploma = 360 credits

Headstart has been accredited with the NQA since 2007! The Namibian Qualifications Authority instituted the Namibia Qualifications Framework in 2006.



Stakeholders Headstart Montessori Teacher Training College is first and foremost training prospective teachers for the growing number of Montessori schools in Namibia and neighbouring countries. Most of the existing Montessori schools in Namibia have been started by graduates from our college who now look to us for trained and in-training staff. Many of our graduates are also being employed in traditional schools.

Statement of Non-Discrimination No student or staff member of Headstart Montessori Teacher Training College may be denied admission to, participation in or the benefits of, or be discriminated against in any service, programme, course or facility of the system or its institution or centres because of the person’s race, colour, culture, creed, religion, sex, national origin, disability, ancestry, age, sexual orientation, gender identity and expression, pregnancy, marital status or parental status in accordance with the constitution of Namibia.

Mission Headstart Montessori Teacher Training College is a tertiary educational institution that sees our role as important in the future and education of all Namibians. Headstart Montessori Teacher Training College is dedicated to providing quality tertiary educational opportunities to members of the Namibian community who for a variety of reasons, educational, political, cultural or sexual were previously unable to complete their education. We accept a variety of entry routes including life-experience. We are a proudly Namibian ‘Boutique’ College who only present three teaching courses for the ultimate benefit of the young people of Namibia.

College Organogram:

Headstart Montessori Teacher Training College is legally incorporated as a Closed Corporation and registered with the Ministry of Trade and Industry.

Registration Number CC/2005/0449

NQA

NCHE

Ministry of Trade & Industry

Owner/principal

Administration

Administrator

Assistant

Janitor

Health & Safety

Academic Committee

Training

Deputy Principal

Senior Trainer

Trainers

Accounting

Bookkeeper Accountant

Independent Auditor

Student support

Quality Assurance Management

Laboratory Classroom

Teachers

Pupils & Parents

Curriculum Review committee



Teaching Diplomas

Introduction Nelson Mandela once said,

“Education is the most powerful weapon which you can use to change the world.”

Wise words spoken, but even more specifically, early learning education is a far greater tool for success. Studies have shown that a child’s earliest years of development are the most critical. The vast majority of neurons are developed between birth and age three, as this is the brain’s peak capacity to retain new information. Since children are most receptive to information at a young age, early learning exposure plays an essential role in fostering mental development. Science shows that taking in new sights, sounds and information plays a paramount component in the formation of active neural pathways.

Dr Maria Montessori was the first educator to realize the capacity of young children to learn and to systematically examine how the young child learns best. She believed that all children have a natural desire to learn and given the opportunity will absorb everything in their culture and environment. She identified that the most sensitive period for learning was the period between birth and age six. The Montessori method has been proven for over 100 years and is known and taught worldwide.

The Montessori philosophy and curriculum fosters a love of learning and self-growth. Through the work children develop tools for learning that will prepare them for life.

In Her book “The Absorbent Mind”, Dr. Montessori wrote,

"The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six. For that is the time when man's intelligence itself, his greatest implement is being formed. But not only his intelligence; the full totality of his psychic powers… At no other age has the child a greater need of an intelligent help, and any obstacle that impedes his creative work will lessen the chance he has of achieving perfection."4

Psychologists have confirmed Montessori Early Childhood Education Theories Recent psychological studies based on controlled research have confirmed these theories of Dr. Montessori. After analysing thousands of such studies, Dr. Benjamin S. Bloom of the University of Chicago, wrote in Stability and Change in Human Characteristics, "From conception to age 4, the individual develops 50% of his mature intelligence; from ages 4 to 8 he develops another 30%… this would suggest the very rapid growth of intelligence in the early years and the possible great influence of the early environment on his development."5

A Sense of Independence The Montessori approach to early childhood education not only teaches children how to fine-tune their motor skills but also helps them to develop a sense of independence. Some of the

4 The Absorbent Mind 5 Stability and Change in Human Characteristics, B S Bloom



key examples to the teachings and benefits of the Montessori approach to early childhood education are:

• The observation that children take a natural pleasure in learning to master their environment and that this mastery is the basis of the sense of competence necessary for independence.

• The judgment that real learning involves the ability to do things for oneself, not the passive reception of a body of knowledge.

• That the child benefits from learning materials that are intrinsically interesting, reality oriented and designed to facilitate self-correcting and the refinement of sensory perceptions.

• That imposing immobility and silence hampers children’s learning and that, given interesting work to do, children will establish their own order.

Mode of Delivery: All our courses are delivered by part-time seminars and workshops that are held, throughout

the year, during weekends and government school holidays.

Statement of Goals and Objectives: (Q0652 – Level 6) This programme is a statement of the standards to be achieved to gain 360 credits in Montessori Early Childhood Development/Pre-Primary.

240 credits for course Q0066 (level 5) and the remaining 120 from course Q0652 (Level 6)

Individual course trainers/lecturers are responsible for the design of learning programmes that are consistent with the learning outcomes and appropriate to student’s interests’ and needs.

The course is designed to provide the prospective teacher with opportunities to acquire the specific knowledge, skills and attitudes necessary to effectively supervise an Early Learning Environment including the Pre-Primary year, both Montessori and non-Montessori within the Namibian context.

This course aims to:

• promote excellent practice and leadership

• equality of opportunity and

• respect for diversity in the learning environment



Purpose of the Pre-primary Qualification

1. To provide access to a recognized ECD qualification that includes a Montessori bias. 2. To enable students to plan and implement an ECD/Montessori learning programme

based on knowledge of child development from 2½ to 86 years and work with children in a specific phase work towards achieving the learning outcomes of Grade 0 or R.

3. To improve community-based ECD services for young children by raising the level of ECD Montessori teaching competence and/or by providing opportunities for training in support and leadership roles.

4. It is designed to provide the graduate with opportunities to acquire the knowledge, understanding, practical skills and attitudes necessary to effectively supervise an ECD/Pre-Primary Learning Environment including the social and legal issues relating to the care of children in Namibia.

5. The diploma aims to promote excellent practice, equality of opportunity and respect for diversity in early years learning environments.

The Level 6 diploma is an adjunct to and does not replace the original Level 5 diploma offered by this institution that has just been extended to fulfil demand.

6. There remains an exit route for Level 5 at the conclusion of the third year.7

Exit Outcomes for the whole programme (Q0652) At the conclusion of this course, graduates will be able to:

• An intellectual knowledge of the history and theory of education together with the contribution made by Dr Maria Montessori

• An ability to plan and deliver a developmentally appropriate learning programme that is underpinned by the critical understanding of child development and learning theories by the use of the Montessori delivery method.

• The ability to make and present appropriate scientifically designed learning materials that enhance learning.

• An underpinning of academic knowledge to develop learning environments.

• An understanding of areas of learning and development with an appropriate and contextually relevant emphasis on literacy, numeracy and life skills by using Montessori manipulative materials.

• An ability to observe and assess the children’s learning, development and responses to the learning environment continually, in order to formulate practice and planning on an individual basis.

• Have developed a wide repertoire of skills that can be used appropriately in working with individual children, small groups and large groups of children.

• Demonstrate a range of strategies for challenging all types of discriminatory and biased behaviour, based on relevant theoretical understanding of oppression and cultural worldviews.

6 In Namibia, Early Childhood Development is from 0 – 8 years of age. 7 See the programme on page 31



• Acquire writing and technological skills and strategies that can be used effectively for recording observations in learning programmes and for communication in ECD services as well as for assessment and report writing and other forms of written communications.

• Have a high level of professional and practical competencies, as teachers of children from 2 ½ - 8 years.

• Be a strong and valuable leader in education in Namibia in Montessori education in particular.

Exit Outcomes for the whole programme (Q0067) Primary (Elementary) The Purpose of this qualification is to provide prospective student primary teachers a method of study that will give them a nationally recognised diploma in Primary Teaching using the Montessori method of teaching for children between the ages of 6 and 12. Please Notice: the Montessori Method of Education is to help child learn in an easier way using practical, hands-on, manipulative materials.

The overall purpose of the qualification is to: • Produce educators who have strong theoretical, practical, foundational and reflexive competence. • Be capable of becoming leaders in Namibian education development. • Provide professional educational services, operating effectively in primary schools, learning sites and • Deliver high quality teaching and learning programmes within the role of the Montessori trained educator and to allow them to enter higher levels of academic achievement at other tertiary institutions. • Provide academic skills such as higher order reading and writing as well as independent research skills. • Equip educators to be agents of change and transformation through creative and innovative praxis. • Help to improve the standard of Primary Education in both urban and rural Namibia and surrounding Southern African Countries.

Admission The Headstart Montessori Teacher Training College does not discriminate, in their policy of admission, on the basis of ethnicity, religion, or sex, and complies with the provisions of the policies and procedures of Namibia, South Africa and the SADC countries and is committed to assisting all to gain reasonable access to Higher Education but,

▪ Headstart Montessori Teacher Training College has adjusted their traditional entry requirements to facilitate a more equity-driven student body.

▪ Students must furnish the Training College with the names and addresses of three referees (not family members) who will vouch for the student’s character, general educational ability and fitness to work with children.



▪ If you belong to a group, of whatever nature, which requires you not being able to attend certain functions at certain times, please feel free to discuss that need with the Programme Director or Principal who will do her utmost to accommodate you.

▪ If you believe that you have a historical, physical, emotional or sociological condition that might need special consideration to enable you to successfully complete the course, please furnish the Training College with details and we will attempt to the best of our ability to accommodate you.

▪ Recognition of Prior Learning RPL8 is available as an entry option. Qualified and Registered assessors from the College can arrange this to be conducted at a cost to the student dependent on the hours needed to assess the work.

Entry There are several possible entry routes:

1. Course Q0066 Montessori Early Childhood Development & Pre-primary Teaching Diploma Level 5 (3 years of study) 1.1 Be over 18 years of age and be in possession of:

• Namibia Senior Secondary Certificate (NSSC) having a pass in four subjects, one of which must be English, with a minimum of 20 points.9

• Mature students (over 24) who may not have achieved the minimum level of education should apply in the normal manner. However, it is a requirement that they have already been working with children, in a full-time working capacity for 12 months. During the first year of study, the student will be closely monitored, assisted where necessary, but will only be allowed to continue if they successfully achieve the required pass in all areas each year of study.

1.3 Apply for Recognition of Prior learning – see page 22

2. Course Q0652 Montessori Early Childhood Development & Pre-primary Teaching Diploma Level 6 (1 additional year of study)

2.1 Be in possession of an accredited Montessori Level 5 Early Childhood Diploma, with a final mark of at least 60% in which case you can start at the 240-credit mark.

3. Course Q0067 Montessori Primary (Elementary) Teaching Diploma Level 6 (4 years of study) 3.1. Be in possession of an accredited Montessori Level 5 Early Childhood Diploma 3.2 Alternatively, prospective students must have completed the first year of diploma Q0066 before they can enrol in the Primary (Elementary) course; a bridging year that presents the Montessori Philosophy. To enter this course 60% is required of the Bridging Course. There are limited places each year and only the top students will be given the first option.

3.3 Be over 18 years of age and be in possession of:

• A Namibia Senior Secondary Certificate (NSSC) having a pass in four subjects, one of which must be English, with a minimum of 20 points.9

8 See RPL policy 9 Other school-leaving qualifications may be accepted on their own merit as alternatives and will be evaluated by the college using recognised criteria. If a prospective student does not have the required 20 points, they may still apply



There is no mature age entry or Recognition of Prior Learning for Course Q0067 Montessori Primary (Elementary) Teaching Diploma Level 6.

Note: It is the policy of Headstart Montessori TT College to interview all applicants who meet the basic entry requirements for a course, subject to a sufficient number of places being available on a selected course. The Orientation Interview provides you with the opportunity to demonstrate your commitment to this specialist area and your capacity for self-motivated and independent study. It offers you an opportunity to express your interest and enthusiasm and to address questions you may have.

All Prospective Students Must: 1. Complete the relevant application/enrolment form10 and return to the administrator at

the college complete with: a. 2 colour passport photographs b. a certified copy of final school results; or a letter confirming ECD experience

2. Secure a work experience placement (if you want to continue to Level 6) in your locality that does not conflict with seminar/workshop time or their own personal/work commitments prior to commencing the course to alleviate any pressure once the course has commenced.

a. The modules outlined herein are complemented and consolidated through practical work experience.

b. A work experience programme of 100 hours for Level 5 (two weeks in Year 2 and another 2 weeks in Year 3) must be completed outside of scheduled class time in order to satisfy the requirements of the work experience module.

c. Work Experience (Practicum) of an additional 50 hours (2 weeks) must be completed in year 4.

d. A work experience (Practicum) file that includes a record of the presentations, notes, self-reflections will be expected throughout all the work experience.

e. 120 Hours of observations & 150 hours of workshops are also necessary for course completion.

f. The work experience provides the opportunity to merge classroom learning with practical experience under the tutelage of experienced and qualified professionals in a recognised (by the college) Montessori/Early Childcare

setting. g. Headstart does require all students to perform their internship at an authentic

Montessori school. There are best practices that determine whether a school is practicing authentic Montessori.

h. Most schools are imperfect, and we don't require perfection. As Montessori is not a trademarked term there are some unscrupulous schools that use it for marketing but have little or no interest in the principles or science of the Montessori method. A simple call to the college can establish whether it is a suitable site for your internship.

and discuss the requirements with the principal – this is of particular importance if you are over 24 years of age, or work in the ECD field. 10 This can be sent to the college by email.



Registration Procedure Applications open each year, at a date decided by the college, for Registration for the following year; usually September. Registration is restricted to the number of places available. The first applicants to pay their deposits will take the first places available. Application for registration closes when all the places are filled. No late registration is offered.

1. The prospective student approaches the college and is sent a Handbook including an Application for Enrolment form and sponsorship forms (Usually by email) if they are being sponsored in their studies. See appendix A

2. After reading the Handbook11, the prospective student decides if this is the college they want to attend and if the course is right for them.

3. The Application for Enrolment form is completed and sent back to the college. 4. The College Administration department will contact the prospective student to tell them

if they meet the criteria for admission and makes an appointment for the interview at the Walvis Bay Campus where they can have any outstanding questions answered; the refund, assessment and attendance policy clearly explained, and the year’s timetable is given. Appointments may be on a Saturday if necessary. Group appointments made be made.

5. All Interviews must be in person, in Walvis Bay. The interview follows a format which is recorded and signed by the student to show all was explained.

6. The student also signs the Financial Contract & Learning Agreement to show that they are legally responsible for the monthly payments to complete the annual fees and are serious about studying.

7. The prospective student then pays the deposit into the college bank account and sends proof of payment to the college.

8. There is a two-week ‘cooling off’ period after the Personal Orientation meeting before receipt of any study material. During this time the student may change their mind with no financial implications except applicable bank charges.

9. After books have been received no refunds or transfers are possible. 10. The student is also given a Registration Letter signed by the principal and a banking

card.

Non-Namibian Students According to the Immigration Control Act of 19 August 1993, all International students (SADC and Non-SADC) must be in possession of a valid approved Study Permit and Visa before entering Namibia for the purpose of studying. All prospective, first students are required to apply for a Study Permit and Visa on the prescribed forms obtainable from the Namibian Embassy in any country or the nearest Namibian Embassy. Only persons with permanent Namibian Residence, Refugees or Asylum Seekers and Diplomatic representatives are exempted from applying for a Study Permit and Visa. The mentioned categories are exempted on condition that they provide the relevant documentation (i.e. Permanent Residence Permit, approved and endorsed Refugee/ Political Asylum Seekers status, a Courtesy Visa which confirms diplomatic status) to the College. Study Permits, Work Permits

11 This document Must be read carefully – ignorance is no excuse!



and Tourist Visas are not interchangeable. Candidates in possession of a work permit still need to apply for a study permit it offered provisional admission to the college.

Mature Age Entry Prospective students who would like entry to the college through our ‘Mature Entry’ process must be at least 24 years of age before beginning their studies and have successfully completed junior secondary education and have proof of at least one (1) year of relevant work experience relating to the proposed study course. The registration letter will reflect entry via the Mature Age Entry route.

Re-Registration for Following Year All current students need to complete a new registration form for each year before the end of December of the previous year – after results have been given. Full Deposits for re-registration must be paid on or before the 31st January. The remaining fee must be paid regularly each month from the end of February.

De-Registration Procedure

• If a student is absent for more than two Seminars in a single year, it will mean that they cannot complete that year and will have to repeat the year with all the financial implications involved.12

• If a student neglects to hand in an assignment on the required date, they can hand it in late (only by one month) and pay the late submission fee of N$50 directly to the trainer.

• If a student neglects to hand in two consecutive assignments, they will be warned and if the assignments are not immediately forthcoming, they will receive a written warning before being de-registered.

• If a student is derelict in paying their fees, they will be reminded after one month and after the second month, they will be given a warning letter, if no improvement, they may be de-registered.

If a de-registered student wants to continue with their course, they have to pay a N$5000 re-registration fee and fulfil all their outstanding commitments. See re-registration for failing students, below. If a registered student either fails any part of the assessment process and/or does not fulfil the attendance requirements, they will have to repeat the year at a payment of N$5000.

12 Due to the fact the all the courses offered by Headstart are Part-time, students cannot be absent for all the usual funerals, weddings, surgeries and illnesses. Choices have to be made.



Examination Policy No student may write an exam at the end of the year unless the following is adhered to:

1. All required attendance hours must be completed. 2. All files must be completed, marked with a score of 2.5 or above by the last seminar in

the month of October. a. Resubmissions may be made up until the end of October ONLY.

3. All assignments must be completed, marked with a score of 2.5 or above.

• If an assignment does not merit a 2.5 it needs to be re-written and resubmitted in accordance with the trainer’s schedule.

• If an assignment is late – a late marking fee of N$50 must accompany the assignment on submission directly to the trainer.

• Only two assignments may ever be submitted at one time. 4. A repeat writing of the failed examination (with a new examination paper) is NOT

offered at Headstart unless exceptional circumstances are acknowledged by the Academic Committee.

5. All financial commitments must be completed by the end of agreed payment period as per the Financial Contract.

Re-Registration for a failed course/module 1. All students who want to repeat a year due to failure or drop-out must apply, in writing,

to the Academic Committee for permission to do so before the 31st January. 2. Once permission has been given:

a. Complete a new Application for Enrolment form b. Pay any outstanding fees from the previous (failing) year c. Pay the difference between your year one fee and the current fee for the year

you want to repeat OR N$5000 whichever is more. d. Understand that you will have to repeat any assignment that is either different

or you received a mark of less than 2.5; submit a new file/album for marking and attend all seminars/workshops and write the challenge exam at the end of the year.

e. You will subsequently have to pay the current annual fee for any further year of study – if the price increased after you began your studies.

f. During the years of your course, if you fail more than once, you may have to appear in front of the academic committee to ascertain if you should continue.

Recognition of Prior Learning Policy (RPL) Recognition of Prior Learning is the process whereby people’s prior learning can be formally recognised in terms of already registered qualifications and/or unit standards, regardless of where and how the learning was attained. RPL acknowledges that people never stop learning, whether it takes place formally at an educational institution, or whether it happens informally.



The process of RPL is as follows:

• Identifying what a person knows and can do;

• Matching the person’s knowledge, skills and experience to specific standards and the associated assessment criteria of our qualification;

• Assessing the learning against those standards; and

• Crediting the person for skills, knowledge and experience built up through formal, informal and non-formal learning that occurred in the past

In practice what this means is that a learner or an employee’s non-traditional or non-formal experience and learning can be recognised.13 But it must be realised that this is a Montessori-based and biased course and knowledge of that Method of Education is necessary. Only in exceptional circumstances will admission of students through an RPL route be allowed to exceed 10% of the total number of students in the programme.

Duration of Course The diploma programmes are designed to be completed in three (if exit at Level 5) or four years (Level 6) using the part-time model of learning/teaching that allows the student to continue to work/care for family whilst studying at more convenient times.

13 © South African Qualifications Authority 2004.



Course Fees

The Deposit MUST be paid at the beginning of each Module/year!

You are responsible to provide: • Your own writing materials,

• Getting your assignments to the trainers to be marked

• Travelling costs

• Meals during seminars or workshops

Q0066 ECD Pre-Primary Level 5 (240 Credits) Year One - N$10 000 (Deposit N$5000 paid by 31st December – remainder in 5 monthly instalments: N$1000 before 1st February; N$1000 before 1st March, N$1000 before 1st April N$1000 before 1st May N$1000 before 1st June Module 2 (Year Two) N$ 10 000 (Deposit N$5000 to be paid 31st January)– remainder in five monthly instalments starting at the end of February Module 3 (Year Three) N$10 0 00 (Deposit N$5000 to be paid 31st January) – remainder in five monthly instalments starting at the end of February Module 4 if Level 6 is pursued (Year Four) N$ 9500 (Deposit N$5000 – remainder in five monthly instalments Q0652 ECD Pre-Primary Level 6 (120 Credits -One Year Only) N$12 000 (Deposit N$6000 to be paid before 31st January) remainder in 6 monthly instalments: N$1000 before 1st March; N$1000 before 1st April, N$1000 before 1st May N$1000 before 1st June N$1000 before 1st July N$1000 before 1st August

Q0067 Primary (Elementary) (360 Credits) Year One - N$13 000 (Deposit N$6000 to be paid by 31st December) remainder in monthly instalments starting end of January: Module 2 (Year Two) N$ 13 000 (Deposit N$6000)– remainder in monthly instalments Module 3 (Year Three) N$13 000 (Deposit N$6000) – remainder in monthly instalments



• Accommodation costs – we are NOT a residential college and have no facilities for overnight stays.

The College is responsible to provide: • All material to complete the programme, Study guides, practicals book, text books,

lecture support

• All seminars

• All workshops

• Examination costs

• Invigilation costs

• Assessments by qualified assessors and moderators If you would like to complete your assignment or conduct your research at the college – please book a space with the administrator. A limited number of iPads, connected to the internet via Wi-Fi are available at the college for study purposes only. Limited printing will be allowed at a direct cost to the student.

Seminars will be held at the Walvis Bay Campus; Montessori Kindergarten in Windhoek

and at a conference centre in Otjiwarongo always on a Saturday

Workshops will always be held in Walvis Bay Campus ONLY

and during government school holidays Daily From 8.00-16.00



HEADSTART MONTESSORI BANKING DETAILS

Bank: First National Bank

Branch: Walvis Bay

Branch code: 282172

Account name: Headstart Montessori Training College

Account No. 62083639842

Reference: NAME & BANKING NUMBER

Please note:

Only Bank deposits, EFT, or cell phone banking will be accepted (no cash & NO E-WALLET). On registration you will receive a laminated card with your name, ID number and a unique account number.

When depositing your monthly fees, please use your name and account number as the reference.

When depositing fees directly into the account above, please ensure that you keep a copy of the deposit slip, or the EFT ‘Confirmation of Payment’ page, should there be a discrepancy in allocation of fees. You may also give a copy to the Accountant or Administrator.

Cash deposits will be charged a ‘cash deposit fee’ as charged by First National Bank which will be added to your account.



Programmes Available14

• Q0066 - Montessori Early Childhood Development Pre-Primary Teaching Diploma (Level 5) 240 credits – three years duration studying Part-time

• Q0652 - Montessori Early Childhood Development Pre-Primary Teaching Diploma (Level 6) 120 credits – one year of study after completion of Q0066 studying part-time. 60% is the minimum mark to gain entrance into this course.15

• Q0067 - Montessori Primary Teaching Diploma16 (Level 6) 360 credits – 3 years duration studying Part-Time (after completing the first year of Q0066; 60% or above is the minimum to gain entrance to this course this is a bridging year).

General Course Requirements 1. At least 90% attendance of all required workshops/seminars. A register is taken at each

workshop and records are kept on-line together with notes and assignment marks. 2. If you miss more than 2 seminars you will be de-registered and be unable to graduate! 3. Successful completion of assignments for each course module. 4. You may only hand in a maximum of 2 assignments at one time to be assessed. 5. Completion of albums/files and material-making for each module. 6. The albums have to be complete prior to the end-of-year workshop dates to be given. 7. Successful completion of examinations. This will consist of written challenge

examinations in theory and materials. 8. Practicum files must be kept to record your work experience. 9. From year 2 every student is required to spend a minimum of 2 weeks in a Montessori

school during the course for work experience. This has to be completed before graduation can take place.

10. Completion of the requisite practicals for the relevant part of the course.

Prescribed texts

Text Books Many text books are included in the price of the programme. Some will be given out as books, others will be on the DVD that accompanies your programme or you can get them on-line with your unique login details.

1. The Montessori Method by Maria Montessori 2. The Secret of Childhood by Maria Montessori 3. The Montessori Primer (1, 2, 3 & 4) by L M van den Berg 4. The Voice of Montessori

14 All are only offered by way of Flexi-time to allow for work and family commitments to continue. 15 Please notice that if you cannot obtain at least 60% for Q0066 you will be unable to continue to Level 6. However, if you gain between 50-59% you will still pass and graduate at Level 5 16 Terms and conditions apply. Please contact the principal.



5. Constitution of Namibia 6. Kindergarten is too late 7. Beginners Guide to the Montessori Classroom 8. Practical Life Presentations Album 9. Namibian National Professional Teacher Standards 10. Leadership Matters 11. Sensorial Album 12. Practicals and Presentations 13. Montessori Dictionary 14. Bringing the Montessori Approach to Your Early years Practice 15. Leadership Matters 16. Good Principals are the Key

More will be added as we find ones that we are legally allowed to give to our students. Plus, many more! Primers will be given out each year relevant to that particular module and units of work. Please make sure you have all the requisite books. You will be asked to sign for receipt of same

Recommended for further reading

The Discovery of the Child by Maria Montessori Basic Montessori by David Gettman Maria Montessori, Her Life & Works by E M Standing Spontaneous Activity in Education - The Intermediate Montessori Method by Maria Montessori The Montessori Elementary Material - Vol. 2 of the Intermediate Montessori Method by Maria Montessori

Assessment Assessment should provide both the college and the students with evidence of how well the students have learned what we intend them to learn. What we want students to know and what they should be able to do guides the choice of design of the assessments. Detailed records of:

• The standards to be obtained and the assignments that will provide them

• The records of assignment marks

• Late or missing assignments

• Copies of student sms’s

• Comments Are kept on our on-line administration programme – Chalk.com



Headstart Montessori Teacher Training College is committed to a process during which assessment of all its students, programmes and facilities can take place in circumstances of mutual respect. Headstart promotes practices and procedures that ensure proper student support. These include advice and guidance to the student; development needs are matched against unit standard requirements, regular but not unlimited assessment (limited to three attempts17) of the student in terms of the outcome requirements, the identification and support of special requirements and an appeals procedure. Assessment and internal moderation provides for access to assessment through the use of a range of valid assessment methods, the resolving of queries related to unit standard requirements, the use of qualified assessors and regular sampling of findings and action on inconsistencies. Suitably qualified staff will conduct the internal moderation. Headstart provides for proper monitoring and review of the process and record keeping system. Records of students are complete and stored securely, records of internal moderation are retained and made available for the purposes of verification and auditing, and information forwarded to the awarding body for registration and certification is complete and accurate. The assessment system aims to encourage proper review by internal & external moderation, the implementation of corrective action where necessary, the review of the effectiveness of the internal process. The student, future employer and other stakeholders are used to evaluate the quality and effectiveness of Headstart’s stated aims, which will lead to continuous improvement. Headstart achievements against its plan are monitored and reviewed and used for guidance for future development activities. Students will have an assessment plan that we work from. You will be asked to sign this plan as proof that you are aware of the times that assessment activities will be occurring. The plan can be accelerated depending on the amount of time you, the student, can devote to your studies. There are many different types of assessment tools that can be used to assess your proficiency on a given learning objective, and that same activity can be used to assess different objectives. A combination of module appropriate assessment procedures will facilitate the assessment of learning outcomes of this course. These methods will include but not be restricted to:

• final written challenge examinations (a combination of multiple choice questions, short paragraph questions and essay question(s))

• assignments – written research to answer questions, observations, material making and presentations of equipment

• collection of work to make an album/file of work

• practicum work files

• student records of observations and presentations

• projects and

• skills demonstration.

17 If a student is not competent after three attempts, the Academic Committee will meet with the student and

trainer to see if there is any way the college can help with competency.



Note This course should be seen as a tertiary level programme and the assessment procedure reflects this fact. As a student, your understanding of the young child, the Montessori Method and the learning and teaching processes will deepen as you study and pursue your own study agenda. Assessments will be systematically conducted throughout the course by a qualified and registered assessor and will include:

• Note of attendance, preparation, attitude and participation at Seminars and Workshops these will be discussed at faculty level.

• Assessment of files, checking the level of compliance in completing the assignments

• Each assignment will be marked on the scale given to you at your initial interview.

• All assignment mark sheets will be copied as the College will retain the original for your confidential file.

• Assignment assessments will be co-signed by the student

• Marks for in-class tests will form part of the assessment

• The student has the right to appeal the assessment18 o The mark given for the assignments o The mark given for the Theory Examination

50% (2.5 on the marking scale) is the minimum pass mark for assignments, tests & exams although it is expected that students will strive to do better. To progress to a Level 6 course, 60% is the entrance mark, but if that is not gained, graduation at Level 5 remains with 50 - 59% We take the fact that English is a second language for most students into account. Time is spent throughout the course on academic English improvement.

Transcripts Transcripts will be given to each student during January following the completion of a year of study and in March for graduating students. The final mark on the transcript will be a weighted version of all the marks. However, a pass of 2.5 for each area is essential before the student may successfully pass onto the next year of the course. Not yet competent students will have to repeat the year with all that it entails.

Unit Plans At each seminar, unit plans will be given detailing the necessary knowledge that will be covered during that session. Examination questions may be taken from this knowledge.

Self-Tests During each seminar (often within the first 15 minutes), a self-test covering information given at previous seminars will be given. The marks from these tests will form part of the assessment process. If a student is absent or comes late (more than 10 minutes) no self-test can be written.

18 See Quality Assurance Manual for assessment policy



Assignments ▪ Written assignments are assigned at face-to-face sessions and collected at the following

session. For those students in our on-line pilot groups, assignments and other information may be found on-line.

▪ Dates for assignment completion are included in the seminar sequence. ▪ Late assignments will only be accepted when accompanied by a N$50 late payment

fee. No charge if submitted on-time. ▪ No more than two assignments may be submitted for marking at any one time. ▪ All assignments must be completed, marked and returned before final exams may be

written.

Note: 1. All assignment questions are to be answered as fully as possible. 2. Write a minimum of one paragraph per question, rarely a maximum! 3. Leave plenty of space to add to your answers at a later stage, or at the seminars. 4. Collect additional material as you study and keep in your file. The more information you have, the more you will be able to understand and implement what you are studying. Read the section about studying and writing essays before you start. At the first seminar of each year the trainer will explain what is expected and how your work must be set out to gain the most marks.

Sequence of work schedule Ensure that you have registered with the College, have provided all the relevant information and have had the Initial Interview where the timeline of the course is discussed and the Assessment Policy and Procedure is understood.

1. Attend the scheduled classes 2. Complete the relevant self-test and have it marked 3. Receive the appropriate Unit Plan 4. Complete the reading assignment as described in the unit plan. 5. Complete the written assignment. 6. Add to or amend your assignments in light of the information that you received

at the Seminar and/or Workshop. 7. Practice the presentations 8. Complete your observations 9. Take your work to the next seminar and ask the lecturer to briefly look at it and

give you feedback. 10. When ready, ask your trainer to observe your presentations & sign them off

usually during a workshop.19 a. These practical presentations represent the practical assessment section of

the course.

19 Note that practice is VITAL without it, your trainer will NOT sign off your presentation.



11. Show your assignment to the trainer to be assessed. 12. When your own personal reference file/album is complete – give it to your

lecturer for final assessment. a. Always keep a copy as the College will have the file for assessment,

moderation and verification 13. Write the theory examination at the conclusion of each section.

Compulsory Areas of Study The development of learners’ core skills is a key objective of Headstart’s education and training. The opportunity to develop these skills will arise through a range of modules though in-class discussion, assignments, portfolio development, observations etc. The core skills include:

• taking initiative

• taking responsibility for one’s own learning and progress

• problem solving

• applying theoretical knowledge in practical contexts

• being numerate and literate (Vocabulary and Grammar are important)

• having information and communication technology skills

• sourcing and organising information effectively

• listening effectively

• communicating orally and in writing

• working effectively in group situations

• understanding health and safety issues

• reflecting on and evaluating quality of own learning and achievement.

‘SMART’ Teaching Teacher trainers at Headstart use the SMART teaching strategies to specific outcomes which are included in the Unit Plans. These are: Specific objectives - which are given, to make sure that you know what you should know and do. Measurable - by the students as they realise what will be assessed and how. Attainable - for the students Realistic – by having appropriate tasks to complete Time-Appropriate – achievable within the time-span of the seminar/session/course. The teaching mimics Montessori teaching in the classroom with multi-ability students in every year-group; teaching to multiple intelligences and different learning styles.



Early Childhood Development (ECD) Montessori Pre-Primary Teaching Diploma

Year One

Session Unit Title Description Contact Hours

1 Course Orientation session Introduction, assessment requirements,

assignments, Reading lists 8 4

2 Montessori Philosophy

Who Maria Montessori was? Traditional education; Her History, contemporaries,

inventions

8 4.5

3 History of Education Internationally, historically, African roots. Other

education models Piaget, Erickson, Freud

8 4.5

5-day Workshop

Day 1: Exercises of Practical living Definitions, areas, order, exercises –

demonstrations, practice. Album introduction 8 4.5

Day 2: Observations & Assessments

Definitions and types, the Art of Observation. Objective versus subjective observations.

8 4.5

Day 3: Child Psychology Developmental periods; 0-6 development;

Absorbent Mind; spiritual Embryo; Repression in development; conscious & unconscious minds

8 4.5

Day 4: Sensorial Education

Sensitive Periods; Definitions; Perceptual training; Normalisations/deviations; Human

potentialities; Independence, freedom, responsibility; sensorial & geometry; Sequence

and grades of Presentations; Sensorial Keys

8 4.5

Day 5: Psychology: The Young Child

Characteristics; Vertical age groups; inner discipline, multiple intelligence; personality

development; learning styles; emotional intelligence; the secret of childhood; the

prepared environment. Gender awareness.

8 4.5

4 The Professional Teacher

Definitions; The ideal adult; physical, emotional, intellectual growth; Role & responsibility;

professionalism; comparisons

8 4.5

5 Psychology: Early Years

Environment

Definitions and theory of…; the Prepared environment; components of..;

Participants and their roles 8 4.5

6

Cosmic Education

Inclusivity, cultural celebrations; peace curriculum

8

4.5

7 Exercises of Practical Living Continued 8 4.5 8

Sensorial Education Continued 8 4.5

5-day Workshop

Day 1: Exercises of Practical Living

Presentations & Practice 8 4.5

Day 2: Sensorial Education Presentations & Practice 8 4.5

Day 3: Revision of Key Concepts Questions & answers from students for exam

revision 8 4.5

Day 4: cosmic Education Presentation & Practice 8 4.5 Day 5: Revision & written

examination Written exams and assessment of assignments

& portfolios 8 4.5

Total hours 140 80



Early Childhood Development (ECD) Montessori Pre-Primary Teaching Diploma

Year Two

1 Course Orientation session Introduction, assessment requirements,

assignments, Reading lists

4 3.5

2 Cosmic Education continued Connection between history & geography

Tendencies of man

8 4.5

3 Peace Education continued

Montessori & Peace; knowledge of the world and its peoples, similarities and not differences;

peace activities.

8 4.5

5-day Workshop

Day 1: Mathematics Introduction; numeration story of numbers; sequence of mathematical acquisition;

connection with sensorial materials; Geometry; Presentations & Practice

16 9 Day 2:Mathematics

Day 3: Language Sensitivities for language; story of language; vocabulary exercises; reading and writing;

sequence for reading; pink, blue, green, red series; total reading; story-telling

24 13.5 Day 4: Language

Day 5: Language

4 Geography & flags

The world and its form; lands and water; planisphere; puzzle maps; specific maps of

Namibia and Africa; History of flags & personal flags. Flags of Africa and stories

8 4.5

5 History

Overview of time; personal and family timelines; calendars and year sequence; linear calendars;

clocks.

8 4.5

6 Botany

Puzzles and leaf cabinet; simple experiments with plants; recognition of local plants and

trees; parts of the plant

8 4.5

7 Zoology Living and non-living; 5 kingdoms; animal

puzzles; external parts of animals

8 4.5

8 Music & Movement

Appreciation of. Music/Drama/Movement/ Special/theme songs; circle time; bells & music

making Collect assignment 6

8 4.5

5-day Workshop

Day 1: Mathematics Continued 8 4.5 Day 2; Language Continued 8 4.5

Day 3: Art Art as Practical Life; art appreciation; art &

History; art as geography

8 4.5

Day 4: Revision Questions & answers from students for revision

for exams

8 4.5



Year Three

1 Course Orientation session

Introduction, assessment requirements, assignments, Reading lists

Integration of Montessori studies; four important words/phrases

4 3.5

2 Personal self-esteem &

confidence Continual self-reflection; journal writing;

personality traits; change 8 4.5

3 Time Management Time and its usage; Importance of TN;

Personal time management techniques

8 4.5

5-day Workshop

Day 1: children with problems

Special needs; definitions & scope; inclusive education; child abuse; individual prescriptions;

children with impairments

8 4.5

Day 2: Admin & Management

Record keeping; data collection; gender issues staff records & management; recruitment &

evaluation

8 4.5

Day 3: Class report writing Learner evaluation/assessments/ report writing;

parent interviews; communication methods

8 4.5

Day 4: Policies Policy documents; legalities

8 4.5

Day 5: School readiness Definition; collection of needs; practical

application; reporting to parents/schools

8 4.5

4 Curriculum planning Definition, planning with feeder schools; subject

integration; national requirements

8 4.5

5 Staff training & development

Teacher profile; legalities; policy documents; in-service training; basic skills; staff meetings;

computer skills; code of conduct; work ethics

8 4.5

6 Practical Public relations

Mission & vision statements; uniqueness of schools; pamphlets and adverts; prospectus

and/or parent handbooks; open days & information sessions

8 4.5

7 Starting a new school Needs assessment; legalities; finances; 5-year

plan; materials; pupils; staffing

8 4.5

8 Educational vocabulary Vocabulary for report writing; curriculum

planning; communication with parents 8 4.5

5-day Workshop

Day 1 Revision curriculum 8 4.5 Day 2 Revision school readiness 8 4.5 Day 3 Revision Policy documents 8 4.5 Day 4 Revision questions & answers for exams 8 4.5

Day 5 Written exams and assessment of assignments

& portfolios 8 4.5

Totals for Level 5 420 240

This is the completion of the exit Level 5 Diploma – 240 credits

+120



Q0652 Montessori ECD/pre-primary Level 6 – 120 Credits 1

Course Orientation + Montessori Pedagogy & Practice for Supervisors

Introduction, assessment requirements, assignments, Reading lists; Interviews Promote excellence in Practice; equality of opportunity and respect for diversity. The child; the adults (including parents And governmental agencies) and the environments (Including the home) Set Research assignment 7 for October.

16

20

2

3 Rights of Children Legalities; responsibility of adults; portfolio records.

8 5

4 Rights of children continued

Continue with Rights of children including AIDS; orphan and vulnerable children; education for all

8 5

5-day Workshop

Curriculum, syllabus & scheme of work for the Pre-

primary school

Correlate the Namibian curriculum with the Montessori curriculum; meeting assessment standards

40 25

5 Creativity in children

Creative problem-solving ideas and methodology; Edward de Bono material; mind maps, creative play, creativity

8 5

6 Hygiene & Safety Hygiene of the facility; safety; first aid; emergency procedures

8 5

7 Health Care Common childhood diseases; allergies; HIV and transmission; care and support of vulnerable children

8 5

8 Revision

Revision of all subjects covered during the years. Check portfolios to be completed for display and graduation

8 5

Before end of year

Teaching under supervision

A teaching internship must be organised before the start of the fourth year and be completed before December of the same year. The college must approve of the school chosen and the supervising teacher.

125 hours 20

5-day Workshop

Day 1: Acquire an in-depth knowledge of the culturally integrated subjects in the curriculum with particular emphasis on physical science.

32 20 Day 2:

Day 3:

Day 4

Day 5 Written exams and assessment of assignments & portfolios

8 5

140 120

Final Totals 560 360

This is the completion of the exit Level 6 Diploma – 360 credits



The Primary (Elementary) outline will be given out at the beginning of the academic year for each year.

Observation Centres WALVIS BAY Casa Montessori Pre-Primary School Principal: Micaela Connor 4 Seventh Street, Meersig, Walvis Bay Cell: 0812623167 [email protected] PromiseLand Principal: Jessica Mostert Kuisebmond Tel: 064 204027 [email protected] SWAKOPMUND Sunshine Corner Montessori Pre-Primary School Email: [email protected] Telephone: 081 7896530 Address: 30 Dr.Alfons Webber Street, Kramersdorf, Swakopmund P.O.Box: 3125, Vineta, Swakopmund Busy Bodies Pre-Primary School 17 Harder str Vineta (21.46 mi) Swakopmund, Namibia 0000 Tel: 064 400 188 ARANDIS Talitha Kumi Christian Academy Tel: 064-511 031 P. O Box 8 [email protected] WINDHOEK

Windhoek Kinderhaus PrePrimary CC Principal: Michaela Triebner Physical Address: 1-3 Barella Street, Windhoek Telephone: + 264 61 402543 Cell: +264 81 600 89 19 [email protected]

One World Montessori School Principal: Gina Giampaolo PO Box 9584 38 Dr Kwame Nkurmah Windhoek, Namibia Cell: 081 272 3222

Wake-up! Early Education Centre 17 Akureyri Street, Otjomuise, Windhoek Cell: 081 4535880 [email protected] Montessori Kindergarten Principal: Hileni Shikongo 1 Ceder Street, Suiderhof Tel/Fax: 061-229897 [email protected] Clash Dr Frans Indongo Street 80, Windhoek Tel: 061 232 704 [email protected] The Childrens House Principal: Petra von Oehsen 26 Mozart Street, Windhoek West Tel: 061-257866 www.montessori.edu.na [email protected] Little Penguins Montessori Pre-Primary School Cnr Willemien & Jeanette Streets Ludwigsdorf Windhoek Tel +264 (0) 227769 e-mail: [email protected] Lighthouse Montessori Cell: 081 781 7476 [email protected] OKAHANDJA Kids Paradise Cell: +264 85 616 1020 [email protected]








http://www.montessori.edu.na/






OTJIWARONGO Footprint Montessori School Rikumbi Kandanga Street 74 Cell: 081 611 0057 [email protected] ONGWEDIVA Superkids Montessori Pre-school and Day care Principal: Raina Kakoro Erf. 3559, Kahumba Kandola Street Cell: 081 141 6342 [email protected] OSHIKOTO Region Lano Private School and Training Centre Oshikoto Region 081 127 9577 PO Box 16212 Onayena LUDERITZ Brightstart Montessori Pre-Primary School Schinz Street, Luderitz Tel: 063 202588 [email protected] Montessori Toddler Group Diane Metzger [email protected] There are other fledgling Montessori schools opening throughout Namibia and as they become open to having students – we will add to this list.






Learner Records Copies of application forms will be kept in individual files. Documentation for all assignments handed in for marking will be kept securely & confidentially before returning to the student. A copy of all mark sheets will be kept on-line and sent to the student A record of attendance and payments will be maintained. Copies of all correspondence between the college and the student will be kept in their personal files, plus records of any personal meetings.

Portfolios: Collection of work - Preparation of Albums/Files Montessori albums/files are guidebooks that are designed to help teachers trained in Montessori methods refine their skills. Incorporating tips from world leaders in education theory and practice, these albums are invaluable to new teachers and veterans alike. They can be used to generate new classroom activities as well as to brush up on the basic principles of quality instruction.

As per International Montessori standards, we require prospective Montessori Adults to complete comprehensive albums/files on each of the curriculum areas in the Montessori classroom.

• Practical life,

• Sensorial,

• Maths,

• Language,

• Cultural

• Management & professionalism

• Assignment albums which can be included within the other albums/files

These albums/files are considered to many as their reference books. Each album contains a step-by-step guide for all of the works in that particular subject along with pictures or illustrations showing the set-up/sequence of presentations It is a purposeful collection of student work that exhibits the student's efforts, progress, and achievements in one or more areas of the curriculum.

In this new era of performance assessment related to the monitoring of students' mastery of a core curriculum, albums/files/portfolios can enhance the assessment process by:

• revealing a range of skills and understandings one students' parts;

• support instructional goals;

• reflect change and growth over a period of time;

• encourage student and teacher reflection; and

• provide for continuity in education from one year to the next.

Trainers use them for a variety of specific purposes, including:

• Encouraging self-directed learning.



• Enlarging the view of what is learned. • Fostering learning about learning. • Demonstrating progress toward identified outcomes. • Creating an intersection for instruction and assessment. • Providing a way for students to value themselves as learners. • Offering opportunities for peer-supported growth

Skills Demonstration At the beginning of the course, a ‘Presentation & Practicals’ booklet will be given to the student as part of the documentation package. This booklet contains a good cross-section of presentations of equipment in all the areas of a classroom environment. All the presentations must be practiced and signed off by a qualified Montessori Adult before graduation. This booklet acts as an authentic record of exactly what equipment the student is able to present to children in the classroom environment.

Graduation On successful completion of all the requirements of the course you will be awarded:

▪ a Diploma, ▪ a copy of the NAQ registration details plus ▪ a final Statement of Results. ▪ You will not be able to graduate if you have any assignments or fees outstanding. ▪ Graduation will be held in Walvis Bay, usually at the Town Hall in March of each year. ▪ Each student will be able to invite guests to enjoy the occasion with them. ▪ Level 6 Graduates will be allowed to wear caps and gowns which can be hired from the

campus for a deposit and fee.

Diplomas On completion of the requisite credits and all the course work including portfolios, challenge examinations, observations, teaching practice and also, having no outstanding fees, library books or unresolved disputes, Headstart Montessori Teacher Training College will award the successful student with a diploma that will reflect the level of competence:

Passed with Honours 5+ Passed with Distinction 5 Passed above average 4 Pass (Showing competence) 2.5 The College logo will be a feature of the certificate. The full registered name & ID of the student will be shown on the certificate. It will reflect the course name. The certificate will have the name and address of the College. The certificate will be numbered in accordance with the policy of the College.



It will be signed and dated by the Principal and Vice Principal. It will show the registration details from the Qualifications Authority.

Assessment Appeals & Disputes Procedure As a student you have the right of assessment appeal. If you wish to appeal, please follow the procedure set out below: Please complete this form and return it to: The Programme Director Should you have not received a response within 5 working days please appeal directly to the Principal on the following telephone line: (064) 220959 Step 1 Where a student disagrees with the assessment given s/he must explain the reasons for this to the assessor concerned as soon as possible. In most circumstances this will be immediately after receiving the assessment decision. The assessor should consider the student’s explanation and provide a response through: A clear explanation or a repeat explanation of the assessment decision following a re-evaluation of the evidence Completion of section 1 of the Student’s Appeal Form Amendment of the student’s assessment record, if appropriate This should take place within 5 working days. If the student agrees with the outcome at this stage then the appeal will not proceed further. If the student is not happy with the outcome then the Appeal will proceed to Step Two. Step 2 The assessor forwards, to the Internal Moderator (IM) for the relevant Unit within 5 working days of Step one: The original assessment record and student evidence, where appropriate The Student Appeal Form with section 1 completed The IM re-considers the assessment decision, normally involving an evaluation of: The student’s evidence and associated records The assessor’s rationale for the decision The opinion of another assessor The opinion of the student The IM should complete Section 2 of the Student Appeal Form and provide the student with the re-considered decision within 14 working days of receiving the Appeal. Where the student remains unhappy with the reconsidered assessment decision, the Appeal must proceed to the Investigatory Panel (Step Three). Step 3 If no resolution has been reached, the Step Two Internal Moderator forwards the details to the Chief Internal Moderator (CIM). These should include: Student Appeal Form Assessment records Any written comments from the I.M (e.g. background details)



The CIM will then, within 10 working days, convene a panel comprising: The CIM; The Stage Two IM; Another IM from the same programme area The panel will evaluate the situation and complete Section 3 of the Student Appeal Form and the student will be informed of its decision within 5 working days. If the student is still not satisfied with the outcome s/he has the right to take the Appeal to the Appeals Panel (Step Four). Step 4 The CIM will then forward relevant details to the Programme Director and these should include the: Student Appeal Form, appropriately completed (including the reason for the decision of the Investigatory Panel Assessment record sheets Written comments from the IM (as supplied to Step Three Panel) The Programme Director will convene, within 10 working days of notification, a panel comprising of: The Director for Quality Assurance; The Step Two IM; The original assessor The student should be invited to attend with a friend or colleague of the student if they wish. The panel will reconsider the assessment evidence, led by the director for Quality, Assurance. The panel must reach a decision and inform the student of the result within 5 working days, in writing. The decision of the panel is final. Records of all Appeals should be logged and made available as appropriate to: The External Verifier

Transfer Policy There is no automatic policy of transfer from one Training College/Course to another. Students wishing to transfer from any other Montessori Course/institution or non-Montessori childcare programme will need to contact the Dean of Students. Uniformity, consistency and integrity of programme operations compel a strong preference for strict compliance with all curriculum requirements within the confines of the current programme operation. Recognition of Prior Learning20 will be applied through the office of a registered assessor. Any qualifications employed as to transfer placement and credit for prior learning will therefore be subjected to the highest standards of scrutiny and justification. There can be no transfer from one teaching institution to another during the year. This can only be performed before the academic year starts. Transfers between the venues within Headstart have to requested in writing and cannot be guaranteed.

20 See RPL policy



The transferring student would be required to pay for any ‘top-up’ course and theory examination and the practical examination and must be able to produce his/her portfolio of work at the appropriate level to substantiate level of compliance with the specific Headstart Montessori Programme. The transferring student will subsequently be advised, in writing, of the outcome of the assessment process and for which parts of the Headstart Montessori Course they will be given credit.

Dismissal of Students Policy

Criteria for Dismissal:

• Arriving on campus property under the influence of alcohol or drugs. Forcible removable by security may be necessary.

• Incorrect information deliberately given on the Application form.

• Non-compliance with the requirements of the course.

• Theft of intellectual property – blatant plagiarism

• ‘Common or garden’ theft of property – legal action will be taken

• Continual harassment to staff and/or other students21

• Work standard not adequate after the Training College has provided additional academic assistance and advice.

• Non-appearance at lectures and tutorials without valid reasons (90% attendance is required) make-up sessions may be arranged with the relevant trainer with the knowledge and permission of the Programme director.

• See Ethics policy.

• Failure to make tuition payments when due.

Procedure for Dismissal: 1. Student is given two, separate, verbal warnings. Each warning clearly stating

the problems, each warning in the presence of two faculty members. 2. If the same problem continues to persist after step1, the student is given a

written warning that the student must sign in the presence of two faculty members.

3. If the same problem continues, even after implementation of steps1 and 2, as above, the student is given a letter of dismissal and is requested not to return to the course.

4. No further payments are due from the student. Previous payment is forfeited.

Withdrawal or Cancellation of Application (Registration) Procedure 1. A faculty meeting with the student wishing to withdraw or cancel their registration is held to establish the reasons for the same.

21 See harassment policy



2. In the case of pregnancy or illness, or financial hardship, a deferral of the course for up to two years can be arranged. A new agreement will be entered into whereby the student will be responsible for the payment of the new fees less any amount already previously paid. 3. If the reason(s) for withdrawal/cancellation is/are due to any other reason than stated in #2, all previous payments will be forfeited forthwith. A potential student may cancel any application/registration and receive a refund of all monies paid less banking charges, within two weeks after registration during the ‘cooling off’ period.

Insurance Cover The Headstart Montessori Teacher Training College is covered by means of a ‘Public Liability’ insurance policy for any person who uses the facilities of the College. It is up to the individual student to ascertain if this facility is available in any other school that is visited.

Future Employment Headstart Montessori Training College cannot guarantee employment placements for its graduates, but vacancies in schools are circulated to graduates and students as they come to the notice of the College.

Grievance Policy If a lecturer, trainer, staff member or student associated with Headstart Training College wishes to express a complaint relating to a programme or action of an employee, or any other person associated with the College he/she is encouraged to utilise the following process:

- All complaints and responses need to be formalised in writing, detailing the complaint, the name(s) of the programme official or employee involved in the matter and any other specific statements relative to the cause of action. - All complaints must initially be addressed to the Programme Director. - If the matter cannot be amicably resolved within 14 days of receipt of the initial complaint the matter will be forwarded, in writing with all the relevant documents to:

A qualified arbitration specialist who will be appointed at the discretion of the Programme Director or Principal. This Specialist, as an impartial, independent investigator will decide the matter under arbitration and submit a written recommendation to the College who will reconsider the adverse action based on the decision of the investigator. All pertinent data relating to the grievance/investigation will be maintained with the student's records. A Harassment policy is included in this document.



Observation Sessions As an integral part of the Courses, ‘Directed Observations’ are necessary for the completion of the course. The precise directions and sequence for these various observations are to be found, together with the assignments, at the end of each chapter of work in your Study Guides. Please read them before attempting an observation! To facilitate a successful observation the following points should be considered:

1. Read what is required for any specific observation. Make a list to enable you to focus on key issues and provide a comprehensive basis for your report.

2. Read the appropriate chapter of work to gain insight as to ‘why’ the student needs to observe the specific areas, children, adults or incidents.

3. Your observations should always be confidential and no names or identifying features should be written down.

4. Try and be as objective as possible, removing all preconceived ideas and notions. 5. Reports should be brief and ‘to the point’. Make sure that you have noted what was

requested. Observations are important as the Montessori teacher bases much of her preparation on the

observations she has made.

Quality Assurance

The Quality Assurance Manual (QAM)22 acts as the central repository of the processes that underpin Headstart’s approach to the management of quality.

It details a range of procedures and codes of good practice that help to order the Institution’s approach to quality assurance in the following areas of activity:

• Policies • Definitions • Design and approval of programmes • Teaching and learning • Student support • Assessment • Monitoring and review

The documents in the Manual carry certain expectations for the action that should follow. Those identified as procedures and frameworks require any future partner institutions to follow specific processes approved by the Headstart Training College.

22 See Quality Assurance Manual available from the college

http://www.ex.ac.uk/admin/academic/tls/tqa/#Policies

http://www.ex.ac.uk/admin/academic/tls/tqa/#Definitions

http://www.ex.ac.uk/admin/academic/tls/tqa/#Design

http://www.ex.ac.uk/admin/academic/tls/tqa/#Teaching

http://www.ex.ac.uk/admin/academic/tls/tqa/#Support

http://www.ex.ac.uk/admin/academic/tls/tqa/#Assessment

http://www.ex.ac.uk/admin/academic/tls/tqa/#Monitoring



Codes of good practice set a minimum standard, with the expectation that they should be observed unless the partner concerned can demonstrate processes that exceed the criteria detailed in the codes. In addition the Manual contains a variety of guidance and advice that is commended to users to assist in the enhancement of the student learning experience.

Plagiarism and Cheating Students are expected to observe the same standards of scholarly integrity as their academic and professional counterparts. Students, who are found to have engaged in unethical academic behaviour, including the practices described below, are subject to penalty by Headstart Montessori Teacher Training College. In this regulation, "work" is defined as including the following: written material, laboratory and computer work, musical or art works, oral reports, audio-visual or taped presentations, lesson

plans, and material in any medium submitted to an instructor for grading purposes.

Plagiarism A student commits plagiarism when he or she:

• submits the work of another person as their own original work • gives inadequate attribution to an author or creator whose work is incorporated into

the student's work, including failing to indicate clearly (through accepted practices within the discipline such as footnotes, internal references, and the crediting of all verbatim passages through indentations of longer passages or the use of quotation marks) the inclusion of another individual's work

• paraphrases material from a source without sufficient acknowledgement as described above

Students who are in doubt as to what constitutes plagiarism in a particular instance should consult their course instructor.

Multiple Submissions ‘Multiple submission’ is the resubmission of work by a student that has been used in identical or similar form to fulfil any academic requirement at Headstart or another institution. Students who do so without prior permission from their instructor are subject to penalty.

Falsifying Materials Subject to Academic Evaluation

Falsifying materials subject to academic evaluation includes, but is not limited to:

fraudulently manipulating laboratory processes, electronic data or research data in order to achieve desired results

using work prepared by someone else (e.g., commercially prepared essays) and submitting it as one's own

citing a source from which material was not obtained

using a quoted reference from a non-original source while implying reference to the original source



submitting false records, information or data, in writing or orally

Cheating on Assignments, Tests and Examinations Cheating includes, but is not limited to:

copying the answers or other work of another person

sharing information or answers when doing take-home assignments, tests and examinations except where the instructor has authorized collaborative work

having in an examination or test any materials or equipment other than those authorized by the examiners including cell phones or pieces of paper not given by the college

impersonating a candidate on an examination or test, or being assigned the results of such impersonation

Aiding Others to Cheat It is an offence to help others or attempt to help others to engage in any of the conduct described above.

Enforcement and Penalties Faculties and departments have the authority to enforce proper standards of academic integrity by whatever internal procedures seem most appropriate to their disciplines. In all cases, a student suspected of plagiarism or cheating must be notified of an allegation (which must be documented fully by the instructor), and the student must be given a reasonable opportunity to be heard. If there is convincing evidence to support an allegation, penalties will be imposed by the academic department, the faculty, or the Principal. The academic department in which the course is offered may impose penalties only at the course level; the faculty in which the student is registered may impose penalties only at the program level; and only the Principal can suspend a student either temporarily or permanently. Penalties may be combined within or between levels. Academic staff have a duty to ensure that the punishment fits the offence; e.g., normally, for a first offender, only penalties at the course level should be imposed. The following penalties, in ascending order of severity, may be imposed for plagiarism, cheating or related offences. At the assignment level:

a simple reprimand (no transcript entry) requiring that the student re-do the assignment or a similar assignment (no transcript entry)

assigning a failing grade for the assignment (no transcript entry)

assigning a failing grade for the assignment (grade change recorded on transcript) At the programme level:

disciplinary probation for a defined period (transcript entry for period of probation)

permanent record entry on the student's transcript At the College level:

temporary suspension (permanent transcript entry)



permanent suspension (permanent transcript entry) If the student has a previous record of infractions, the department or faculty may wish to consider, or recommend to the Principal, a more severe penalty. A student on whom a penalty has been imposed for an offence against academic integrity may additionally forfeit the opportunity for graduation "With Distinction." The College reserves the right to use a plagiarism detection software program to detect plagiarism in essays, term papers and other assignments.

Appeals A student may:

appeal a decision made by an instructor to the head of the department in which the student is registered

appeal a decision made by the head of department to the Dean of Students of the faculty in which the student is registered

appeal a decision made by the Programme Director to the Principal.

Assignment Submissions Assignments are used by the college to ensure that the student is gaining the requisite information as the course progresses. If assignments are not submitted we do not know if you are ready to write your exams, you may have incorrect information! The initial Cost of marking assignments is inclusive in the price of the course, however,

• All assignments and the relevant practicals must be submitted and marked and signed BEFORE any examination may be written.

• All assignment MUST be submitted on time.

• Late assignments will mean a penalty of N$50 per assignment will be levied and must be paid, to the trainer, BEFORE the assignment is marked. This penalty fee must accompany the late assignment.

• No more than 2 assignments may be submitted at one time.

• Resubmissions (a maximum of three per assignment) will be marked ONLY if a marking fee accompanies the resubmission.

Re-registrations Re-registrations are allowed on an individual basis and in consultation with the senior trainer and Principal or Dean of Students at a cost of N$ 5000.



Harassment Policy Headstart Montessori Teacher Training College is committed to a policy of equality of opportunity and aims to provide a working and learning environment which is free from unfair discrimination that will enable staff and students to fulfil their personal potential. All individuals should be treated with dignity and respect whether at work or study; staff and students have an important role to play in creating an environment where harassment is unacceptable. The purpose of the policy is to assist in developing and encouraging a working and learning environment and culture in which harassment is known to be unacceptable and where individuals have the confidence to deal with harassment without fear of ridicule or reprisals. This policy aims to ensure that if harassment or bullying does occur, adequate procedures are readily available to deal with the problem and prevent it reoccurring. Harassment can have a detrimental effect upon the health, confidence, morale, learning and performance of those affected by it. Steps to take if you are harassed/bullied - what to do and who to contact: If you feel that you are being subjected to any degree of sexual, racial or other form of personal harassment, including bullying, do not feel that it is your fault or that you have to tolerate it. There are various ways in which you can deal with harassment from simply asking for it to stop, through to making a formal complaint. If you feel you are the victim of harassment you should keep a written record for all relevant incidents, including dates and times and if appropriate the names of any witnesses to the incident or incidents. Step One - informal action Tell the person their behaviour is offensive and ask them to stop If at all possible, tell the person that their behaviour is causing you offence and that you want the unacceptable behaviour to stop. Frequently the harasser is unaware that their actions are inappropriate or objectionable or there may have been a misunderstanding or misinterpretation. You can use phrases like:

'I find your behaviour/remark offensive and I want you to stop'. ‘Please stop doing that!’

Even where the behaviour was intentional, a swift and clear indication that the behaviour is unacceptable may well be enough. Get some support from a friend or colleague If you feel unable to confront the person directly, or talking to them has had no effect, or if you want to talk it through with someone else then talk to a friend or colleague, it may enable you to gain the confidence to handle the situation. Alternatively you can seek a confidential meeting with anyone in the Harassment Advisors Network. Speak to one of the Network of Harassment Advisors All staff members at the College have volunteered to undertake this role. o They will be prepared to discuss any matter with you, however sensitive. o They will listen to you carefully and inform you about your choices of action.



o They will then help you decide what you wish to do or have done about the harassment. Your discussion will be treated in confidence. In some circumstances your Advisor may need to consult others in order to decide the best way to help you. This is likely to be necessary if, in their judgement, there is an unacceptable risk to you, another person or the College itself, but, in all cases, they will discuss this with you beforehand and confidentiality will be maintained. Step Two -formal action Make a formal complaint in writing If informal action proves ineffective and you wish to make a formal complaint you must do so in writing. Your advisor will provide you with guidance on who to write to and will assist you with the letter. Staff should address a written complaint to: The Programme Director Students should address a written complaint to: The Programme Director You will receive an initial response to your formal complaint within five working days. A preliminary investigation will be made which will be appropriate to the nature of your complaint and appropriate for staff or students. You may be accompanied by a colleague, another student, or a harassment advisor at any meetings. Although the investigation may require you to recount details of specific incidents, you will not be asked to do so unnecessarily or repeatedly. The outcomes from such an investigation may include: o Further discussion with the parties concerned o Instigation of the Grievance Procedure o Instigation of the Disciplinary Procedure

Whatever decision is taken you will be informed of it and of the reasons for it.

No one should fear that they will be victimised for complaining about bullying/harassment.



Appeals Form

Name of Student

Name of Assessor

Date

Brief details of Unit Standard and Assessment Criteria

SECTION ONE

Student’s reasons for disagreeing with assessment decision

The Assessor’s rationale for the decision

Student’s signature Assessor’s signature

SECTION TWO

Internal Moderator’s reconsidered decision and rationale

Internal Moderator’s signature Advising Assessor’s signature

Date

SECTION THREE

Decision and rationale of the Investigatory Panel

Signature of CIM Convener

Date

SECTION FOUR The above decisions have been

explained to me and I accept the assessment decision.

Student’s signature

Date



Blank



Recognition of Prior Learning Form

Learner applicant: ___________________________

Assessors: 1 __________________________Reg. No. ____________

Assessors: 2 __________________________Reg. No. ____________

Date of assessment: _______________ Date of completion: ____________

Evidence to be assessed: Appropriate Unit Standard School leaving certificate Mathematics fundamentals Literacy fundamentals E.C.D. Standards (up to and including Level 4) Other related Unit Standards Work Experience E.C.D. Au pair Learnership Age / Life experience Witness and other Reports on practical experience Testimonials Portfolio Videos of practice / presentations Performance records References Use additional paper and staple to this form together with anything that may assist in the assessment of prior learning.

Result: Assessor signature: _________________________ Date: _____________ Assessor signature: _________________________ Date: _____________ Communicated to Student: Yes/No Date: _____________ Student’s Signature _______________ Date: _______________



Material Practice Log other than at Seminars/Workshops

Date Time Venue Supervisor’s signature



Observation Log

Date Time Venue Supervisor’s signature



Application for Admission Form First Name

Title Dr Mr Mrs Ms Miss other

Gender

Home Language

Postal Address

Residential Address Region of origin: ID or Passport number

Non-Namibian study Permit details

Nationality Nationality code:

Any Disability

Telephone Work Fax Telephone Home Cell

Date of Birth Age

Marital Status New or Repeat

Maiden Name if applicable Year of Study:

e-mail address

Educational Qualifications Institute Year Duration Region of grade

12

Profession/work/job

Profession of parent OVC Yes No

Societal Status (marginalised)

Financial Sponsor (if any)

Course Montessori ECD/Pre-Primary Level

Do you have a criminal record?

Have you been imprisoned?

This fully completed application form must be accompanied by:

1. A Certified copy of your Matric/Senior Certificate/Grade 12

2. A Certified copy of your ID/Passport

3. 2x passport-size photographs

4. Proof of payment of your deposit/registration fees

Names and address of three referees who will testify to the applicant’s physical health, communication skills and basic intellectual capacity to satisfactorily complete all programme requirements and to function as an effective Montessori teacher.

1.____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________



Seminar & Workshop Dates Calendars will be given out at the initial interview at the college. All multi-day workshops will be held at the campus in Walvis Bay unless by previous arrangement.

Calendar Notes:

▪ Seminars are always held on Saturdays starting at 8am and ending at 2pm with NO BREAKS except for comfort breaks. Bring bottles of water, juice etc

▪ If you are not sure if you can fulfil the attendance requirements of the course – please DO NOT REGISTER.

▪ You must attend 90% of the seminar/workshop sessions before you can write your examinations

▪ You may NOT arrive late or leave early except in exceptional circumstances and the time will be deducted from your hours.

▪ NO ONE other than yourself can sign/answer the register for you. ▪ Seminars are always held in Walvis Bay at the campus or Windhoek, or Otjiwarongo ▪ Workshops are always held in the government school holidays, during the first

(April/May) and last holiday (December). ▪ Workshop sessions start at 8.00 am and finish at 4.30pm ▪ Always phone the office to ensure that no changes have been made. ▪ If you cannot attend a seminar/lecture please let the college know. ▪ Schedule all non-emergency surgery at times that will not interfere with your

attendance. ▪ Make sure that you come to a seminar/workshop ready to learn and practice as directed

– failure to be compliant in this regard may entail a notation in your file and probation followed by suspension if the matter is not rectified.



Appendix A: Ethics Policy

Student teachers all hope to one day become teachers of children, working in schools and being an integral part of the community. They are expected to become models whom the children will want to emulate. Because of this, it is vital that students are of good character and standing in the community. After your interview and in light of the role of technology in daily life. It is incumbent on the college to check to ensure that you are suitable to be a student at Headstart. You had two questions on your application form that have to be completed, after which the college will consider the following factors that will have an impact on your being

accepted into Headstart:

• If you have a criminal record: Your past records will be assessed, and a

decision will be made based on the same. A suspended sentence will be seen as the same as a prison sentence.

• If you were accused & convicted: of a crime, whether or not you received a suspended or custodial sentence or a fine of any nature it is improbable that you have the moral stamina to be a teacher23

• If you have been convicted of escaping: In case you have been found guilty of escaping from detention (during or while detention or had escaped and were taken into detention later), it will have an adverse impact on your application.

• If you are/were associated with a criminal group: In case you have been a member of organisation or group that has bad records and the police reasonably suspects your involvement in the group/organisation’s criminal activities, it will impact your application.

• If you are/were involved in any crime or offensive acts: If the police force in Namibia or any other country reasonably believes your involvement in criminal acts your admission will be refused

• Your past records prove you of an immoral character: If your past and/or present records show that you are not of a good character24 you will be denied the opportunity to study at Headstart.

• If you are found to have lied concerning any criminal convictions, moral or character flaws that might impact on your ability to become a teacher – your admission will be denied.

• If you have knowingly lied in any way during the admission process and/or the duration of the course the college will be entitled to take steps to ensure that you cannot represent being a graduate of the college.

23 You can appeal the decision of the College if you feel there is sufficient reason to do so. 24 In line with international standards, it is possible that your on-line presence will be examined by

College staff.



• Lying, cheating, harassing, non-attendance; not submitting assignments; failing to keep to the standards of the college all indicate that maybe you shouldn’t be a teacher.

Teachers graduating from Headstart should hold to the highest moral standard and failing to do so could incur penalties or even deregistration. Please Note: Signing up to complete a course of study at Headstart without the means to pay for the course is tantamount to lying and/or being deceitful. If you do not have the means to pay for the course. Delay signing up until you have a source from which you can pay. This prevents unpleasantness all around.



Appendix B: Sponsorship Policy

Sponsorships allow deserving students to attain their educational goals, meet their professional objectives and succeed to their fullest ability. Many students applying to study at Headstart Montessori Teacher Training College are sponsored by:

• employers,

• non-governmental organisations,

• schools,

• churches and

• other individuals, parents, relatives etc. The college has put a policy into place to ensure that sponsors and students adhere to the rules of the college. Due to the different types of sponsorships, each sponsor has their own set of requirements from the prospective student and/or college. This policy contains what the college requires from the sponsor and prospective student.

Nomination and application procedures Sponsors/students must verify that their Sponsorship Candidates meet the criteria described in the admittance policy of the college as found in the prospectus, which each prospective student receives prior to admittance. All Sponsors must complete the Sponsorship Verification Form (attached) and the student must send/bring this to the college before final registration can take place. Failure to send the form, together with confirmation of the initial payment having been deposited will prevent registration for study. The college will check to assure that the financial commitment made by the Sponsor reasonably confirms that the prospective student/sponsorship candidate and sponsor meet the eligibility requirements. Sponsorships may not be sold, transferred or assigned and are not convertible to cash. Sponsorship Candidates must comply with all applicable enrolment and registration deadlines published for all prospective students. Sponsorship candidates must enrol for their appropriate course of study by the last registration deadline.



Annual sponsorships may be a one-time gift or they may be replenished each year after renewed application, this is dependent on the Sponsor and it is the responsibility of the student to enquire if there are any restrictions to the sponsorship. Sponsors should only renew sponsorship for a further year/course of study if the recipient successfully completed the previous year. This should avoid ‘career students’ or students who are not really interested/capable of their course of study.

Application procedures when sponsorships are involved: It is important that this process is started early, otherwise the prospective student may miss the registration deadline.

1. The student applies to the college and receives a current prospectus including this policy.

2. The prospectus is read, and any questions noted for the personal interview. 3. All necessary documentation is collated. 4. The college is contacted for a personal interview 5. During the interview:

a. the prospectus is explained; b. it is established if a sponsorship is being sought and the policy is explained; c. any outstanding questions are asked, and documentation is checked for

completeness and authenticity. 6. If the student is acceptable to the college, a letter of provisional acceptance, pursuant

on completion of all financial obligations, is given. 7. The student approaches their sponsor, giving them this policy document + the

provisional acceptance letter. 8. When the sponsor is satisfied, they complete the Sponsorship Verification form and it,

plus ½ the annual course fee is sent directly to the college referencing the name of the student.

9. ♯8 must be completed before the end of the registration window – no exceptions will be made.

Please ensure that this procedure is followed timeously. Please note: if you the sponsor fails to keep to your financial responsibility, it will be the student who suffers. Do not hesitate to contact the college if you have any further questions. Dr Lindsay van den Berg (Principal) February 2017



Sponsorship Verification Form

This form must be completed by the sponsor and returned to the College. ___________________________________________________ has applied for entry into Headstart Montessori’s ____________________________________ course of study for 20________ . I/we have agreed to sponsor this prospective student. Name of Sponsor/Company _____________________________________________ Relationship (if any) to the applicant? _____________________________________ Contact details: _______________________________________________________ Contact person: _______________________________________________________ Current Annual Amount of Sponsorship: ___________________________________ Is this sponsorship dependent on the prospective student working for you/or repaying the amount of the sponsorship? ___________________________________________ If so, please explain: ___________________________________________________ ____________________________________________________________________ Name of prospective student: ____________________________________________ ID Number: __________________________________________________________ Name of course: ______________________________________________________ Annual cost of course: _________________________________________________ Contact details: _______________________________________________________ ½ of the sponsorship money must accompany this form. The remainder must be paid in full by

31st May. Questions you may want to ask the candidate:

1. Has the prospective candidate for sponsorship read the prospectus and can they explain the course that they want to study?

2. Has the prospective candidate fulfilled all the requirements for admittance? 3. Has the prospective candidate explained to your satisfaction that they are ready and

willing to fulfil all the necessary components of the course and they have the resources to complete the course in the time available?

4. Does the prospective candidate realise that they are responsible for travelling and accommodation costs?

5. If the prospective candidate has to fulfil any further work requirement, or repay the sponsorship for any reason, do they fully understand those commitments?

I hereby certify that I have personally prepared the above verification form honestly and without prejudice. I/we understand my/our financial commitment to the prospective candidate and affirm that I/we will faithfully transfer the amount of the sponsorship as per the schedule. _______________________________ ________________________ Signature of Sponsor Date Signature of Witness

Documents

Headstart College Student Handbook 2019 · 2019-01-22 · Headstart Montessori Teacher Training College is a privately-owned Montessori Teacher Training College registered with the