$0**1(2323 ( - headstart · !"#$%&''#() ! ! *%+,&$%!-.$,/##0! !!...

Headstart College Student Handbook 2020

Montessori Student Handbook

© Headstart Montessori 2019 2



Table of Contents:

WELCOME ..................................................................................................................................................... 6

SO, WHO IS HEADSTART? ........................................................................................................................ 7

CONTACT DETAILS .................................................................................................................................. 7

Principal Director: Dr L van den Berg .................................................................................................... 7 Vice-Principal: Ms M Connor ................................................................................................................. 7 Senior Trainer: Ms H Shikongo .............................................................................................................. 7

SENIOR STAFF: ............................................................................................................................................... 8 Principal Director: Lindsay van den Berg ............................................................................................... 8 Vice Principal: Micaela Connor .............................................................................................................. 9 Senior Trainer: Hileni Shikongo ............................................................................................................. 9 Trainer: Natalie Adão Gröss .................................................................................................................. 9 Trainer: Sonja van der Stelt ................................................................................................................. 10

ADDITIONAL STAFF MEMBERS: ........................................................................................................................ 10

NAMIBIAN QUALIFICATIONS: ................................................................................................................ 11

NQF QUALIFICATIONS ........................................................................................................................... 11

STAKEHOLDERS .................................................................................................................................... 13

STATEMENT OF NON-DISCRIMINATION ................................................................................................ 13

MISSION ............................................................................................................................................... 13

COLLEGE ORGANOGRAM: ..................................................................................................................... 14

TEACHING DIPLOMAS ........................................................................................................................... 15

INTRODUCTION ............................................................................................................................................. 15 PSYCHOLOGISTS HAVE CONFIRMED MONTESSORI EARLY CHILDHOOD EDUCATION THEORIES ........................................ 15 A SENSE OF INDEPENDENCE ............................................................................................................................ 16

MODE OF DELIVERY: ............................................................................................................................. 16

STATEMENT OF GOALS AND OBJECTIVES: (Q0652 – LEVEL 6) ................................................................ 16

Purpose of the Qualification (Q0652) .................................................................................................. 16

EXIT OUTCOMES FOR THE WHOLE PROGRAMME (Q0652) .................................................................... 17

EXIT OUTCOMES FOR THE WHOLE PROGRAMME (Q0067) PRIMARY (ELEMENTARY) ............................. 18

THE OVERALL PURPOSE OF THE QUALIFICATION IS TO: ........................................................................................... 18

ADMISSION .......................................................................................................................................... 18

ENTRY ................................................................................................................................................... 19

1. NATIONAL DIPLOMA IN EARLY CHILDHOOD DEVELOPMENT & PRE-PRIMARY TEACHING DIPLOMA LEVEL 5 ............ 19 2. NATIONAL DIPLOMA EARLY CHILDHOOD DEVELOPMENT & PRE-PRIMARY TEACHING DIPLOMA LEVEL 6 ............... 19 3. NATIONAL DIPLOMA IN PRIMARY (ELEMENTARY) TEACHING ........................................................................ 19

Note: .................................................................................................................................................... 20 ALL PROSPECTIVE STUDENTS MUST: ................................................................................................................. 20

APPLICATION PROCEDURE .................................................................................................................... 21

NON-NAMIBIAN STUDENTS .................................................................................................................. 22

MATURE AGE ENTRY ............................................................................................................................. 22



RE-REGISTRATION FOR FOLLOWING YEAR ............................................................................................ 22

DE-REGISTRATION PROCEDURE ............................................................................................................ 22

EXAMINATION POLICY .......................................................................................................................... 23

RE-REGISTRATION FOR A FAILED COURSE/MODULE ............................................................................. 23

RECOGNITION OF PRIOR LEARNING POLICY (RPL) ................................................................................. 24

DURATION OF COURSE ......................................................................................................................... 24

COURSE FEES ........................................................................................................................................ 25

The Deposit MUST be paid at the beginning of each Module/year! ................................................... 25 YOU ARE RESPONSIBLE TO PROVIDE: .................................................................................................................. 25 THE COLLEGE IS RESPONSIBLE TO PROVIDE: ........................................................................................................ 26

HEADSTART MONTESSORI BANKING DETAILS ....................................................................................... 27

PROGRAMMES AVAILABLE .............................................................................................................................. 28 GENERAL COURSE REQUIREMENTS ................................................................................................................... 28

PRESCRIBED TEXTS ............................................................................................................................... 28

TEXT BOOKS ................................................................................................................................................ 28

RECOMMENDED FOR FURTHER READING ............................................................................................. 29

ASSESSMENT ........................................................................................................................................ 29

NOTE .................................................................................................................................................... 30

TRANSCRIPTS ............................................................................................................................................... 31 UNIT PLANS ................................................................................................................................................. 31 SELF-TESTS .................................................................................................................................................. 31 ASSIGNMENTS .............................................................................................................................................. 31

Note: .................................................................................................................................................... 32

SEQUENCE OF WORK SCHEDULE ........................................................................................................... 32

COMPULSORY AREAS OF STUDY ........................................................................................................... 33

‘SMART’ TEACHING .................................................................................................................................. 33

OBSERVATION CENTRES ....................................................................................................................... 38

LEARNER RECORDS ........................................................................................................................................ 39 PORTFOLIOS: COLLECTION OF WORK - PREPARATION OF ALBUMS/FILES .................................................................. 39 SKILLS DEMONSTRATION ................................................................................................................................ 40

GRADUATION ....................................................................................................................................... 40

AWARDING DIPLOMAS ................................................................................................................................... 41

DIPLOMAS ............................................................................................................................................ 42

ASSESSMENT APPEALS & DISPUTES PROCEDURE ................................................................................................. 42

TRANSFER POLICY ................................................................................................................................. 44

DISMISSAL OF STUDENTS POLICY .......................................................................................................... 44

Criteria for Dismissal: .......................................................................................................................... 44 Procedure for Dismissal: ...................................................................................................................... 44

WITHDRAWAL OR CANCELLATION OF APPLICATION (REGISTRATION) PROCEDURE ............................... 45

INSURANCE COVER ............................................................................................................................... 45



FUTURE EMPLOYMENT ......................................................................................................................... 45

GRIEVANCE POLICY ............................................................................................................................... 45

OBSERVATION SESSIONS ...................................................................................................................... 46

QUALITY ASSURANCE ........................................................................................................................... 46

PLAGIARISM AND CHEATING ................................................................................................................ 47

PLAGIARISM ......................................................................................................................................... 47

Multiple Submissions ........................................................................................................................... 47 Falsifying Materials Subject to Academic Evaluation .......................................................................... 47 Cheating on Assignments, Tests and Examinations ............................................................................ 48 Aiding Others to Cheat ........................................................................................................................ 48 Enforcement and Penalties ................................................................................................................. 48

APPEALS ............................................................................................................................................... 49

ASSIGNMENT SUBMISSIONS ................................................................................................................. 49

COURSE EXTENSIONS/RE-REGISTRATIONS ............................................................................................ 49

HARASSMENT POLICY ........................................................................................................................... 49

RECOGNITION OF PRIOR LEARNING FORM ............................................................................................ 53

OBSERVATION LOG ........................................................................................................................................ 55

APPLICATION FOR ADMISSION TEACHER TRAINING COURSES ............................................................... 56

SEMINAR & WORKSHOP DATES ............................................................................................................ 56

CALENDAR NOTES: ........................................................................................................................................ 56

NOMINATION AND APPLICATION PROCEDURES ................................................................................... 59

APPLICATION PROCEDURES WHEN SPONSORSHIPS ARE INVOLVED: ..................................................... 60



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 teacher 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 Teaching 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)

2019



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 Private

Limited Company (2018/0526).

Headstart is a private 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 of 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 and shareholders 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 M Connor

Senior Trainer: Ms H Shikongo

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)

1 Look at the map at the end of the prospectus for the physical address



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

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.

Senior Staff:

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 teaching and/or running classes or schools.

Principal Director: Lindsay van den Berg

Doctor of Education – Berkley University, USA

Master of Science degree in Educational

Counselling- La Salle University USA

Bachelor 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 that includes

the Laboratory Classroom in Walvis Bay.

Teaches the elementary and Year Three

Students

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



Vice Principal: 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 a degree in English

Language teaching and two Montessori

diplomas. She has been involved in

Montessori in Namibia for over 25 years. Ms

Connor is in charge of the Year One & Level 6

students. Ms Micaela is part of the

Management Team and oversees all the

trainers at Headstart.

Senior Trainer: Hileni Shikongo

Ms Hileni is our senior trainer holding Level 5

& 6 Montessori teaching diplomas. Ms Hileni

is an integral part of the Training Team, in

charge of the year two students. She is the

owner and Principal of Montessori

Kindergarten in Windhoek.

This is currently the Windhoek venue for

some training the Windhoek.

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 and is currently teaching

the Year 1 & 2 on-line students.



Trainer: Sonja van der Stelt

Sonja is a traditionally and Montessori trained

teacher who is principal of a Large Montessori

Farm School & elementary school. She holds a

Bachelor’s degree and Montessori Diplomas

in both Pre-Primary and Elementary teaching.

Additional Staff Members:

Ms Toni Bösch – School owner and Co-Year One Trainer in Walvis Bay

Ms Genoviva David – teacher and Co-Year One Trainer in Windhoek

Ms Mathami Hoffman – teacher can Co-Year Two Trainer in Walvis Bay

Ms Henriette van Reenen – Laboratory Team Leader and assists with Year Two Students

Ms Ndeshi Shaduka – assistant teacher in the Laboratory Classroom

Ms Lisken Soames – school owner and mentored trainer for Year Three Students

Ms Angella Mujigijera – school owner and mentored trainer for Year Three Students

Ms Alet Jacobs – teacher and mentored trainer for Level 6 students

Ms Hazel Rossouw – tutor and assistant trainer for elementary students

Ms Jill van Eeden – Procurement; Health & Safety Officer

Ms Frauke von Hatten – Filing and Data Collection Clerk

Ms Jennifer Amos – Trained ECD teacher, material maker

Ms Helenn Imbili – Admin, receptionist

Ms Apolonia Johannes – senior institutional worker

Ms Olga Shovaleka – institutional worker



Namibian Qualifications:

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.

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

There is a difference between certificates and Diplomas.

The Framework

C

E

RT

I

F

I

CA

T

E

S

D

I

P

L

O

M

A

S

Bachelor Degree

Masters Degree

Doctoral Degree

Bachelor Honours Professional Bachelor

1

2

3

4

5

6

7

8

9

10

NQFLevels

Unit

Standards

7



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 counts among its stakeholders: the Namibian

Ministry of Education; The Namibian Ministry of Gender Affairs and Child Welfare; Ministry of

Trade & Industry; Montessori Schools in Namibia and elsewhere; traditional government and

private schools; students (through the Student Representative Council); parents and relatives of

students; faculty and staff of the College.

The College is not a subsidiary of any other college in any other country.

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 Teaching Training College is a tertiary educational institution that sees our

role as important in the future and education of all Namibians.

Headstart Montessori Teaching 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 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 Private Limited Company

and registered with the Ministry of Trade and Industry.

Registration Number 2018/0526

NQA

NCHE

Ministry of Trade & Industry

Headstart Montessori Teacher Training College (Pty) Ltd.

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 realise 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. It makes

learning easier for all children, with all learning styles and abilities.

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

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



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 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 and/or on-line sessions

including hands-on practical workshops

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 Qualification (Q0652)

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-biased) 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.

• 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.

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



• 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. National Diploma in Early Childhood Development & Pre-primary

Teaching Diploma Level 5 A Minimum of three 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

1.2 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 are already 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. National Diploma Early Childhood Development & Pre-primary

Teaching Diploma Level 6 An additional one year of study AFTER successful completion of the Level 5

qualification.

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.


• Namibia Senior Secondary Certificate (NSSC) having a pass in four subjects, one

of which must be English, with a minimum of 20 points.10

3. National Diploma in Primary (Elementary) Teaching Total of 4 years of study that includes year one of the ECD Level 5 Qualification used as a

‘bridging’ year

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 & Educational 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.

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 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 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 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.




• A Namibia Senior Secondary Certificate (NSSC) having a pass in four subjects,

one of which must be English, with a minimum of 20 points.11

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 for Admission form12 and return to the

administrator at the college complete with:

a. 1 colour passport photographs

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

11 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 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. 12 Available from the college or website. This can be sent to the college by email.



Montessori method. A simple call to the college can establish whether it is a

suitable site for your internship.

Application Procedure Application for registration to study at Headstart opens 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 after the interview 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 Handbook13, 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

accompanied by the required documentation.

4. If any of the above is incomplete the application form will NOT be kept.

5. The applicant also signs to signify that they have received and read the Handbook.

6. 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.

7. All Interviews for new students 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.

8. 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.

9. The prospective student then pays the deposit into the college bank account and

sends proof of payment to the college.

10. 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.

11. After books have been received no refunds or transfers are possible

12. The student is also given a Registration Letter signed by the principal and a banking

card.

13. Students continuing their studies with Headstart must complete the re-registration

form before the end of January in the current year. Their application MUST be

accompanied by proof of payment of their deposit.

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



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 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.14

• 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.

14 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.



• 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.

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 Admission 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.15 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.

15 © 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

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

overnight stays.

1. 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

2. 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 February

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

3. 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 0 00 (Deposit N$6000) – remainder in monthly instalments



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 Available16

1. National Diploma Early Childhood Development Pre-Primary Teaching Level 5

(Montessori Specialisation) – three years duration studying Part-time

2. National Diploma Early Childhood Development Pre-Primary Teaching Level 6

(Montessori Specialisation) one year of study after completion of #1 studying part-

time. 60% is the minimum mark to gain entrance into this course.17

3. National Diploma in Primary Teaching18 Level 6 (Montessori Specialisation)– 3

years duration studying Part-Time (after completing the first year of #1; 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 recording 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

5. Constitution of Namibia

6. Kindergarten is too late

16 All are only offered by way of part-time to allow for work and family commitments to continue. 17 Please notice that if you cannot obtain at least 60% for #1 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 18 Terms and conditions apply. Please contact the principal.



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 be provided

• The records of assignment marks

• Late or missing assignments

• Copies of student sms’s

• Comments

Are kept on our on-line administration programme

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 attempts19)

of the student in terms of the outcome requirements, the identification and support of

special requirements and an appeals procedure.

Assessment and internal moderation provide 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.

Note This course should be seen as a tertiary level programme and the assessment procedure

reflects this fact.

19 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.



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 assessment20

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 diplomas for graduating students in March. 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 information.

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 may form part of the

assessment process. If a student is absent or comes late (more than 10 minutes) no self-test

can be written.

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

20 See Quality Assurance Manual for assessment policy



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.21

a. These practical presentations represent the practical assessment section

of the course.

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.

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



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.



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

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



Diploma in Childhood Development (Montessori) Pre-Primary Teaching

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

Day 5 Revision & examinations

Written exams and assessment of assignments

& portfolios

8 4.5



Year Three

1 Course Orientation session


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



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

for each year.

Diploma (Montessori) ECD/pre-primary Level 6 – 120 Credits 1

Course Orientation +

Montessori Pedagogy &

Practice for Supervisors


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



Observation Centres

We need to add all the other centres

– add if I have left one out.

WALVIS BAY

Casa Montessori Pre-Primary School

Principal: Micaela Connor

4 Seventh Street, Meersig, Walvis

Bay

Cell: 0812623167

[email protected]

Kinderhaus

Principal: Michaela Triebner

Barella Street.

Cnr of Woermann Street and Lotz

Street

Klein Windhoek

Tel: 0812690996

[email protected]

Montessori Kindergarten

Principal: Hileni Shikongo

1 Ceder Street, Suiderhof

Tel/Fax: 061-229897

[email protected]

One World Montessori School Principal: Gina Giampaolo

PO Box 9584

38 Dr Kwame Nkurmah

Windhoek, Namibia

081 272 3222

Lano Private School and Training

Centre

Oshikoto Region

081 127 9577

PO Box 16212

Onayena

The Childrens House

Owner: Drien Setzkorn

26 Mozart Street, Windhoek

West

Tel: 061-257866

www.montessori.edu.na

Wake-up! Early Education

Centre

17 Akureyri Street,

Otjomuise, Windhoek

Tel: 081 4535880

[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

Policy for Graduation

1. Conditions for Graduation

A student is eligible to graduate from the programme he/she is registered in when all the following criteria have been met:

• All the requirements of the programme, as prescribed by Headstart Montessori Teacher Training College, have been completed in a satisfactory manner.

• Fees are paid and up to date

• All assignments and observations are complete and marked and all have a minimum of 2.5

• A portfolio of evidence has been completed and marked (minimum 2.5)

• A successful end of programme challenge examination has been passed with a minimum of 2.5 (50%)

• In the case of Level 6 the practicum, practicum file and research papers are complete and marked (minimum 2.5)

•The student has been recommended to graduate by the Faculty. • Students must have successfully completed the requirements of the programme in time unless alternate arrangements have been approved in writing by the Principal or designate.

To meet programme conditions and graduate, students who interrupt their studies for an extended period of time (2 or more years), or who take significantly longer than the normally prescribed programme duration to complete their studies, may be required to repeat courses which have gone through significant changes. 2. Programmes No Longer Offered Students who have interrupted (2 or more years) their studies will not be eligible to graduate from a programme that is no longer offered by the College.



3. Non-Attendance at Graduation Ceremony Diplomas and certificates are awarded to students at Convocation. If a graduating student is absent from the ceremony the diploma or certificate is awarded "in absentia" and may be obtained from the Administrator’s Office following Convocation. All diplomas and certificates not claimed within a six-month period following Convocation are destroyed. 4 Grade Point Average (GPA) Calculation The GPA calculation is effective as of January 2011. It is based on a 5-point scale - 2.5 being the minimum competency ‘Incomplete’ indicates that a student has failed to hand-in the required material to be marked at the requisite time. ‘Incomplete’ can be amended if the material is handed in but the only passing mark available will be 2.5 All areas of competency must receive a minimum of 2.5 to pass. The GPA is calculated by dividing the total grade points earned by the units of competency provided and weighted according to their importance to the assessment.

Awarding Diplomas

• Diplomas are awarded at a graduation ceremony (convocation) held annually, the second Friday in March, in Walvis Bay, at the Town Hall at a time to be communicated.

• Students who are eligible for graduation, that is, students who have completed all their areas of competency, will be able to receive an official transcript in January, after the December holidays.

• The transcripts will be faxed, emailed or can be collected by hand.

• No transcript will be couriered or sent by ordinary mail.

• Students eligible for graduation will be sent an invitation, by email or sms, inviting them and their friends and family to the graduation ceremony.

• Students must arrive one hour prior to graduation to get ready & rehearse for the ceremony.

• Level 5 graduates wear ordinary clothes.

• Level 6 graduates will wear black caps and undergraduate gowns, provided by the College if students chose to provide their own plain black undergraduate gowns must also provide their caps (without tassels).

• Graduates who do not return the ‘Caps and Gowns’ will be legally pursued and/or sued for the replacement costs.

• Graduates who are not present at the ceremony must collect their diploma/certificate in person from the College.

• Graduates who are unable to collect diplomas/certificates in person must arrange for a legal representative such as a guardian to collect the certificate on their behalf.

• Diplomas/Certificates cannot be couriered unless graduates have left the country and have no other means of collecting their certificate. In this case the certificate must be sent to them at their own cost via secure courier services.



AcademicCommittee

January2016

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,

borrowed 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 Programme Director or Principal.

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 Learning22 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.

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 students23

• 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.

• 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.

22 See RPL policy

23 See harassment policy



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.

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)24 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.

24 See Quality Assurance Manual available from the college



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 Programme Director 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.

Course Extensions/Re-registrations Course extensions are allowed on an individual basis and in consultation with the senior

trainer and Principal or Vice-Principal.

An extension of one year (12 calendar months) may be given.

After a first extension of one year (cost of N$5000) and the student still needs more time to

complete the course, an additional N$5000 will be required for re-registration.

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



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: þ 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 Teacher Training Courses 1. Apply to the college to send you a new/current application form

2. Download from the website, complete and return to the college

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

§ Workshops are always held in the government school holidays, during the first

(April/May) and examinations in 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.

§ Please realise that you have to attend for a minimum number of contact hours;

doctors notes, death certificates do not negate that fact.

§ 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 teacher25

• 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 character26 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.

• 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.

25 You can appeal the decision of the College if you feel there is sufficient reason to do so. 26 In line with international standards, it is possible that your on-line presence will be examined by

College staff.



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

$0**1(2323 ( - headstart · !"#$%&''#() ! ! *%+,&$%!-.$,/##0! !!...

Documents