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TRANSCRIPT
Headstart College Student Handbook 2020
Montessori Student Handbook
© Headstart Montessori 2019 2
Montessori Student Handbook
© Headstart Montessori 2019 3
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
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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
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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
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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
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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
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
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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
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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.
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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
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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
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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.
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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
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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.
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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
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• 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.
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§ 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.
2.2 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.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.
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3.3 Be over 18 years of age and be in possession of:
• A Namibia Senior Secondary Certificate (NSSC) having a pass in four subjects,
one of which must be English, with a minimum of 20 points.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 Student Handbook
© Headstart Montessori 2019 21
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!
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© Headstart Montessori 2019 22
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.
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• 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.
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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.
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© Headstart Montessori 2019 25
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
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© Headstart Montessori 2019 26
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
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© Headstart Montessori 2019 27
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.
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© Headstart Montessori 2019 28
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.
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© Headstart Montessori 2019 29
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
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© Headstart Montessori 2019 30
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.
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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
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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.
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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.
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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
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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
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Year Three
1 Course Orientation session
Introduction, assessment requirements,
assignments, Reading lists
Integration of Montessori studies; four
important words/phrases
4 3.5
2 Personal self-esteem &
confidence
Continual self-reflection; journal writing;
personality traits; change 8 4.5
3 Time Management
Time and its usage; Importance of TN;
Personal time management techniques
8 4.5
5-day
Workshop
Day 1: children with problems
Special needs; definitions & scope; inclusive
education; child abuse; individual prescriptions;
children with impairments
8 4.5
Day 2: Admin & Management
Record keeping; data collection; gender issues
staff records & management; recruitment &
evaluation
8 4.5
Day 3: Class report writing
Learner evaluation/assessments/ report writing;
parent interviews; communication methods
8 4.5
Day 4: Policies Policy documents; legalities
8 4.5
Day 5: School readiness
Definition; collection of needs; practical
application; reporting to parents/schools
8 4.5
4 Curriculum planning
Definition, planning with feeder schools; subject
integration; national requirements
8 4.5
5 Staff training & development
Teacher profile; legalities; policy documents; in-
service training; basic skills; staff meetings;
computer skills; code of conduct; work ethics
8 4.5
6 Practical Public relations
Mission & vision statements; uniqueness of
schools; pamphlets and adverts; prospectus
and/or parent handbooks; open days &
information sessions
8 4.5
7 Starting a new school
Needs assessment; legalities; finances; 5-year
plan; materials; pupils; staffing
8 4.5
8 Educational vocabulary Vocabulary for report writing; curriculum
planning; communication with parents 8 4.5
5-day
Workshop
Day 1 Revision curriculum 8 4.5 Day 2 Revision school readiness 8 4.5 Day 3 Revision Policy documents 8 4.5 Day 4 Revision questions & answers for exams 8 4.5
Day 5 Written exams and assessment of assignments
& portfolios 8 4.5
Totals for Level 5 420 240
This is the completion of the exit Level 5 Diploma – 240 credits
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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
Introduction, assessment requirements,
assignments, Reading lists; Interviews
Promote excellence in Practice; equality of
opportunity and respect for diversity. The child;
the adults (including parents
And governmental agencies) and the
environments
(Including the home)
Set Research assignment 7 for October.
16
20
2
3 Rights of Children
Legalities; responsibility of adults; portfolio
records.
8 5
4 Rights of children continued
Continue with Rights of children including AIDS;
orphan and vulnerable children; education for
all
8 5
5-day
Workshop
Curriculum, syllabus &
scheme of work for the Pre-
primary school
Correlate the Namibian curriculum with the
Montessori curriculum; meeting assessment
standards
40 25
5 Creativity in children
Creative problem-solving ideas and
methodology; Edward de Bono material; mind
maps, creative play, creativity
8 5
6 Hygiene & Safety
Hygiene of the facility; safety; first aid;
emergency procedures
8 5
7 Health Care
Common childhood diseases; allergies; HIV and
transmission; care and support of vulnerable
children
8 5
8 Revision
Revision of all subjects covered during the
years.
Check portfolios to be completed for display
and graduation
8 5
Before end of
year Teaching under supervision
A teaching internship must be organised before
the start of the fourth year and be completed
before December of the same year. The college
must approve of the school chosen and the
supervising teacher.
125 hours 20
5-day
Workshop
Day 1: Acquire an in-depth knowledge of the culturally
integrated subjects in the curriculum with
particular emphasis on physical science. 32 20
Day 2:
Day 3:
Day 4
Day 5 Written exams and assessment of assignments
& portfolios 8 5
140 120
Final Totals 560 360
This is the completion of the exit Level 6 Diploma – 360 credits
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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
Kinderhaus
Principal: Michaela Triebner
Barella Street.
Cnr of Woermann Street and Lotz
Street
Klein Windhoek
Tel: 0812690996
Montessori Kindergarten
Principal: Hileni Shikongo
1 Ceder Street, Suiderhof
Tel/Fax: 061-229897
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
There are other fledgling Montessori schools opening throughout Namibia and as they
become open to having students – we will add to this list.
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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.
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• 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.
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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.
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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.
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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
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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
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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
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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
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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
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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."
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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
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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
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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.
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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
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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: _______________
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Material Practice Log other than at Seminars/Workshops
Date Time Venue Supervisor’s signature
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Observation Log
Date Time Venue Supervisor’s signature
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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.
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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.
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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.
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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.
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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