GUIDELINES

Guidelines for School Based Studies

Phase 2 & 3
Bachelor of Education
ESP 3790 & ESP 3891

Centre for Innovation in Learning and Teaching

Learning Design Unit

2 Copyright

Copyright
Copyright©2017 University of Namibia. All rights reserved. No part of this publication may be
reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise without the prior permission of the publishers.

Edited and Published by Centre for Innovation in Learning and Teaching

University of Namibia, Windhoek

Centre for Innovation in Learning and Teaching

Learning Design Unit
Private Bag 13245
Pioneers Park
Windhoek Namibia
Tel: +264 61 206 3676
E-mail: Online Help Desk:
https://elearning.unam.edu.na/support/
(Help Topic: Study Material)
Website: : https://cilt.unam.edu.na/
This manual provides guidelines on School Based Studies (SBS) 2 & 3 at Bed (Pre and Lower
Primary).

Please take note of the following SBS:

Appendices can be adapted, but our students are advised to use the
format they did with their respective lecturers during contact sessions.
Developing essential skills during School Based Studies (SBS)
 School Based Studies

Essential skills during School Based Studies (SBS)

The main aim of school based studies is to expose you to reality about teaching and learning.
You will develop your action skills as teacher. These include teaching skills which enables you
to make the most of available resources in order create meaningful and relevant learning
experiences for their learners. Developing important teaching skills take some experience and
practice in a classroom setting, so give it time.

1. Teaching skills
Teaching skills is based on the teacher’s thinking which serve as a basis for his/her judgement
and action. The following teaching skills are identified are some of most important:
• planning (in accordance with national requirements, develop plans for teaching, plan for
events and/issues beyond the classroom
• Methods and strategies (teaching subject methodologies) in relation to purpose, learning
styles, learning theories and the Namibian context.
• Managing learning and learners (manage learning process , learner behaviour and
classroom dynamics )
• Time and resources management
• Assessment (analyse the syllabus standards and develop multiple assessment strategies;
and prepare learners for assessment etc.)

2. Lesson planning and preparation

The evaluation of teaching competence is divided into two components, namely Lesson
preparation and presentation. Therefore it is important to develop skills of planning and
preparing a lesson.

2.1 Lesson planning (Based on the lesson planning for a subject)

Lesson planning and preparation go hand in hand.

Major elements of planning a lesson are listed below:

• A decision about education (learning) objectives of a lesson
• Selection and writing of a lesson (type and nature of teaching and learning activities )
• A preparation of all the materials and resources to be used.

1
 • A decision how to monitor and assess learners’ progress.

2.2 Lesson preparation (Depends on the subject)

Lesson preparation refers to the preparation of all resources and materials to be used in the
lesson, including the writing and running of copies of worksheets, the ordering, delivery and
checking of equipment, arranging desks and chairs in a required layout, and making notes of the
lesson to be presented.

The following are some important skills in preparing a lesson:

• Caring about learning by making sure that activities are worthwhile and important:
• Rehearsal, checking and back up (anticipate a potential problem e.g. is equipment
working, etc.)
• Teaching materials prepared are relevant and of high quality
• Assessment materials are prepared considering the monitoring of learners’ progress (what
is exactly to be assessed and how; and how assessment will be recorded,
• Record keeping (how record are to be made and kept)
• Preparing yourself and learners (research extensively on the topic to be taught and
inform learners for the use of ICT, preparatory reading, revision of previous work or
bringing some equipment )

3. Lesson presentation

It is important to know and understand what is expected of you. Therefore, you are advised to
use lesson evaluation form (appendix 5) when preparing for the lesson presentations.
The quality of lesson presentation is determined by lesson planning and preparation done.
However, flexibility is needed if things are not working according to the plan. Flexibility can
only be made easier by the fact that you have plan B, etc.

Every good teacher needs patience in order to find a way to work with his her learners and earn
their respect.

2
 School Based Studies

INTRODUCTION
School Based Studies (SBS) is an essential component of teacher education.
It is a transitional phase in the teacher education programme during which the student-teacher
changes his/ her role from full time student to full time teacher. The student-teachers experience
psychological and social changes when they change their roles from student to teacher. During
this period, the student-teachers need psychological and professional support to cope with the
professional challenges they face during teaching practice.

This SBS handbook is designed to acquaint the student-teachers with the different professional
colleagues who would facilitate the transition from student to teacher
The handbook serves the following functions:

1. It sensitises students, support teachers, principals of schools, university SBS supervisors and
others with their professional responsibilities during SBS;
2. It gives guidance to new teachers who are assigned to observe student- teachers;
3. It serves as a basis for future teaching practice programmes;
4. It gives a common focus for discussing issues related to SBS.

VISION
Our vision is to become a centre of excellence in education theory and practice, producing
competent, reflective and innovative teachers, who will promote the development of their
community.

MISSION
Our mission is to:
• Expose student teachers to reality about teaching and learning in School Based
Studies;
• Foster a thorough understanding of the teaching so that student teachers are able to
prepare their learners for real life situations, addressing the challenges that face our
communities;

3
 • Equip student teachers with the knowledge and skills to make the most of available
resources in order create meaningful and relevant learning experiences for their
learners;
• Develop a critical inquiry and reflective practice approach into one’s own practice and
social context;
• Develop professional and competent teachers who teach to standards and are able to
interpret syllabuses on the basis of the aims and objectives of the National Basic
Education Curriculum in Namibia.

BACHELOR OF EDUCATION (PRE- PRIMARY AND LOWER PRIMARY & UPPER (HONOURS)

Module Title: School-Based Studies Phases 2

Codes: ESP 3790
NQF Levels: 7
Semesters offered: 1 and 2
Semester 1: 4 weeks in January - February
Semester 2: 2 weeks in July

National Professional Standard competencies: (C1, C2, C3, C6, C7, C8, C9, C10, C12, C13,
C19, C28)
Contact Hours: 6 weeks per year
Credits: 6
Course Assessment: Continuous assessment 100 %
Teaching competence: 65%
• 25% lesson preparation
• 40% lesson presentation
Portfolio: 35 %
Prerequisites: Phase 1 ESP3690

4
 School Based Studies

COURSE CONTENT

The module is designed to expose students to the realities of Pre- and Lower Primary classrooms
in Namibian schools. They are expected to observe and participate in different facets of
learning, teaching and management e.g., the learner-centred approach, lesson preparations,
application of teaching learning resources, social environment of the school and motivation of
learners.

MODULE REQUIREMENTS AND EXPECTATIONS

Punctuality and regular class attendance; reading of prescribed materials in advance; engage with
school management and mentor teacher; reflecting on observations; prepare and teach lessons in
pairs, submit portfolios on time; upheld professional conduct in schools, students with
disabilities should conduct their lectures in advance to explain their needs; engaging in learning
circles is recommended; be aware of the University assessment policies.

EXIT LEARNING OUTCOMES (ELO):

Upon the completion of this module students should be able to:

1. Demonstrate understanding of school subject knowledge, and specifically in the Pre-
Primary phase (C1)
2. Demonstrate knowledge and understanding of the development of children in physical,
cognitive and languages, and socio-emotional domains (C2)
3. Observe and report on strategies to promote English competence across the curriculum
(C9)
4. Observe and report on strategies to use different media in class as well as how ICT is
integrated in the classroom (C6, C7)
5. Observe the school policy in dealing with special needs learners (C13)
6. Observe and report aspects of school management (C19)
7. Demonstrate ability to design and deliver lessons, in the mother tongue and in English,
with assistance of mentor teacher ( C6, C8, C10, C11, C12)
8. Demonstrate understanding of, and uphold, the professional code of conduct of teachers

5
PROFESSIONAL DEVELOPMENT PLACEMENT AND STRUCTURE
The award of the degree is subject to the satisfactory completion of the practical attachment, as
well as the attachment report of SBS phases 1, 2 and 3. Students will be required to do 22 weeks
of SBS over 4 years.

1. NUMBER OF LESSONS
Phase Duration LESSON PRESENTATIONS
Phase 2 6 weeks Minimum 50 presentations
You are required to teach minimum of 60 lessons in your major subjects over the period
of 6 weeks. In major subjects, the total number of lessons indicated above should be covered
equally.
Minimum number of visits by lecturers and subject teachers/mentors:
2 lessons observed and graded by lecturer (s) and 2 lessons observed and graded by
subject teacher/mentor, HOD etc.

2. PROGRAMME

Phase 2 Week 1-6 The student should:

 Meet with the Principal, Mentor Teacher and
support teachers.
 Familiarise him /her with school policies, schemes
of work, teaching/term units and available
teaching/learning resources and general
environment.
 Finalise timetable
 Keep SBS file
 Develop a portfolio as a tool of reflective practice

6
 School Based Studies

ASSESSMENT AND ATTENDANCE

Attendance according to the UNAM policy must be complied with to successfully complete SBS
Phase 2 and 3.

2. PORTFOLIO:
2.1 Phase 2
Mentors/Lecturers will grade the Portfolio.
Student should work in close consultation with their supervisor. If the Portfolio does not meet the
minimum requirements, the student will be required to re-do the portfolio.

If the portfolio does not meet the criteria to be graded, the student teacher should
• Complete the sections below standard, or
• Resubmit the Portfolio.
The duration to complete the work should be determined by the SBS Committee.
Note: The grade for a re-submitted portfolio can only be 50%.

3. RECORDING SBS GRADES

3.1 Format
Visiting lecturers must record the grades on class lists before handing in grades at the SBS
Office:
• All grades are entered on a class list and handed to the SBS Coordinator on or before the
due date.

Phase 3
PRIMARY COMPONENTS ATTENDANCE
STUDENT TC PORTFOLIO FINAL GRADE W W/O DECISION

3.2 Referrals
A student, who did not complete his/her SBS for some reasons, should be referred to the
Coordinator of SBS by his/her tutor/mentor. Valid proofs must be attached to the referral letter.
The SBS Coordinator will call SBS Committee meeting to discuss the referrals and map the way
forward.

3.3 ATTENDANCE
A student should at least attend 80% in every phase. Failing to comply with these requirements, UNAM
rules & regulations on absenteeism will apply.

7
 UNIVERSITY AS PARTNER
1. RESPONSIBILITIES
1.1. Lecturer
The lecturer should:
• Reports to the Principal’s office on every first visit to the partner school (Courtesy )
• Meets student teachers, associate teacher and support teachers during the first visit of
SBS.
• Works in partnership with the associate and support teachers.
• Keeps a record of student teachers’ progress.
• Conduct the pre- and post-observation discussion with the student teachers and support
teachers, (pre-observation discussion if possible).
• Keeps a daily record of school visits and distances travelled.
• Limits daily visits to schools within a particular school cluster,
• Refer(s) student teacher who performs below standard to the office of the SBS
Coordinator.

1.2 Student Group Leader

A leader should:
• Communicate school-related issues and concerns of the student teachers to the Mentor
teacher and SBS Coordinator.
• Communicate campus-related issues and concerns of the Visiting lecturers and/or
Associate teacher to the student teachers.
• Ensure that student teachers complete their summaries of timetables (with date, student’s
name, subject, classroom number, class grade and time of period).
• Monitors adherence to Codes of Conduct by the student teachers.

1.3 Student Teachers

1.3.1 General
The student should:
• Be familiar with school and community.
• Maintain the hours required of regular teachers.
• Be punctual and arrive prepared to teach.
• Demonstrate initiative by finding ways to contribute to the classroom and to the school.
• Collect and organise teaching materials for portfolio development.
• Adhere to responsibilities and duties as set out in Professional development and Structure
of SBS],
• Adhere to the CODE OF CONDUCT of the school and the University (UNAM).

8
 School Based Studies

1.3.2 Specific

The student should:

• Communicate with the Support teacher and/or the Mentor teacher regarding permission
to be absent from school. Also communicate the absence to the lecturer, particularly
when a visit by has been scheduled for that particular day or time.
• Assume primary responsibility for all teaching assignments as they have been planned
with the Support teacher and subject lecturers.
• Prepare teaching units in advance and review lesson plans with the Support teacher prior
to teaching. Be creative and take risks in planning some new activities.
• Accept responsibilities assigned by the Support teacher. Participate in school activities
and extra duties required of the Support teacher.
• Actively participate in three-way conferences with the Support teacher and the subject
lecturers.
• Receive feedback in a constructive, open manner. Clearly communicate questions and
concerns to the SBS Coordinator, Support and/or Associate teacher and the visiting
lecturers,
• Actively seek regular feedback on student teaching performance and reflect on its impact
on learners, and
• Have SBS files always available as arranged by visiting lecturers and/or support teachers.

1.3.3 Transport Officer

Arranges a time table for visiting lecturers who make use of campus transport and make sure
that visiting lecturers, who make use of campus transport, regularly complete the travel log book.

2.2 Lesson Evaluation Form

Llecturers must complete a Lesson Evaluation form for every student teacher that they visit. This
form has a dual purpose:
• To assist the student teacher in improving lesson presentations, and
• To assist the lecturer in completing the final Teaching Competence form (appendix 5).

The SBS Office will distribute the forms to the various subject lecturers.

THE SCHOOL AS PARTNER

1. RESPONSIBILITIES
1.1 School Principal

The principal should:

• Appoint the mentor teacher, and ensures that the SBS Partnership concept continues to
evolve in a way that is mutually beneficial,
• Monitor the placement of student teachers with qualified and experienced support
teachers, who are sensitive to the needs of the programme and willing to be partners,

9
 • Keep all partner members abreast of policies and procedures that have an influence on the
SBS programme, and
• Ensure that all forms (for example Principal’s confirmation Form and Attendance
Register) are completed the due date.

1.2 Mentor Teacher

The mentor teacher is the link between the school and the University.
The mentor teacher should:

• Create a SBS file which is updated regularly,

• Liaise with the SBS Coordinator especially with regard to changes in the school
programme,
• Distribute forms to support teachers, and collects forms from support teachers,
• Appoint qualified and experienced support teachers,
• Do the placement of student teachers at the school,
• Meet with support teachers at the start of the SBS programme to ensure that they are clear
about their responsibilities, and with student teachers to familiarise them with the school
culture,
• Monitor the completion of forms by the support teachers,
• Attend the partnership meetings and ensures that the principal and all support teachers are
informed about what transpired at the Partnership Meeting,
• Refer students that default to SBS Coordinator, and
• Assist student teachers and visiting lecturers in understanding the school’s activities and
culture.

1.3 Support Teacher

The support teacher is the subject teacher who is also the immediate supervisor of the student/s
offering those subjects.
The support teacher should:
• Help student teachers become familiar with the school syllabuses, school policies and
available teaching/learning resources,
• Support student teachers, especially with the co-planning of lessons,
• Attend all classes that student teachers present and guides the teaching & learning by
writing comments on the student teachers’ lesson plans,
• Create appropriate activities (e.g. schedules, assessing activities, etc) for the student
teachers throughout the SBS period,
• Meet with the student teachers at least once a week at a scheduled time to plan together,
• Give the student teachers feedback on their teaching by discussing their development and
progress,
• Maintains classroom control when the need arises,

10
 School Based Studies

2. CRITERIA FOR SELECTING SUPPORT TEACHERS

The support teacher as one of the key players in the partnership team is expected to help the
student teacher to learn from practice by giving professional guidance and constructive feedback,
enabling the student teacher to identify areas for improvement. Teaching is essentially a practical
activity. Student teachers learn about teaching during campus-based studies (CBS), but they
learn to teach during SBS, under the watchful eye of support teachers. To be a good support
teacher, a teacher needs various teaching skills. When deciding on the selection of support
teachers, the school principal and associate teacher should refer to the following criteria:

• know what is expected of them before assuming their duties and know what to observe
and how to provide feedback, and give immediate feedback and a sense of availability to
the student teachers,

• help student teachers plan lessons, assist them in gathering information about best
practices, observe their classes, and provide feedback to them,

• be committed to the supporting/mentoring process and understand how to keep

communication open and resolve conflicts,

• have confidence in his/her own personal and professional development and able to reflect
on his/her own teaching,

• provide appropriate challenges for the student teacher and open to new ideas and
sensitive to the needs and concerns of others, and

PARTNERSHIP MEETING
The essence of the partnership model is to support the development of teachers according to the
philosophy of teacher education. During the Partnership Meeting, the SBS committee
endeavours to prepare the partners for their roles and responsibilities towards the student
teachers.

11
 APPENDICES

12
 School Based Studies

Appendix 1

ATTENDANCE REGISTER: PHASE 2 (SESSION 1)

This register must be initialled by the student teacher on a daily basis. At the end of the SBS
period this document should be signed and certified by the Principal.

STUDENT TEACHER: _________________________________________

SUBJECT TEACHER: _________________________________________

DATE: MON TUES WED THURS FRI
WEEK FROM ……
TO …….
1
2
3
4

……
…………… .………………………

Signature: Subject Teacher Signature: Principal

Date: .......................…….. Date: .......................……..

TOTAL NUMBER OF SBS DAYS DAYS ABSENT

TAKE NOTE: Attendance register without necessary signatures and a school stamp will not be accepted by the SBS Office

13
 Appendix 2

ATTENDANCE REGISTER: PHASE 2 (SESSION 2)

This register must be initialled by the student teacher on a daily basis. At the end of the SBS
period this document should be signed and certified by the Principal.

STUDENT TEACHER: _________________________________________

SUBJECT TEACHER: _________________________________________

DATE: MON TUES WED THURS FRI
WEEK FROM ……
TO …….
1
2

................................………….. .................………………………

Signature: Subject Teacher Signature: Principal

Date: .......................…….. Date: .......................……..

TOTAL NUMBER OF SBS DAYS DAYS ABSENT

TAKE NOTE: Attendance register without necessary signatures and a school stamp will not be accepted by the SBS Office

14
 School Based Studies

Appendix 3

UNIVERSITY OF NAMIBIA
FACULTY OF EDUCATION

SCHOOL-BASED STUDIES (SBS) FILE CHECKLIST

PHASE 2
STUDENT TEACHER..........................................................................................................
SCHOOL...............................................................................................................................
MAJOR OPTION: …………………………………………………………………………

√/X
FILE CONTENT
1 CONTENT PAGE
2 PRINCIPAL’S CONFIRMATION FORM
3 ATTENDANCE REGISTER
4 TIME TABLE
5 RECORD OF LESSONS EVALUATED BY LECTURERS/SUBJECT-
TEACHER(S)
6 RECORD OF LESSONS PRESENTED
7 LESSON PLAN (Attach reflections to lesson Plan) AND LESSON EVALUATION
FORMS
8 COLLECTED COPIES & FORMAL DOCUMENTS:
Register of School Attendance ( a sample for the period at school), Tests,
Assessment activities, Worksheets, Policy documents on examinations and
assessment, School Syllabi

........................................... ...................................... .................................

Mentor/Lecturer Signature Date

15
 Appendix 4

RECORD OF LESSONS PRESENTED BY THE STUDENT-TEACHER

PHASE 2

SUBJECT TEACHER: (print) …………………………………………………………………….

STUDENT TEACHER: ……………………………………………………………………………
MAJOR OPTION………………………………….. …………………………………… ………..
NO SUBJECT TOPIC GRADE DATE SUBJECT TEACHER(S)/
LECTURER(S) [SIGNATURE]
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27

16
 School Based Studies

28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60

17
 Appendix 5

UNIVERSITY OF NAMIBIA
FACULTY OF EDUCATION

PHASE: 2 LESSON EVALUATION FORM FOR PRIMARY EDUCATION

Surname: _______________________ Initials_______ Student no.: _____________

School: ___________________________ Subject: ___________________Grade: ____

Topic: ______________________________________ Date: ______________________

Assessor’s Name: _______________________ Signature: _______________________

Evaluation: ____________

EVALUATION CRITERIA COMMENTS

MARKS

1. LESSON PREPARATION [25]

(a)Comprehensive lesson plan (including teaching and

learning activities, timing, etc.)
(b) Challenging and attainable objectives
(c) Contain all the necessary components/phases of the
lesson
(d) Motivating introduction prepared
(e) Key questions prepared
(f) Appropriate Teaching methods identified
(g) Application tasks included e. g classroom activities
and /homework
(h) Appropriate teaching aids/media
2. LESSON PRESENTATION [20]
(a) Gains immediate attention and directs learners
towards lesson objectives
(b) Makes insightful use of subject knowledge

18
 School Based Studies

supplemented with practical application

(c) Logical sequence of key information
(d) Include open-ended and higher-order questions
(e) Adopts an integrated approach to teaching and
learning
(f) Engages learners in active/meaningful learning
(g) Continuous monitoring of learners’ understanding
(h) Fair, consistent and sensitive to learners
(i) Tactful, non-violent handling of discipline problems
(j) Effective time management
(k) Appropriate assessment strategies
3. TEACHING AND LEARNING MEDIA [6]
(a) Varied use of creative and appropriate media
(b) Effective and skilful use of teaching/learning media
(c) Neat and organised use of chalkboard /posters
/worksheets etc
4. COMMUNICATION [6]
(a) Uses clear and simple language
(b) Speaks clearly with a good tone
(c) Appropriate use of non-verbal communication cues
(d) Shows interest in listening to learners
(e) Language use across the curriculum applied
5. REINFORCEMENT AND CONCLUSION [5]
(a) Use appropriate strategies for assessment
(b) Effective and relevant reinforcement activities e.g.
games, projects etc.
(c ) Relates to lesson objectives and assessment criteria
(d) Effective closure of the lesson
6. GENERAL IMPRESSION [ 3]
(a) Confidence
(b) Enthusiasm
(c) Dress code
TOTAL MARKS 65
General remarks:
______________________________________________________________________________
______________________________________________________________________________
Lecturer’s signature _________________ Student’s signature__________________________
Date:__________________________________________

19
 Appendix 6

UNIVERSITY OF NAMIBIA
FACULTY OF EDUCATION

RECORD OF LESSONS ASSESSED BY SUBJECT TEACHER(S) /

LECTURERS

PHASE 2

STUDENT-TEACHER: …………………………………………………
SCHOOL: …………………………………………………………………

SUBJECT TEACHER(S): (print) ……………………………. ……………

MAJOR OPTION: ……………………………………………………………………………………………

NO DATE SUBJECT GRADE TOPIC MARK SIGNATURE

FOR SUBJECT
LESSON TEACHER/LECTURER
1
2
3
4
5

20
 School Based Studies

Appendix 7

UNIVERSITY OF NAMIBIA
FACULTY OF EDUCATION

GENERAL INFORMATION
Name of Student: ……………………………………………….
Student Number: ………………………………………………
Programme & Year: …………………………………………...
Name of School: ……………………………………………….
Address of School: ……………………………………………..
……………………………………………..
Education Region: ……………………………………………...
School Enrolment: Boys: ……… Girls: …….. Total: …………
Grades Offered: …………………………………………………
Total Number of Teachers: ……………………………………..
Government/Private School: ……………………………………

I, the undersigned, hereby declare that

Mr/Mrs/Ms: ………………………………………………….. has completed School Observation
at this school.

__________________________
SIGNATURE OF PRINCIPAL SCHOOL STAMP

21
 BED PRIMARY
Phase 3
INTRODUCTION
School Based Studies (SBS) is an essential component of teacher education.
It is a transitional phase in the teacher education programme during which the student-teacher
changes his/ her role from full time student to full time teacher. The student-teachers experience
psychological and social changes when they change their roles from student to teacher. During
this period, the student-teachers need psychological and professional support to cope with the
professional challenges they face during teaching practice.

This SBS handbook is designed to acquaint the student-teachers with the different professional
colleagues who would facilitate the transition from student to teacher
The handbook serves the following functions:

5. It sensitises students, support teachers, principals of schools, university SBS supervisors and
others with their professional responsibilities during SBS;
6. It gives guidance to new teachers who are assigned to observe student- teachers;
7. It serves as a basis for future teaching practice programmes;
8. It gives a common focus for discussing issues related to SBS.

VISION
Our vision is to become a centre of excellence in education theory and practice, producing
competent, reflective and innovative teachers, who will promote the development of their
community.

MISSION

22
 School Based Studies

Our mission is to:

• Expose student teachers to reality about teaching and learning in School Based
Studies;
• Foster a thorough understanding of the teaching so that student teachers are able to
prepare their learners for real life situations, addressing the challenges that face our
communities;
• Equip student teachers with the knowledge and skills to make the most of available
resources in order create meaningful and relevant learning experiences for their
learners;
• Develop a critical inquiry and reflective practice approach into one’s own practice and
social context;
• Develop professional and competent teachers who teach to standards and are able to
interpret syllabuses on the basis of the aims and objectives of the National Basic
Education Curriculum in Namibia.

BACHELOR OF EDUCATION (PRE- PRIMARY AND LOWER PRIMARY AND UPPER PRIMARY)
(HONOURS)

Module Title: School-Based Studies Phases 2

Codes: EESP 3790

NQF Levels: 7
Semesters offered: 1 and 2
Semester 1: 4 weeks in January - February
Semester 2: 2 weeks in July

National Professional Standard competencies: (C1, C2, C3, C6, C7, C8, C9, C10, C12, C13,
C19, C28)
Contact Hours: 6 weeks per year
Credits: 6
Course Assessment: Continuous assessment 100 %

23
Teaching competence: 65%
• 25% lesson preparation
• 40% lesson presentation
Portfolio: 35 %

Prerequisites: Phase 1 ESP3690

COURSE CONTENT

The module is designed to expose students to the realities of Pre- and Lower Primary classrooms
in Namibian schools. They are expected to observe and participate in different facets of
learning, teaching and management e.g., the learner-centred approach, lesson preparations,
application of teaching learning resources, social environment of the school and motivation of
learners.

MODULE REQUIREMENTS AND EXPECTATIONS

Punctuality and regular class attendance; reading of prescribed materials in advance; engage with
school management and mentor teacher; reflecting on observations; prepare and teach lessons in
pairs, submit portfolios on time; upheld professional conduct in schools, students with
disabilities should conduct their lectures in advance to explain their needs; engaging in learning
circles is recommended; be aware of the University assessment policies.

EXIT LEARNING OUTCOMES (ELO):

Upon the completion of this module students should be able to:

9. Demonstrate understanding of school subject knowledge, and specifically in the Pre-
Primary phase (C1)
10. Demonstrate knowledge and understanding of the development of children in physical,
cognitive and languages, and socio-emotional domains (C2)
11. Observe and report on strategies to promote English competence across the curriculum
(C9)
12. Observe and report on strategies to use different media in class as well as how ICT is
integrated in the classroom (C6, C7)
13. Observe the school policy in dealing with special needs learners (C13)

24
 School Based Studies

14. Observe and report aspects of school management (C19)

15. Demonstrate ability to design and deliver lessons, in the mother tongue and in English,
with assistance of mentor teacher ( C6, C8, C10, C11, C12)
16. Demonstrate understanding of, and uphold, the professional code of conduct of teachers

PROFESSIONAL DEVELOPMENT PLACEMENT AND STRUCTURE

The award of the degree is subject to the satisfactory completion of the practical attachment, as
well as the attachment report of SBS phases 1, 2 and 3. Students will be required to do 22 weeks
of SBS over 4 years.

1. NUMBER OF LESSONS
Phase Duration LESSON PRESENTATIONS
Phase 2 6 weeks Minimum 50 presentations
You are required to teach minimum of 60 lessons in your major subjects over the period
of 6 weeks. In major subjects, the total number of lessons indicated above should be covered
equally.
Minimum number of visits by lecturers and subject teachers/mentors:
2 lessons observed and graded by lecturer (s) and 2 lessons observed and graded by
subject teacher/mentor, HOD etc.

2. PROGRAMME

Phase 2 Week 1-4 Meeting with the Principal, Associate Teacher and support
teachers. Familiarising with school policies, schemes of
work, teaching/term units and available teaching/learning
resources and general environment. Finalise timetable for
SBS period. Plan and present minimum of 30 -35 lessons.
Week 5 & 6 Plan and present minimum of 15-20 lessons.

ASSESSMENT AND ATTENDANCE

Attendance according to the UNAM policy must be complied with to successfully complete SBS
Phase 2 and 3.

25
2. PORTFOLIO:
2.1 Phase 2
Mentors/Lecturers will grade the Portfolio.
Student should work in close consultation with their supervisor. If the Portfolio does not meet the
minimum requirements, the student will be required to re-do the portfolio.

If the portfolio does not meet the criteria to be graded, the student teacher should
• Complete the sections below standard, or
• Resubmit the Portfolio.
The duration to complete the work should be determined by the SBS Committee.
Note: The grade for a re-submitted portfolio can only be 50%.

3. RECORDING SBS GRADES

3.1 Format
Visiting lecturers must record the grades on class lists before handing in grades at the SBS
Office:
• All grades are entered on a class list and handed to the SBS Coordinator on or before the
due date.

Phase 3
PRIMARY COMPONENTS ATTENDANCE
STUDENT TC PORTFOLIO FINAL GRADE W W/O DECISION

3.2 Referrals
A student, who did not complete his/her SBS for some reasons, should be referred to the
Coordinator of SBS by his/her tutor/mentor. Valid proofs must be attached to the referral letter.
The SBS Coordinator will call SBS Committee meeting to discuss the referrals and map the way
forward.

3.3 ATTENDANCE

A student should at least attend 80% in every phase. Failing to comply with these requirements, UNAM
rules & regulations on absenteeism will apply.

UNIVERSITY AS PARTNER
1. RESPONSIBILITIES
1.1. Lecturer
The lecturer should:
• Reports to the Principal’s office on every first visit to the partner school (Courtesy )

26
 School Based Studies

• Meets student teachers, associate teacher and support teachers during the first visit of
SBS.
• Works in partnership with the associate and support teachers.
• Keeps a record of student teachers’ progress.
• Conduct the pre- and post-observation discussion with the student teachers and support
teachers, (pre-observation discussion if possible).
• Keeps a daily record of school visits and distances travelled.
• Limits daily visits to schools within a particular school cluster,
• Refer(s) student teacher who performs below standard to the office of the SBS
Coordinator.

1.2 Student Group Leader

A leader should:
• Communicate school-related issues and concerns of the student teachers to the Mentor
teacher and SBS Coordinator.
• Communicate SBS -related issues and concerns of the Visiting lecturers and/or Associate
teacher to the student teachers.
• Ensure that student teachers complete their summaries of timetables (with date, student’s
name, subject, classroom number, class grade and time of period).
• Monitors adherence to Codes of Conduct by the student teachers.

1.3 Student Teachers

1.3.1 General
The student should:
• Be familiar with school and community.
• Maintain the hours required of regular teachers.
• Be punctual and arrive prepared to teach.
• Demonstrate initiative by finding ways to contribute to the classroom and to the school.
• Collect and organise teaching materials for portfolio development.
• Adhere to responsibilities and duties as set out in Professional development and Structure
of SBS],
• Adhere to the CODE OF CONDUCT of the school and the University (UNAM).

1.3.2 Specific

The student should:

• Communicate with the Support teacher and/or the Mentor teacher regarding permission
to be absent from school. Also communicate the absence to the lecturer, particularly
when a visit by has been scheduled for that particular day or time.
• Assume primary responsibility for all teaching assignments as they have been planned
with the Support teacher and subject lecturers.
• Prepare teaching units in advance and review lesson plans with the Support teacher prior
to teaching. Be creative and take risks in planning some new activities.

27
 • Accept responsibilities assigned by the Support teacher. Participate in school activities
and extra duties required of the Support teacher.
• Actively participate in three-way conferences with the Support teacher and the subject
lecturers.
• Receive feedback in a constructive, open manner. Clearly communicate questions and
concerns to the SBS Coordinator, Support and/or Associate teacher and the visiting
lecturers,
• Actively seek regular feedback on student teaching performance and reflect on its impact
on learners, and
• Have SBS files always available as arranged by visiting lecturers and/or support teachers.

1.3.3 Transport Officer

Arranges a time table for visiting lecturers who make use of campus transport and
make sure that visiting lecturers, who make use of campus transport, regularly complete the
travel log book.

2.2 Lesson Evaluation Form

Llecturers must complete a Lesson Evaluation form for every student teacher that they visit. This
form has a dual purpose:
• To assist the student teacher in improving lesson presentations, and
• To assist the lecturer in completing the final Teaching Competence form (appendix 5).

The SBS Office will distribute the forms to the various subject lecturers.

THE SCHOOL AS PARTNER

1. RESPONSIBILITIES
1.1 School Principal

The principal should:

• Appoint the mentor teacher, and ensures that the SBS Partnership concept continues to
evolve in a way that is mutually beneficial,
• Monitor the placement of student teachers with qualified and experienced support
teachers, who are sensitive to the needs of the programme and willing to be partners,
• Keep all partner members abreast of policies and procedures that have an influence on the
SBS programme, and
• Ensure that all forms (for example Principal’s confirmation Form and Attendance
Register) are completed the due date.

1.2 Mentor Teacher

The mentor teacher is the link between the school and the University.
The mentor teacher should:

28
 School Based Studies

• Create a SBS file which is updated regularly,

• Liaise with the SBS Coordinator especially with regard to changes in the school
programme,
• Distribute forms to support teachers, and collects forms from support teachers,
• Appoint qualified and experienced support teachers,
• Do the placement of student teachers at the school,
• Meet with support teachers at the start of the SBS programme to ensure that they are clear
about their responsibilities, and with student teachers to familiarise them with the school
culture,
• Monitor the completion of forms by the support teachers,
• Attend the partnership meetings and ensures that the principal and all support teachers are
informed about what transpired at the Partnership Meeting,
• Refer students that default to SBS Coordinator, and
• Assist student teachers and visiting lecturers in understanding the school’s activities and
culture.

1.3 Support Teacher

The support teacher is the subject teacher who is also the immediate supervisor of the student/s
offering those subjects.
The support teacher should:
• Help student teachers become familiar with the school syllabuses, school policies and
available teaching/learning resources,
• Support student teachers, especially with the co-planning of lessons,
• Attend all classes that student teachers present and guides the teaching & learning by
writing comments on the student teachers’ lesson plans,
• Create appropriate activities (e.g. schedules, assessing activities, etc) for the student
teachers throughout the SBS period,
• Meet with the student teachers at least once a week at a scheduled time to plan together,
• Give the student teachers feedback on their teaching by discussing their development and
progress,
• Maintains classroom control when the need arises,

2. CRITERIA FOR SELECTING SUPPORT TEACHERS

The support teacher as one of the key players in the partnership team is expected to help the
student teacher to learn from practice by giving professional guidance and constructive feedback,
enabling the student teacher to identify areas for improvement. Teaching is essentially a practical
activity. Student teachers learn about teaching during contact session, but they learn to teach
during SBS, under the watchful eye of support teachers. To be a good support teacher, a teacher
needs various teaching skills. When deciding on the selection of support teachers, the school
principal and associate teacher should refer to the following criteria:

29
 • know what is expected of them before assuming their duties and know what to observe
and how to provide feedback, and give immediate feedback and a sense of availability to
the student teachers,

• help student teachers plan lessons, assist them in gathering information about best
practices, observe their classes, and provide feedback to them,

• be committed to the supporting/mentoring process and understand how to keep

communication open and resolve conflicts,

• have confidence in his/her own personal and professional development and able to reflect
on his/her own teaching,

• provide appropriate challenges for the student teacher and open to new ideas and
sensitive to the needs and concerns of others, and

PARTNERSHIP MEETING
The essence of the partnership model is to support the development of teachers according to the
philosophy of teacher education. During the Partnership Meeting, the SBS committee
endeavours to prepare the partners for their roles and responsibilities towards the student
teachers.

30
 School Based Studies

APPENDICES

31
 Appendix 1

ATTENDANCE REGISTER: PHASE 3

This register must be initialled by the student teacher on a daily basis. At the end of the SBS
period this document should be signed and certified by the Principal.
STUDENT TEACHER: _________________________________________
SUBJECT TEACHER: _________________________________________

DATE: FROM - MON TUES WED THURS FRI

WEEK TO
1
2
3
4
5
6
7
8
9
10
11
12

................................………….. .................………………………

Signature: Subject Teacher Signature: Principal

Date: .......................…….. Date: .......................……..

TOTAL NUMBER OF SBS DAYS DAYS ABSENT

TAKE NOTE: Attendance register without necessary signatures and a school stamp will not be accepted by the SBS
Office.

32
 School Based Studies

Appendix 2

UNIVERSITY OF NAMIBIA

FACULTY OF EDUCATION

SCHOOL-BASED STUDIES (SBS) FILE CHECKLIST

PHASE 3
STUDENT-TEACHER ..............................................................................................................
SCHOOL.....................................................................................................................................
PHASE ………………………………………...SUBJECTS.....................................................

√/X
FILE CONTENT
1 CONTENT PAGE
2 PRINCIPAL’S CONFIRMATION FORM
3 ATTENDANCE REGISTER
4 TIME TABLE
5 RECORD OF LESSONS EVALUATED BY LECTURERS/SUBJECT
TEACHERS(S)
6 RECORD OF LESSONS PRESENTED
7 LESSON PLAN (Attach reflections to lesson plan) AND LESSON
EVALUATION FORMS
8 COLLECTED COPIES
Register of School Attendance (student should complete an example for
the period at school), Tests, Assessment activities, Continuous
Assessment record forms, Worksheets, etc.

........................................... ...................................... .................................

Mentor/Lecturer Signature Date

33
 Appendix 3

RECORD OF LESSONS PRESENTED BY THE STUDENT-TEACHER

PHASE 3

SUBJECT TEACHER: (print) …………………………………………………………. …………

STUDENT TEACHER: ……………………………………………………………………………
MAJOR OPTION………………………………………………………………………... ………..

NO SUBJECT LESSON TOPIC GRADE DATE SUBJECT TEACHER(S)

LECTURER(S)[SIGNATURE]
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23

34
 School Based Studies

24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59

35
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80

36
 School Based Studies

Appendix 4

UNIVERSITY OF NAMIBIA
FACULTY OF EDUCATION

LESSON EVALUATION FORM FOR PRIMARY EDUCATION

PHASE: 3

Surname: _______________________ Initials_______ Student no.: _____________

School: ___________________________ Subject: ___________________Grade: ____

Topic: ______________________________________ Date: ______________________

Assessor’s Name: _______________________ Signature: _______________________

Evaluation: ____________

EVALUATION CRITERIA COMMENTS

MARKS

1. LESSON PREPARATION [30]

(a) Comprehensive lesson plan (including teaching and
learning activities, timing, etc.)
(b) Challenging and attainable objectives
(c) Contain all the necessary components/phases of the
lesson
(d) Motivating introduction prepared
(e) Key questions prepared
(f) Appropriate Teaching methods identified
(g) Application tasks included e. g homework
(h) Appropriate teaching aids/media
(i) A critical reflection of the previous lesson including,
strengths/successes, weaknesses/challenges and the
way forward

37
2. LESSON PRESENTATION [20]
(a) Gains immediate attention and directs learners
towards lesson objectives
(b) Makes insightful use of subject knowledge
supplemented with practical application
(c) Logical sequence of key information
(d) Include open-ended and higher-order questions
(e) Adopts an integrated approach to teaching and
learning
(f) Engages learners in active/meaningful learning
(g) Continuous monitoring of learners’ understanding
(h) Fair, consistent and sensitive to learners
(i) Tactful, non-violent handling of discipline problems
(j) Effective time management
(k) Appropriate assessment strategies
3. TEACHING AND LEARNING MEDIA [10]
(a) Varied use of creative and appropriate media
(b) Effective and skilful use of teaching/learning media
(c) Neat and organised use of chalkboard ,posters
worksheets with legible, neat and appropriate
handwriting, etc
4. COMMUNICATION [8]
(a) Uses clear and simple language
(b) Speaks clearly with a good tone
(c) Appropriate use of non-verbal communication cues
(d) Shows interest in listening to learners
(e) Language use across the curriculum applied
5. REINFORCEMENT AND CONCLUSION [8]
(a) Use appropriate strategies for assessment
(b) Effective and relevant reinforcement activities e.g.
games, projects etc.
(c ) Relates to lesson objectives and assessment criteria
(d) Effective closure of the lesson
6. GENERAL IMPRESSION [ 4]
(a) Confidence
(b) Enthusiasm
(c) Dress code
TOTAL MARKS 80
General remarks:
______________________________________________________________________________
______________________________________________________________________________

Lecturer’s signature _________________ Student’s signature__________________________

Date:_________________________________

38
 School Based Studies

Appendix 5

UNIVERSITY OF NAMIBIA
FACULTY OF EDUCATION

RECORD OF LESSONS ASSESSED BY SUBJECT TEACHER(S) /

LECTURERS

PHASE 3

STUDENT-TEACHER:
………………………………………………………………………………………………........................................
SCHOOL: ……………………………………………………………………………………………………………..

SUBJECT TEACHER(S): (print) …………………………….………………………………………………… ……

MAJOR OPTION: ………………………………………………………………………………… …………………

NO DATE SUBJECT GRADE TOPIC MARK SIGNATURE OF

FOR SUBJECT
LESSON TEACHER/LECTURER
1
2
3
4
5

39
 UNIVERSITY OF NAMIBIA
FACULTY OF EDUCATION

GENERAL INFORMATION
Name of Student: ……………………………………………….
Student Number: ………………………………………………
Programme & Year: …………………………………………...
Name of School: ……………………………………………….
Address of School: ……………………………………………..
……………………………………………..
Education Region: ……………………………………………...
School Enrolment: Boys: ……… Girls: …….. Total: …………
Grades Offered: …………………………………………………
Total Number of Teachers: ……………………………………..
Government/Private School: ……………………………………

I, the undersigned, hereby declare that

Mr/Mrs/Ms: ………………………………………………….. has completed School Observation
at this school.

__________________________
SIGNATURE OF PRINCIPAL SCHOOL STAMP

40
 School Based Studies

SCHOOL BASED STUDIES PHASE 2: PORTFOLIO

Student Name: ………………………………………………………………………………..Student no……………………………..

ASSESSMENT CRITERIA FOR GRADING:

Marks Comments
A. CONTENT OF THE PORTFOLIO 10
A clear description of personal teaching vision indicating
clear specific teaching goals (4)
A clear description of teaching responsibilities, including
specific subject and a brief description of the way the
subject should be taught. (3)
Enough evidence to showcase the student’s development
but not so much that it overwhelms the reader. (3)
B. CRITICAL REFLECTION 20
Providing evidence on how the personal teaching vision
inform his/her teaching practice and experiences (5)
The student has been able to critically reflect on his/her
own beliefs ,what learned and experienced (5)
Clear description of steps taken to evaluate and improve
own teaching (5)
There is evidence that the student has been able to
evaluate his/her own progress (3)
The reflection shows how the student’s teaching ability has
developed. (2)
D. PRESENTATION STYLE 5
The portfolio has a table of contents , clear introduction,
and conclusion (2)
The portfolio is well organized with logical sequence with
clear signposts to guide the reader through it. (3)

Total marks 35

Comments:…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………..

Lecturer’s signature: _____________ Date:________

41
 SCHOOL BASED STUDIES PHASE 3: PORTFOLIO
Student Name: ………………………………………………………………………………..Student no……………………………..

ASSESSMENT CRITERIA FOR GRADING:

Marks % Comments
C. CONTENT OF THE PORTFOLIO 5
A clear description of personal teaching vision indicating
clear specific teaching goals (2)
A clear description of teaching responsibilities, including
specific subject and a brief description of the way the
subject should be taught. (2)
Enough evidence to showcase the student’s development
but not so much that it overwhelms the reader. (1)
D. CRITICAL REFLECTION 12
Providing evidence on how the personal teaching vision
inform his/her teaching practice and experiences (3)
The student has been able to critically reflect on his/her
own beliefs ,what learned and experienced (3)
Clear description of steps taken to evaluate and improve
own teaching (3)
There is evidence that the student has been able to
evaluate his/her own progress (2)
The reflection shows how the student’s teaching ability has
developed. (1)
E. PRESENTATION STYLE 3
The has table of contents , clear introduction, and
conclusion (2)
The portfolio is well organized with logical sequence with
clear signposts to guide the reader through it. (1)

Total marks 20

Comments:…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………..

Lecturer’s signature: _____________ Date:________

42
School Based Studies

43
44
School Based Studies

45
46
School Based Studies

47
48
School Based Studies

49
50
School Based Studies

51
52
School Based Studies

53
54
School Based Studies

55