EDPHOD8/101/3/2016

Tutorial letter 101/3/2016

The educator in a pastoral role
EDPHOD8
Semesters 1 & 2
COLLEGE OF EDUCATION
Department of Curriculum and
Instructional Studies

IMPORTANT INFORMATION:
This tutorial letter contains important information
about your module.
Intermediate, Senior phase and FET specialisations

CONTENTS
Page
1

INTRODUCTION .......................................................................................................................... 3

PURPOSE OF AND OUTCOMES FOR THE MODULE............................................................... 4

LECTURERS AND CONTACT DETAILS ..................................................................................... 4

MODULE-RELATED RESOURCES ............................................................................................. 5

STUDENT SUPPORT SERVICES FOR THE MODULE ............................................................... 7

MODULE-SPECIFIC STUDY PLAN ............................................................................................. 8

MODULE-SPECIFIC PRACTICAL WORK AND WORK-INTEGRATED LEARNING ................... 8

ASSESSMENT ............................................................................................................................. 8

OTHER ASSESSMENT METHODS ........................................................................................... 26

10

EXAMINATION ........................................................................................................................... 26

11

FREQUENTLY ASKED QUESTIONS ........................................................................................ 28

EDPHOD8/101

INTRODUCTION

Dear prospective pastoral educator

With this Tutorial Letter we are pleased to welcome you as a student to the module the Educator in a
pastoral role. We trust that you will find this module interesting and rewarding. We will do our best to
make your study of this module successful. You will be well on your way to success if you start studying
early in the semester and resolve to do the assignments properly.
You will receive a number of tutorial letters during the semester. A tutorial letter is our way of
communicating with you about teaching, learning and assessment.
This tutorial letter contains important information about the scheme of work, resources and assignments
for this module. We urge you to read it carefully and to keep it at hand when working through the study
material, preparing the assignments, preparing for the examination, and addressing questions to us.
In this Tutorial Letter you will find the assignments and assessment criteria as well as instructions on the
preparation and submission of the assignments. It also provides all the information you need with regard
to the prescribed study material and other resources and how to obtain them. Please study this
information carefully and make sure that you obtain the prescribed material as soon as possible.
We have also included certain general and administrative information about this module. Please study
this section of the tutorial letter carefully.
Right from the start we would like to point out that you must read all the tutorial letters you receive during
the semester immediately and carefully, as they always contain important and, sometimes, urgent
information.
Some of this tutorial matter may not be available when you register. Tutorial matter that is not available
when you register will be posted to you as soon as possible, but is also available on myUnisa.
We hope that you will enjoy this module and wish you all the best!

PURPOSE OF AND OUTCOMES FOR THE MODULE

2.1

Purpose

Upon completion of this module you should have obtained the applied competence of the community,
citizenship and pastoral role at a beginner teachers level.

2.2

Outcomes

You will be able to:

practice and promote a critical, committed and ethical attitude by developing a sense of respect
and responsibility towards others.

uphold the Constitution and promote democratic values and practices in schools and society.

demonstrate within your school an ability to develop a supportive and empowering environment for
the learners.

respond to the educational and other needs of learners and fellow educators.

develop supportive relations with parents and other key persons and organisations.

develop a critical understanding of community and environmental issues, especially HIV/Aids.

LECTURERS AND CONTACT DETAILS

3.1

Lecturers
LECTURER

ROOM NUMBER

E-MAIL ADDRESS

SECTION A: THE APPLIED COMPETENCES OF THE COMMUNITY, CITIZENSHIP AND

PASTORAL ROLE
Prof S Schoeman

AJH van der Walt

Building, Room 6-65

(012) 429-4503

[email protected]

SECTION B: THE RELIGIOUS WORLD OF LEARNERS

Mr D Chetty

TvW Building, Room

6-161

(012) 429-4055

[email protected]

Ms DM Eicker:
Departmental
secretary

TvW Building, Room

6-151

(012) 429-4523

[email protected]

EDPHOD8/101

All queries that are not of a purely administrative nature but are about the content of this module should
be directed to us. Please have your study material with you when you contact us.

3.2

Department

Department of Curriculum and Instructional Studies

Unisa
PO Box 392
UNISA
0003
AJH van der Walt Building 6-72
Muckleneuk Campus
Preller Street
PRETORIA
Tel: (012) 429-4033

3.3

University

If you need to contact the University about matters not related to the content of this module, please
consult the publication my Studies @ Unisa, that you received with your study material. This brochure
contains information on how to contact the University (e.g. to whom you can write for different queries,
important telephone and fax numbers, addresses and details of the times certain facilities are open).
Always have your student number and module code at hand when you contact the University.
Please note that all administrative enquiries should be directed to:

E-mail
[email protected]

MODULE-RELATED RESOURCES

4.1

Prescribed books

There are no prescribed textbooks for this module. This means that you do not have to buy any
additional books for this module. You only need your study guide and the tutorial letters.

4.2

Recommended books

There are no recommended books for this module.

4.3

Electronic Reserves (e-Reserves)

There are no electronic reserves for this module.

4.4

Official study material

One study guide

5

Apart from Tutorial letter 101 you will also receive other Tutorial Letters in the course of the
semester (102 and 201).

If you have access to the Internet, you can view the study guide and tutorial letters for the module on the
Universitys online campus, myUnisa, at http://my.unisa.ac.za.

4.5

Recommended electronic sources

The following electronic sources are sources that you may consult in order to broaden your knowledge of
the educator in a pastoral role. A limited number of copies is available in the library.

e-books

The SAGE reference online. Handbooks Online. The Sage Handbook of Special Education.
The SAGE reference online. Handbooks Online. The Sage Handbook of Gender and Education.
This book deals with special education and gender and education.

DVDs

Teaching Diverse Learners 2 DVD set

A diverse learning environment benefits everyone, but it can put overwhelming pressure on an
unprepared teacher. This two-part DVD empowers educators using real-world teaching methods
enabling them to overcome the obstacles and maximize the rewards of a diverse learning atmosphere.
The first DVD is 13 minutes and the second 18 minutes.

4.6

Learners books and curricula for your subjects

It is essential that you have access to a series of learners books for your subjects approved by the
National Department of Education. They are available at the JUTA bookseller.

4.7

Open education resources (OERs)

4.7.1

TESSA (Teacher Education in Sub-Saharan Africa)

TESSA brings together teachers and teacher educators from across Africa. It offers a range of materials
(Open Educational Resources) in four languages to support school-based teacher education and
training. Access the TESSA website: http://www.tessafrica.net/

4.7.2

OER4schools

OER4schools is an open education resource from the Faculty of Education of the University of
Cambridge. Their website address is:
http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/oer4schools/
Consult the latter for classroom examples and learning and teaching support materials to use in your
lesson plans, group work activities, etc.

4.8

Social network: Twitter

Visit Twitter @Profschoeman. Share your views on the characteristics of a good pastoral carer.

EDPHOD8/101

4.9

Curriculum Assessment Policy Statement (CAPS)

The Curriculum Assessment Policy Statement is a single, comprehensive, and concise policy document,
for all the approved school subjects. It is available on the Department of Basic Educations website:
http://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements/tabid/

STUDENT SUPPORT SERVICES FOR THE MODULE

For information on the various student support systems and services available at Unisa (e.g. student
counselling, tutorial classes, language support), please consult the publication my Studies @ Unisa that
you received with your study material.

5.1

Contact with fellow students

It is advisable to have contact with fellow students. One way to do this is to form study groups. The
addresses of students in your area may be obtained from the following department:
Directorate: Student Administration and Registration
PO Box 392
UNISA
0003

5.2

myUnisa

If you have access to a computer that is linked to the Internet, you can quickly access resources and
information at the University. The myUnisa learning management system is Unisas online campus that
will help you to communicate with your lecturers, with other students and with the administrative
departments of Unisa all through the computer and the Internet.
To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za and then click on
the Login to myUnisa link on the right-hand side of the screen. This should take you to the myUnisa
website. You can also go there directly by typing in http://my.unisa.ac.za.
Please consult the publication my Studies @ Unisa which you received with your study material for more
information on myUnisa.

5.3

Tutorials

Unisa offers tutor services for students as additional academic support at the various Unisa regional
learning centres throughout the country. For details of a learning centre near you, please consult
Directorate Curriculum and Learning Development at Tel: +27 12 484 2869.
A tutorial is an organised session where students and tutor(s) meet regularly at a common venue and at
scheduled times to discuss course material. The main purpose of the tutorial services is:

To facilitate student learning by developing the students independent learning skills

Assisting students to become motivated and independent learners

Help the students to develop and enhance their learning experience and academic performance
through interaction with the tutor and fellow students

Tutorials are not compulsory and willing students receive tutorial support at a nominal fee. Interested
students are advised to consult a learning centre closest to them to enrol for tutorials. For further
information on tutorials consult the brochure my Studies @ Unisa.

5.4

UniSA Radio

UniSA Radio is one African voice which strives to be Unisas voice that will bridge the gap between
Unisa and its communities. In the light of that Unisa Radio programming focuses on academic content
including education shows, career guidance, job opportunities, Unisa student lifestyles, students
entertainment, campus news and student support.

5.5

E-tutoring for EDPHOD8

An E-tutoring system is available for the module EDPHOD8. Refer to the information that has
been sent to you in this regard for more guidelines.

MODULE-SPECIFIC STUDY PLAN

Please consult the my Studies @ Unisa brochure for a generic study plan. Adapt this study plan to your
specific needs and context. The plan contains valuable time management and planning skills.

MODULE-SPECIFIC PRACTICAL WORK AND WORK-INTEGRATED

LEARNING

There is no practical work for EDPHOD8.

ASSESSMENT

8.1

Assessment plan

Unisa is following a continuous assessment system. You will be able to accumulate marks throughout
the semester. Your promotion mark comprises a semester mark of 20% and an examination mark of
80%.
Your semester mark will be compiled as follows :
Assignment 01 will count 10%
Assignment 02 will count 10%
The total will then be 20%.
Submitting a well prepared Assignment 01 and Assignment 02 will therefore be to your benefit! Good
luck!
Please note: you need a subminimum of 40% in the examination to benefit from your semester mark. In
other words, you will have to pass (50%) the examination paper.

EDPHOD8/101

8.2

General assignment numbers

Remember that your assignment must have precisely the same number as the one specified in this
tutorial letter. Assignments are numbered consecutively per module, starting from 01. Only numerical
numbers are used, for example: Assignment 01, 02 and so on.
Specify the module code and assignment number in all enquiries about assignments.
8.2.1

Unique assignment numbers

Assignment 01
First semester:
Second semester:

835021
830053

Assignment 02
First semester:
Second semester:

850159
766225

8.2.2 Due dates for assignments

The following dates are the latest dates your assignments are allowed to reach the University:
Assignment 01
First semester:
Second semester:

11 March
15 August

Assignment 02
First semester:
Second semester:

8.3

4 April
5 September

Submission of assignments

Please note: Enquiries about assignments (e.g. whether or not the University has received your
assignment or the date on which an assignment was returned to you) must be addressed to
Unisa:
E-mail

[email protected]

You might also find information on the myUnisa website, http://www.unisa.ac.za and then click on the
login to myUnisa heading on the screen. This should take you to the myUnisa website. You can also
go there directly by typing in http://my.unisa.ac.za.
Assignments should be addressed to:
Department: Student Assessment and Administration
PO Box 392
UNISA
0003
9

You may submit written assignments either by post or electronically via myUnisa. Assignments may not
be submitted by fax or e-mail.
For detailed information and requirements as far as assignments are concerned, see the brochure my
Studies @ Unisa that you received with your study material.
To submit an assignment via myUnisa:

Go to myUnisa.

Log in with your student number and password.

Select the module.

Click on assignments in the left-hand menu.

Click on the assignment number you want to submit.

Follow the instructions on the screen.

Since your examination paper at the end of the semester will also be based on your assignments, it is in
your own interest to complete them thoroughly.
You are welcome to consult as many sources as possible but you should not neglect to include complete
references in your answer.
It sometimes happens that students hand in assignments which are not their own original work. This is
illegal, and steps will be taken by the University authorities should this practice come to light.
8.4

Assignments

Assignments are seen as part of the learning material for this module. As you do the assignments, study
the reading texts, consult other resources, discuss the work with fellow students or tutors/e-tutors or do
research, you are actively engaged in learning. Looking at the assessment criteria given for each
assignment will help you to understand what is required of you more clearly.
Please note that the word assignment is the only accepted term used to refer to assignments.

Assignments 01 and 02 follow. You should be able to answer these by consulting your study guide, and
any other sources that are applicable to the pastoral role of the educator.

ASSIGNMENT 01
Closing date
First semester:
Unique number:

11 March
835021

According to Best, Lang, Lodge and Watkins (1995:63), one of the most important roles of an educator in
a school is to assist learners pastorally. (See your Study guide, p. 2)
Read the following scenario:

10

EDPHOD8/101

Ronalds ankle sprain!?

The scene takes place in a doctors consulting room. Ms Bester has brought her 15-year-old son Ronald
because of an ankle sprain. As the doctor enters the room, Ronald is sitting on the examination table in
shorts and a T-shirt with a bare right foot and ankle. Ms Bester is sitting in a chair.
Doctor: Hi there. You must be Ronald. Im Dr Jonas. How are you? [shakes Ronalds hand].
Ronald: Okay.
Doctor: [turning to Ms Bester] And are you Ronalds mom, Ms Bester?
Ms Bester: Yes, thats correct.
Doctor: Nice to meet you, too. [shake hands with doctor]
Doctor: [turning back to Ronald] So, Ronald, whats going on?
Ronald: I hurt my ankle.
Doctor: What happened?
Ronald: I was kicking the soccer ball and, I dont know, I guess I just slipped or something
Doctor: When did this happen?
Ms Bester: He did it about three days ago but last night I noticed he was still limping, so I thought I ought
to bring him in. I dont think its broken, do you?
Doctor: Well, I dont know. Let me take a closer look at it. [pulls over a chair, sits down facing Ronald,
and begins to examine the ankle] Ok Ronald, Im going to examine your foot. Let me know if it hurts.
Ronald: Ow, yeah, stop. Dont touch it!
Ms Bester: Ronald, dont be such a sissy! Sit still and let the doctor take a look at you.
Doctor: Thats okay. Let me just do one more thing. Im going to move your foot. [everts ankle]
Ronald: Owww! Cmon, stop! Dont touch it!
Ms Bester: Ronald! Sit still.
Doctor: Okay, Ronald, I wont hurt you anymore. [notices bruise in proximal fibular area, looks closer]
What happened here?
Ronald: I dont know, I guess I fell another time.
Ms Bester: Hes really a clumsy kid. I keep telling him to stay of the soccer pitch, but he just doesnt
listen. His father gets so upset with him.
Doctor: [scanning both of Ronalds legs, stopping over left femur] And here? Another fall?
Ronald: Yeah, sure
Ms Bester: I told you hes clumsy. But could you please get back to his ankle?
Doctor: [continuing to examine Ronalds arms] Ronald, can you take your shirt off for me please?
11

Ms Bester: [getting a bit edgy] Doctor, we came in for his ankle. Could you please get back to his ankle?
Ronald takes of his shirt at the Doctors insistence.
Doctor: [examines Ronald, pausing over several spots on arms and back] Ronald, you have a lot of
bruises. Some are older than others whats going on?
Ms Bester slowly nods her head, looks at Ronald a bit tearfully.
You are Ronalds class and subject teacher, and have always been kind to him. Desperate and alone,
Ronald stays behind in class one day, and tell you his story.
You as a pastoral educactor are therefore concerned about Ronalds wellbeing and decide to assist him.
Provide your plan of action using the following as guidelines:

SECTION 1: BACKGROUND
Compile a background narrative for Ronalds story. Include information in terms of the following:

Ronalds stage of psychological development according to Ericksons stages of psychological

development (see the Study guide, pp. 9-10)

Possible effects of child abuse (Study guide, section 5.1), emotional abuse (Study guide, section
5.3.3), emotional neglect (Study guide, section 5.3.4) and physical neglect (Study guide, section
5.3.2) on Ronald. Hint: provide the definitions first and then apply them to Ronalds situation.

Possible effects of Maslows hierarchy of needs on Ronalds behaviour (Study guide, pp. 12-13)

SECTION 2: GUIDANCE FOR RONALD

2.1

Define the concepts guidance (use any scientifically sound definition), counselling (Study guide,
section 7.2.2.1) and support for learning problems (Study guide, section 7.2.2.8). Also indicate
in a statement that you as pastoral carer can only provide guidance to Ronald as you are not a
qualified educational psychologist.

2.2

Discuss the phenomenon of child trauma, and the effects of trauma on Ronalds life (Study
guide, sections 5.3.5.4, 5.3.5.5, length 1 page).

2.3

Differentiate between parental involvement (Study guide, section 7.2.3.1) and parental
counselling (Study guide, section 7.2.2.11).

2.4

Develop an individual and learning intervention program for Ronald. Discuss important
guidelines that you will take into account to report the abuse, involve support services, involve
his mother and father, and scaffold him to cope with possible learning problems in your subject.
(Study guide sections 7.2.6 and other applicable information from Sections 7.2.2.9, 7.2.2.10,
5.5.2, 7.2.5). Include a practical example as proof of your assistance, such as an explanation of
the water cycle in Geography. Also refer to study methods.
[50]

12

EDPHOD8/101

HINTS
1.
2.
3.

4.

5.

6.

Use your Study guide only.

Consult the indicated sections from the Study guide.
This is a report-type assignment, not an essay. Only include the headings as provided in the
assignment question in your response, and add a Reference list. Take on the role of the
teacher-as-pastoral-carer, and provide guidance to Ronald. Write a report to the other important
role-players.
The concept narrative report: A narrative report is a logical account of experiences based on
real facts or events. In education this category of writing is often used to compile assessment
and pastoral care reports.
The prescribed reference technique is the Harvard method. See Tutorial Letter 301 for more
guidelines.
Referencing the study guide. The format of referencing the study guide is as follows:
In the text: (Schoeman, et al. 2011:8), in the first quote include all the authors particulars.
In the reference list: Schoeman, S. (ed.), Jansen, C.A., Dreyer, J.M., Swanepoel, J.I., Van As,
K.H., Vogel, H.M., Steyn, H.C., and Kruger, J.S. 2011. THE EDUCATOR IN A PASTORAL
ROLE. ONLY STUDY GUIDE FOR EDPHOD8. Pretoria: University of South Africa.
The prescribed length of your answer is 5 pages, excluding the title page, Table of Contents and
References. This is going to be an examination question, namely Question 3 in the examination
paper. The mark allocation for the question in the examination is 30 marks; and you cannot write
more than 5 pages in the examination.
The assignment answer counts 50 marks. See pp. 15-16 for the criteria applied in the marking
of the assignment.

Second semester:
Unique number:

15 August
830053

According to Best, Lang, Lodge and Watkins (1995:63), one of the most important roles of an educator in
a school is to assist learners pastorally. (See your study guide, p. 2)
Read the following scenario:
Janets story new relationships and crossed boundaries
My parents were separated when I was nine, and I was always very open to them being in relationships
with other people. I wanted them to be happy. But after a few years my world was turned upside down.
My mum found a new partner. They seemed incredibly well suited for each other, and they seemed very
happy together. He soon became a huge part of my brothers and my life. We went on vacations
together, spent time with his family, and I was perfectly happy with all of this. He fit into our family. He
was very respectful of my dad and never pretended he was anything he wasnt. He genuinely loved and
cared about us, and we loved and cared about him too.
After about three years my mum bought a new house, and he moved in with us. Everything continued to
go well. He was always very affectionate with me, and this never bothered me at the time. Eventually,
after about three and a half years, he started to ask me if I wanted massages. I never thought anything
of it, and then one day I was getting out of the shower, and he stopped me in my tracks heading upstairs.
Still with my towel around me he asked me if I wanted a massage. I didnt particularly, but I trusted him
and I didnt want to disappoint him, so I said yes. He ended up touching my body inappropriately. At the
time, my only response was confusion. I didnt understand. He was just giving me a massage right? A
massage I didnt even want, and I felt uncomfortable.
13

After that night he went out of town for about two months for work, so I just told myself I would forget
about it by the time he got back, and it was not important. While he was gone everything was normal.
When he got back we were all very happy to see him. I did not want to tell anyone, I just wanted to
pretend it never happened.
Then one day when Janet was having a really bad day and was alone with you after class, she started
crying.
You are Janets class and subject teacher, and have always been kind to her. Desperate and alone,
Janet stays behind in your class one day, and tells you her story.
You as a pastoral educator are therefore concerned about Janets wellbeing and decided to assist her.
Provide your plan of action using the following as guidelines:

SECTION 1: BACKGROUND
Compile a background narrative for Janets story. Include information in terms of the following:

Janets stage of psychological development according to Ericksons stages of psychological

development (see the Study guide, pp. 9-10)

Possible effects of child abuse (Study guide, section 5.1), sexual abuse (Study guide, section
5.3.5), emotional abuse (Study guide, sections 5.3.3), emotional neglect (Study guide, section
5.3.4) and physical neglect (Study guide, section 5.3.2) on Janet. Hint: provide the definitions first
and then apply them to Janets situation.

Explain the possible effects of Maslows hierarchy of needs on Janets behaviour (Study guide,
pp. 12-13)

SECTION 2: GUIDANCE FOR JANET

2.1

Define the concepts guidance (use any scientifically sound definition), counselling (Study guide,
section 7.2.2.1) and support for learning problems (Study guide, section 7.2.2.8). Indicate in a
statement that you as pastoral carer can only provide guidance to Janet, as you are not a
qualified educational psychologist.

2.2

Discuss the phenomenon of child trauma, and the effects of trauma on Janets life (Study guide
sections 5.3.5.4, 5.3.5.5, length 1 page).

2.3

Differentiate between parental involvement (Study guide, section 7.2.3.1) and parental
counselling (Study guide, section 7.2.2.11).

2.4

Develop an individual and learning intervention program for Janet. Also discuss important
guidelines that you will take into account to report the abuse, involve support services, involve
her mother and her mothers partner, and scaffold her to cope with possible problems in your
subject. (Study guide sections 7.2.6 and other applicable information from sections 7.2.2.9,
7.2.2.10, 5.5.2, 7.2.5). Include a practical example as proof of your assistance, such as an
explanation of the water cycle in Geography. Refer to study methods.
[50]

14

EDPHOD8/101

HINTS
1
2
3

Use your Study guide only.

Consult the indicated sections from the study guide.
This is a report-type assignment, not an essay. Only include the headings as provided in the
assignment question in your response, and add a Reference list. Take on the role of the
teacher-as-pastoral-carer, and provide guidance to Janet. Write a report to other important roleplayers. The concept narrative report: A narrative report is a logical account of experiences
based on real facts or events. In education this category of writing is often used to compile
assessment and pastoral care reports. .
The prescribed reference technique is the Harvard method. See Tutorial Letter 301 for more
guidelines.
Referencing the study guide. The format of referencing the study guide is as follows:
In the text: (Schoeman, et al. 2011:8), in the first quote include all the authors particulars.
In the Reference list: Schoeman, S. (ed.), Jansen, C.A., Dreyer, J.M., Swanepoel, J.I., Van As,
K.H., Vogel, H.M., Steyn, H.C., and Kruger, J.S. 2011. THE EDUCATOR IN A PASTORAL
ROLE. ONLY STUDY GUIDE FOR EDPHOD8. Pretoria: University of South Africa.
The prescribed length of your answer is 5 pages excluding title page, Table of Contents and
References. This is going to be an examination question, namely Question 3 of the examination
paper. The mark allocation for the question in the examination is 30 marks; and you cannot write
more than 5 pages in the examination.
The assignment answer counts 50 marks. See pp. 15-16 for the criteria applied in the marking
of the Assignments.

CRITERIA APPLIED IN THE MARKING OF ASSIGNMENTS

We are enclosing the following information in order to familiarise you with the way in which report-type
assignments will be assessed. (The examination paper at the end of the semester will be assessed in a
similar manner.)
Symbol definition
In the text
You will notice that a number of symbols appear next to your response to each of the subsections of the
questions. The symbols represent the following:
C = Concept definition
R = Relations
I = Insight
O = Originality
G = Global exposition
On the assignment cover
Next to each symbol, marks are also indicated. The mark obtained for each symbol will be calculated as
follows:
C = Concept definition: 10 marks
In this category you will obtain marks for your ability to describe and define various concepts. Your ability
to reduce the concepts to their essentials will be taken into account.
15

R = Relations: 10 marks
In this category marks will be given for the manner in which the mutual relationship between the
concepts and aspects are described and explained.
I = Insight: 10 marks
In this category marks will be given for your ability to find the gist of the question. You should notice that
the questions test primarily insight. The aim of this category is to establish whether you are able to interpret the content. At the same time credit will be given for logical exposition of ideas.
O = Originality: 10 marks
In this category you will be evaluated according to your ability to gain insight in an original and creative
manner. Your ability to evaluate given opinions and pronouncements, and to perceive a new unified
structure of the question, will be reflected in a high mark for this category. Credit will also be given for the
illustration of the question by means of practical examples taken your subjects.
G = Global exposition: 10 marks
In this category credit will be given for planning and exposition. Aspects such as systematic exposition,
headings and sub-headings, language proficiency, numbering, use of resources, et cetera, will be taken
into account.
Criteria
Concepts = C
Relation = R
Insight = I
Originality = O
Global exposition = G

Mark allocation
10
10
10
10
10

10x5=50x2=100%

FEEDBACK ON ASSIGNMENTS
Personalised comments will be provided on your assignment document. Generic comments will be
included in Tutorial Letter 201.

16

EDPHOD8/101

ASSIGNMENT 02
First semester:
Unique Number:
1.

According to the Policy on Religion in Education, public schools should appreciate the
students right to have their religious views recognised and respected by
1.
2.
3.
4.
5.

2.

4.
5.

Diviners use only one method of divination.

A diviner is someone who has been called to the profession by the ancestors.
A diviner is often called upon when someone is sick, so that the reason for the sickness
can be found.
Diviners are called upon by the homestead leaders to assist in matters regarding the spirit
world.
Diviners advise chiefs on rituals to be performed in times of trouble within the tribe.

Which one of the following is INCORRECT? The pastoral role of professional educators (laid
down in the Norms and Standards for Educators) implies a competence on the part of the
educators which they reveal by
1.
2.
3.
4.
5.

4.

not introducing any form of religion in their classes.

only teaching the dominant religion.
using classes in Religion Education as a platform to preach about God.
protecting the learners from religious discrimination or coercion.
only allowing the clergy, and not teachers, to teach about their respective religions.

Which one of the following statements is INCORRECT about the diviners in African Religion?
1.
2.
3.

3.

4 April
850159

reflecting on ethical issues in religion and other aspects of life.

knowing about the principles and practices of the main religions of South Africa.
use of the Bible as the basis to train the learner to live a Godly life.
showing an appreciation of and respect for people of different beliefs.
being able to respond to current social and educational problems.

In African Religion death is regarded as

1.
2.
3.
4.
5.

simply the end of life.

a transition from this world to the spiritual world.
the waiting place for the judgment day.
All of the above.
None of the above.

17

5.

You have to arrange religious activities for your schools assemblies for the year. Which one of
the following options is not a possibility?
1.
2.
3.
4.
5.

6.

The policy on Religion in Education is about equality

1.
2.
3.
4.
5.

7.

2.
3.
4.
5.

5.

The ancestors are honoured by the living families (in most forms of African religion).
No African child is born in isolation; they are always born into a community.
Every family and clan has its own ancestors.
There is a separation of holy actions and worldly actions everything is separated with
divine life.
There is a widespread belief in a Supreme Force or Being in Africa.

Which one of the following does NOT form part of the Four Noble Truths?
1.
2.
3.
4.
5.

18

No, he cannot be excused because he knew this was the practice when he enrolled at this
school.
No, the National Policy on Religion and Education does not allow for this.
Yes, any learner or educator can be excused from prayers if they object to it.
No, the ethos of the school is that of the predominant group.
Yes, in matters of religion the principal can do as he pleases.

Which one of the following statements does not express the core beliefs of African religion?
1.
2.
3.
4.

9.

before the law.

before God.
before the South African Schools Act (Act 94 of 1996).
before various religious communities.
All of the above.

You are a principal in a school where learners are predominantly Muslim. A Hindu learner asks
to be excused from assemblies which include Muslim prayers. Is this acceptable according to
the Policy?
1.

8.

Proportionate rotation of readings from texts from different religions.

Separation of learners according to their religions.
Include a period of silence for private observance.
Arrange scripture readings from one religion only.
Include a universal prayer for some of the assemblies.

Life is suffering.
The reason for suffering is craving.
Suffering stops when craving stops.
The eightfold path.
Should live according to the teachings of Prophet Muhammad.

EDPHOD8/101

10.

Which one of the following does NOT form the core beliefs in Christianity?
1.
2.
3.
4.
5.

11.

The basic structure for the practice of African religion is

1.
2.
3.
4.
5.

12.

Right livelihood.
Right self-pity.
Right prayer.
Right pilgrimage.
Right cross.

In Christianity, which of the following does NOT have a rite of passage connected to it?
1.
2.
3.
4.
5.

15.

the worship of a god or gods.

teacher in Hindi.
the enlightened one.
son of a king.
the Noble Truth.

Only ONE of the following is part of the Buddhist Eightfold Path. Which one?
1.
2.
3.
4.
5.

14.

the Chiefdom.
the home.
the church.
the diviners residence.
a shrine.

The term Buddha means

1.
2.
3.
4.
5.

13.

Belief in the Trinity which is the Father, Son and Holy Spirit
Jesus is both God and Man
There is only one God, who comprises three persons
Distribute 2.5% of your wealth each year to the less fortunate
Follow the teachings of Jesus

Confirmation
Infant Baptism
Marriage
Death
Easter

Which of the following is NOT correct? In Hinduism Brahman ...

1.
2.
3.
4.
5.

is an impersonal World Soul.

fills the universe.
is fully separated from the universe.
has many forms.
may not be confused with Brahma.

19

16.

The largest African Initiated Church in South Africa is the:

1.
2.
3.
4.
5.

17.

Which one of the following is a Hindu festival?

1.
2.
3.
4.
5.

18.

Vishnu
Shakti
Shiva
Bodhisattva
Brahma

Which of the following is NOT a great figure in early Jewish history?

1.
2.
3.
4.
5.

20

Shahaadah Declaration of Faith

Salat Ritual Prayer
Zakat Almsgiving
Hajj The Pilgrimage
Quran The Holy Scriptures

Which of the following is NOT a Hindu god or goddess?

1.
2.
3.
4.
5.

21.

The Bible consists of the Old Testament and New Testament.

The New Testament consists of twenty-seven books.
There are many different views regarding the Bible amongst Christians.
Some Christians regard the Bible as the infallible word of God.
Christians are required to perform certain rituals (e.g. individual cleansing) before they can
touch the Bible.

Which one of the following is NOT part of the Five Pillars in Islam?
1.
2.
3.
4.
5.

20.

Christmas
Easter
Passover
Lent
Divali

Which one of the following statements is INCORRECT about the Bible?

1.
2.
3.
4.
5.

19.

St Barnabas Apostolic Church in Zion

Rhema Church
Church of Nazarene (Shembe)
Apostolic Faith Mission
Zion Christian Church

Abraham
Moses
Luther
David
Solomon

EDPHOD8/101

22.

Which one of the following is INCORRECT about the beliefs of the Hindus?
1.
2.
3.
4.
5.

23.

Which one of the following is a holy book in Islam?

1.
2.
3.
4.
5.

24.

Quran
Bible
Vedas
Talmud
Mishna

Which statement is INCORRECT about the Muslim Hajj?

1.
2.
3.
4.
5.

25.

Hindus believe in Brahman

In Hinduism there is a triad of gods, namely Brahma, Vishnu and Shiva
Sarasvati is the goddess of destruction
Lakshmi is the goddess of wealth and prosperity
Shiva is often portrayed as dancing, which symbolizes great energy and vitality

Only Muslims may enter Mecca.

In one ceremony during the pilgrimage the people walk seven times around the Kaaba.
On their visit to Mecca, most pilgrims will also visit Medina, the city of the Prophet.
On entering Mecca, the prominent and wealthy do not mingle with the poor, there is a
caste system.
Mecca is the holiest place in the Muslim world.

Which of the following is NOT a Jewish festival?

1.
2.
3.
4.
5.

Passover
Day of Atonement
Rosh Hashana
Navaratri
Sukkoth

Second semester:
Assignment No 2:
Unique Number:

5 September
766225

EDPHOD8 Semester 2 2016 - English

1.

In African Religion death is regarded as

1.
2.
3.
4.
5.

simply the end of life.

a transition from this world to the spiritual world.
the waiting place for the judgment day.
All of the above.
None of the above.

21

2.

You have to arrange religious activities for your schools assemblies for the year. Which one of
the following options is not a possibility?
1.
2.
3.
4.
5.

3.

The policy on Religion in Education is about equality

1.
2.
3.
4.
5.

4.

2.
3.
4.
5.

not introducing any form of religion in their classes.

only teaching the dominant religion.
using classes in Religion Education as a platform to preach about God.
protecting the learners from religious discrimination or coercion.
only allowing the clergy, and not teachers, to teach about their respective religions.

Which one of the following statements is INCORRECT about the diviners in African Religion?
1.
2.
3.
4.
5.

22

No, he cannot be excused because he knew this was the practice when he enrolled at this
school.
No, the National Policy on Religion and Education does not allow for this.
Yes, any learner or educator can be excused from prayers if they object to it.
No, the ethos of the school is that of the predominant group.
Yes, in matters of religion the principal can do as he pleases.

According to the Policy on Religion in Education, public schools should appreciate the students
right to have their religious views recognised and respected by
1.
2.
3.
4.
5.

6.

before the law.

before God.
before the South African Schools Act (Act 94 of 1996).
before various religious communities.
All of the above.

You are a principal in a school where learners are predominantly Muslim. A Hindu learner asks
to be excused from assemblies which include Muslim prayers. Is this acceptable according to
the Policy?
1.

5.

Proportionate rotation of readings from texts from different religions.

Separation of learners according to their religions.
Include a period of silence for private observance.
Arrange scripture readings from one religion only.
Include a universal prayer for some of the assemblies.

Diviners use only one method of divination.

A diviner is someone who has been called to the profession by the ancestors.
A diviner is often called upon when someone is sick, so that the reason for the sickness
can be found.
Diviners are called upon by the homestead leaders to assist in matters regarding the spirit
world.
Diviners advise chiefs on rituals to be performed in times of trouble within the tribe.

EDPHOD8/101

7.

Which of the following is NOT correct? In Hinduism Brahman ...

1.
2.
3.
4.
5.

8.

Which one of the following is INCORRECT? The pastoral role of professional educators (laid
down in the Norms and Standards for Educators) implies a competence on the part of the
educators which they reveal by
1.
2.
3.
4.
5.

9.

5.

The ancestors are honoured by the living families (in most forms of African religion).
No African child is born in isolation; they are always born into a community.
Every family and clan has its own ancestors.
There is a separation of holy actions and worldly actions everything is separated with
divine life.
There is a widespread belief in a Supreme Force or Being in Africa.

In Christianity, which of the following does NOT have a rite of passage connected to it?
1.
2.
3.
4.
5.

11.

reflecting on ethical issues in religion and other aspects of life.

knowing about the principles and practices of the main religions of South Africa.
use of the Bible as the basis to train the learner to live a Godly life.
showing an appreciation of and respect for people of different beliefs.
being able to respond to current social and educational problems.

Which one of the following statements does NOT express the core beliefs of African religion?
1.
2.
3.
4.

10.

is an impersonal World Soul.

fills the universe.
is fully separated from the universe.
has many forms.
may not be confused with Brahma.

Confirmation
Infant Baptism
Marriage
Death
Easter

Which one of the following does NOT form part of the Four Noble Truths?
1.
2.
3.
4.
5.

Life is suffering.
The reason for suffering is craving.
Suffering stops when craving stops.
The eightfold path.
To live according to the teachings of Prophet Muhammad.

23

12.

Which one of the following does NOT form the core beliefs in Christianity?
1.
2.
3.
4.
5.

13.

Only ONE of the following is part of the Buddhist Eightfold Path. Which one?
1.
2.
3.
4.
5.

14.

Abraham
Moses
Luther
David
Solomon

Which one of the following is INCORRECT about the beliefs of the Hindus?
1.
2.
3.
4.
5.

24

Vishnu
Shakti
Shiva
Bodhisattva
Brahma

Which of the following is NOT a great figure in early Jewish history?

1.
2.
3.
4.
5.

17.

St Barnabas Apostolic Church in Zion

Rhema Church
Church of Nazarene (Shembe)
Apostolic Faith Mission
Zion Christian Church

Which of the following is NOT a Hindu god or goddess?

1.
2.
3.
4.
5.

16.

Right livelihood.
Right self-pity.
Right prayer.
Right pilgrimage.
Right cross.

The largest African Initiated Church in South Africa is the:

1.
2.
3.
4.
5.

15.

Belief in the Trinity which is the Father, Son and Holy Spirit
Jesus is both God and Man
There is only one God, who comprises three persons
Distribute 2.5% of your wealth each year to the less fortunate
Follow the teachings of Jesus

Hindus believe in Brahman

In Hinduism there is a triad of gods, namely Brahma, Vishnu and Shiva
Sarasvati is the goddess of destruction
Lakshmi is the goddess of wealth and prosperity
Shiva is often portrayed as dancing, which symbolizes great energy and vitality

EDPHOD8/101

18.

Which of the following is NOT one of the Five Pillars of Islam?

1.
2.
3.
4.
5.

19.

Which statement is INCORRECT about the Muslim Hajj?

1.
2.
3.
4.
5.

20.

the Chiefdom.
the home.
the church.
the diviners residence.
a shrine.

The term Buddha means

1.
2.
3.
4.
5.

23.

Passover
Day of Atonement
Rosh Hashana
Navaratri
Sukkoth

The basic structure for the practice of African religion is

1.
2.
3.
4.
5.

22.

Only Muslims may enter Mecca.

In one ceremony during the pilgrimage the people walk seven times around the Kaaba.
On their visit to Mecca, most pilgrims will also visit Medina, the city of the Prophet.
On entering Mecca, the prominent and wealthy do not mingle with the poor, there is a
caste system.
Mecca is the holiest place in the Muslim world.

Which of the following is a Hindu festival?

1.
2.
3.
4.
5.

21.

The pilgrimage
Meditation on non-permanence
Fasting during Ramadan
Almsgiving
Declaration of faith

the worship of a god or gods.

teacher in Hindi.
the enlightened one.
son of a king.
the Noble Truth.

Which one of the following is a Muslim festival?

1.
2.
3.
4.
5.

Christmas
Muharrak
Passover
Lent
Pentecost

25

24.

Which one of the following statements is INCORRECT about the Bible?

1.
2.
3.
4.
5.

25.

Which one of the following is NOT part of the Five Pillars in Islam?
1.
2.
4.
5.

The Bible consists of the Old Testament and New Testament.

The New Testament consists of twenty-seven books.
There are many different views regarding the Bible amongst Christians.
Some Christians regard the Bible as the infallible word of God.
Christians are required to perform certain rituals (e.g. individual cleansing) before they can
touch the Bible.

Shahaadah Declaration of Faith

Salat Ritual Prayer3. Zakat Almsgiving
Hajj The Pilgrimage
Quran The Holy Scriptures

OTHER ASSESSMENT METHODS

There are no other assessment methods for EDPHOD8.

10

EXAMINATION

10.1

Admission to the examination

Assignment 01 is compulsory to obtain admission to the examination.

10.2

Examination period

PLEASE NOTE: THIS IS A SEMESTER MODULE NOT A YEAR MODULE.

The implications of this are as follows:
A semester (half-year) module is offered twice a year.
Semester 1
from January to June
Semester 2
from July to November
You will have registered for either Semester One or Semester Two.
Please make sure you know which semester you are registered for. If in doubt, please contact the
Department of Student Administration for clarification.
This module is offered in a semester period of 15 weeks.
This means that if you are registered for the first semester, you will write the examination in May/June
and the supplementary examination will be written in October/November.
If you are registered for the second semester you will write the examination in October/November and
the supplementary examination will be written in May/June.

26

EDPHOD8/101

There is very little time to complete your assignments in a semester. We therefore want to urge you to
start completing the assignments immediately and to submit them on time.
The Examination Section will provide you with information regarding the examination in general,
examination venues, examination dates and examination times.

10.3
10.3.1

Examination paper
Structure of the examination paper

The duration of the examination paper is two hours

The total number of marks is 100
The layout of the paper is as follows:
SECTION A:

THE RELIGIOUS WORLD OF THE LEARNER

25 marks: 25 compulsory multiple-choice questions

hour

This section is compiled by the Department of Religious Studies and Arabic, and is marked with a
computer.
SECTION B:

THE APPLIED COMPETENCE

PASTORAL ROLE

OF

THE

COMMUNITY,

CITIZENSHIP

AND

Three questions
All questions are compulsory
Paragraph-type and essay-type questions
75 Marks (15+30+30 marks)
1 hours

This section is compiled and marked by the Department of Curriculum and Instructional Studies.

10.3.2

Nature of the questions and mark allocation for Section B of the paper

10.3.2.1

The examination questions will be similar to those set in Tutorial Letter 102 and Assignment
01.

10.3.2.2

You will be required to illustrate your answers, where possible, with practical examples taken
from your school subjects.

10.3.2.3

Marks for the 30 mark answers will be allocated as set out in Tutorial Letter 101. The weight
of the marks for each of the categories will be 6.

27

10.3.3

Content to be studied for the examination

10.3.3.1

Section A: The religious world of the learner. Study Learning unit 12 in the study guide,
entitled Understanding religious diversity in my school, pp. 186 to 228.

10.3.3.2

Section B: The applied competence of the community, citizenship and the pastoral role:

10.3.3.3

a)

Content of the study guide (Sections 1 and 2) in conjunction with the questions as
provided in Tutorial Letter 102.

b)

From Section 3 in the study guide, study only Learning Unit 8, pp. 122-135, entitled
Crisis: the theory. Leave out Learning units 9, 10 and 11.

c)

Assignment 01: This assignment is one of the questions in the examination.

Please note: This is a postgraduate module. The content of your study guide is the content
that you have to know to pass the examination paper. Do not contact your lecturers and
complain about the many pages to be studied for this module. The pass rate for the
module in 2015 was 97%.

You are only allowed to take your writing equipment into the examination hall. No books, study
guide or any other information applicable to the content of the module will be permitted.

This information is applicable to the examination of the first and second semesters.

10.4

Previous examination papers

Previous examination papers are available to students on myUnisa. You may, however, also accept that
examination questions will be similar to the questions asked in the assignments.

11

FREQUENTLY ASKED QUESTIONS

What should I do if I cannot submit my assignment on the due date?

Contact the lecturer to arrange for an extension.

Where can I obtain practical classroom examples and examples of lesson plans?

Buy a learners book at any of the booksellers or look on the Internet.

Where can I get examples of previous examination papers?

Previous examination papers are available on myUnisa.

Your lecturers
Prof S Schoeman (Department of Curriculum and Instructional Studies)
Mr D Chetty (Department of Arabic and Religious Studies)

28