EDPHOD8/101/3/2020

Tutorial Letter 101/3/2020

The educator in a pastoral role

EDPHOD8

Semesters 1 and 2

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

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

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

4 RESOURCES ............................................................................................................................ 5

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

6 MODULE-RELATED STUDY PLAN ........................................................................................... 9

7 MODULE-SPECIFIC PRACTICAL WORK AND WORK-INTEGRATED LEARNING................ 10

8 ASSESSMENT ......................................................................................................................... 10

9 OTHER ASSESSMENT METHODS.......................................................................................... 29

10 EXAMINATION ........................................................................................................ 29

11 FREQUENTLY ASKED QUESTIONS ....................................................................................... 31

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1 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. 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. 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!

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2 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 teacher’s 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.

3 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 (012) 429-4503 [email protected]

Building, Room 6-65

SECTION B: THE RELIGIOUS WORLD OF LEARNERS

Mr EEN Dube TvW Building, Room (012) 429-3892 [email protected]

6-159

Ms DM Eicker: TvW Building, Room (012) 429-4523 [email protected]

Departmental 6-151
secretary

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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

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 Study @ 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]

4. 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

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 Tutorial 101. 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
University’s 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 Learner’s books and curricula for your subjects

It is essential that you have access to a series of learner’s books for your subjects approved by the National
Department of Education. They are available at JUTA and other booksellers. You may also contact your
local school for assistance.

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.

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4.7.3 Google search

This web search engine can be used to look for texts related to the content of the module, i.e. practical
classroom examples.

4.8 Social network: Twitter

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

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 Education’s website:
http://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements/tabid/…

4.10 Podcasts

Digital audio files will be made available on myUnisa for downloading to your computer or portable media
player. It will explain or inform you about certain aspects of the curriculum and/or teaching strategies of the
module.

4.11 Library services and resources information

For brief information, go to www.unisa.ac.za/brochures/studies

For detailed information, go to http://www.unisa.ac.za/library. For research support and services of

personal librarians, click on “Research support”.

The library has compiled a number of library guides:

 finding recommended reading in the print collection and e-reserves –

http://libguides.unisa.ac.za/request/undergrad
 requesting material – http://libguides.unisa.ac.za/request/request
 postgraduate information services – http://libguides.unisa.ac.za/request/postgrad
 finding, obtaining and using library resources and tools to assist in doing research –
http://libguides.unisa.ac.za/Research Skills
 how to contact the Library/finding us on social media/frequently asked questions –
http://libguides.unisa.ac.za/ask

5. 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 Study @ Unisa that you
received with your study material.

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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 Unisa’s 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 Study @ 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 student’s 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 enroll for tutorials. For further
information on tutorials consult the brochure Study @ Unisa.

5.4 UniSA Radio

UniSA Radio is one African voice which strives to be Unisa’s 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, student’s entertainment,
campus news and student support.

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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 the specifics.

5.6 Free computer and internet access

Unisa has entered into partnerships with establishments (referred to as Telecentres) in various locations
across South Africa to enable you (as a Unisa student) free access to computers and the Internet. This
access enables you to conduct the following academic related activities: registration; online submission of
assignments; engaging in e-tutoring activities and signature courses; etc. Please note that any other activity
outside of these are for your own costing, e.g. printing, photocopying, etc. For more information on the
Telecentre nearest to you, please visit www.unisa.ac.za/telecentres.

5.7 Student query process

Step 1:
Contact (by e-mail or phone) the lecturer.
Prof S Schoeman
Tel No: 012 429-4503
E-mail: [email protected].

Step 2:
If there is no response from the lecturer within 48 hours, call/forward query with a trail of previous e-mails
to the Chair of the Department’s office, Secretary, Tel No: 012 429 4033 or 012 429 6861.

Step 3:
If there is no response from the CoD’s office within 48 hours, call/forward query with a trail of
previous e-mails to Director at School of Teacher Education, Secretary, Tel No: 012 429 6879.

Step 4:
If there is no response from the Director of the School within 48 hours, call/forward query with a trail of
e-mails to College of Teaching and Learning’s office, Secretary, Tel No: 012 429 4274.

You are advised to always start at STEP 1 when raising queries and not jump straight to Step 4.

6. MODULE-RELATED STUDY PLAN

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

In addition, you may use the following guidelines as roadmap for the two semesters:

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 Semester 1 Semester 2
January: Register, collect the study material and July: Register, collect the study material and start
start to know the system – myUnisa, online to know the system – myUnisa, online assignment
assignment submission system, library facilities, submission system, library facilities, etc.
etc.
February: Start with Assignment 01; familiarize August: Start with Assignment 01; familiarize
yourself with the study guide, tutorial letters, yourself with the study guide, tutorial letters,
reference technique, and revisit myUnisa and the reference technique, and revisit myUnisa and the
assignment submission system assignment submission system
March: Submit Assignment 01 on 16 March; start September: Submit Assignment 01 on 15 August;
with the reading for Assignment 02 and complete start with the reading for Assignment 02 and
provisionally; reconfirm your examination complete provisionally; reconfirm your examination
admission status admission status
April: Submit Assignment 02 on 4 April; start with October: Submit Assignment 02 on 5 September;
the examination preparation – complete the study start with the examination preparation – complete
aid questions in TL 102 and set questions for the study aid questions in TL 102 and set questions
Chapter 8; summarise the content related to the for Chapter 8; summarise the content related to the
different religions (Chapter 12 ) in table form; various religions (Chapter 12 ) in table form;
reconfirm your examination admission status reconfirm your examination admission status

May/June: Study and sit for the examination; November/December: Study and sit for the
receive your results examination; receive your results

7. MODULE-SPECIFIC PRACTICAL WORK AND WORK-INTEGRATED

LEARNING

There is no practical work for EDPHOD8.

8. 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.

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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: 783366
Second semester: 544603

Assignment 02
First semester: 855551
Second semester: 653384

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: 16 March
Second semester: 17 August

Assignment 02
First semester: 6 April
Second semester: 2 October

8.3 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

You may submit written assignments either by post or electronically via myUnisa. Assignments may not
be submitted by fax or e-mail.

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 For detailed information and requirements as far as assignments are concerned, see the brochure Study
@ 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.

8.5 Plagiarism
Plagiarism is a serious academic misconduct and is treated as such by the University. We expect academic
honesty and integrity from our students. What is plagiarism? Plagiarism entails representing the ideas,
writings, works or inventions of others, including fellow students, as your own. To avoid plagiarism, you
MUST acknowledge the author or the source of any information. Further, if you have to use the exact words
from a source, you have to demarcate these using quotation marks. You also have to keep accurate records
of sources of information and use referencing techniques to avoid plagiarism. Plagiarism is immoral, unethical
and illegal. Copying a fellow student’s assignment is plagiarism. If you plagiarise, you will get a mark of
zero.

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STUDENT DECLARATION FORM

DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES

COLLEGE OF EDUCATION

UNIVERSITY OF SOUTH AFRICA

You need to include a completed and signed copy of this form when you submit
Assignments 01 and 02 for this module for the first and second semester.
Assignments without the form will be cancelled and returned unmarked

The Department of Curriculum and Instructional Studies places specific emphasis on integrity and ethical
behaviour with regard to the preparation of all written work submitted for academic assessment.

Although your lecturers can provide you with information about reference techniques and guidelines to avoid
plagiarism, you also have a responsibility to fulfil in this regard. Should you at any time feel unsure about the
requirements, you must consult your lecturers before you submit any assignment.

You are guilty of plagiarism when you extract information from a book, article, web page or fellow student
without acknowledging the source and submit it as your own work. In truth, you are stealing someone else’s
property. You may not use another student’s work. You may not allow anyone to copy or use your work with
the intention to submit it as his/her own.

Students who are guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism is a serious
violation of the University’s regulations and may lead to expulsion.

The under-mentioned declaration must accompany written assignments. Your assignment will be cancelled
and returned unmarked if you do not include a fully completed and signed declaration form.

I (full names):

Student number: Module: EDPHOD8

Declare that…
1. I understand what plagiarism entails and am aware of the University’s policy in this regard.
2. I declare that this assignment is my own, original work. Where I used someone else’s work, whether a
printed source, the internet or any other source, I give the proper acknowledgement and include a
complete reference list.
3. I did not use another current or previous student’s work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of submitting it as his or her
own work.

Signature: ______________________________ Date:____________________________

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ASSIGNMENT 01
Closing date
First semester: 16 March
Unique number: 783366

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:

Emma’s story – new relationships and crossed boundaries

My parents were separated when I was 9, and I was always very open to them being in relationships with other people.
I wanted them to be happy of course. But after a few years my world was pretty much turned upside down. My mum
found a partner very quickly. They seemed incredibly well suited for each other, and they seemed very happy together.
He soon became a huge part of my brother’s and my life as well. 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 tried
to pretend he was anything he wasn’t. He genuinely loved and cared about us, and we loved and cared about him too.
After about 3 years my mum bought a new house, and he moved in. Everything continued to go well. He was always
very affectionate with me, and this never bothered me at the time. Eventually, after about 3 and a half years of him being
a major part of our lives, he would 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 didn’t particularly, but I trusted him and I didn’t want to disappoint him, so I said yes. I lay down
on the bed, and he ended up touching me very inappropriately on my body. At the time, my only response was confusion.
I didn’t understand. He was just giving me a massage right? A massage I didn’t even want … I felt uncomfortable. After
that night he went out of town for about 2 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.

You are Emma’s class and subject teacher, and have always been kind to her. Desperate and alone, Emma
stays behind in your class one day, and tells you her story. You as a pastoral educator are therefore
concerned about Emma’s wellbeing and decided to assist her. Prepare your plan of action using the following
as guidelines:

SECTION 1: BACKGROUND

Compile a background narrative for Emma’s story. Include information in terms of the following:

 Emma’s stage of psychological development according to Erickson’s 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 Emma. Hint: provide the definitions first
and then apply them to Emma’s situation.
 Explain the possible effects of Maslow’s hierarchy of needs on Emma’s behaviour (Study guide, pp.
12-13)

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SECTION 2: GUIDANCE FOR EMMA

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 Emma, as you are not a qualified
educational psychologist.
2.2 Discuss the phenomenon of child trauma, and the effects of trauma on Emma’s life (Study guide
sections 5.3.5.4, 5.3.5.5, length 1 and a half 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 a personal and learning intervention program for Emma. Discuss important guidelines
that you will take into account to report the abuse, involve support services, involve her mother and
father, 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 a mind map of your explanation of the water cycle in
Geography. Also refer to study methods. Please note if you are not a Geography teacher you are
not expected to provide an example from Geography. Use examples
from your subject.
[50]
HINTS

1. Use your Study guide primarily. But you may add additional supporting information.
2. Consult the indicated sections from the Study guide.
3. 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 Emma. Write one report to be presented to some of the
other important role-players – grade head, subject head, head of the department, education
psychologist, Life Orientation teacher, deputy principal, and principal. No introduction, body and
conclusion. 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. Also listen to the podcast on myUnisa that will be forwarded
to you before the examination.
4. 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.
5. The prescribed length of your answer is 8 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.
6. The assignment answer counts 50 marks. See pp. 18-19 for the criteria applied in the marking of
the assignments.

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Second semester

Closing date: 17 August

Unique number: 544603

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:

Ronald’s ankle sprain!?

The scene takes place in a doctor’s 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. I’m Dr Jonas. How are you? [shakes Ronald’s hand].

Ronald: Okay.

Doctor: [turning to Ms Bester] And are you Ronald’s mom, Ms Bester?

Ms Bester: Yes, that’s correct.

Doctor: Nice to meet you, too. [shake hands with doctor]

Doctor: [turning back to Ronald] So, Ronald, what’s going on?

Ronald: I hurt my ankle.

Doctor: What happened?

Ronald: I was kicking the soccer ball and, I don’t 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 don’t think it’s broken, do you?

Doctor: Well, I don’t 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, I’m going to examine your foot. Let me know if it hurts.

Ronald: Ow, yeah, stop. Don’t touch it!

Ms Bester: Ronald, don’t be such a sissy! Sit still and let the doctor take a look at you.

Doctor: That’s okay. Let me just do one more thing. I’m going to move your foot. [everts ankle]

Ronald: Owww! C’mon, stop! Don’t touch it!

Ms Bester: Ronald! Sit still.

Doctor: Okay, Ronald, I won’t hurt you anymore. [notices bruise in proximal fibular area, looks closer] What happened
here?

Ronald: I don’t know, I guess I fell another time.

Ms Bester: He’s really a clumsy kid. I keep telling him to stay of the soccer pitch, but he just doesn’t listen. His father
gets so upset with him.

Doctor: [scanning both of Ronald’s legs, stopping over left femur] And here? Another fall?

Ronald: Yeah, sure …

Ms Bester: I told you he’s clumsy. But could you please get back to his ankle?

17
Doctor: [continuing to examine Ronald’s arms] Ronald, can you take your shirt off for me please?

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 Doctor’s insistence.

Doctor: [examines Ronald, pausing over several spots on arms and back] Ronald, you have a lot of bruises. Some are
older than others … what’s going on?

Ms Bester slowly nods her head, looks at Ronald a bit tearfully.

You are Ronald’s class and subject teacher, and have always been kind to him. Desperate and alone, Ronald
stayed behind in class one day, and told you his story. You as a pastoral educator are therefore concerned
about Ronald’s wellbeing and decided to assist him. Prepare your plan of action using the following as
guidelines:

SECTION 1: BACKGROUND

Compile a background narrative for Ronald’s story. Include information in terms of the following:

 Ronald’s stage of psychological development according to Erickson’s 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,
sections 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 Ronald’s situation.
 Explain the possible effects of Maslow’s hierarchy of needs on Ronald’s 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). 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 R o n a l d ’s life (Study
guide sections 5.3.5.4, 5.3.5.5, length 1 and a half 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 a personal 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 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 a mind map of your explanation
of the water cycle in Geography. Also refer to study methods. Please note if you are not a
Geography teacher you are not expected to provide an example from Geography. Use examples
from your subject.
[50]
HINTS
1. Use your Study guide primarily. But you may add additional supporting information.
2. Consult the indicated sections from the Study guide.

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 EDPHOD8/101
3. 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 one report to be presented to some of
the other important role-players – grade head, subject head, head of the department, education
psychologist, Life Orientation teacher, deputy principal, and principal. No introduction, body and
conclusion. 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. Also listen to the podcast on myUnisa that will be forwarded
to you before the examination.
4. 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.
5. The prescribed length of your answer is 8 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.
6. The assignment answer counts 50 marks. See pp. 17-18 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.
19
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 Mark allocation
Concepts = C 10
Relation = R 10
Insight = I 10
Originality = O 10
Global exposition = G 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.

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ASSIGNMENT 02

First semester: 6 April

Unique Number: 855551

1. According to the Policy on Religion in Education, public schools should appreciate the students’
right to have their religious views recognized and respected by …

1. not introducing any form of religion in their classes.

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

2. You have to arrange religious activities for your school’s assemblies for the year.
Which one of the following options is not a possibility?

1. Proportionate rotation of readings from texts from different religions.

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

3. Which of the following is INCORRECT? Public Schools have a calling to promote the
core values of a democratic society, including …

1. openness.
2. equity.
3. tolerance and Respect.
4. diversity.
5. social exclusion.

4. Each year Muslims have a duty to contribute at least ... of their wealth to the less
fortunate.

1. 2.5%
2. 10%
3. 25%
4. 8%
5. 1.5%

5. Which of the following Muslim festivals is the commemoration of the time when
Ibrahim (Abraham) was prepared to sacrifice his son?

1. Eid-ul-Fitr
2. Eid-ul-Adha
3. Mawlid an-Nabi
4. Lailat al-Miraj
5. Muharrak

6. Which one of the following is NOT part of the Five Pillars in Islam?

1. Shahaadah – Declaration of Faith.

2. Salat – Ritual Prayer.
3. Zakat – Almsgiving.
4. Hajj – The Pilgrimage.
5. Quran – The Holy Scriptures .
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7. In African Religion death is regarded as …

1. simply the end of life.

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

8. Which one of the following statements does not express the core beliefs of African
religion?

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

9. The basic structure for the practice of African religion is …

1. the Chiefdom.
2. the home.
3. the church.
4. the diviner’s residence.
5. a shrine.

10. Which one of the following does NOT form the core beliefs in Christianity?

1. Belief in the ‘Trinity’ which is the Father, Son and Holy Spirit.
2. Jesus is both God and Man.
3. There is only one God, who comprises three persons.
4. Pilgrimage to Israel.
5. Follow the teachings of Jesus.

11. Which one of the following is not a Christian festival?

1. Christmas
2. Easter
3. Ramadan
4. Lent
5. Pentecost

12. Which one of the following is NOT a rite of passage in Judaism?

1. Birth
2. Bar Mitzvah
3. Marriage
4. Death
5. Reincarnation

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 EDPHOD8/101
13. Which of the following is an important Jewish scripture?

1. The Gita
2. The Upanishads
3. The Dhammapada
4. The Veda
5. The Talmud

14. The oldest Hindu scriptures are:

1. The Upanishads
2. Vedas
3. The Ramayana
4. Mahabharata
5. Bhagavad Gita

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

1. Vishnu
2. Shakti
3. Shiva
4. Bodhisattva
5. Brahma

16. The term ‘Buddha’ means …

1. the worship of a god or gods.

2. ‘teacher’ in Hindi.
3. the enlightened one.
4. son of a king.
5. the ‘Noble Truth’.

17. The founder of Buddhism is:

1. Brahman
2. Dalai Lama
3. Siddhartha Gautama
4. Mahatma Gandhi
5. Swami Vivekananda

18. The Buddha also taught that existence is characterized by the following three things:

1. Non-permanence, reincarnation, nirvana

2. Karma, moksha, nirvana
3. Non-permanence, non-substance and non-satisfaction
4. Nirvana, non-satisfaction, the eight-fold path
5. Liberation, the four noble truths, reincarnation

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

1. Abraham
2. Moses
3. Luther
4. David
5. Solomon

23
20. Only ONE of the following is part of the Buddhist Eightfold Path. Which one?

1. Right livelihood.
2. Right self-pity.
3. Right prayer.
4. Right pilgrimage.
5. Right cross.

21. Which of the following is NOT a Hindu festival?

1. Divali
2. Holi
3. Asthmee
4. Navaratri
5. Wesak

22. The Dalai Lama is the spiritual leader of …

1. Japanese Buddhists.
2. Indian Buddhists.
3. Tibetan Buddhists.
4. Korean Buddhists.
5. Chinese Buddhists.

23. The goal for which all Buddhists strive is called …

1. Nirvana.
2. Samsara.
3. Karma.
4. Dipavali.
5. Moksha.

24. The term “Christos” is a Greek word for the Hebrew term …

1. ancestor.
2. Messiah.
3. Pharisee.
4. Sadducee.
5. Servant.

25. Which of the following is a sacred festival in Hinduism?

1. Holi
2. Easter
3. Christmas
4. Pentecost
5. Eid

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 EDPHOD8/101

Second semester: 2 October

Unique Number: 653384

1. According to the Policy on Religion in Education, public schools should appreciate the
learners’ right to have their religious views recognised and respected by …

1. not introducing any form of religion in their classes.

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

2. Which one of the following does NOT form the core beliefs in Christianity?

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

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

1. The pilgrimage.
2. Meditation on non-permanence.
3. Fasting during Ramadan.
4. Almsgiving.
5. Declaration of faith.

4. Kosher foods are only foods that conform to the …

1. Hindu dietary prescriptions.

2. Muslim dietary prescriptions.
3. Buddhist dietary prescriptions.
4. African Religion dietary prescriptions.
5. Jewish dietary prescriptions.

5. The Bhagavad Gita is a sacred text for which religious group?

1. Jews
2. Christians
3. Muslims
4. Rastafarians
5. Hindus

6. The founder of Buddhism is …

1. Brahman.
2. Dalai Lama.
3. Siddhartha Gautama.
4. Mahatma Gandhi.
5. Swami Vivekananda.

25
7. Which one of the following statements does not express the core beliefs of African
religion?

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

8. Which of the following statements is INCORRECT regarding the Policy on Religion in

Education (Government Gazette no 25459 of 12 September 2003)?

1. The policy is driven by the dual mandate of celebrating diversity and building
national unity.
2. The aims of the policy are educational and not religious.
3. The policy implies that learners belonging to one religion should be expected to
follow the religious observances of another religion in public schools.
4. Public schools have a mandate to serve the entire society and should therefore not
adopt a particular religion or a limited set of religions and advance only their
interests.
5. Public schools have a calling to promote the core values of a democratic society
including equity, tolerance and openness.

9. Which one of the following statements is CORRECT? School Assemblies should ...

1. be used to teach a particular doctrine.

2. be used to compel learners to follow a particular religious teaching.
3. not be used to impose religious uniformity on a religiously diverse school.
4. be used to promote a particular religion.
5. follow one religious or scripture reading at all times.

10. Which one of the statements below is INCORRECT? Public schools have a calling to
promote the following core values in a democratic society:

1. Equity (of all South African religious traditions).

2. Tolerance and respect.
3. Diversity through the promotion of multi-religious knowledge.
4. Preach monotheism and religious indoctrination.
5. Accountability and social honour.

11. The eating of bread and drinking of wine in most Christian churches commemorates ...

1. the birth of Christ.

2. his life amongst his disciples.
3. Pentecost.
4. Lent.
5. his death and resurrection.

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12. Which statement is INCORRECT about the Muslim Hajj?

1. Only Muslims may enter Mecca.

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

13. Which Muslim festival is associated with an animal sacrifice in commemoration of the
time Ibrahim (Abraham) was prepared to sacrifice his son?

1. Lailat-al-miraj
2. Mawlid-an-Nabi
3. Eid-ul-adha
4. Muharrak
5. Eid-ul-Fitr

14. Which of the following is an important Jewish scripture?

1. The Gita
2. The Upanishads
3. The Dhammapada
4. The Veda
5. The Talmud

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

1. Abraham
2. Moses
3. Luther
4. David
5. Solomon

16. Which of the following is NOT a Hindu festival?

1. Divali
2. Holi
3. Asthmee
4. Navaratri
5. Wesak

17. The Dalai Lama is the spiritual leader of …

1. Japanese Buddhists.
2. Indian Buddhists.
3. Tibetan Buddhists.
4. Korean Buddhists.
5. Chinese Buddhists.

27
18. Which one of the following statements is INCORRECT about the diviners in African
Religion?

1. Diviners use only one method of divination.

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

19. Which one of the following does NOT form part of the characteristic beliefs of African
Religion?

1. A Supreme Being.
2. The Four Noble Truths.
3. The sanctity of life.
4. The Spirit realm.
5. The community.

20. The basic place for the practice of African religion is …

1. the Chiefdom.
2. the home.
3. the church.
4. the diviner’s residence.
5. a shrine.

21. The Christian Bible ...

1. is regarded by all Christians as infallible.

2. was originally written in Sirian.
3. consist of 27 books, written soon after the death of Jesus.
4. consists of two testaments.
5. only spiritual truths, never historical ones.

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

1. Vishnu
2. Shakti
3. Shiva
4. Bodhisattva
5. Brahma

23. The special day of worship in African Religion is …

1. Sunday.
2. Saturday.
3. Friday.
4. Saturday and Sunday.
5. There is no special day of worship.

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24. Which one is not part of the rites of passage in African Religion?

1. Baptism
2. Birth
3. Initiation
4. Marriage
5. Death

25. Which one of the following is TRUE about African Religion?

1. It uses the Book of the Dead as the sacred scripture.

2. Its bishops perform all the rites of passage.
3. An Ethiopian healer is the founder of the religion.
4. No one is converted into the religion, a human is born into it.
5. All of the above.

9 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.

29
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 Examination paper

10.3.1 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
 ½ hour

This section is compiled by the Department of Religious Studies and Arabic, and is marked b y
computer.

SECTION B: THE APPLIED COMPETENCE OF THE COMMUNITY, CITIZENSHIP AND

PASTORAL ROLE

 Three questions
 All questions are compulsory
 Paragraph-type and essay-type questions
 75 Marks (15+30+30 marks)
 1½ 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.

10.3.3 Content for the examination

10.3.3.1 Demarcation or “scoping” for examinations and assessments.

It is University policy not to demarcate or scope content for examination purposes.

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 EDPHOD8/101

10.3.3.2 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.

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

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. These three chapters are for
enrichment only.
c) Assignment 01: This assignment is one of the questions in the examination.

10.3.3.4 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 2018 was
92%.

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. The memoranda are not
available.

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 learner’s book at any of the booksellers, or look on the Internet (Google). Also contact
your local school for assistance.

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)

Prof EEN Dube

(Department of Arabic and Religious Studies)

31