Marital status: Married Race: Indian
Age: 24 Nationality: South African
I am a hardworking and driven individual with a determined, strong mind. I seem to get along well with people I meet and am quite sociable. I have a unique way of communicating and connecting with others.
I am currently completing my final subject/module from my teaching degree and will be graduating next year (2022). I wish to broaden my horizons by gaining experience from anywhere I can and using that experience to enhance my capabilities.
-Proficient in typing and technologically savvy
SACE number: P12635908
Nur-ul-Iman Muslim School, Zinniaville. Rustenburg February 2020 - Present Position: Educator (permanent post)
Duties: Teaching the following -Grade 4: English HL, Social Sciences and Life Skills.
-Grade 5: English HL and Social Science
-Grade 8: Life Orientation and Social Science
-Grade 9: Life Orientation
Reference: Mr I Hassim(principal) 014-***-****
Discount Midas, Waterval east, Rustenburg January 2019 – November 2019 Position: Admin clerk (permanent post)
Duties: Administration of despatch and receiving. Overlooking of staff. Stock-take and managing of warehouses. Transferring of merchandise between warehouses and branches. Reference: Rashid Nana(manager) 082-***-****
Nur-Ul-Iman Muslim School, Zinniaville, Rustenburg September 2018 – December 2018 Position: Educator (temporary post)
Duties: Teaching the following -Grades 8, 9 and 10: English HL and Life Orientation
-Grades 4 and 5: Physical Education
Reference: Mr I Hassim(principal) 014-***-****
University of South Africa (UNISA) January 2017 – Present I am currently pursuing a Bachelor of Education degree with UNISA. My specialisation is the senior and FET phases and my majors are English and Business studies. I have also completed Biology up to first-year level. Please see attached subject declaration for more information about my studies. Madrassah Da’watul Haqq August 2017 – June 2018
I attended a course at a religious institution and expanded my knowledge in Islamic Jurisprudence and Islamic History while also learning the basics of Arabic and Urdu. Reference: Mufti Talha Suliman 073-***-****
Nur-Ul-Iman Muslim School January 2015 – December 2015 I matriculated with a bachelors’ degree in 2015, served as a prefect in 2013 and 2014, attended a Muslim Schools Youth Leadership Conference(2013), attained 1st position for the schools Senior phase Science and Technology Expo(2014) and ranked in the top 50 of the Association of Muslim Schools (AMS) SISO Olympiad(2012).
Bachelor of Education Degree (2017-current) – University of South Africa Completed one year of religious education (2017-2018) – Madrassah Da’watul Haqq Haafidh of Qur’aan (memorisation of the Koran) (completed 2017) – Madrassah Baitul-Amaan Matric certificate (2015) – Nur-Ul-Iman Muslim School Attached below are my:
-Academic record (with marks)
-Proof of registration for the year 2021 from UNISA 0354
PATEL S MR STUDENT NUMBER : 60548150
9 MARIGOLD STREET
ZINNIAVILLE ENQUIRIES TEL : 086*******
0299 FAX : (012-***-****
eMAIL : email@example.com
I hereby confirm that you have been registered for the current academic year as follows: Proposed Qualification: BED (SENIOR & FET PHASES) (02615) PROVISIONAL EXAMINATION
CODE PAPER S NAME OF STUDY UNIT WEIGHT LANG. EXAM.DATE CENTRE(PLACE)
- Study units registered for exam period October/November 2021: SDENG3J FET Subject Didactics English 0.100 E ONLINE You are referred to "Your Registration" brochure regarding fees that are forfeited on cancellation of any study units.
# Kindly note that in many cases, depending on the subject, the practical work and the practical examination must be done in Pretoria and/or Potchefstroom on specific dates. You must, therefore, be in a position to make the necessary leave and travel arrangements. Please refer to Section 6, Chapter 5 in Part 2 of the Calendar.
# Your attention is drawn to University rules and regulations (www.unisa.ac.za/register). Please note the new requirements for reregistration and the number of credits per year which state that students must complete 36 NQF credits in the first year of study, and thereafter must complete 48 NQF credits per year.
Study material can be accessed on the Unisa Web. Please allow for a 24 hour delay between registration and the display of the study material. You must register on myUnisa (https://my.unisa.ac.za/portal/) for this purpose. You are also reminded to activate your myLife e-mail address as all electronic correspondence from Unisa will only be directed to this e-mail address. All communication sent to you after the initial study package (with the exception of study guides) will be sent electronically to your myLife e-mail account (e.g. follow-up tutorial letters, examination timetables and results, financial statements). You will no longer receive such communication in printed format. Second-semester study material will only be available from the commencement of the second-semester registration period.
BALANCE ON STUDY ACCOUNT: 1147.00
Payable on or before:
Immediately: 0.00 2021/03/31: 0.00 2021/05/15: 0.00 2021/08/15: 1147.00 2021/11/15: 0.00 2022/03/15: 0.00
Prof M S Mothata
Registrar 0108 O 04 0
PATEL S MR
9 MARIGOLD STREET
As requested, a statement is attached.
Prof M S Mothata
This is to certify that
Identity Number :961**********
Date of Birth :1996-12-22
passed the university examinations in the undermentioned study units for which credit has been granted in partial completion of the
Bachelor of Education (Senior and Further Education and Training Phases) NQF exit level: 7
Minimum credits required: 480
YEAR MONTH CODE NAME OF STUDY UNIT % NQF LEVEL CREDITS
2017 MAY BLG1501 Basic Biology 70 5 12
2017 OCT BLG1502 Animal and Plant Diversity 59 5 12 2017 JUN BPT1501 * Being a Professional Teacher 75 5 12 2017 MAY EDC1015 * Theoretical Frameworks in Education (Educational 75 5 12 Foundations 101 (BEd))
2017 NOV EDT1601 Child Development 63 6 12
2017 NOV EDT1602 * Learning and Teaching Strategies in the Adolescent Years 82 6 12 2017 JUN ENG1501 Foundations in English Literary Studies 57 5 12 2017 OCT ENG1502 * Foundations in English Language Studies 84 5 12 2017 NOV ETH303T The Education System and School Management (Educational 64 6 12 Themes 303)
2017 MAY MNB1501 Business Management IA 70 5 12
2018 OCT BLG1603 * Biology Practical 83 6 12
2018 JUN EDA201W * Classroom Management (Educational Themes 201 (BEd)) 80 6 12 2018 MAY EDAHOD5 The Educator as Assessor 69 7 12
2018 OCT EDT303Q * Religious Education 75 6 12
2018 JUN ENG2601 Applied English Language Studies: Further Explorations 57 6 12 2018 NOV ENG2602 Genres in Literature and Language: Theory, Style and 58 6 12 Poetics
2018 OCT ETH305V * Multicultural Education (Educational Themes 305-**-*-**-**** NOV FDEME3L * Computer Integration in the Classroom 85 5 12 2018 NOV MNB1601 Business Management IB 65 6 12
2018 OCT MNG2601 * General Management 75 6 12
2019 OCT EDA3013 Guidance, Counselling and Life Skills Education for the 56 6 12 Subject Teacher
2019 NOV EDA3046 Environmental Education 65 6 12
2020 JUN ENG2603 Colonial and Postcolonial African Literatures 60 6 12 2019 JUN ETH306W * Inclusive Education B (Educational Themes 306-**-*-**-**** OCT LADEMSJ Teaching Economic and Management Sciences (SP Subject 50 7 12 Didactics)
2019 NOV LADLANA Teaching Languages (SP Subject Didactics) 65 7 12 2019 NOV LPENGTS * Language Proficiency (English Communication for 87 5 12 Education)
2019 NOV MNE2601 Introduction to Entrepreneurship and Small Business 70 6 12 Management
2019 OCT TPR200F Teaching Practice (Senior Phase Subject Didactics) for 70 6 24 BEd (Professional Studies 2)
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2020 JUN ARB1501 * Elementary Arabic 81 5 12
2020 JUN ARB2602 * Pre-Intermediate Arabic 86 6 12 2020 OCT CUS3701 * Curriculum Studies 76 7 12
2020 JUN ICS1501 An Introduction to Islam 68 5 12
2020 JUN ICS2602 History of Islam 72 6 12
2020 OCT LPENGPN * Additional Language endorsement 96 7 12 2020 OCT SDBEC0S * FET SUBJECT DIDACTICS BUSINESS STUDIES 85 7 12 2020 OCT TPS3703 Teaching practice III 66 7 12
2020 OCT TPS3704 * Teaching Practice IV 76 7 12
* Passed with distinction
Total credits accumulated: 468
This qualification is not completed.
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Purpose statement of modules passed
This is to certify that the purpose statement of the modules offered comprises the following: ARB1501 - Elementary Arabic
Is to equip students to develop skills and competencies to read, write and communicate in Arabic at an elementary level. Students who successfully complete this module will recognize basic Arabic script, acquire a basic vocabulary and grammar and communicate at an elementary level in a variety of everyday situations. Writing will be evaluated via scanning and use of the Arabic keyboard.
ARB2602 - Pre-Intermediate Arabic
Is to equip students to develop skills and competencies to read, write and communicate in Arabic at a pre-intermediate level. Students who successfully complete this module will acquire vocabulary and grammar that builds on the previous module. Writing will be evaluated via scanning and use of the Arabic keyboard. BLG1501 - Basic Biology
To enable students to obtain an understanding of basic biological concepts with regard to the physical and chemical basis of life; cell structure and functions; cytogenesis; cell metabolic principles; and ecological principles. BLG1502 - Animal and Plant Diversity
To enable students to obtain a: (a) Basic understanding of the form (anatomy) and function (physiology) of animals
(invertebrates and vertebrates) with regard to respiration, nutrition, homeostasis, reproduction, etc. (b) Basic understanding of the structure (morphology), function (physiology) and diversity (systematics) of selected representatives of the Kingdoms Monera, Protista, Fungi and Plantae. BLG1603 - Biology Practical
To enable students to be able to demonstrate the ability to recognise and identify structures and functions of cells, tissues and organs and have insight into the classification of plants as well as the significance of plants for sustaining life on earth. Students able to identify, classify and make fully labelled drawings of selected algae, mosses, gymnosperms and angiosperms and be able to compare morphology, reproduction and adaptations as well as demonstrate an understanding of South African plant biomes and biotic composition of selected aquatic and terrestrial habitats. Students will also be able to describe basic laboratory techniques used in genetic experiments. BPT1501 - Being a Professional Teacher
This module forms part of the Higher Certificate in Education and also the BEd qualifications offered at the College of Education. The module aims at creating awareness of what it entails to be a professional teacher and how to make a difference in learners' lives. Students completing this module can be considered for appointment as assistants to teachers in schools, because qualifying students will, inter alia, be able to create environments conducive for teaching and learning and understand the challenges associated with the curriculum and the learning process. This module provides fundamental knowledge and skills which will support further studies and applications in the field of education - an important sector contributing to the human development of our country and of the African continent. Page 3 of 7
CUS3701 - Curriculum Studies
The purpose of this module is to explore the general principles underpinning the planning, organisation, implementation and review of curricula in general and the South African school curriculum in particular. The module will help students to understand, to adapt and to contribute to the evolving nature of the school curriculum. Besides being an interpreter and implementer of the curriculum, teachers need to understand legislation, prescribed policies and approaches on curriculum development. They have to be able to analyse existing learning programmes and resource material in order to prepare instructional designs with effective teaching, learning and assessment in mind. While these discussions cover general principles, assessment tasks will require illustration of the concepts with reference to the chosen specialisation and will speak to the Teaching Practice placements. Discussion will also link to discussions in the modules Assessment in Education, Inclusive Education and Educational Studies in context. EDA201W - Classroom Management (Educational Themes 201 (BEd)) To gain insight into the complex nature of the teaching, learning situation and its implications for the teacher; the actualisation of various management functions in the teaching, learning situation; the management of certain elements in the teaching, learning situation, the handling of some critical issues in the modern classroom. EDA3013 - Guidance, Counselling and Life Skills Education for the Subject Teacher To gain insight into the role of the subject teacher in counselling; in the tutor system; in vocational guidance; in handling learning and behavioural problems; in life skills education, and in the introduction of life skills categories.
EDA3046 - Environmental Education
To develop competent environmental educators who teach their subjects in an environmentally directed way. EDAHOD5 - The Educator as Assessor
To enable students to plan and conduct assessment, to record assessment findings and to report on them. EDC1015 - Theoretical Frameworks in Education (Educational Foundations 101 (BEd)) To expose students to a pluralistic problem-centred approach to educational discourse and to encourage them to interact critically with contemporary issues in education.
EDT1601 - Child Development
To gain insight into basic concepts, principles; the context of development; modalities: physical, cognitive, affective, conative, normative, social; relationships and development: personal, interpersonal, objective, transcendental; creating a suitable environment for child development: the role of parents, teachers and other role players.
EDT1602 - Learning and Teaching Strategies in the Adolescent Years To gain insight into the components of the teaching-learning situation, to highlight the role of educators in facilitating learning outcomes efficiently, and to explore desirable conditions for successful learning. EDT303Q - Religious Education
To gain insight into defining concepts, points of departure, overview of the field; study of African Traditional Religion; study of the following world religions: Hinduism, Buddhism, Judaism, Christianity and Islam; study of contemporary.
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ENG1501 - Foundations in English Literary Studies
a) This module aims to establish a solid literary foundation for English studies by introducing students to representations of diversity in a range of fictional narratives in English. b) Students credited with this module will be able to apply appropriate reading strategies to a wide variety of literary and non-literary texts in English. c) Students will be able to demonstrate appropriate writing skills in academic English ENG1502 - Foundations in English Language Studies
a) The module will equip students with the skills of applied English language studies (such as in applied linguistics, writing/rhetoric studies, and discourse studies). Students will be able to apply their understanding and skills to English language as it functions in various real-life contexts and domains. b) The module aims to introduce students to a systematic description of English Language and to introduce students to the grammatical competences needed to apply their knowledge to the analysis of authentic language data. c) The module will introduce meta-language terminology in the discipline of Applied English language studies which is essential for advanced proficiency and literacy development.
ENG2601 - Applied English Language Studies: Further Explorations The module will equip students with the skills of applied English language studies (such as in applied linguistics, writing/rhetoric studies, and discourse studies). Students will be able to apply their advanced skills in the analysis and interpretation of how the English language functions in various real-life contexts and domains.It aims to develop students' skills/abilities in the grammatical and textual competence needed for the analysis of authentic language data and advance students' pragmatic competence with emphasis on English language use and variation. ENG2602 - Genres in Literature and Language: Theory, Style and Poetics The purpose of this module is to equip students with the skill of reading and analysing short passages in five different genres: prose, poetry, drama, persuasive prose and conversation, with close attention to language usage. Students will also develop the ability to write about these passages coherently and with compliance to the requirements of academic English.
ENG2603 - Colonial and Postcolonial African Literatures The module will enable students to explore representations of race, class, gender, identity, community and nationhood in southern African settings.It will establish the literary and theoretical groundwork for a broader and more nuanced application of literary theories to a range of texts. These skills will feed into the third year modules where the emphasis on literary theory will increase. Upon successful completion of this module, students will be able to apply appropriate reading strategies to a wide variety of literary and non-literary texts written in the English language. They will also be able to demonstrate the application of critical and analytical skills in their readings of texts as well as the ability to respond to texts in the form of properly structured essays written in sound academic English. ETH303T - The Education System and School Management (Educational Themes 303) To gain insight into the education system and the place of the school in regional and national systems of education; the South African school system; critical issues in educational provision and school management. ETH305V - Multicultural Education (Educational Themes 305) To gain insight into the theoretical and practical aspects of multicultural education; introduction, current themes in multicultural education; multicultural methodology and managing multicultural schools and classrooms. ETH306W - Inclusive Education B (Educational Themes 306) To gain insight into learner support to learners who experience barriers to learning. Students should be able to assess and support learners who experience various impairments, learning difficulties, emotional and behavioural problems in inclusive education settings.
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FDEME3L - Computer Integration in the Classroom
To train student teachers how to combine appropriate information and communication technologies with teaching and learning strategies and intregrate it to teaching and learning activities in the classroom. ICS1501 - An Introduction to Islam
To provide a grounded overview of Islam's sacred sources, faith and practices, and to enable students to be culturally sensitive to Islamic societies.
ICS2602 - History of Islam
To present a descriptive background to pre-Islamic Arabia and early Islamic history, as well as a biography of the Prophet of Islam.
LADEMSJ - Teaching Economic and Management Sciences (SP Subject Didactics) To prepare teachers with the necessary knowledge, skills, attitudes and values so that they will be able to equip learners with the knowledge and comprehension of economic and management skills that will enable them to play a vital role in the process of transforming the country`s economic, social, political, technological, physical and demographic environment.
LADLANA - Teaching Languages (SP Subject Didactics) To equip student teachers with the necessary knowledge, skills, attitudes and values, as well as critical self-reflection, to become a competent language teacher of a particular home language and first and second additional language in the senior phase.
LPENGPN - Additional Language endorsement
Additional language endorsement.
LPENGTS - Language Proficiency (English Communication for Education) To enable learners to explore the nature and implications of English as a language of learning, to improve learners’ communicative competence in English in the classroom and in the school, and to develop their study skills and English reading and writing skills.
MNB1501 - Business Management IA
The purpose of this module is to establish a foundation for the study of business management; and to develop the learner's understanding of the concept of strategic management and of the specific management tasks (planning, organising, leadership, control). This will enable qualifying learners to develop basic business plans that reflect an entrepreneurial approach to maximising the use of resources. These business plans are of the type that could be used for seeking funding from financing institutions.
MNB1601 - Business Management IB
The aim of this module is to provide insight and an understanding of the individual functional areas of business management which ultimately form a synergistic whole that directs the business towards its goals. These functional areas are human resources, marketing, finance, operations and purchasing and supply. This module will provide the foundation for learners further study in the functional areas of a business. Page 6 of 7
MNE2601 - Introduction to Entrepreneurship and Small Business Management The purpose of the module is to empower students with the graduate attributes necessary to understand the uniqueness of the relationship between the entrepreneurship and small business, and through sound managerial, governance and entrepreneurial practices and innovation increase the odds that their owned business organisation will continue from generation to generation, contributing to job creation and economic wealth and growth. An additional purpose is to empower students to investigate alternative routes to start a business and also the uniqueness of the relationship between the family and its business. Students will also gain knowledge on how to develop their business idea into an opportunity that can be exploited by providing a successful product or service in the emerging economics. MNG2601 - General Management
The purpose of the module, is to provide learners with detailed knowledge, applied competence and skills related to general management principles. In particular, the aim is to enable learners to understand the management functions of planning, organising, leading and control, thus preparing them to be employable managers, workers or entrepreneurs and contributors to society and the business community. SDBEC0S - FET SUBJECT DIDACTICS BUSINESS STUDIES
To gain insight into the complex nature of didactics and subject didactics theory; the distinctive nature of Business Studies; goal formulation; teaching strategies; methods and media for teaching Business Studies; the lesson plan; evaluation, and some issues in modern classroom practice. TPR200F - Teaching Practice (Senior Phase Subject Didactics) for BEd (Professional Studies 2) To give students the opportunity to practise their teaching skills. TPS3703 - Teaching practice III
The purpose of this module is to provide guidelines for a 5-week placement in a school focusing on semi-independent teaching. Students will plan a series of lessons with their school-based mentor, teach the lessons (while being observed) and reflect critically on their plan and practice in consultation with both their school-based mentor and their supervisor.This module focuses on a whole school approach (roles and responsibilities of the teacher in the school environment) under the guidance of a qualified school-based mentor.SP & FET students will focus on their senior phase subject methodology (not done during teaching practice II). TPS3704 - Teaching Practice IV
The purpose of the module is to provide guidelines for the 4th teaching practice placement which is seen as the culmination of the programme in which theory, practice and experience culminate. It requires a minimum 5-week placement in a school. After this teaching practice experience the student teacher should be able to teach the subjects of choice independently.The experience will be structured from a classroom perspective (roles and responsibilities of the subject teacher) under the guidance of a qualified school-based mentor.SP & FET students will focus on their FET subject methodology (not done during teaching practice I). Page 7 of 7