Centre for Learning and Teaching Development
Continuous Professional Development Unit
LEARNER GUIDE
FACULTY OF
:……………………………………………………………
SCHOOL OF
:……………………………………………………………
DEPARTMENT
:……………………………………………………………
QUALIFICATION :……………………………………………………………
QUALIFICATION CODE:…………………………………………………….
SUBJECT:.………………………………………………………………………
SUBJECT CODE:……………………………………………………………….
COMPILED BY:
Lecturer Name | Department | Office No. | Telephone Number | E-Mail Address
……………………………………………………………………………………………………………………………
TABLE OF CONTENTS
1. Welcome Page
1.1 Welcome and introduction
1.2 Departmental information
1.3 Information about lecturers
PAGE NUMBER
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1.4 Lecture information (incl. Brief on Experiential Training/Service
Learning/Work Integrated Learning)
1.5 Statement of roles and responsibilities
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1.6 Learning and Teaching strategies
1.7 Assessment and Evaluation
1.8 Learning Materials
1.9 Attendance requirements (non credit bearing compulsory
activities)
2. Technical Component
2.1 Course Information
2.1.1 Credit Value
2.1.2 NQF Level
2.1.3 Field
2.1.4 Sub-field
2.1.5 Purpose of the course
2.1.6 Purpose statement of the qualification
2.2 Learning assumed to be in place and recognition of prior
learning
2.3 Course rules
2.4 Exit level outcomes/specific outcomes
2.5 Critical cross-field outcomes
2.6 Assessment criteria
2.7 Moderation
2.8 Articulation, progression & portability possibilities
3. Learning Component
3.1 Course structure
3.2 Work programme (Scheme of work)
4. Plagiarism
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1. WELCOME PAGE
1.1 Welcome and introduction
Should contain:







a friendly welcome to the learners
a brief statement explaining the purpose of the learner guide
purpose statement for the qualification for which the course forms part
an Overview of what is covered in the learner guide
a brief definition of a learning outcome, assessment criteria, assessment
strategies and embedded knowledge (indicative content)
The lecturer’s philosophy of teaching (eg How you think students learn best and
what good/ effective teaching is about )
State the place of this subject within the learning programme. Show how the
subject aligns with the broader content/other subjects of the learning
programme
1.2 Departmental information
Head of Department
:………………………………………………………
Room number
:………………………………………………………
Telephone
:………………………………………………………
Fax No
:………………………………………………………
Departmental Secretary
:………………………………………………………
Contact details
:………………………………………………………
1.3 Information about lecturers
Learners are given information about who lecturers the course and where.
Title and
Course/Module
Office No.
Telephone
Consultation
Surname
and Email
address
Mr/Ms/Dr/Prof
Management 101
D23
047 000 0000
By
Nobody
appointment
– Mondays
and
Wednesdays
(10:00 –
11:00
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1.4 Lecture information (incl. Brief on Experiential Training/Service Learning/Work
Integrated Learning)
Learners are given information about lecture venue, duration of lessons and
times.
1.4.1
Brief on Experiential Training/Service Learning/Work Integrated Learning
Learners are given brief information about experiential training/service
learning/work integrated learning.
(Purpose of experiential learning, what needs to be done e.g. completion of
logbook, conduct/ misconduct on the part of the student)
1.5 Statement of roles and responsibilities
The lecturers' and learners' roles and responsibilities are clearly defined. These
could be related to
 Attendance of classes
(What is the Dept/subject policy on class attendance? If there is none, what
are your expectations as a lecturer? Emphasize importance of punctuality and
use of the library)

Absence from class and tests.
(What are the consequences of missing out on a test? (What proof/ evidence
needs to be submitted in cases of a family bereavement, or sickness?)

Late submission of assignments and projects, absenteeism from assessments,
etc.
1.6 Learning and Teaching strategies
The University has adopted an OBE approach to teaching and learning.
Consequently, teaching and assessment strategies must be learner-centred.
(Mention the teaching strategies to be used – lectures, small group work,
cooperative learning, research, problem solving, practicals, case studies, field
work, etc . Give advice on studying the subject effectively.)
1.7 Assessment and Evaluation
How assessment is to be conducted throughout the year, calculation of
year/semester mark, contribution of assignments, project, etc is explained.
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Assessment is dual in nature and boils down to continuous and summative
assessment. You could spell out, especially with formative/continuous
assessment, by explaining to students how it works. The following is an example:
 Assessment methods
 Continuous : Throughout the semester in the form of class tests, assignments,
self-evaluation exercises, practical work and a semester test.
 Summative in form of the semester examination or a final project if the module
is only continuous assessed.


Year mark / Semester mark
Give a complete breakdown of the year/semester mark, i.e. what each
assessment task weighs towards the year/semester mark
example:





Class tests:
Assignments
Practical test
Presentations
Semester test
10%
30%
20%
10%
40%
 Specify the number of assignments that must be handed in and specify the
number that will be included in the calculation of the year/semester mark.
 Specify the number of class tests that will be written and specify the number
that will be included in the calculation of the year/semester mark.
 Inform learners that a semester test must be written (if applicable).
The year/semester mark should be defined as follows:
It is the average of all the marks that a learner earns over a prescribed period by
means of continuous assessment in a module, on the basis of the completion of the
assessment tasks that are required within the module and for which a mark was
awarded.
Also indicate to students what the rule stipulates about entry to examinations
e.g. a minimum of 40% year/semester mark is required to be allowed to sit for
examinations.

Examination mark

You write (depending on the credits/estimated learning hours per module) one 2 hour
examination paper that counts 100.
You need a sub-minimum of 50% to pass the examination.

Examples:
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
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Final module mark
Examples:
The module mark is compiled from the year/semester mark and examination mark in a 40:60
relationship.
You need a sub-minimum of 50% to pass the module .
1.8 Learning Materials
 Primary (prescribed texts) and secondary sources of information and materials
are given.
 Provide complete bibliographical reference of prescribed sources
 Explain institutional referencing system, eg, Harvard
1.9 Attendance requirements (non credit bearing compulsory activities)

Specify the required class attendance. It can be worded as follows: Learners
may be absent with a valid excuse for a maximum of a third of the class
gatherings. In all instances of absence the student has to, either before the
absence or as soon as possible after the absence, provide a written reason to the
lecturer or the head of the department.

Etc. [anything else that may be applicable, e.g. participation to class outings,
attendance of group classes / tutorials, participation in class discussions, viewing
of prescribed videos, films etc.]
2.
TECHNICAL COMPONENT
2.1
Course Information
This section focuses on SAQA, NQF and OBE compliance. Visit
www.saqa.org.za to download the NQF structure and other relevant
information on the qualification you are offering).
2.1
COURSE INFORMATION
2.1.1 CREDIT VALUE
2.1.2 NQF LEVEL
2.1.3 FIELD
2.1.4 SUB-FIELD
2.1.5 PURPOSE OF THE COURSE (This should capture what the learner will
know and be able to do at the end of the programme).
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2.1.6 PURPOSE STATEMENT OF THE QUALIFICATION
2.2 Learning assumed to be in place and recognition of prior learning
(NQF SAQA LINK) defines RPL as the recognition of skills, knowledge and
capability currently held by a person, regardless of how, where and when the
learning occurred. Briefly explain how your Dept. responds to RPL issues.
2.3 Course rules/Pre-requisites
Admission requirements, and rules of combination/ articulation.
2.4 Exit level outcomes/specific outcomes
ELOs are overarching outcomes required in order to achieve a qualification, whether or
not the qualification is unit-standard based. These are further broken down into critical
and specific cross-field outcomes.
2.5 Critical cross-field outcomes
These are qualities underpinning all qualifications. Write only those that your course
covers.
2.6 Assessment criteria
These should be linked to/ aligned with 10
2.7 Moderation
Explain institutional/ subject moderation policy, its purpose, and how it is implemented.
2.8 Articulation, progression & portability possibilities
3.
LEARNING COMPONENT
3.1 Course Structure
3.2 Work Programme (Scheme of work)
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Tabulate the schedule of topics to be covered for the semester/year for example,
include week ending date, topic.
This section deals with
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

How the content is broken up into manageable chunks in a logical and coherent
manner suitable for learning and teaching
compilation of a work programme that specifies how teaching, learning and
assessment will be sequenced in a particular year.
What will be taught and when and whether that is completed.
The following exemplar demonstrates how your lecturer has planned your
work for the course for the whole year:
CONTENT STRUCTURE: HUMAN RESOURCE: 120 CREDITS
This is a plan that shows the overview of learning, teaching and assessment that
will take place to cover 120 credits.
TOPIC
INTEGRATION
Recruitment sources
Human Resource
Provisioning
Recruitment
Selection



Headhunting
Adverts
Walk-ins
Selection Strategy
Selection Process
Placement and
Orientation
HR Placement
HR Induction
Criteria for tests
Selection and Tests
Types of selection tests
Advantages and
disadvantages of test
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WORK PROGRAMME HUMAN RESOURCE : 120 CREDITS
WK
1
ELO/SO
INTEGRATI
ON
CONTENT
RESOURC
ES
NEEDED
Assessment
Learnin
g&
Teachi
ng
Strategies
DATE
COMPLET
ED
1/2/0
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SO 1
Apply
recruitme
nt
AC:
Recruitme
nt is
described
Sources
of
recruitme
nt are
identified
MARKETING
AC:3
Formal/Infor
mal
Businesses
Refer to pgs
55-70 of
prescribed
book
Copies of
adverts
Question
and
Answer/
Test
/Assignme
nt/
Project
Buzz
groups
5/2/08
4. PLAGIARISM
Bibliographical referencing (Refer to the institutional /Departmental reference / the
preferred reference system, plagiarism)
Any enquiries may be directed to the Head of Department: Continuous Professional
Development Unit.
Mr Z Baleni
Tel: 047 502 2804
Cell: 082 505 6264
[email protected]
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