Short courses offered
Teachers of grade 10, 11 or 12 Mathematics, Physical Science or Computer Studies
 Would you like to feel more confident about the subject matter you teach?
 Are there some topics in the syllabus that you find hard to understand?
 Would you like to find ways to teach so that your learners learn more?
ISTE at Unisa offers modules for:
 Chemistry Teachers
 Mathematics Teachers
 Physics Teachers
 Computing Teachers
 Biology Teachers
The modules in each subject are at the same level, but cover different topics. You can register for both modules if you wish. You can also register for module 2 without doing module 1. Each module is designed to help you as a teacher:
 deepen your conceptual understanding
 strengthen your problemsolving skills
 increase your knowledge of how to teach particular topics effectively
By the end of a course you should be able to explain important concepts and phenomena and apply your improved knowledge of concepts and your improved reasoning skills to solving everyday and textbook problems. The courses also provide an opportunity for you to improve the effectiveness of your teaching. You can gain knowledge about the conceptual and reasoning problems your learners experience in trying to understand certain topics. You can learn teaching strategies to help your learners overcome these problems. By the end of a course you should know what conceptual and reasoning difficulties learners usually experience with certain topics and what strategies you can use to help learners overcome these difficulties.
The courses are distance education courses so that you can make use of this opportunity to develop yourself professionally while continuing with your teaching duties. In this way any grade, 10, 11 or 12 Biology, Physical Science, Computer Studies or Mathematics teacher in South Africa can participate.
The only entrance requirement is that you teach grade 10, 11 or 12 in the subject of the module you do (note: the entrance requirements for the Computing modules are different and are explained below). Each module is worth 12 SAQA credits at level 5 on the NQF. The modules form part of Unisa's certificate programme.
Biology for Teachers I (BIOT01 – 8/ BIOT51J)
Background and need for the Short Course
Teachers do not have the necessary Content Knowledge in Biology to teach Grade 10 – 12. The module includes different strategies to teach Biology effectively.
Purpose of the short course
To enable practicing to upgrade their knowledge and deepen their understanding of animal and plant anatomy, nutrition and reproduction, while simultaneously deepening their pedagogical content knowledge (i.e knowledge of difficulties students are likely to have with particular topics and strategies that are likely to promote to promote students understanding of different topics)
Admission requirements
Familiarity with (but not necessarily proficiency in) the content of the school Biology curriculum Grade 1012, particularly relating to animal and plant anatomy and physiology.
Syllabus/Topics
 What the Module is all about
 Teaching Skills in Biology
 Classification in Biology
 The Diversity of Animals
 Teaching about Classification
Biology for Teachers II (BIOT21 – C/ BIOT52K)
Background and need for the Short Course
Teachers do not have the necessary Content Knowledge in Biology to teach Grade 10 – 12. The module includes different strategies to teach Biology effectively.
Purpose of the short course
To enable practicing to upgrade their knowledge and deepen their understanding of animal and plant anatomy, nutrition and reproduction, while simultaneously deepening their pedagogical content knowledge (i.e. knowledge of difficulties students are likely to have with particular topics and strategies that are likely to promote to promote students understanding of different topics)
Admission requirements
Familiarity with (but not necessarily proficiency in) the content of the school Biology curriculum Grade 1012, particularly relating to animal and plant anatomy and physiology.
Syllabus/Topics
 Biological compounds and nutrients
 Water: Importance in nutrition
 Macro and micro nutrients
 Biologically important organic compounds
 Carbohydrates
 How to test for presence of carbohydrates
 Lipids
 Proteins
 Vitamins
 Some aspects of anatomy and physiology of humans and their relation to homeostasis
 Digestion and Nutrition
 Skills needed in order to make accurate observation and drawings
 Effective approaches for teaching digestion and nutrition
 Comparing digestive tract
 Human digestive tract
 Nutrition effects on health
 Angiosperm anatomy
 Angiosperm physiology
 Water relations in plants
 Growth and Development
 Photosynthesis
 Demonstration of the process emphasizing the role of storage of energy and factors affecting the process
 The light phase
 Structural suitability of leaves for the process
 Reproduction in animals
 Asexual and sexual reproduction
 Reproductive organs
 Relation to present scientific principles e.g. cloning of mammals
 Hormonal regulation in male and female
 Ovaries
 Fertilization
 Health: Sexually transmitted diseases
 HIV/AIDS pandemic
 Strategies of teaching students affected by HIV/AIDS
 Teachers as counsellors and teachers of Scientific facts
Chemistry for Teachers I (CHET01T/CHET518)
Background and need for the Short Course
Teachers do not have the necessary Content Knowledge in Chemistry to teach Grade 10 – 12. The modules include experiments, worked out examples as well as include different strategies to teach chemistry effectively.
Purpose of the short course
To enable practising teachers to deepen their understanding of chemistry content that is relevant to the teaching of School chemistry at Grades 1012 while simultaneously deepening their pedagogical content knowledge (i.e. knowledge of difficulties learners are likely to have with particular topics and strategies that are likely to promote learners’ understanding of particular topics).
Admission requirements
Familiarity (but not necessarily proficiency) with the content of Grade 1012 Chemistry
Syllabus/Topics
Introductory Unit
 What does Learning Chemistry Involve
 Effective Learning depends on
 Learning how to Learn
 Concept Mapping
 Guide to the Whole Module
 The Structure of the Module “Chemistry for Teachers”
Particle Model of Matter
 We believe that matter is made of particles
 What doe we want our students to know?
 The particle model of matter
 Using the model to classify substances
 Students understandings of particulate nature of matter
 Activities to help with sense making
 Final Words
Periodic Table
 What do we want our students to know about the elements?
 Probing your understanding
 Where do elements come from
 Symbols for elements
 Names of elements, compounds and ions
 The model concept
 What we want students to know
 Summary: The mole
 Mole Calculations
 Summarizing framework
 References
Chemical Reaction
 What we ant students to know
 What Research had highlighted
 Types of Reaction
 Basic types of Chemical Reaction
 Language, Symbols and Diagrams
Stoichiometry
 What is it and Why Learn it
 Some Research Findings
 Fundamental Concepts
 Getting qualitative Information from the equation
 Solving stoichiometry tasks
 Strategies leading to problem solving with understanding
 Detailed Solutions
 Limiting reagents
Chemistry for Teachers II (CHET21X/CHET529)
Background and need for the Short Course
Teachers do not have the necessary Content Knowledge in Chemistry to teach Grade 10 – 12. The modules include experiments, worked out examples as well as include different strategies to teach chemistry effectively.
Purpose of the short course
To enable practising teachers to deepen their understanding of chemistry content that is relevant to the teaching of School chemistry at Grades 1012 while simultaneously deepening their pedagogical content knowledge (i.e. knowledge of difficulties learners are likely to have with particular topics and strategies that are likely to promote learners’ understanding of particular topics).
Admission requirements
Familiarity (but not necessarily proficiency) with the content of Grade 1012 Chemistry
Syllabus/Topics
 Bonding, Intermolecular Forces, Solutions
 Organic Chemistry
 Inorganic chemistry, Sulphur, nitrogen and chlorine
 Rates of reaction, chemical equilibrium, acids and bases
 Electrochemistry
 Common conceptual and reasoning difficulties and effective teaching strategies for remediation.
Computing for Teachers I a (Delphi) (COAT01 – H/COAT51T)
Background and need for the Short Course
According to the grant given to UNISA by the Carnegie Corporation of New York, According to the grant given to UNISA by the Carnegie Corporation of New York, ISTE is obliged to offer the modules Computing for Teachers I and II. This Certificate is one of two parallel modules which meet our contractual obligation to Carnegie. With the new curriculum for schools being introduced in the near future, there is an urgent need for Computing Teachers to be retrained in appropriate programming languages. This Certificate course will address this need.
Purpose of the short course
To enable practising teachers to deepen their understanding of programming and Software development that is relevant to the Teaching of Computer Studies at Grades 10 – 12 while simultaneously deepening their pedagogical content knowledge(i.e. knowledge of difficulties students are likely to have with particular topics and strategies that are likely to promote students understanding of particular topics)
Admission requirements
Ability to use level 4 algebra, geometry and trigonometry.
Familiarity (but not necessarily proficiency) with the content of Grades 1012 Computing.
Syllabus/Topics
 Algorithmic design
 Simple data structures
 Problem formulation and solution (projects)
 Programming (using Delphi)
 Common conceptual and reasoning difficulties and effective teaching strategies for remediation.
Computing for Teachers Ib (Java) (COBT01 – M/COBT51X)
Background and need for the Short Course
According to the grant given to UNISA by the Carnegie Corporation of New York, ISTE is obliged to offer the modules Computing for Teachers I and II. This Certificate is one of two parallel modules which meet our contractual obligation to Carnegie. With the new curriculum for schools being introduced in the near future, there is an urgent need for Computing Teachers to be retrained in appropriate programming languages. This Certificate course will address this need.
Purpose of the short course
To enable practising teachers to deepen their understanding of programming and Software development that is relevant to the Teaching of Computer Studies at Grades 10 – 12 while simultaneously deepening their pedagogical content knowledge(i.e. knowledge of difficulties learners are likely to have with particular topics and strategies that are likely to promote learners understanding of particular topics)
Admission requirements
Ability to use level 4 algebra, geometry and trigonometry.
Familiarity (but not necessarily proficiency) with the content of Grades 1012 Computing.
Syllabus/Topics
 Algorithmic Design
 Simple Data Structures
 Problem Formulation and Solution (projects)
 Programming ( using Java)
 Common Conceptual and Reasoning difficulties and effective teaching strategies for remediation.
Mathematics for Teachers I (MATT01B/MATT515)
Background and need for the Short Course
Teachers do not have the necessary Content Knowledge in Mathematics to teach Grade 10 – 12. The modules include experiments, worked out examples as well as include different strategies to teach chemistry effectively.
Purpose of the short course
To enable practising teachers to deepen their understanding of Algebra content and problem solving processes that are relevant to the teaching of school algebra, while simultaneously deepening their pedagogical content knowledge (i.e. knowledge of possible obstacles to the learning of algebra and strategies that are likely to promote students’ understanding of algebra).
Admission requirements
Ability to use level 4 algebra, geometry and trigonometry.
Familiarity (but not necessarily proficiency) with the content of Grades 1012 Mathematics.
Syllabus/Topics
 Specialising and generalising
 Inductive and deductive reasoning
 The pitfalls of induction
 More induction and deduction
Proof: analytical and synthetic reasoning
 Logic
 About the nature of mathematics
 Equivalence
 Equivalence equations
 Identities
 Pupils generalising
 Applied problem solving
 A bit of calculus
Mathematics for Teachers II (MATT21V/MATT526)
Background and need for the Short Course
Teachers do not have the necessary Content Knowledge in Mathematics to teach Grade 10 – 12. The modules include experiments, worked out examples as well as include different strategies to teach chemistry effectively.
Purpose of the short course
To enable practising teachers to deepen their understanding of geometry and trigonometry content and problem solving processes that are relevant to the teaching of school trigonometry and geometry, while simultaneously deepening their pedagogical content knowledge (i.e. knowledge of possible obstacles to the learning of geometry and trigonometry and strategies that are likely to promote students’ understanding of geometry and trigonometry).
Admission requirements
Ability to use level 4 algebra, geometry and trigonometry.
Familiarity (but not necessarily proficiency) with the content of Grades 1012 Mathematics.
Syllabus/Topics
 Different perspectives on the nature of geometry
 History of the development of Geometry and trigonometry
 Euclidian geometry
 Trigonometric functions, formulae (sine and cosine rules) and equations
 Geometric and trigonometric thinking processes including discovery, inductive reasoning, deductive reasoning and proof
 Geometrical constructions
 Analytical geometry: The link between algebra and geometry
 Applied problem solving
 Identification of obstacles to the learning and understanding of geometry and the development of geometric reasoning and effective approaches for teaching geometric and trigonometric concepts and reasoning
Physics for Teachers I (PHYT01B/PHYT51M)
Background and need for the Short Course
Teachers do not have the necessary Content Knowledge in Physics to teach Grade 10 – 12. The module includes experiments, worked out examples as well as includes different strategies to teach physics effectively.
Purpose of the short course
To enable practising teachers to deepen their understanding of physics content that is relevant to the teaching of physics at Grades 1012 while simultaneously deepening their pedagogical content knowledge (i.e. knowledge of difficulties students are likely to have with particular topics and strategies that are likely to promote students’ understanding of particular topics).
Admission requirements
Ability to use level 4 algebra, geometry and trigonometry.
Familiarity (but not necessarily proficiency) with the content of Grades 1012 physics.
Syllabus/Topics
 Kinematics
 Statics
 Dynamics
 Heat and temperature
 Proportional reasoning
 Translating between equations, graphs, words, diagrams and physical phenomena
 Qualitative descriptions of central concepts
 Applications of central concepts to problemsolving from both everyday and standard textbook contexts
 Common conceptual and reasoning difficulties and effective teaching strategies for remediation.
Physics for Teachers II (PHYT21 – F/PHYT52N)
Background and need for the Short Course
Teachers do not have the necessary Content Knowledge in Physics to teach Grade 10 – 12. The module includes experiments, worked out examples as well as includes different strategies to teach physics effectively.
Purpose of the short course
To enable practising teachers to deepen their understanding of physics content that is relevant to the teaching of physics at Grades 1012 while simultaneously deepening their pedagogical content knowledge (i.e. knowledge of difficulties students are likely to have with particular topics and strategies that are likely to promote students’ understanding of particular topics).
Admission requirements
Ability to use level 4 algebra, geometry and trigonometry.
Familiarity (but not necessarily proficiency) with the content of Grades 1012 physics.
No articulation to a formal Course
Syllabus/Topics
 Electrostatics
 Electric circuits
 Magnetism
 Waves
 Sound
 Light
 Proportional reasoning
 Translating between equations, graphs, words, diagrams and physical phenomena
 Qualitative descriptions of central concepts
 Applications of central concepts to problem solving from both everyday and standard textbook contexts
 Common conceptual and reasoning difficulties and effective teaching strategies for remediation.
