TPS2601/101/0/2022

Tutorial Letter 101/0/2022

TEACHING PRACTICE

TPS2601

Year module

Curriculum and Instructional Studies

Department

This tutorial letter contains important information about TPS2601

BARCODE
 Contents
Page
1 INTRODUCTION .......................................................................................................................... 4
2 PURPOSE AND OUTCOMES ...................................................................................................... 5
2.1 Purpose ........................................................................................................................................ 5
2.2 Outcomes ..................................................................................................................................... 7
3 CURRICULUM TRANSFORMATION ........................................................................................... 8
4 LECTURER(S) AND CONTACT DETAILS................................................................................... 8
4.1 Lecturer ........................................................................................................................................ 8
4.3 University ...................................................................................................................................... 9
5 RESOURCES ............................................................................................................................... 9
5.1 Prescribed books .......................................................................................................................... 9
5.3 Electronic reserves (e-reserves) ................................................................................................. 10
5.4 Library services and resources ................................................................................................... 10
6 STUDENT SUPPORT SERVICES .............................................................................................. 11
6.1 First-Year Experience Programme @ Unisa ............................................................................... 11
7 STUDY PLAN ............................................................................................................................. 12
8 PRACTICAL WORK AND WORK-INTEGRATED LEARNING................................................... 12
8.1 Introduction ................................................................................................................................. 12
8.2 How to undertake Teaching Practice .......................................................................................... 12
8.3 School placement ....................................................................................................................... 14
9 ASSESSMENT ........................................................................................................................... 14
9.1 Assessment criteria..................................................................................................................... 14
9.2 Assessment plan ........................................................................................................................ 14
9.3 Assignment numbers .................................................................................................................. 15
9.4 Assignment due dates ................................................................................................................ 15
9.5 Submission of assignments ........................................................................................................ 16
9.6 Other assessment methods ........................................................................................................ 20
9.7 The examination ......................................................................................................................... 20
10 ACADEMIC DISHONESTY ........................................................................................................ 20
10.1 Plagiarism ................................................................................................................................... 20
10.2 Cheating ..................................................................................................................................... 20
10.3 More information about plagiarism can be downloaded on the link below ................................... 21
11 STUDENT WITH DISABILITY .................................................................................................... 21
12 FREQUENTLY ASKED QUESTIONS ........................................................................................ 21
13 SOURCES CONSULTED ........................................................................................................... 23

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14 IN CLOSING ............................................................................................................................... 23
15 ADDENDUM ............................................................................................................................... 23

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Dear Student

1 INTRODUCTION

We are pleased to welcome you to the observation component of Teaching Practice, which forms
an important part of your professional development. Teaching Practice is the core of your teacher
education programmes. This exercise aims to improve your understanding of teaching and
learning in the Senior Phase and Further Education and Training. We shall do our best to make
your teaching practice experience interesting, rewarding, and successful. You will be well on your
way to success if you start making arrangement early in the year and resolve to complete the
assignments properly.

The TPS2601 is a blended module. This entails that it is not fully online. Although you have to
upload your assignments online, you will still be required to physically go to the school for
classroom observations.

As a student-teacher, you are an important person in the Unisa community. The lecturers and
students of this community are constantly learning and teaching to contribute to and develop
education in South Africa.

This module focuses on developing the practical skills and competencies that are expected from
a teacher in South Africa to fulfil your role as a teacher in the South African context.

Teaching practice is based on an age-old approach to apprenticeship – a way of learning from

knowledgeable and competent leaders in a community and practising skills under their watchful
guidance until you have mastered a skill or competence. This is reflected in the African culture as
well, through Mkabela- an African approach to education.

With this African approach to education, you observe what elders or senior members of
community do. You participate in activities but is not yet an experienced member of the
community. During your “apprenticeship” you will be learning about traditions, values and the
correct or best way to perform activities. At the end of your apprenticeship, you will be accepted
as a knowledgeable person into the community. The elders or senior members will still guide you
until you are competent enough to do things on your own. If you want to master a specific skill or
enter a specific career, you will observe an experienced person who will guide and lead you. You
will practice the skill until you can do it well enough to work on your own.

In the same way as aspiring teachers, you have the opportunity to go to schools and from part of
the school community. During this first practical teaching opportunity, you will observe teaching

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and learning within a unique context in a specific school. In your “apprenticeship” as a teacher,
you will learn a lot from teachers and mentors in the school.

Activities in the assignment and portfolio are designed to support you to observe teaching and
learning through a specific lens that is unique to the South African context.

The following concepts are important when doing observation to contribute to your theoretical
knowledge of learning and teaching in South Africa, that is, Africanisation, Decolonisation, Ubuntu
and Indigenous Knowledge Systems. Use these concepts together with your theoretical
knowledge of current research gained in each module. When observing, reporting and reflecting
in the portfolio activities, these concepts and principles will enable you to critically reflect on
learning and teaching in the unique context in which you are teaching.

2 PURPOSE AND OUTCOMES

2.1 Purpose

The purpose of this module is to support students in their initial teaching experiences – “the micro-
contexts of everyday life in classrooms” (Cohen, Morrison & Wyse 2010:1) – and proceeds from
the understanding that education is context-specific and context-dependent.

This module focuses on guided observation, helping students to observe practice and make
connections between what they have learnt, what they have observed and what they have
experienced. They may become involved in assisting the teacher under instruction. The
placement will require five weeks in a school and an “orientation to school teaching approach will
be followed.

Why is observation so important?

Observation is a significant tool for collecting data to assess teaching and learning in any context.
The activities in Assignment 50, the Practical Teaching Portfolio, which you will complete during
your teaching practice period, will develop your observation skills to analyse and improve your
own teaching.

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What can you do with the skills?

Observation is a significant tool for collecting assessment data. It has the following benefits:

• It provides teachers with knowledge about learners in general.

• It gives general knowledge about particular learners.

• It gives the teacher specific knowledge about learners and their learning styles.

• It provides knowledge related to diagnostic or remediation routines.

• It checks learner’s understanding of the lesson.

• It checks teacher-learner interactions.

• Teachers can check the learner’s attention during the lesson.

• It checks the teacher’s pacing during the lesson.

• It helps to build relationships with learners, and a teacher can connect with learners.

• It helps the teacher to respect and appreciate learners.

• It helps the teacher to improve classroom practice.

• Through observation, teachers learn about learner’s interests, behaviour and thinking.

• It familiarises you with the teaching methods and strategies that the teacher is using.

• It provides an opportunity to develop education unique to the African context.

Why a portfolio as an assessment instrument?

The portfolio, which you will complete during your teaching practice period and submit as

Assignment 50 will demonstrate and give evidence that you have completed a successful
teaching practice period of 25 full school days in the Senior Phase (grade 7 to 9) and Further
Education and Training Phase (grade 10 to 12).

Teacher education consists of the following types of knowledge that must be integrated

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• Conceptual knowledge (foundations of education, theories, disciplinary knowledge and

content) to acquire knowledge-specialised proficiency.

• Contextual knowledge (all aspects that endeavours to contextualise knowledge for

occupational purposes, such as Subject Didactics and practical teaching) to acquire task-
specific proficiency.

It is therefore important that you find links between school practices (including their associated

activities) and your studies (including disciplinary knowledge and skills). You must do this in every
section of the portfolio.

This portfolio aims to guide observation and the approach will be an orientation to school teaching
(helping students to observe practice and make connections between what they have learnt, what
they have observed and what they have experienced). As a student, you are expected to
familiarise yourself with the full range of activities that are associated with a functional school.
You not only have to observe these activities but are expected to become involved in assisting
the teacher under instruction. You are also expected to look at these activities critically and
comment on their purpose, functionality, outstanding features and possible shortcomings where
applicable.

Senior Phase and Further Education and Training Phase students will focus on observation in
their two specialist areas (two subjects). Services learning (community) activities will also take
place.

2.2 Outcomes

In terms of the National Policy Framework for Teachers Education and Development in South
Africa (Republic of South Africa 2007), student-teacher have to be placed at schools that have
been identified as excellent places of teaching and learning, where students can complement
their theoretical training with practical experience and gain valuable experience in the day-to-day
operations at a school in an authentic teaching and learning situation.

The following are the outcomes of this module.

• Demonstrate an understanding of the key ideas and debates on issues related to teaching
practice.

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• Observe and critically reflect on teachers adopting and adapting flexibly to a variety of roles
and strategies in response to changing learner and learning needs and contents in the
teaching practice placement.

• Identify varied strategies for effective classroom practice in ways that are appropriate for
different purposes and contexts.

3 CURRICULUM TRANSFORMATION

Unisa has implemented a transformation charter based on five pillars and eight dimensions. In
response to this charter, we have placed curriculum transformation high on the teaching and
learning agenda. Curriculum transformation includes the following pillars: student-centred
scholarship, the pedagogical renewal of teaching and assessment practices, the scholarship of
teaching and learning, and the infusion of African epistemologies and philosophies. These pillars
and their principles will be integrated at both programme and module levels as a phased-in
approach. You will notice a marked change in the teaching and learning strategy implemented by
Unisa, together with how the content is conceptualised in your modules. We encourage you to
embrace these changes during your studies at Unisa in a responsive way within the framework
of transformation.

4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer

Ms T.M Aphane

Address: Nkoana Simon Radipere Building Room 6-76

Telephone number: 012 429 4441

Email address: eaphantm@unisa.ac.za

Note: Please contact the contact persons for a specific enquiry. Do not contact lecturers who are
not involved in the administrative aspects such as school placements, placement letters, school
visits by Unisa supervisors, arrival or registration of assignments as they cannot assist you.

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4.2 Department
Department of Curriculum and Instructional Studies
PO Box 392
Unisa
0003

4.3 University

If you need to contact the University about matters not related to the content of this module, please
consult the publication Study @ Unisa for advice on which department you should contact. You
may also go to www.unisa.ac.za where contact details are given under the "Contact us" button

5 RESOURCES
5.1 Prescribed books

There are no prescribed books for this module.

5.2 Recommended books

The following books are useful as they contain additional information that may be useful in your
studies. You may request the books from the Unisa library, but you may only keep them for a
limited period so that other students can also use them.
If you prefer, you may buy the books from academic bookshops or order them from
https://www.onthedot.co.za. Please note: There is no obligation to buy the books. Recommended
books can be requested online, via the library catalogue.
• Du Toit, E.R. 2016. Help I'm a Teacher. Pretoria: Van Schaik.

• Taole, M.J. 2015. Teaching practice, perspectives and frameworks. Pretoria: Van Schaik.

• CAPS documents of your teaching subjects

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5.3 Electronic reserves (e-reserves)

E-reserves can be downloaded from the Library catalogue. More information is available at
https://libguides.unisa.ac.za/request/request.

5.4 Library services and resources

The Unisa Library offers a range of information services and resources. For a general Library
overview, go to https://www.unisa.ac.za/sites/corporate/default/Library/About-the-Library or
Library @ a glance and for detailed Library information, go to
https://www.unisa.ac.za/sites/corporate/default/Library.

For research support and services (e.g. personal librarians and literature search services), go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support. 8

The Library has created numerous Library guides to assist you (available at
http://libguides.unisa.ac.za). We recommend that you use the following guides:

• To request recommended books and access e-reserve material, go to

https://libguides.unisa.ac.za/request.

• To request and find library material (postgraduate services), go to

https://libguides.unisa.ac.za/request/postgrad.

• To find and use library resources and tools (research support), go to

https://libguides.unisa.ac.za/research-support.

• For frequently asked questions about the library, go to https://libguides.unisa.ac.za/ask.

• For services to students living with disabilities, go to

https://libguides.unisa.ac.za/disability.

• For A-Z databases, go to https://libguides.unisa.ac.za/az.php.

• For subject-specific guides, go to https://libguides.unisa.ac.za/?b=s.

• For information on fines and payments, go to https://libguides.unisa.ac.za/request/fines.

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• For assistance with technical problems accessing the Unisa Library or resources, go to
https://libguides.unisa.ac.za/techsupport.

You may also send an e-mail to Lib-help@unisa.ac.za. If you use this e-mail address, remember
to insert your student number in the subject line.

General library enquiries can be directed to Library-enquiries@unisa.ac.za.

6 STUDENT SUPPORT SERVICES

The Study @ Unisa website is available on myUnisa at www.unisa.ac.za/brochures/studies and

contains all the tips and information you need to succeed at Unisa.

6.1 First-Year Experience Programme @ Unisa

For many students, the transition from school education to tertiary education is beset with anxiety.
This is also true for first-time students at Unisa. Unisa is a dedicated open distance and e-learning
institution and differs from face-to-face/contact institutions. It is a mega University and all our
programmes are offered through a blended learning model or fully online learning mode.
Therefore, we thought it necessary to offer first-time students additional/extended support so that
you can seamlessly navigate the Unisa teaching and learning journey with little difficulty and few
barriers. Thus, we offer a specialised student support programme to students entering Unisa for
the first time. We refer to this programme as Unisa's First-Year Experience (FYE) Programme.
The FYE is designed to provide you with prompt and helpful information about services that the
institution offers and how you can access information. The following FYE programmes are
currently offered:
• FYE website: All the guides and resources you need to navigate through your first year at
Unisa can be accessed at www.unisa.ac.za/FYE.

• FYE e-mails: You will receive regular e-mails to help you stay focused and motivated.

• FYE broadcasts: You will receive e-mails with links to broadcasts on various topics related to
your first-year studies (e.g. videos on how to submit assignments online).

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• FYE mailbox: For assistance with queries related to your first year of study, send an e-mail
to fye@unisa.ac.za.

7 STUDY PLAN

You are required to plan the times and the school for your Teaching Practice period. The required
five-week practical must take place before the end of September. You need to submit Assignment
01 at the end of April. Do not forget to do this assignment even if you are doing Teaching Practice
after this period.
Remember to complete and submit Assignment 02 immediately after the first week of teaching
practice and to submit your portfolio immediately after the last day of your teaching practice.
KEEP A COPY of your portfolio. Please also take note of the following information

8 PRACTICAL WORK AND WORK-INTEGRATED LEARNING

8.1 Introduction

In terms of The National Policy Framework for Teacher Education and Development in South
Africa (2007), student-teachers must be placed in schools that have been identified as excellent
places of teaching and learning, where student-teachers can complement their theoretical training
with practical experience and gain valuable experience in the day-to-day operations at a school
in an authentic teaching and learning situation. To facilitate all the relevant procedures, student-
teachers must make the necessary arrangements with the various partners, namely the Teaching
Practice administrator(s), school principal, University lecturer(s) and/or supervisor(s) and
mentor/subject teacher(s). You must submit the required information to the Teaching Practice
office to make the necessary arrangements.
The placement of student-teachers in schools requires certain procedures. Information about this
will be sent to you in Tutorial Letter 102.

8.2 How to undertake Teaching Practice

Teaching Practice modules integrate all learning in the BEd programme. The structure of the
qualification is such that there is a gradual build-up to the aim of achieving applied competence.

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Students build on their disciplinary (academic) knowledge and acquire pedagogical (educational)
knowledge and competencies. They then must combine these in the professional studies phase
of the qualification (specialised didactics or methods) and must practice their competencies in the
workplace during their practical teaching period. Everything in the programme is aimed at and
culminates in this final phase – the achievement of applied competence. The aim is for students
to demonstrate their ability to teach (perform a set of tasks) with both understanding (perform
their roles as educators) and reflection (reflect on their practice).
Students cannot register for Teaching Practice modules in isolation. They are always part of the
Subject Didactics or Learning Area Didactics modules. Students must therefore register for
TPS2601 simultaneously when registering for a Senior Phase Subject Didactics module. The five
weeks of Teaching Practice for the Senior Phase Subject Didactics and Further Education and
Training Phase should be done in a secondary school.

A student-teacher is expected to do the following:

• Observe mentor teachers while they teach.

• Become involved in and learn from as many teaching and educational experiences at school
as possible.

• Develop a critical and reflective attitude towards school, teaching and education.

• Make a connection between the practice and the theoretical knowledge that he or she has
acquired in the other modules.

• Complete portfolios.

• Use the opportunity to learn as much as possible from the visit to the school and his or her
association with every teacher and learner.

• Understand that every teacher has his or her own ideas about the nature and scope of
teaching.

• Listen appreciatively and critically to the opinion of every teacher and show a positive attitude
towards Teaching Practice.

• Participate in the activities of the school, obey the rules, and acknowledge the authority of
the principal and other office-bearers.
• Remember that he or she also represents Unisa during the visit to the school, especially since
his or her good behaviour might open doors for other students.
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• Adhere to the safety regulations of the school.

• Understand that the school is not responsible for the safety or loss of his or her personal
possessions.

• Maintain a teaching portfolio.

8.3 School placement

This aspect is attended to in a separate tutorial letter. Contact teachprac@unisa.ac.za or 012 481
2805, 012 481 2929 or fax 0866190505 for more information. Also consult Tutorial Letter 102 for
more information and provincial coordinators' contact details.

9 ASSESSMENT
9.1 Assessment criteria

You will have to demonstrate competency in written planning and preparation of lessons plans for
the subjects specified for this module. You will be expected to implement current policy
documents for teaching into your lesson planning and preparation documents. You will also be
expected to integrate relevant education theories for the specific subjects in the theoretical
modules into your lesson plans. You will demonstrate competency in writing out lesson aims,
objectives and lesson development in the planning documents. You will be expected to draw on
relevant Learner Teacher Support Material (LTSM) to develop, communicate and present lessons
plans. You will demonstrate that your lesson planning is aimed at conceptual development and
active learning. You will also be expected to critically reflect on your lessons.
Please see the support and feedback from your mentor teacher as developmental and formative.

9.2 Assessment plan

To complete this module, you will be required to submit three (03) assignments.

• All information on when and where to submit your assignments will be made available to
you via the myUnisa site for your module.

• Due dates for assignments, as well as the actual assignments are available on the
myUnisa site for this module.

• To gain admission to the examination, you will be required to submit two (02) assignments.

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• Your assessments will comprise of written assignments.

• You need to obtain a year mark average of 20% for the assignments to gain admission to
the examination.

• The assignment weighting for the module is 20%.

• The examination of this module will be in a form of a portfolio.

• The portfolio will count 80% towards the final module mark.

9.3 Assignment numbers

• There are no assignment due dates included in this tutorial letter.

• Assignment due dates will be made available to you on the landing page of myUnisa for
this module. We envisage that the due dates will be available to you upon registration.

• Please start working on your assignments as soon as you register for the module.

• Log on to the myUnisa site for this module to obtain more information on the due dates for
the submission of the assignments

9.4 Assignment due dates

• Modules offered by Unisa are either blended (meaning that we use a combination of printed
and online material to engage with you) or online (all information is available via the
internet). In all cases of online engagement, we use myUnisa as our virtual campus.

• From 2022, the myUnisa virtual campus will be offered via a new learning management
system. This is an online system that is used to administer, document and deliver
educational material to you and support engagement with you.

• Look out for information from your lecturer as well as other Unisa platforms to determine
how to access the virtual myUnisa module site.

• Information on the tools that will be available to engage with the lecturer and fellow
students to support your learning will also be communicated via various platforms.

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• The University undertakes to communicate as clearly and as frequently as is necessary to
ensure optimum advantage in the use of the new learning management system.

• Additional information on the use of the myUnisa site for the module, as well as features
to engage and communicate with your lecturer and other students will also be made
available via the online site for the module.

• Therefore, log on to the myUnisa site for your module to gain more information on where
to complete and/or upload your assignments and how to communicate with your lecturer.

9.5 Submission of assignments

As indicated in section 9.2, you need to complete three (03) assignments for this module. Details
on the assignments are found below. Assignment 50 which is a portfolio will be found in Tutorial
Letter 103.

9.5.1 Assignment 1

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TEACHING PRACTICE SCHOOL DETAILS

UNIQUE NUMBER: DUE DATE:

Student name and surname Student number

Miss/Mrs/Mr

Postal address

E-mail address

Contact details

Are you permanently employed at the school?

Are you an intern or assistant teacher at the school?

Are you employed outside the education sector?

PRINCIPAL, MENTOR AND SCHOOL DETAILS

PRINCIPAL name and surname

Contact details

MENTOR name and surname

Contact Details

Date of teaching practice period To

Name of school

Address

Province

Tel

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 E-mail

SCHOOL STAMP

SIGNATURE PRINCIPAL

………………………………………

SIGNATURE MENTOR

………………………………………

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9.5.2 Assignment 02

This assignment consists of six questions.

To prepare you for your five weeks of teaching practice, you must know more about the specific
policies that guide teaching and learning in a school.
To complete Assignment 02, you need to access the policy document that guides your subject,
which can be downloaded from the Department of Basic Education's website.
Use the document you downloaded to answer the following questions.
1. In your own words, explain what the main information in the CAPS document is about. (4)

2. Read the section on the general aims of the South African Curriculum and summarise
the aspects listed under this heading. (4)

Time allocation is a valuable guide when planning your teaching. Read the information on time
allocation for your phase and the section on time allocation for one of the specific teaching
subjects that you are registered for. Draw a grid to plan the allocated time for your subject in one
calendar week. (5)
3. Read the first topic in the Annual Teaching Plan or the syllabus for your subject and list
the knowledge, skills and values that learners should have after completing this topic. (6)
4. List the content topics of the subject in the first and second term. (5)

5. Reflection
5.1. Do you think the CAPS document can be used to guide teaching? (2)
5.2. How will it help you? (3)
6. Assessment
6.1.1. Read the introduction section on Assessment in the CAPS document
and summarise the importance of assessment. (5)
6.1.2. Explain the difference between formal and informal assessments. (6)
6.1.3. Describe the assessment requirements for your subject. Use the headings
included in the CAPS document. (5)
6.1.4. What is your understanding of moderation? Consult your subject CAPS
document to answer this question. (4)

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 6.1.5. Attach the first page of the CAPS document you used for this exercise. (1)
[50]

9.6 Other assessment methods

There are no other assessment methods for this module.

9.7 The examination

The portfolios are the examination equivalent for this module and no written examination will take
place.

10 ACADEMIC DISHONESTY

10.1 Plagiarism

Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft which involves several dishonest academic activities, such as the
following:

• Cutting and pasting from any source without acknowledging the source.
• Not including or using incorrect references.
• Paraphrasing without acknowledging the original source of the information.

10.2 Cheating
Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying from another student

during an assessment or allowing a student to copy from you.
• Using social media (eg WhatsApp, Telegram) or other platforms to disseminate
assessment information.
Submitting corrupt or irrelevant files.
• Buying completed answers from “tutors” or internet sites (contract cheating).

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10.3 More information about plagiarism can be downloaded on the link below

https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11 STUDENT WITH DISABILITY

The Advocacy and Resource Centre for Student with Disability ARCSWiD) provides an
opportunity for staff to interact with new and returning students with disabilities.

If you are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact (Ms Aphane: eaphantm@unisa.ac.za) so that you can
be assisted.

12 FREQUENTLY ASKED QUESTIONS

TPS2601 FREQUENTLY ASKED QUESTIONS

Do I only do my teaching practice at a primary school?

No. TPS2601 should be done in both senior and FET grades, that is, in schools that have grades
7 to 9 and grades 10 to 12.

May I send my placement form to the lecturer or to the Teaching Practice office?
The placement form should be sent to the Teaching Practice office not to the lecturer.

Should I wait for a confirmation letter from the Teaching Practice office or should I start my
teaching practice without a confirmation letter?
You need to have a confirmation letter from the Teaching Practice office before you start with your
teaching practice.

Can I start my teaching practice at a primary school and then move to a high school?
It is better to do your teaching practice in one school instead of moving from one school to another.

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Am I expected to teach, or can I only observe?
TPS2601 is an observation module and students can only observe and are not expected to teach.

May I create my own Teaching Practice’s booklet, or should I use the one provided by
UNISA?
You should use the booklet that has been provided by UNISA.

How many subjects do I observe during my teaching practice?

You should observe at least two subjects. These are the subjects that you are registered for.

May I do both Teaching Practice modules concurrently (in other words may I do only 25
days)?
Yes. All students need to complete 25 school days of Teaching Practice except for students who
are in the old curriculum. These students are expected to do Teaching Practice for 12,5 days. If
you are registered for TPS2601 and TPS2602, you are expected to do each module separately
for a period of 25 days.

Do I wait for the submission closing date to submit my portfolio?

No. You should submit your portfolio immediately after the end of your teaching practice.

Do public holidays and school holidays count as school days?

No. Teaching Practice should be done on normal school term days.

Do I need to submit two portfolios?

No, you must submit one portfolio for each module, for example, you should submit one portfolio for
TPS2601.

Do I need to do Teaching Practice in all grades of a phase?

You may do Practical Teaching in one grade only or in more than one grade, depending
on what is possible at the school. For example, one grade in the Senior phase and one
grade in the FET phase.

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Which language do I use in the portfolio if I teach isiZulu, isiXhosa, Afrikaans etc?
You may present your lesson plans in isiZulu, isiXhosa, Afrikaans etc., but you should
complete all the activities of the portfolio in English.

Whom should I contact regarding subject specific questions on Teaching Practice?

You need to contact your Subject Didactics lecturer.

13 SOURCES CONSULTED

Cohen, L. Marion, L, Morrison, K and Wyse, D. 2010. A guide to Teaching Practice. Taylor &
Francis: London.
South Africa. 2007. The National Policy Framework for Teacher Education and Development in
South Africa. Available at www.education.gov.za.
Senior and Further Education and Training Phases CAPS documents

14 IN CLOSING

Enjoy your teaching practice experience.

15 ADDENDUM

There is no addendum for this module.

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