Tutorial Letter 103/0/2023: Teaching Practice For Senior Phase (Grades 7 - 9) /FET (Grades 10 - 12)

TPS2601/103/0/2023
Tutorial Letter 103/0/2023
Teaching practice for Senior Phase (Grades 7–9) /FET

(Grades 10–12)
Assignment 50: PORTFOLIO
TPS2601
Year module
PLEASE NOTE IMPORTANT INFORMATION:
PORTFOLIO: Teaching Practice for SENIOR PHASE (Grades 7–9) and FET PHASE
(Grades 10–12))
Unique number:
Final submission date: 05 October 2023
Please remember to write your student number on assignments.
STUDENT NAME AND SURNAME: ………………………………………………
STUDENT NUMBER: ……………………………….
Department of Curriculum and instructional studies
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CONTENTS
1. INTRODUCTION TO TEACHING PRACTICE ............................................................................. 4
1.1 Overview of the teaching practice module............................................................................... 5

1.1.1 PURPOSE OF TEACHING PRACTICE MODULE 1(TPS2601) .....................................................................5
1.1.2 OUTCOMES OF TEACHING PRACTICE MODULE 1(TPS2601) ..................................................................6
1.1.3 THE MODULE STRUCTURE ..........................................................................................................................6
1.1.4 MENTOR LETTER ..........................................................................................................................................7
2. PORTFOLIO FOR TEACHING PRACTICE FOR SENIOR (GRADE 7-9) .................................... 9
2.1 PORTFOLIO INFORMATION ...................................................................................................... 9

2.1.1 PURPOSE OF THE TEACHING PRACTICE PORTFOLIO ............................................................................9
2.1.2 PORTFOLIO STRUCTURE AND FOCUS ................................................................................................... 10
2.1.3 QUALITY OF THE PORTFOLIO ASSIGNMENT ......................................................................................... 11
2.1.4 ADMINISTRATION: SUBMISSION AND CONTACT PROCEDURES ......................................................... 12
3. TUTORIAL LETTER 103 TEMPLATE FOR THE SENIOR/FET PHASE TEACHING PRACTICE
ACTIVITIES ................................................................................................................................14
3.1 INTRODUCTION ........................................................................................................................14

3.2 An African philosophy of education .............................................................................................15
3.3 MY TEACHING PERSPECTIVE .................................................................................................20
3.4 MY TEACHING PHILOSOPHY (BELIEFS) .................................................................................23
3.5 TEACHING PHILOSOPHY IN CONTEXT ...................................................................................24
4 SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES: OBSERVATION GUIDE ..............25
4.1 Contextual analysis .....................................................................................................................26

4.2 DESCRIPTION OF CLASSROOMS FROM DIFFERENT PHASES ............................................27
4.3 REFLECTION ACTIVITY ............................................................................................................27
5. CLASSROOM MANAGEMENT OBSERVATION ACTIVITIES...................................................28
5.1 School policies ............................................................................................................................28

5.2 Observing a mentor teacher: 10 lesson plans .............................................................................30
6. OTHER IMPORTANT FACTORS IN TEACHING AND LEARNING ...........................................61
6.1 Assessment ................................................................................................................................61

6.2 Learning media ...........................................................................................................................63
6.3 Control of written work ................................................................................................................64
7. INCLUSIVITY .............................................................................................................................66
8. CLASSROOM EVIDENCE .........................................................................................................71
9. CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM .................72
9.1 Timetable ....................................................................................................................................72

9.2 Attendance Register ...................................................................................................................74
9.3 Discipline ....................................................................................................................................75
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10 SELF REFLECTION ...................................................................................................................76
11. PLANNING YOUR LESSON ......................................................................................................77
12. POST-OBSERVATION REFLECTION ACTIVITY ......................................................................82
13 DECLARATION FORM ..............................................................................................................85
14 MENTOR REPORT ....................................................................................................................87
15. STUDENT REPORT ...................................................................................................................88
16 ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL .........................................91
17 BIBLIOGRAPHY/REFERENCES ...............................................................................................93
18 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE: .......................93
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1. INTRODUCTION TO TEACHING PRACTICE
Dear student
This tutorial letter contains the portfolio template to be used to complete Assignment 50 for TPS2601
(Teaching practice for SENIOR PHASE (Grades 7–9) and FURTHER EDUCATION AND
TRAINING PHASE(FET) (Grades 10–12).
Please read the instructions and guidelines carefully and thoroughly before attempting to
complete the portfolio. This portfolio counts 80% of your final mark for TPS2601.
Your future and your career depend on the timely submission of the portfolio. You must
submit the portfolio as soon as you finished your practical teaching period of 25 school days.
No portfolios received after 10 October 2023 will be marked! It will be returned to you, and
you will have to reregister and repeat your teaching practice during the following year. Make
sure that you send it in on time and that Unisa has received it.
If you have any other enquiries about contact details, see Tutorial Letter 101 section 3 and if you
have any queries regarding the portfolio, you can contact me at:
Mr F Mukhathi
012 429 4441
mukhaf@unisa.ac.za
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1.1 Overview of the teaching practice module
The Teaching Practice module provides students with an opportunity to observe and experience
how a variety of aspects of teaching is practised in the school. During the teaching practice weeks,
students can observe and apply in different contexts, the knowledge and skills introduced in other
modules of the Bed programme.
Teaching and learning are never static. The school environment is dynamic, and teachers need
current experience of what goes on in the classrooms to benefit from their studies.
Apart from all the other modules you must complete in preparation for teaching practice and the
information already contained in the tutorial letters and the portfolio, I recommend that you consult
the recommended resources indicated in Tutorial Letter 101.
In chapter 1 of “Teaching Practice: perspectives and frameworks”, you can read up on additional
information as orientation for your teaching practice. This chapter explains the motivation for doing
teaching practice as well as how you must prepare for teaching practice. You can also read more
about what to expect and what will be expected from you regarding your behaviour as a student in
the classroom and in the school.
I also wish to encourage you to read other books and articles on teaching practice to equip you for
the teaching practice experience and complete it to the best of your ability.
In the portfolio, you will also often be referred to specific resources. Read the required information
before attempting to do the activities.
The success of your teaching practice is mostly in your hands and if you approach it with an
energetic and positive attitude, it can be a very satisfying and enriching experience. Go and show
them out there that you are going to be an excellent teacher when you start teaching!
1.1.1 PURPOSE OF TEACHING PRACTICE MODULE 1(TPS2601)

The purpose of the module is to support students in their initial teaching experiences – “the micro-
contexts of everyday life in classrooms” (Cohen, Manion, Morrison & Wyse, 2010:1) and proceeds
from the understanding that education is context-specific and context-dependent.
The focus of this module is guided observation, helping students to connect practice and theory.
They may become involved in assisting the teacher under instruction. The placement will require
five weeks in a school and there will be an “orientation to school teaching”/approach.
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1.1.2 OUTCOMES OF TEACHING PRACTICE MODULE 1(TPS2601)
➢ Demonstrate understanding of key ideas and debates on issues related to teaching practice.
➢ 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 contexts in the school or
teaching and learning environment
➢ Identify varied strategies for effective classroom practice in ways that are appropriate for
different purposes and contexts.
1.1.3 THE MODULE STRUCTURE

The BEd qualification has four practical teaching modules.These modules are planned, constructed
and applied to provide decreased levels of scaffolding and increased levels of self-sufficiency as
you progress through your studies.
The following diagram will provide you with an overview of the purpose and focus of each
module.The summative assessment for the four modules will be in the form of a portfolio of evidence.
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The focus of this module is guided observation.
1.1.4 MENTOR LETTER

Please hand this letter to your mentor to read on your first day at the school:
Dear Mentor
Thank you very much for agreeing to support and guide this Unisa student. It is only possible for our
students to be acquainted with the realities of teaching under the supervision of experienced top
teachers. What you do for our students is irreplaceable and inestimable in their preparation to
become teachers. Could we please request you to assist us with the following?
1. Please dedicate some time each week to meet formally with the student to discuss her/his
progress during the past week and schedule for the following week.
2. Please allow the student to observe all the lessons you present and write a short report on 25
of them (as in the report form included in this portfolio under section 4). Please control that this
is done regularly.
3. Please assist the student in working through the portfolio systematically to enable her/him to
complete it comprehensively within the 25 days at the school.
4. Please control that the portfolio is comprehensively completed (including all attachments) at
the end of the 25 days.
5. Please assist the student with lesson observation and with her/his own lesson that she/he has
to design.
6. Please assist the student to observe as many lessons as possible under your supervision.
7. Please discuss with and provide feedback to the student after observation of every lesson.
8. Please control that the student observes a variety of lessons to enable her/him to complete all
the activities.
9. Please control that the student completes in writing the ten lessons that must be observed in
the portfolio and on the templates included.
10. Please provide feedback and make suggestions for improvement of these ten lessons.
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11. Please write a short report on the behaviour and activities of the student during the practical
teaching period on the page provided.
12. Please include contact details with your report if we need to contact you regarding any aspect
of the practical teaching (it may also be the school’s contact details).
13. Please allow the student to take pictures where they are required to
14. Please contact me if there is anything that is unclear regarding what is expected of you or
regarding what the student must do.
Please contact me regarding any misbehaviour or unethical actions by the student (e.g. if the student
comes late or is absent without a good reason or if the student does not cooperate or does not do
observations.
My contact details are:
Mr F Mukhathi
012 429 4441
mukhaf@unisa.ac.za
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2. PORTFOLIO FOR TEACHING PRACTICE FOR senior (grade 7-9)

and FET (GRADE 10-12)
This portfolio is structured to assist you to navigate your way but also to gain maximum benefit from
your teaching practice experience
This portfolio is not subject, or phase-bound and we want you to get a broad look at as many ways
of teaching and doing things at school as possible. However, as student teachers you may favour
your intended major subjects in your observations.
You will be required to have several mentors (perhaps one per week).
You can learn a lot by observing the daily activities of and events taking place in schools. Teaching
is a complex and multidimensional activity and schools are multifaceted and complicated institutions.
This observation opportunity will help you to understand how teaching and learning takes place in
varied contexts.
A major principle of observation is that it should never be passive. You need to be actively involved
when observing and completing your portfolio.
2.1 PORTFOLIO INFORMATION
2.1.1 PURPOSE OF THE TEACHING PRACTICE PORTFOLIO
In terms of The National Policy Framework for Teacher Education and Development in South Africa
(2007), student teachers have to be placed in schools which have been identified as excellent places
of teaching and learning, where student teachers will be able to 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.
In order to facilitate all the relevant procedures, you have to 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 will have to submit the required
information to the Teaching Practice office to make the necessary arrangements.
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The purpose of this portfolio is to demonstrate and give evidence that you completed a successful
teaching practice period of 25 full school days in the Senior Phase(Grades 7-9)/Further Education
and Training (Grades 10-12).
Teacher education consists of different types of knowledge that must be integrated:
• Conceptual knowledge (foundations of education/theories/disciplinary knowledge/content) with

the aim of acquiring knowledge-specific proficiency.
• Contextual knowledge (all aspects that endeavour to contextualise knowledge for occupational
purposes, such as subject didactics and practical teaching) with the aim of acquiring 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.
2.1.2 PORTFOLIO STRUCTURE AND FOCUS
In Tutorial Letter 101, the module structure is explained. Read the information with care and take
note of the different assignments you must complete and the dates for submission.
This is a structured portfolio, and you must use the portfolio template we provided. All aspects of the
portfolio are compulsory except where it is indicated that something can be included for additional
marks. We expect you to complete all activities for each compulsory aspect of the portfolio.
It is important that you prepare yourself to be able to do the activities during observation. Follow the
directions for each activity closely and read the activities as well as the indicated resources before
you complete the activities the next day.
Where applicable you must include documentary evidence. Attach the evidence at the appropriate
section in the portfolio. For instance, if you want to include a copy of the school's disciplinary code
you attach it where the disciplinary code is discussed.
The portfolio also includes templates that you must complete when you observe lessons. You can
observe, as many lessons as the school allows but at least five of these lessons need to be observed
and discussed with your mentor.
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You also need to get the observation templates for each lesson that you observed stamped with the
official school stamp. After completing the portfolio, you need to sign the declaration form at the end,
and you must also get it signed by the mentor and the school principal. This also needs to be
stamped with the official school stamp.
The focus of this portfolio is guided observation and will have an orientation to school teaching
approach. Through this approach, we aim to support you to observe practice and make connections
between what you have learnt, observed and experienced.
As a student you are expected to familiarise yourself with the full range of activities that are
associated with a functional school. Apart from observing these activities, we also expect you to
become involved in assisting the teacher under instruction.
We also expect you to look at these activities critically and to comment on their purpose,
functionality, outstanding features and possible shortcomings where applicable. Senior Phase and
FET students will focus on observation in their two subject modules.
The reflection exercise at the end of each activity forms an important part of your experience. Do
not complete them in a rush. The reflection activities will help you to write a good report.
Why is observation so important?
Observation is a significant tool for collecting data to assess teaching and learning in any context.
The activities in this portfolio will develop your observation skills to enable you to analyse and
improve your own teaching.
2.1.3 QUALITY OF THE PORTFOLIO ASSIGNMENT

When completing your portfolio, take care to produce work of high quality and standards. On tertiary
level, we expect you to develop literacy, numeracy and information technology (IT) skills. Your
portfolio will be assessed on the use of sound academic writing and the correct way of referencing.
Adhere to policies in this regard and avoid plagiarism of any kind. These aspects will influence your
marks.
Follow this link to learn more about avoiding plagiarism and how to address academic writing
requirements for Unisa assignmentshttp://libguides.unisa.ac.za/c.php?g=355581&p=2733770
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2.1.4 ADMINISTRATION: SUBMISSION AND CONTACT PROCEDURES
PLEASE READ THE INFORMATION BELOW BEFORE STARTING WITH YOUR TEACHING
PRACTICE
Administration
Completing the Teaching Practice portfolio
Complete the portfolio template and submit as one document. Insert comprehensive evidence at the
appropriate sections and not at the end or as a separate section.
The electronic template is available online for electronic submissions. It is best to complete your
portfolio electronically and submit it online. Make sure that all documents were downloaded and
appear correctly on the system. Add all information before submitting the portfolio. You cannot add
additional information at a later stage. Submit the portfolio in the correct portal and do not use the
portal to submit any other documents.
Submission
Follow the guidelines indicated in Tutorial Letter 101 for submission. Changes or additions after
submission are seldom possible and Unisa needs enough time to do quality assessment. Students
who submitted wrong documents that were captured as portfolios resulted in students failing in
previous years.
All online assignments and online portfolios must be submitted as pdf documents. No word
documents will be accepted. Reduce the size of your artefacts and keep within the maximum size
of documents that can be submitted online or rather make use of the e-portfolio option.
The portfolio must be completed during the teaching practice period and submitted on the last day
thereof. Assignments need to be submitted as soon as you have completed your teaching practice.
We will not accept any late submissions.
The portfolio is an assignment and may be submitted as follows:
- Submit it online or as an e-portfolio.
- Portfolios are examination equivalents and are not sent back to the students.
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- Make sure you get an SMS confirming that Unisa has received the portfolio and that it is
registered on the assessment system. You can also check this on your student record on
myUnisa. Do not wait until the results come out before you check this. You cannot claim later
that you did submit if you did not receive this confirmation.
- If no confirmation is received, it means that Unisa did not receive your submission. You will
then have to resend a copy.
Contact information
The contact information included in Tutorial Letter 101, section 3 will guide you to the correct person
or department for your specific queries.
For queries of an academic nature, contact the lecturer.
Mr F Mukhathi
012 429 4441
mukhaf@unisa.ac.za
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3. TUTORIAL LETTER 103 TEMPLATE FOR THE SENIOR/FET PHASE TEACHING
PRACTICE ACTIVITIES
3.1 INTRODUCTION
Dear Student
We are pleased to welcome you to the observation component of Teaching Practice of your
professional development. Teaching Practice is the core of our teacher education programmes. The
purpose of this exercise is to improve your understanding of teaching and learning in the Senior and
Further Education and Training Phases. 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 arrangements early in the year and aim to complete the assignments properly.
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 competences that is expected from a
teacher in South Africa to be able to fulfil her or his 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 to practice skills under their watchful
guidance until you have mastered that skill or competence.
With this African approach to education, you observe and see what elders or senior members of a
community do. You participate in activities but are 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 do activities. The elders and 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 can go to schools and form part of the school
community. During this first practical teaching opportunity, you will observe teaching 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.
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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 definitions are important when doing observation to contribute to your theoretical
knowledge of learning and teaching in South Africa. These definitions are constructed around
interpretation of specific aspects related to Africanisation. Make use of these definitions together
with your theoretical knowledge of current research, gained in each module. When observing,
reporting and reflecting on the portfolio activities, these concepts and principles will enable you to
reflect critically on learning and teaching in the unique context in which you are teaching.
3.2 An African philosophy of education
To improve education in South Africa, teachers need to be aware of the contextual factors that affect
life and education. The lived realities as experienced by our society or communities provide a
background to understand challenges from their unique contexts. An African philosophy of education
based on these realities, that articulates the lived reality is needed. This philosophy could become
a useful tool that provides a perspective to define and address problems. This approach can improve
education and life on different levels. (Higgs, 2003)
The reality experienced by a diverse African community suggests a spirit of communality as

expressed in an indigenous African knowledge system. General unifying themes describe concepts
in African philosophy that are related to education. To complete this portfolio, it is important that you
understand these concepts.
Read the information in the following table. The concept is explained first and the principles
underlying or supporting the concept follows. To ensure that you understand the information, explain
it in your own words in one sentence in the space provided.
To complete this portfolio, it is important that you understand the concepts described below.
General themes or concepts that are important for educators in South Africa
1. Decolonisation (Education)
An active process to change the western-dominated philosophy and approach to education

to a balanced approach where indigenous knowledge and pedagogies are acknowledged and
genuinely incorporated into the formal educational system. Multiple perspectives are included
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to make education relevant and practical to address needs and challenges within specific
contexts. (Owuor:2007)
Principles: Mkabela–An African approach to education
Own understanding of concept and examples of implementation and teaching practice.
African communalism:
Community and belonging to a community are an important aspect of African life. An individual is
conceptualised in terms of her/his connectedness in a community (Letseka, 2000).
Principles: Individuals are interdependent. Human relationships are important. Content and
knowledge must be useful for practice.
Own understanding of concept and examples of implementation and teaching practice
Ubuntu (Humanness)
A philosophy that promotes the common good of society. It focuses on ethical standards that a
person acquires throughout his/her life and therefore education plays a very important role in
transferring the African philosophy of life. The values of caring, sharing and dignity are important.
Letseka (2000) Principles: Understanding the uniqueness of all persons. Recognising the
humanity of others to affirm your own humanity. Welfare of others is important. Fairness and
humanness are crucial to personal well-being.
In a fulfilled and flourishing life person are reasonably well fed, well clothed and housed, in good
health, loved, secure, and able to make a conscious effort to treat others with fairness and
humanness. Fairness and communality; individuals are interdependent. Human relationships are
important.
Therefore, respect, interpersonal skills and cooperative skills are important. Own understanding
of concept and examples of implementation. What does this mean in your practice as a teacher?
Africanisation:
Using an African point of departure to change or incorporate the African outlook and character in
all aspects of an education grounded in a South African context
Principles: Our schools are situated in the South African context. Principles that guide African
ways of thinking, which might be invaluable in making education more accessible to South African
learners: Examples: Respect different ways of learning, (Letseka); use different processes and
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methods of assessment (Beets & Le Grange). Use examples from South Africa and other
countries.
Own understanding of concept and examples of implementation. What does this mean in your
practice as a teacher?
Indigenous Knowledge (IKS)
A complex set of activities, values, beliefs and practices that evolved over time and is still actively
practiced. IKS is developed and sustained through traditional education. It provides skills, trade
and training and socialisation avenues. It is a process of knowledge transmission that occurs
within the context of family, community, and cultural age groups. A lifelong learning process
involving progression through age groupings, seniority and wisdom of others
Principles: Knowledge and wisdom advance with the age and life experiences of individuals.
Knowledge is acquired through interaction with daily experiences and reflects the community’s
value systems. The purpose of IKS is to place knowledge within the context of the user. It is
handed down from one generation to another. It involves the expertise of multiple teachers. Mazrui
refers topillars of wisdom in integrating indigenous knowledge – tolerance, social justice, etc. Lave
& Wenger – situated learning, Ubuntu values such as respect, ways of learning – Letseka.
Own understanding of concept and examples of implementation. What does this mean in your
practice as a teacher?
3.2.1 Discuss the following concepts: Decolonisation, African communalism, Africanisation,

Indigenous Knowledge (IKS)and explain how an African Philosophy influences your teaching
context and provide examples (20).
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The information containing essential guidelines for your school practice period is included in Tutorial
Letter 101. Consult the guidelines prior to and during your teaching practice period. In the tutorial
letter, you will find the Teaching Practice Assignments 01 and 02 as well as instructions on the
preparation and submission of the assignments.
During your observation, you have to complete tasks in the portfolio and make sure that all the
documents that need to be signed are signed. After completing the tasks in your portfolio during the
observation period, you have to place your assignments online.
The Senior/FET Phase teaching practice activities are scheduled under the following aspects:
Teaching insights (Pre-observation activities)
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Description of your personal background:
Your own background and teaching philosophy will influence the observation of classroom
management aspects and your interpretation thereof. complete the following information to gain
insight and awareness of the aspects that contribute to your teaching philosophy.
Are you currently employed? YES/NO
Are you teaching at present? YES/NO
If so, for how long and which grade? …………………………………….
Or is this your first teaching experience? ..........................................
Description of your qualifications (where and when did you acquire them?).
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How do you manage your studies? (Whether you are employed full-time or not.)
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3.3 MY TEACHING PERSPECTIVE
a) The meaning of teaching

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Pre-observation insights will help you to define develop your own perspective on teaching
and learning and prepare you for successful observation of the context in which you are doing
your practical teaching. Make sure that you understand the goal of each activity and read the
instructions carefully before completing each observation and activity in class.
The activities are based on the outcomes and assessment criteria below. At the end of the
section, make sure that you have reached these criteria. This will provide you with valuable
insight for activities in the next section of the portfolio.
Consider the marks allocated to each activity.
Learning outcome
Demonstrate an understanding of key ideas and debates on issues related to teaching

practice.
Assessment criteria
At the completion of section 1of the portfolio, you must be able to do the following:
• Describe your own teaching perspective in terms of how history and current perspectives
influences it.
• Write a teaching philosophy that describes how this is influenced by diversity in school.
• Identify how issues of observation is specific to diversity in your teaching practice

situation.
• Evaluate approaches to teaching practice with regard to the way in which they
accommodate diversity in the school where you are placed.
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b) What does teaching involve?
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c) My role as a teacher
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d) The meaning of learning
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What does learning involve?
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(30)
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3.4 MY TEACHING PHILOSOPHY (BELIEFS)
a. What motivated you to be a teacher
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b. Which subject of specialization did you choose and why?
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c. How do you believe learners learn best?
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d. Do you believe teaching is a vital profession? Why?
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(15)
3.5 TEACHING PHILOSOPHY IN CONTEXT
Introduction
Read the definitions on Africanisation, and Ubuntu that are mentioned in the introduction to this
portfolio.
a) Name two aspects that are applicable to the school and context where you are going to do
practice teaching. Motivate your answer.
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In the previous activity, you wrote your own teaching philosophy. The experiences you had in school
probably contributed to your current perspective of teaching and learning.
Read paragraph 2.4 in chapter 2 of “Teaching practice, perspectives and frameworks”.
The aspect of situated learning and constructivism is explained. This is very relevant to your teaching
practice and your own teaching perspective. When you learn about teaching in the school you where
you are placed (situated learning), you will construct your own meaning of the aspects you observe.
To make sure that you are aware of the way your teaching philosophy influences your thinking and
interpretation of what happens in class, complete the following activity.
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b) Give one example and description from your own school experience regarding
• Situated learning (incident in the school or classroom):
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• Constructivism (what you remember and what you learnt from the incident):
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[15]
TOTAL= (80)
4 SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES: OBSERVATION GUIDE
Part of the objectives for your teaching practice period is to learn from observing an experienced
teacher. However, observing is not simply watching. You have to be actively involved in observing.
Being aware of the context has a great influence on how teachers manage their classrooms.
Understanding the context will help you to find and understand the best practices of each teacher.
Being conscious of the context you are teaching in will enable you to decide on the most effective
way to run your own classroom one day. Complete the following observation activities. You will learn
about analysing teaching and learning contexts and how teachers adapt teaching and learning to
the needs of the learners.
25
4.1 Contextual analysis
The school context has a significant impact on teaching and learning. You need to be context
conscious. The contexts of schools can differ completely. To analyse the context of your school
you need to look at a variety of aspects
4.1.1 Description of the school context
Complete the following table
Name of the school:
Physical Address
Emis number:
Name of the Principal:
Quintile:
Learner enrolment:
Location of the school: (urban, semi-urban,

informal settlement, township, farm school,
rural)
Mode of transport:
National School Nutrition Programme (NSNP)

Provided:
Write down the vision of the school
(20)
4.1.2 Attach organogram of the school (Annexure A)
(10)
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VERY IMPORTANT: You are required to spend one full day with a class of your choice with a
different context to the one with which you have been placed. You can go to any of the grades
in the Senior/FET Phase. The following activity will enable you to reflect on the differences
between the two phases and explain how teachers cope with those differences. Use the different
phase context form provided below.
4.2 DESCRIPTION OF CLASSROOMS FROM DIFFERENT PHASES
Observe classrooms from the FET and Senior Phase
Make notes on the following aspects in each classroom:
Aspects Senior Phase FET
Number of learners
Classroom setup
Any evidence of Africanisation
Any evidence of decolonisation
Evidence of the use of

indigenous knowledge
(20)
VERY IMPORTANT: Spend one full day with a different phase from the one you are studying to
teach. You can go to any grades in the Senior/FET Phase. Use the different school-context form
below to reflect on differences between phases and explain how teachers cope with those
differences.
4.3 REFLECTION ACTIVITY
Quite a lot of reflection is built into your portfolio. Read paragraph 2.4 in chapter 2 of “Teaching
practice, perspectives and frameworks” to learn more about reflection. Write a short paragraph and
include the three aspects listed here.
a) What is the importance of being context conscious?
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c) How is the relationship between learners and teachers in the classrooms?
(respect, care, support)
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d) Name values that you observed in the classrooms that are taught by your mentor teacher.
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(15)
TOTAL= 65
5. Classroom management observation activities

5.1 School policies
It should now be clear to you that your personal background influences the way you interpret
and look at the world. The activities you are about to do form part of your observational learning.
Get actively involved to gain as much as possible from the experience.
You have to use the template provided when doing the observation and attach artefacts (proof
of what you have observed).
(a) Mention four (4) policies that are available at the school and are used by teachers,
head of departments and the principal.
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(4)
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b) What is the difference between classroom policy and subject policy?
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c) List three (3) policies that are used in subject teaching
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d) Why do you think policies are important within the school? Explain.
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e) Are there any other policies of importance that are not available in the school, which
could help the teachers in their day-to-day classroom practices? Name the policies and
explain their importance(reflection). Why are they relevant in this context?
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f) Which policies cater for learners with learning barriers/special educational needs?
Mention two policies.
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(25)
5.2 Observing a mentor teacher: 10 lesson plans
Observation means that you have to be actively involved in the process. You do not just sit and
watch.
In the SENIOR Phase, make sure that you observe five lessons from one subject from
the following list:
Social Sciences, Economic and Management Sciences, Natural sciences, Creative

Arts, Language, Mathematics, Life Orientation
In the FET Phase, make sure that you observe five lessons from one subject from the
following list:
Languages, Geography, History, Mathematics, Mathematical Literacy, Tourism,

Accounting, Economics, Business Studies, Physical Sciences, CAT, Consumer
Studies, Life Sciences, Music, Life Orientation, Engineering and Graphic Design and
any other subject that is offered at your school.
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To guide you about important considerations when doing observation read the
following important aspects of planning a lesson.
• What are your learning objectives/outcomes
• Where the lesson fits into the curriculum
• What content will be attended to in the lesson.
• How you will present the lesson (method or lesson type).
• What you will use to present the lesson (aids and materials).
• What must be prepared to be able to facilitate the lesson.
• What your contribution and that of learners will be during the lesson.
• If learners understand the new content, skills and values.
• How you are going to give learners the opportunity to apply or demonstrate the new
content, skills and values.
31
Lessons observed
Introduction
Lesson Observation 1
Date: …………………………………………….
Subject: …………………………………………….
Grade: …………………………………………….
Number of learners in class: …………………………..
Lesson topic: …………………………………………….
Without asking your mentor/teacher, write down the aim of the lesson:
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How did the teacher introduce the lesson?
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What were the specific activities the learners were involved in during the entire lesson?
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Which activities did they enjoy most, and which did they not enjoy? Why do you say so?
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What other learning activities could the learners have been involved in to assist them to
understand the concepts?
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What preparation did the teacher have to do for this lesson?
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Write down the questions the teacher asked the class during the lesson.
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What learning and teaching support materials (LTSMs) did the teacher use during the lesson?
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Can you think of other resources that would assist learners in understanding theconcepts in
the lesson?
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Were there any disruptive incidents during the lesson?
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How did the teacher deal with them? Alternatively, if there were no incidents, what did the
teacher do to ensure that they did not take place?
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Attach the following documents as evidence of the lesson you observed:
• The lesson plan (5)
• A copy or photo of the learning material used
• A copy of the assessment activity
TOTAL: (25)
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Date: …………………………………………….
Subject: …………………………………………….
Grade: …………………………………………….
Number of learners in class: ……….…………………..
Lesson topic: ……………………………………………………………………………………………
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understand theconcepts?
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Can you think of other resources that would assist learners in understanding the concepts in
the lesson?
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Did the teacher deal with them? Alternatively, if there were no incidents, what did the teacher
do to ensure that they did not take place?
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Attach the following documents as evidence of the lesson you observed.
• The lesson plan
• A copy of the assessment activity TOTAL: (25)
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Date: …………………………………………….
Subject: …………………………………………….
Grade: …………………………………………….
Lesson topic: …………………………………………………………………………………………..
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• The lesson plan
• A copy of the assessment activity TOTAL:(25)
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the lesson?
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The lesson plan.
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Date: …………………………………………….
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Grade: …………………………………………….
Lesson topic: ……………………………………………………………………………………………
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the lesson?
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The lesson plan
• A copy of the assessment activity
(250)
6. Other important factors in teaching and learning

6.1 Assessment
It is necessary that you closely observe how assessment happens in practice. You will learn
more about this in the “Teacher as Assessor” module.
To gain an understanding of what is required when planning assessments, you could read
chapter 10 in the book, “Assessment in practical teaching”. Practical advice is given regarding
the different types of assessments you will encounter at school, and you will find a section on
the assessments that you will observe during teaching practice.
61
To guide your observation of assessment we mention a few aspects here.
• Formative assessment and summative assessment are very important for teachers. It
provides the teacher with important information about her/his own teaching as well as
about how learners learn.
a) Name the type of assessment that was used after the lesson presentation
(Formal or Informal)
..…………………………………………………………………………………………………..(1)
b) Explain the difference between the formative and summative assessment
……………………………………………………………………………………………………..
………………………………………………………………………………………………………(2)
c) What assessment tools were used to assess, e.g. memoranda, rubrics, checklists?).
……………………………………………………………………………………………………….(1)
e) Name two examples of summative assessments that you observed during your stay at
the school.
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(2)
(6)
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6.2 Learning media
Teaching aids and learning materials
Teachers should see to it that all teaching aids necessary for presenting the lesson or that
learners will need to complete their activities, are available, and that the apparatus to be used
is in working condition. Explain what the relevant teaching aid is and how it will be used.
a) Write down some of the uses of the chalkboard/whiteboard or smartboard in the

class you attended.
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(3)
b) Write down the main advantages of the use of pictures, posters, and charts.
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(2)
c) Name the electronic media that were available at the school you visited.
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(2)
d) What learning media is not available at school that you think is very important in teaching
and learning
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(2 )
(9)
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6.3 Control of written work
To enable learners to progress, written communication about their efforts is very important.
Positive feedback can help a learner to think critically and it can help them to improve in follow-
up activities.
Make three comments about the control and correction of learners' written work in the class
you visited.
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(3)
b How is feedback given? Is it written on the board, in learners’ books, or is it given verbally?
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(3)
c Who provides feedback. Is it the learners or the teacher?
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(1)
d. How many times do learners receive feedback?
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(1)
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e. How effective is the feedback that learners receive?
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(2)
(10)
TOTAL=25
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7. INCLUSIVITY
The learners in your class will come from diverse backgrounds and have unique needs.
Part of being context conscious is the awareness of learners' needs and the ability to provide
a learning environment that enables learning for all.
Read chapter 10 of ‘Becoming a teacher” to learn more about approaches and practical
aspects of inclusive education.
You have observed more than one class during your teaching practice. For this activity, you
have to go to a class where you have encountered learners with barriers to learning or ask
your mentor to guide you to such a class.
With the help of your mentor or the teacher, identify a learner that has a specific learning
challenge. You are not allowed to mention the learner’s name. Only give the learner’s age and
grade.
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………………………………………………………………………………………………………(2)
Observe the learner during teaching and learning and during informal activities.
a) Describe any visible proof that indicates that the learner has a learning difficulty or is
experiencing learning difficulties.
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(2)
b) Describe how this influences the learner’s schoolwork.
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(2)
c) What is good about her/his functioning in class?
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(1)
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d) What poses a problem for this learner? Motivate your answer.
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(2)
e) What strategies does the teacher use to accommodate and support this learner in terms of
schoolwork?
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(2)
f) What strategies are followed to support the learner informally?
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(2)
g) How does the teacher use the positive aspects in the learner's life to her/his benefit and
functioning?
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(2)
Discuss the following with your mentor:
h. How did the teacher identify that this learner had a learning challenge?
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(2)
i. Where did he or she find information on the specific learning challenge and how to
address it?
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(2)
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j. What would have supported the teacher to address this successfully?
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(2)
k. How would you address the same challenge if you came across a similar situation?
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(2)
l. Was there any evidence in the classroom that learners’ health was being promoted? ….
Provide a supporting statement for your answer.
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(2)
m. Are the classrooms/schools clean and safe? Are there adequate water and sanitation
facilities?
Provide a supporting statement for your answer.
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(2)
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n. Provide the evidence to show that written policies and regular practices that promote
good health were implemented.
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(2)
o. How is the health education and life skills integrated in the curriculum and in the
teaching-learning activities?
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(2)
p. How are children kept safe and protected from harm and abuse?
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(2)
q. How are children encouraged to care for each other?
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(2)
r. Provide the evidence to show that physical or mental punishment was/was not used
against learners.
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(2)
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s. Provide the evidence to show that there were or were no clear guidelines for conduct
between teachers and learners and among learners themselves
(and that bullying is not allowed).
(3)
TOTAL=40
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8. CLASSROOM EVIDENCE
8.1 Attach the picture/photo of the classroom with learners seated, your mentor and yourself.
You may add a picture of what your mentor has placed on the classroom walls
(10)
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TOTAL=10
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9. CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM
Answer the questions to describe how each aspect influences the teaching and learning
context where you are doing observation.
9.1 Timetable
a) List two advantages of using a school timetable from your own experience.
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b) Does the teacher have his or her own timetable?

................................................................................................................................................(1)
c) Do learners have their personal timetables?

...............................................................................................................................................(1)
d) Do teacher follow the school timetable at the school you are visiting?
If not, what are their reasons
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…………………………………………………………………………………………………………(2)
e) Briefly explain a problem you experienced with the school or class timetable in your
own experience as well as in the context of this school.
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f) Have you seen a period register in the school?

………………………………………………………………………………………….................. (1)
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g) Who is responsible for controlling it and how?
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(2)
h) What is the purpose of the period register in a classroom
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(2)
Source – adapted for Part A, B and C): Cohen, L, Manion, L & Morrison, K. 2005. A guide to
teaching practice, pp. 103-105. New York: Routledge)
i) Is the school timetable at the school you are visiting Yes No

functional?
(1)
Give two reasons for your answer
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……………………………………………………………………………………………………….. (2)
(15)
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9.2 Attendance Register
Administrative work is part of every teacher’s responsibilities. It is important that you are aware
of the administrative tasks and how teachers address this often time-consuming task.
You have to attend one class where the teacher is responsible to take the register(register
class). Registers are then consolidated every Friday by a School Admin Assistant. Attach
summary of learner attendance of the class you observed for a week and answer the following
a) What time is the attendance register marked?

……………………………………………………………………………………………………(1)
b) Is it marked regularly?
…………………………………………………………………………………………………..(1)
c) Is the information from the register collated and used for purposes such as promotion,
merits or demerits?
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(3)
(5)
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9.3 Discipline
The teacher must also know how to implement the correct approach to discipline in a specific
context in her/his classroom.
Read the relevant chapter in “Help I am a student teacher”. In this chapter, the legislative
information around discipline in South African schools is discussed and practical aspects for
implementing discipline is described.
a) What is the purpose of the learner’s code of conduct?
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(2)
b) Do you think is a very important policy in a school and why?
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(2)
c) Do you think involving learners in formulating a school code of conduct is important or
not? Give reasons.
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(2)
d) Did you observe any learner being disciplined? Mention the (3) offences and its
corrective measures
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(4)
(10)
TOTAL=30
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10 self reflection
Ask yourself the following:
a. How might your own culture-bound assumptions influence your interactions with
learners?
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b. How might the backgrounds and experiences of your learners influence their motivation,
engagement, and learning in your classroom?
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c. How can you modify course materials, activities, assignments, and/or exams to be more
accessible to all?
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d. What experiences have you gained during your 5-week teaching observation?
• Good experiences:
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• Bad experiences:
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TOTAL=10
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11. PLANNING YOUR LESSON
This activity aims to introduce you to lesson planning and will be useful for the next stage,
which is the actual teaching practice you will be doing on second-year level. Note the following
important points:
• In order to complete this activity, you must have observed at least five lessons that a
teacher gave.
• Have positive discussions and ask critical questions. You can be critical without criticising!
Try to understand the teacher's intentions.
• Different teachers and different schools may use different lesson structures. Use the
following lesson plan or any other plan to develop your lesson. If you use any other lesson
plan, you can do this on separate sheets of paper as long as lessons are structured to suit
the outcomes/objectives. Also, ask teachers to provide you with the lesson format they use.
Red the information or guidelines included with each stage or section of the lesson. Make use
of the information included to understand more about each aspect. You can also find examples
of lessons presented by different teachers on YouTube.
There are numerous types of lessons, each requiring unique planning, method of presentation
and learning material. A lesson must be carefully planned to enable you to present or facilitate
the lesson. To assist you with planning a lesson, we give a brief description of aspects of lesson
planning.
Localisation details is important. It provides information regarding the specific context in which the lesson is taking
place and guides the planning for a specific goal.
TEACHER NAME:
School: __________________________________________________________________
Subject: _________________________________________________________________
Theme: __________________________________________________________________
Grade:___________________________________________________________________
Duration/Time: ____________________________________________________________
Topic (specific):
In CAPS the subject matter that teachers have to teach is clearly indicated, and all they have to do is choose a
section (a theme or topic) to be presented in a lesson or series of lessons. To plan your own lesson, use the
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CAPS document you downloaded for the activity on progression. You have to plan your lessons for
2022according to CAPS. Use this document and plan your lesson according to the CAPS document.
_______________________________________________________
Mention resources to be used (LTSM)
(Read chapter 4 of “Help I am a student teacher” for

information about learning media")
Learning outcomes/objectives/aims
(Read chapter 4 of “Help I am a student teacher)
Teaching methods, learning activities and assessment

(Read chapter 3of “Help I am a student teacher”)
Lesson opening/introduction:
What you do here will depend largely on the type of lesson presented, the subject matter to be covered, the
learning activities planned for learners, and soon. Try to focus the learners' attention on the theme by recall of
existing knowledge, surprising them or doing something unusual (or letting them do something unusual).Try to
make them want to know more or want to master a skill. This will launch the learners on a voyage of discovery, to
which they will look forward with anticipation.
Introduction of new content:
The main part of the lesson/new knowledge/skills and values/learning opportunities
This should contain an indication of the type of lesson (or a combination of various types) that is planned, and the
activities of both teacher and learners should be clearly set out. The following are a few of the types of lessons
you could consider:
Question-and-answer lesson: This type of lesson features questions, which the learners are required to answer.
Avoid this where possible, unless you combine it with the screening of a video, slides/transparencies, photos or
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similar aids on which the learners are questioned (or can ask questions) about what they have seen or observed.
You could also make this type of lesson interesting by holding a quiz (preferably in teams to avoid hurting slow
learners' pride). It is also a good way of doing revision.
Practical lesson: This type of lesson requires the learners to undertake some or other kind of practical activity.
Activities could take the form of

• an individual activity (facilitated by the teacher) such as telling a story or drawing a picture
• a group activity (facilitated by the teacher) in which a group discusses a topic and arrives at a group decision
or makes a group presentation
• a class activity(facilitated by the teacher)in which, for instance, the whole classwork’s on a project together
and produces a final product
• an activityinvolvingbothclassandteacher(teacherparticipates)suchasdrawinga map together or making a sand
model. Of course, a combination of activities is also possible. This type of lesson demands thorough
preparation and planning by the teacher.
Role-playing: During this type of lesson, the teacher assumes the role or character of someone else and asks the
learners similarly to play the parts of other characters. It could involve simply giving a visual representation of
events or it could take the form of a dialogue, a debate, a narrative, etcetera. For example, someone (including
the learners) could dress up in period costume and play the part (parts) of a historical character like Vasco de
Gama– dialogue may be (prepared and) included.
Learner-centred presentation: In this type of lesson, the focus is on learners who, as it were, provide the content
of the lesson. All the teacher does is complement, guide and correct where necessary. (This may naturally also
be seen as a practical lesson.) An example of this type of lesson is where learners prepare to "show and tell" by
bringing along something, which is related to the theme. They then recite/tell/explain something about the object.
Debate: This type of lesson features two groups debating the merits of an issue (which could be an issue that
directly affects them).Of course, such a lesson requires thorough preparation and the maintenance of discipline
and control. It is particularly appropriate to a discussion of values.
Outdoor lesson: The aim of an outdoor lesson is not simply to vary things for learners, but also to illustrate/do
something, which would be difficult to accomplish inside a classroom. On the school grounds there are always
signs of erosion and climatological activity (such as wind, clouds and precipitation).
Excursions/field work: Facts taught during a lesson or series of lessons are applied or observed in practice.
Examples would be visits to a natural phenomenon, a mine or an industry, or cleaning a polluted stream, recording
data and so forth.
Narrative lesson: In this type of lesson, the subject matter is conveyed by means of a narrative. While this could
be very boring (particularly to older learners), it could be made highly interesting with the use of attractive teaching
aids. Finger or hand puppets increase the interest in a narrative (especially for young learners), but slides, photos,
pictures et cetera can be equally useful (particularly for older learners).
Discussion lesson: This type of lesson takes the form of a discussion of a theme/issue/problem by learners and
teacher. It works especially well with older learners when the discussion is about a matter which affects their daily
lives and about which they have something to say (the more controversial the better since this elicits a greater
variety of views and opinions). This calls for very thorough preparation on the part of teachers if they are to guide
the lesson successfully. We are deliberately not discussing every type of lesson here, in order to give you the
freedom to research and use other types on your own. For instance, you could consider groupwork, panel
discussions, case studies, experimentation, guided discovery, and numerous others.
Teacher activities:(Describe what you have to do before, during and after the lesson – this will help you to plan
for every phase of the lesson.)
79
Learner activities: (Keep in mind that you have to plan the time for activities. Learners learn best when they
are actively involved in their own learning.)
Closing: (What will you do to round off the lesson? Will the learners do activities or homework? How will you
know that learning has taken place?)
Assessment activities: Briefly describe what learners will do to show that they have mastered
or made progress regarding the lesson outcomes/objectives.
Assessment tasks must include the following:
• Say who will assess and if it will be individual or group assessment.
• Describe assessment task e.g. test on …., worksheet about …, research task on ….,experiment
• What instrument will be used to assess e.g. memoranda, rubrics, checklists, etc.? Indicators as to whether
there has been successful learning could take the form of demonstrations by learners, a final product such as
the drawing of a map, a written report, learning behaviour and conduct, learner participation (in things like
group activities).
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Expanded opportunities: (What kind of enrichment is provided for gifted learners? What kind of remediation
is provided for learners requiring additional support?)
Date: ............................................. School stamp
TOTAL=(25)
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12. POST-OBSERVATION REFLECTION ACTIVITY
Reflection is an important skill for every teacher. When you reflect on your own teaching, it
enables you to assess your teaching and you have the opportunity to improve your teaching.
Your own impression of your teaching and the opinion of other persons in the school
community is very important to have a balanced assessment. Use the criteria below to assess
your own understanding.
Report
At the end of the 25 days of practical teaching, you must reflect on each section of the portfolio.
Use the insights you gained during the reflection activities and write a report on your experience
in terms of its contribution to your preparation as a teacher.
You must use the headings provided in the sections of the portfolio and make suggestions on
what can be done to improve on the practical teaching experience to make sure it is useful and
meaningful.
Guidelines for the report
• Describe meaningful activities, behaviours or documents you observed/noticed.
• Ask yourself if they are useful, effective and/or represent good practice.
• Describe how you can use them, adapt them or change them to improve your practice (or
future practice).
Reflective activity
To reflect on the 5-week observation period, make use of the following statements and write a
short paragraph on each of the aspects indicated:
a) During this teaching practice, I have learnt that
……………………………………………………………………………………………………………
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………………………………………………………………………………………………………(5)
b) Challenges that I encountered
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…………………………………………………………………………………………………………(5)
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c) This changed my philosophy
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………..……………………………………………………………………………………………
……………………………………………………………………………………………………(5)
d) If I were to be given a second chance of observing, I would change
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………(5)
e) After a final discussion with your mentor about your interpretation and your philosophy
of teaching and learning, write a paragraph to describe your view of the knowledge,
values and experience you gained during your five weeks of teaching practice.
.……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………….(5)
f) Description of experience/information, which has had an influence on your teaching

practice experience period (observation).
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
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83
……………………………………………………………………………………………………………
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……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………….(5)
TOTAL= (30)
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13 DECLARATION FORM
Declaration form by student, mentor/teacher and principal
The purpose of this declaration form is to ensure the authenticity of this portfolio and the
practical teaching it was based on. Please complete and sign this declaration form. The
mentor/teacher and school principal must also sign this form.
DECLARATION BY STUDENT
I, …………………………………………………………(Name), student no. …………………….,

declare that all the work in this portfolio is my own.
Signature …………………………………………………
DECLARATION BY MENTOR/TEACHER
I, ………………………………………………………. (Name), declare that the above student

completed her/his practical teaching under my supervision or that of my colleagues.
Signature ………………………………………….
85
DECLARATION BY SCHOOL PRINCIPAL:
I, ………………………………………………. (Name), declare that this student completed

School days of supervised practical teaching at ………………………………………………
(Name of institution).
SCHOOL STAMP
Signature …………………………………………
School address: ……………………………………
……………………………………
……………………………………
……………………………………
School telephone: …………………………………
THANK YOU VERY MUCH FOR GUIDING, ASSISTING AND SUPPORTING THIS
STUDENT.
TOTAL=50
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14 MENTOR REPORT
REGARDING................................................................................................ (Name of student)
BY TITLE: .........
SURNAME: ...............................................
NAME: ...............................................
CONTACT DETAILS (those of the school if that is what you prefer):
CELLPHONE: ............................................
E-MAIL: ................................................................
Please provide fair and honest comments regarding the following:
Was the general conduct of the student irreproachable (on time, conduct according to school
requirements for teachers)?
....................................................................................................................................................
.............................................................................................................................................
Did the student work regularly/continuously on her/his portfolio?
....................................................................................................................................................
....................................................................................................................................................
Did the student complete her/his portfolio during the practical teaching period? YES/NO
Strong points of the student/good qualities and good work done:
....................................................................................................................................................
....................................................................................................................................................
Aspects on which student still has to improve to be ready to enter education as a beginner
teacher:
....................................................................................................................................................
....................................................................................................................................................
SIGNATURE
SCHOOL STAMP
TOTAL=30
87
15. STUDENT report
Name (of student): ………………………………………………. Student no: …………………….
School:
………………………………………………………………………………………………………..
School telephone number:
…………………………………………………………………………………..
Address:
...................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
We, the undersigned, ………………………………………...................... (Printed: initials and

surname of principal) together with …………………………………………………… (Printed:
initials and surname of mentor teacher) hereby declare that student teacher
…………………………………………………………………………………………………………….
(Printed: initials and surname of student teacher) student number
…………………………………….. attended the above school for a period of ………. (Number)

school days from ………………………. (date) to ………………………. (date).
We hereby comment briefly on the following aspects of his/her stay at the school:
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Personal appearance:
....................................................................................................................................................
........………………………………………………………………………………………………………
………….…………………………………………………………………………………………………
Relationship with teachers:
....................................................................................................................................................
........………………………………………………………………………………………………………
………….…………………………………………………………………………………………………
Eagerness to learn:
....................................................................................................................................................
........………………………………………………………………………………………………………
………….…………………………………………………………………………………………………
Eagerness to become involved:
....................................................................................................................................................
........………………………………………………………………………………………………………
………….…………………………………………………………………………………………………
Positive personality traits:
....................................................................................................................................................
........………………………………………………………………………………………………………
………….…………………………………………………………………………………………………
Negative personality traits:
....................................................................................................................................................
........………………………………………………………………………………………………………
………….…………………………………………………………………………………………………
89
Description of your experience with Unisa's teaching practice processes, arrangements,
placements, school visits, support, etc.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
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……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
Signature Principal: ……………………………………
Date: …………………………………
Signature of Mentor teacher: ……………………………

School stamp
Date:
TOTAL=30
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16 ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL
Student name & surname Student number
Name of School
Address
Contact details
Email
Week 1 Date Grade Signature Student Signature Mentor
Day 1
Day 2
Day 3
Day 4
Day 5
Day 1
Day 2
Day 3
Day 4
Day 5
Day 1
Day 2
Day 3
Day 4
Day 5
91
Day 1
Day 2
Day 3
Day 4
Day 5
Day 1
Day 2
Day 3
Day 4
Day 5
Declaration by the school principal/HOD/mentor
I, ……………………………………………, the Principal/Head of Department of the above
school and I as mentor ……………………………………...
confirm that ……………………...………………. has attended/did not attend his/her full
Teaching Practice period.
Date: ………………………………………………… School stamp

Signature: …………………………………………………
………………………………………………….……………………………….
TOTAL=50
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17 Bibliography/References
Higgs. P. 2003. African philosophy and the transformation of educational discourse in South
Africa.Journal of Education, No. 30, 2003.
(Source – adapted for Part A, B and C): Cohen, L, Manion, L & Morrison, K. 2005. A guide to
teaching practice, pp. 103-105. New York: Routledge.)
Taole, M.J.(Ed). 2015. Teaching Practice, Perspectives and Frameworks. Van Schaik:
Pretoria.
18 STUDENT Evaluation form for the Teaching Practice module:

You have come to the end of this portfolio.
We value your feedback. To enable us to improve on students’ first teaching practice

experience, please fill in the information.
Poor Average Good Excellent
Guidelines and
information
Placement
The portfolio
Communication
Any other comments or suggestions.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
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……………………………………………………………………………………………………………
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93
……………………………………………………………………………………………………………
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What has been your experience of the teaching practice observations? (Both positive and
negative experiences.)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
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How would you apply the positive things you have observed in your teaching practice
observations and what would you change about the negative aspects you have come across?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
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……………………………………………………………………………………………………………
…………………………………………………………………………………………………………
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Did you conduct yourself in terms of the South African Council of Educators Code of Conduct?
You can access this document athttps://www.sace.org.za/pages/the-code-of-professional-ethics

(If you are not a South African, it should be in terms of the teachers' code of conduct for your
own country.) If your answer is yes, then indicate the areas and motivate your answer.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
Thank you for assisting us to improve the TPS experience.
Lecturers
TPS2601 PORTFOLIO MARKING GUIDELINE.
4. CRITERIA SUB-MARKS TOTAL PAGE

MARKS
3.1 INTRODUCTION 14-22
3.2 AN AFRICAN PHILOSOPHY OF 20

EDUCATION
30
3.3 TEACHING PERSPECTIVES
3.4 TEACHING PHILOSOPHY

(BELIEFS) 15
3.5 TEACHING PHILOSOPHY IN 15

CONTEXT
80
95
4. SENIOR PHASE/FET 23-25
TEACHING PRACTICE
ACTIVITIES-OBSERVATION
GUIDE
4.1 CONTEXT ANALAYSIS

20
4.1.1 DESCRIPTION OF THE
SCHOOL CONTEXT 10
4.1.2 SCHOOL ORGANOGRAM
4.2 DESCRIPTION OF 20 65
CLASSROOM FROM 15
DIFFERENT PHASES
4.3 REFLECTION ACTIVITY
5. CLASSROOM MANAGEMENT 26-59

OBSERVATION ACTIVITIES
5.1 POLICIES
25
5.2 OBSERVING THE MENTOR
250
(10 LESSON PLANS)
275
6. OTHER IMPORTANT 63-65

FACTORS IN TEACHING AND
LEARNING 6
6.1 ASSESSMENT 9
6.2 LEARNING MEDIA 10
6.3 CONTROL OF WORK 25
7. INCLUSIVITY 40 65
8. CLASSROOM EVIDENCE 10 70
9. CLASSROOM MANAGEMENT 70-72

STRATEGIES TO ORGANISE
THE CLASSROOM
9.1 TIMETABLE 15
9.2 ATTENDANCE REGISTER 5
9.3 DISCIPLINE 10 30
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10. SELF REFLECTION 10 73
11. PLANNING YOUR LESSON 25 74
12. POST OBSERVATION 30 75

REFLECTION ACTIVITY
13. DECLARATION FORM 50 79
14. MENTOR REPORT 30 81
15. STUDENT REPORT 30 84
16. ATTENDANCE REGISTER 50 88
17. NEATNESS 10
18. LANGUAGE 40
TOTAL 800
97

Tutorial Letter 103/0/2023: Teaching Practice For Senior Phase (Grades 7 - 9) /FET (Grades 10 - 12)

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Tutorial Letter 103/0/2023: Teaching Practice For Senior Phase (Grades 7 - 9) /FET (Grades 10 - 12)

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TPS2601/103/0/2023

Tutorial Letter 103/0/2023

Teaching practice for Senior Phase (Grades 7–9) /FET

Assignment 50: PORTFOLIO

Final submission date: 05 October 2023

Please remember to write your student number on assignments.

STUDENT NAME AND SURNAME: ………………………………………………

STUDENT NUMBER: ……………………………….

Department of Curriculum and instructional studies

1. INTRODUCTION TO TEACHING PRACTICE ............................................................................. 4

1.1 Overview of the teaching practice module............................................................................... 5

2. PORTFOLIO FOR TEACHING PRACTICE FOR SENIOR (GRADE 7-9) .................................... 9

2.1 PORTFOLIO INFORMATION ...................................................................................................... 9

3.1 INTRODUCTION ........................................................................................................................14

4 SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES: OBSERVATION GUIDE ..............25

4.1 Contextual analysis .....................................................................................................................26

5. CLASSROOM MANAGEMENT OBSERVATION ACTIVITIES...................................................28

5.1 School policies ............................................................................................................................28

6. OTHER IMPORTANT FACTORS IN TEACHING AND LEARNING ...........................................61

6.1 Assessment ................................................................................................................................61

8. CLASSROOM EVIDENCE .........................................................................................................71

9. CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM .................72

9.1 Timetable ....................................................................................................................................72

10 SELF REFLECTION ...................................................................................................................76

11. PLANNING YOUR LESSON ......................................................................................................77

12. POST-OBSERVATION REFLECTION ACTIVITY ......................................................................82

13 DECLARATION FORM ..............................................................................................................85

14 MENTOR REPORT ....................................................................................................................87

15. STUDENT REPORT ...................................................................................................................88

16 ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL .........................................91

18 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE: .......................93

012 429 4441

1.1 Overview of the teaching practice module

1.1.1 PURPOSE OF TEACHING PRACTICE MODULE 1(TPS2601)

1.1.3 THE MODULE STRUCTURE

The focus of this module is guided observation.

1.1.4 MENTOR LETTER

My contact details are:

012 429 4441

2. PORTFOLIO FOR TEACHING PRACTICE FOR senior (grade 7-9)

2.1 PORTFOLIO INFORMATION

2.1.1 PURPOSE OF THE TEACHING PRACTICE PORTFOLIO

Teacher education consists of different types of knowledge that must be integrated:

• Conceptual knowledge (foundations of education/theories/disciplinary knowledge/content) with

2.1.2 PORTFOLIO STRUCTURE AND FOCUS

Why is observation so important?

2.1.3 QUALITY OF THE PORTFOLIO ASSIGNMENT

- Submit it online or as an e-portfolio.

For queries of an academic nature, contact the lecturer.

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

3.2 An African philosophy of education

The reality experienced by a diverse African community suggests a spirit of communality as

An active process to change the western-dominated philosophy and approach to education

Principles: Mkabela–An African approach to education

Own understanding of concept and examples of implementation and teaching practice.

Indigenous Knowledge (IKS)

3.2.1 Discuss the following concepts: Decolonisation, African communalism, Africanisation,

Teaching insights (Pre-observation activities)

Description of your personal background:

Are you currently employed? YES/NO

Are you teaching at present? YES/NO

If so, for how long and which grade? …………………………………….

Or is this your first teaching experience? ..........................................