TEXP7419 - TE401 The IIE Student Teacher Administrative Log

The IIE Student Teacher Administrative Log FPT (TE401) TEXP7419
The IIE Bachelor of Education in Foundation Phase

Teaching (FPT)
4th Year
The IIE Student Teacher Administrative Log (TE401)

2023
© The Independent Institute of Education (Pty) Ltd 2023 Page 1 of 34

Table of Contents
1. Glossary .............................................................................................................................................. 3
2. School Placements for School-based WIL (Teaching Experience) .................................................... 4
3. The IIE’s Requirements for Access into School-based WIL (Teaching Experience) .......................... 6
4. Expectations of The IIE Student Teacher during School-based WIL (Teaching Experience) ............ 7
Appendix A: Teaching Experience Placement Form .................................................................................. 9
Appendix B: Acknowledgement of School Placement Form ................................................................... 10
Appendix C: The IIE Code of Ethics for Teaching Experience .................................................................. 11
Appendix D: The Rules and Regulations for Leave of Absence from Teaching Experience .................... 15
Appendix E: The Lecture Attendance Requirements for Modules Aligned to School-based Work
Integrated Learning (i.e. Teaching Experience) on The IIE Faculty of Education Programmes .............. 18

1. Glossary
Attendance A student’s physical or virtual (online) presence or

engagement in a module.
ITE Initial Teacher Education - qualifications prior to the
professional registration of a teacher.
Observation The action or process of closely observing or monitoring
something or someone
Portfolio of Evidence (PoE) A compilation of evidence to demonstrate knowledge and
skills gained towards a specific qualification or part-
qualification for assessment purposes. At the module-level, a
PoE is a compilation of documents to demonstrate
competence against a set of learning outcomes.
SACE The South African Council for Educators. Find out more here:
https://www.sace.org.za/
School-based, work-integrated School-based, Work-Integrated Learning is a purposeful,

learning organised, supervised, and assessed educational activity that
integrates theoretical learning and its application for Student
Teachers. School-based WIL includes supervised and
assessed teaching practice and constitutes an essential part
of the initial teacher education programmes (ITE).
Service-learning A form of community-based experiential learning based on
the curriculum, and which is structured in such a manner
that academic concepts are integrated with social
responsibility to deal with specific community needs.
Teaching Experience See School-based, work-integrated learning.
Teaching Experience Coordinator The Teaching Experience Coordinator (TEC) is responsible for
the placement of IIE Student Teachers in schools-based,
work-integrated learning.
Teaching Experience Period These are the allocated weeks for school-based, work-
integrated learning as per the IIE Academic Calendar.
The DHET The Department of Higher Education and Training
The MRTEQ The Minimum Requirements for Teacher Education
Qualifications is provided by The DHET and used to regulate
and monitor teacher education qualification programmes
offered by all types of institutions in South Africa. You can
access this document here.

2. School Placements for School-based WIL (Teaching Experience)
Teaching Experience placement takes place when Students Teachers are placed in work
environments (schools) for the purposes of learning. To ensure compliance, Teaching
Experience at The IIE is managed by several supplementary requirements and policies which
are included in The IIE Student Teacher Administrative Log.
As per The MRTEQ (DHET, 2015), The IIE Student Teacher will need to fulfil their Teaching
Experience requirements at a suitable school, as identified by the institution. It is the
responsibility of the institution offering the qualification to formally arrange the school
placement opportunity. At The IIE, the campus Teaching Experience Coordinator (TEC) is
responsible for the placement of all IIE Student Teachers in schools. The campus TEC is
responsible for ensuring that students are placed within school environments that accord with
The DHET’s specifications for the stipulated periods and age/grade for each year of study.
The DHET states that in initial teacher education programmes it is “important for students to
be exposed to the concrete experience of the varied and contrasting contexts of schooling in
South Africa” (DHET, 2015: 18). The IIE Student Teacher is therefore expected to attend
differently resourced schools for their Teaching Experience during the four years of their
degree. The IIE Student Teacher is expected to organise their transport to and from their
placement, not to be reimbursed by The IIE nor the brand at which the student studies (IIE 006
WIL Policy).
The campus TEC works with partner schools to secure student placements and continues to
establish links with new schools each year. Please note, campuses are not able to
accommodate specific student placement requests. We are confident that you will learn an
immense amount from your teaching experiences in the different schools in which you are
placed, and that you will emerge as a teaching graduate who is ready to adapt successfully to
any schooling environment that you decide to take employment in.
The following administrative documents are included as Appendices in The IIE Student Teacher
Administrative Log and are used by campus Teaching Experience Coordinators in the
placement of The IIE Student Teacher.
Teaching Experience Placement Form (Appendix A)
On each year of registration, The IIE Student Teacher will be required to complete the Teaching
Experience Placement Form to provide the campus TEC with the necessary information to
source their Teaching Experience placement (see Appendix A).

Acknowledgment of School Placement Form (Appendix B)
The IIE Student Teacher will receive an Acknowledgment of School Placement Form once the
school placement for Teaching Experience has been confirmed. The IIE Student Teacher must
ensure that they have this form with them when they visit the host school.

3. The IIE’s Requirements for Access into School-based WIL

(Teaching Experience)
The IIE Student Teacher is required to meet specific requirements for entrance into school-
based, Teaching Experience. Initial Teacher Education programmes are regulated by the
Department of Higher Education and Training (DHET, 2015) in accordance with The Minimum
Requirements for Teacher Education Qualifications (MRTEQ). The following are The IIE
requirements for access into school-based WIL (Teaching Experience) in the Education
qualifications.
Police Clearance Requirement
The IIE Student Teacher undertaking an academic qualification with a school-based WIL
component will be required to have a valid police clearance certificate (PCC) or an Afiswitch
Criminal Check Certificate as accepted by SACE, on commencement of their Teaching
Experience component in a school (IIE 006 WIL Policy). The Student Teacher is required to keep
a copy of the Police Clearance Certificate in the administrative section of their Teaching
Experience File at school. The campus is required to keep a copy of the PCC on file. The student
will bear the cost of the police clearance certificate for each year in which they are registered
for school-based WIL (Teaching Experience).
Provisional SACE Registration Requirement
All final year students registered for an initial teacher education qualification with The IIE are
required to provisionally register with the South African Council of Educators (SACE). Students
will be provided guidance and instructions on how to register with SACE through the campus
Teaching Experience Coordinator (IIE 006 WIL Policy).
Lecture Attendance Requirements for Modules Aligned to School-based WIL

(Appendix E)
All content (disciplinary knowledge), teaching (pedagogical knowledge) and practical

knowledge is covered in the didactic modules that support teaching in this phase and this year
of study. The IIE Student Teacher is required to meet the 80 % lecture attendance 1 requirement
for each of the identified modules as is aligned to the Teaching Experience for that year, as per
Appendix E. It is the student’s responsibility to ensure that they familiarize themselves with
this requirement and track their attendance in the compulsory modules. This document must
be acknowledged on the Learn platform to gain access to the Teaching Experience module
content.
1
On Education Programmes offered in the Distance mode, lecture attendance is referred to as online engagement.

4. Expectations of The IIE Student Teacher during School-based

WIL (Teaching Experience)
During Teaching Experience, The IIE Student Teacher is expected to comply fully with the
expectations of The IIE and those of the host school and school principal. Students are required
to be free of all other commitments during the school day. Where you have part-time work,
please make alternative arrangements during teaching experience so that you are able to give
your host school your full commitment. We encourage you to engage in all areas of school life.
Your enthusiasm and commitment to developing as a teacher will reflect on both you and The
IIE during this teaching experience. We encourage you to give of your very best. Please take
note of the following documentation that outlines the minimum expectations of IIE Student
Teachers during school-based Teaching Experience.
The IIE Code of Ethics for Teaching Experience (Appendix C)
The IIE Student Teacher is required to adhere to The IIE Code of Ethics for Teaching Experience.
Students are required to familiarize themselves with The IIE Code of Ethics for Teaching
Experience, prior to commencing Teaching Experience. Failure to adhere to The IIE Code of
Ethics for Teaching Experience may result in disciplinary action. This document must be
acknowledged on the Learn platform for students to gain access to the Teaching Experience
module content. This document has also been included as an Appendix in the School
Administrative Log & Report, as a reference for the Host School and Mentor Teacher.
The IIE Mentor/Mentee Agreement (in the School Administrative Log & Report
TE402)
The Mentor Teacher is a teacher in the Host School who supports and guides the Student
Teacher and who acts as a point of contact between the Institution and the Host School. The
IIE Mentor/Mentee Agreement serves to acknowledge the partnership between The IIE, the
Host School and the Student Teacher in the mentorship and monitoring of the student’s
professional growth. The Mentor Teacher and Student Teacher are required to read and sign
the agreement in their initial meeting before the start of the Teaching Experience weeks or on
the first day of Teaching Experience. No Teaching Experience PoE will be marked without the
inclusion of this signed and stamped document.
Attendance Register (in the School Administrative Log & Report TE402)
The IIE Student Teacher is required to sign the Attendance Register for each day of school-
based, Teaching Experience, for the duration of the student's TE placement. The school Mentor
Teacher must co-sign, the attendance registers at the end of each week. On completion of the
Teaching Experience Block, the Teaching Experience Attendance Register must be stamped

with the school stamp. The IIE Student Teacher is required to include the Teaching Experience
Attendance Register in the PoE for final submission. No Teaching Experience PoE will be marked
without the inclusion of this signed and stamped document.
The Rules and Regulations for Leave of Absence from Teaching Experience
(Appendix D)
The IIE Student Teacher is required to ensure they are familiar with the rules and regulations
for any leave of absence from Teaching Experience and ensure they understand the procedures
herein. Failure to follow procedure with regards to any leave of absence from Teaching
Experience may result in The IIE Student Teacher having to repeat the Teaching Experience
module. Refer to Appendix D: The Rules and Regulations for Leave of Absence from Teaching
Experience. This document must be acknowledged on the Learn platform for students to gain
access to the Teaching Experience module content.
Teaching Experience File
The IIE Student Teacher is required to have a Teaching Experience File with them in school
every day. The Teaching Experience File should contain all administrative documents required
for Teaching Experience as well as the relevant Teaching Experience logs. It must be made
available to the School/Mentor Teacher at any point during Teaching Experience and will be
checked by The IIE Supervisor on their school visit.
Compulsory Documentation for TE
The IIE Student Teachers are required to take note of the compulsory documentation required
for the final PoE submission. The Teaching Experience PoE cannot be marked without the
compulsory documentation. Refer to the PoE for further information.

Appendix A: Teaching Experience Placement Form
Teaching Experience Placement Form: B.Ed
Student Name & Surname
Student Number Module Code
Programme (which programme you are registered for; indicate the year of study you are registering for):
Programme Year of study
Complete the table below with the name of the school in your previous Teaching Experience
placements. Note: This table is not applicable to First year students on a programme.
Year Name of School where you completed Teaching Experience
Year 1
Year 2
Year 3
Home Address Address (during semester, if different
Email Cell Number
As per The Minimum Requirements for Teacher Education Qualifications (2015), you will need to fulfil the Teaching Experience
at a suitable school. Students are expected to attend differently resourced schools for their Teaching Experience during the four
years of the degree. This is to ensure you are exposed to a variety of schools and to experience diversity in classrooms.
Placement in schools is at the discretion of your campus and will be finalised during the Teaching Experience module in your
degree.
SPECIAL NOTE: Police clearance certificates
All students undertaking an academic qualification with a school-based WIL component will be required to have
a valid police clearance certificate on commencement of their Teaching Experience component in a school.
Signature of Student Date
POPIA Note: The IIE’s School of Education is devoted to protecting and ethically managing the personal information of its registered student body, such
as the details enclosed and recorded on this form. Signatory to this form confirms written consent for the appropriate management, dissemination
and/or disclosure of personal information for institutional usage only.

Appendix B: Acknowledgement of School Placement Form
Acknowledgement of School Placement Form: B.Ed & PGCE
Student Name & Surname
Student Number Module Code
As per The Minimum Requirements for Teacher Education Qualifications (2015), you will need to fulfil
your Teaching Experience at a suitable school. In initial teacher education programmes it is “important
for students to be exposed to the concrete experience of the varied and contrasting contexts of
schooling in South Africa” (DHET, 2015: 18). Placement in schools is at the discretion of your campus.
SPECIAL NOTE: Police clearance certificates
All students undertaking an academic qualification with a school-based WIL component will be required to have
a valid police clearance certificate on commencement of their Teaching Experience component in a school.
DETAILS OF SCHOOL PLACEMENT

Confirmed Dates and Grade/s of Placement:
Block 1 Teaching Experience Not applicable to B.ED Year 1 and Year 2.
Block 2 Teaching Experience
Grade/s for TE Placement
School Details:
School Name
Address
Contact Person
Email address
Contact number
Signature of Student Date
POPIA Note: The IIE’s School of Education is devoted to protecting and ethically managing the personal information of its
registered student body, such as the details enclosed and recorded on this form. Signatory to this form confirms written
consent for the appropriate management, dissemination and/or disclosure of personal information for institutional usage
only.
Signature of School of Education Staff Date
Member

Appendix C: The IIE Code of Ethics for Teaching Experience
The IIE Code of Ethics for Teaching Experience
PREAMBLE
This document serves as a set of guidelines for when you represent The IIE and yourself on the
Teaching Experience 2 component of your programme. The Code of Ethics for Teaching
Experience does not replace ‘The IIE Safety, Conduct and Disciplinary Policy IIE015’, which all
students are subject to at any time during their studies.
Excerpt from the IIE Safety, Conduct and Disciplinary Policy IIE015 (IIE, 2022):
“… expects its students to conduct themselves in line with the Constitution of the
Republic of South Africa, the common law of the country, and the preservation of human
rights and dignity… This includes adherence to all rules and regulations of The IIE in
general and as may be specifically detailed from time to time” (IIE, 2022).
The IIE Code of Ethics for Teaching Experience (over and above The IIE Safety, Conduct and
Disciplinary Policy IIE015) is important as part of your professional conduct in schools and for
the integral support The IIE offers to you during your practical preparation and experience as
developing teachers.
GENERAL DUTY TO ACT WITH INTEGRITY

1. Student Teachers engaged in Teaching Experience acknowledge:
1.1 the moral imperative to honour the teaching profession in their conduct;
1.2 the need to educate the learners of South Africa with integrity;
1.3 that it is their duty to uphold and promote the human rights contained in the
Constitution of the Republic of South Africa;
1.4 their duty to strive at all times during the exercise of Teaching Experience to conduct
themselves in accordance with the rules and purport of this Code; and
1.5 their duty to not act in an improper or unbecoming manner during Teaching
Experience.
2
Teaching Experience is referred to as ECD Experience on The Higher Certificate in Early Childhood Care and Education programme and
with the main component taking place in ECD centres.

CONDUCT OF THE STUDENT TEACHER TOWARDS THE LEARNER

2. A Student Teacher shall at all times:
2.1 respect the dignity, beliefs and constitutional rights of learners;
2.2 respect the learner’s right to privacy and confidentiality;
2.3 refrain from subjecting learners to humiliation or any form of abuse;
2.4 avoid any improper contact with learners, which shall include as prohibited forms of
contact the following:
2.4.1 making inappropriate jokes;
2.4.2 exchanging contact information with learners;
2.4.3 offering learners cigarettes, alcohol or anything considered age inappropriate;
2.4.4 engaging learners on social media at any time whatsoever;
2.4.5 communicate socially with learners in any other manner whatsoever after
school hours;
2.4.6 entering into discourse with learners during or after school hours considered to
be inappropriate;
2.5 refrain from any form of sexual harassment towards learners;
2.6 refrain from any form of romantic or sexual relationship with learners;
2.7 avoid using the Student Teacher’s position of authority to influence learners in an
inappropriate manner;
2.8 be mindful that s/he is a role model to vulnerable minor learners and as such, ensure
that s/he uses appropriate language and behaviour in the presence of learners;
2.9 dress appropriately for the teaching profession;
2.10 avoid using the Student Teacher’s position of authority for financial, political or
personal gain;
2.11 show due respect for the customs, culture, religion and beliefs of leaners; and
2.12 generally ensures that her/his conduct is beyond reproach and honourable.
CONDUCT OF THE STUDENT TEACHER TOWARDS HOST SCHOOL/CENTRE

3. A Student Teachers engaged in Teaching Experience:
3.1 acknowledges that the exercising of Teaching Experience occurs as a result of
relationships between The IIE, the community and educators;
3.2 acknowledges that the exercising of his or her professional duties occurs within a
context requiring cooperation with and support of all parties;
3.3 protects the relationship of The IIE with Host School/Centres by displaying ethical and
suitable conduct at all times;
3.4 undertakes to conduct him or herself in a way that advances the integrity and
reputation of The IIE and the teaching profession in general;
3.5 undertakes to show respect to Host School/Centre staff and anyone placed in authority
over the Student Teacher at the Host School/Centre/Centre; and
3.6 complies with the Code of Conduct of the Host School/Centre/Centre, its rules and
regulations and all lawful instructions issued by the staff of the Host

School/Centre/Centre.
CONDUCT OF THE STUDENT IN THE SCHOOL COMMUNITY

3. A Student Teacher engaged in Teaching Experience:
3.1 recognises that the Host School/Centre serves the community, and therefore
acknowledges that there will be differing customs, codes and beliefs in the community.
3.2 Conducts him/herself in a manner that does not show disrespect to the values, customs
and norms of the community.
PROFESSIONAL CONDUCT OF THE STUDENT TEACHER

4. A Student Teacher engaged in Teaching Experience:
4. 1 must present at the Host School/Centre for a minimum of the required 7 hours per day
and in line with the specific requirements of the school;
4. 2 available to help with extra murals (a minimum of two hours a week);
4. 3. ensures that cell phone is switched off so that there is no chance of interruptions during
teaching time;
4.4 dresses professionally and respectfully, in line with the school’s dress code policy and
befitting of a professional teacher;
4.5 commits to the timeous planning of all lessons and Teaching Experience tasks in
consultation with the mentor teacher;
4.6 commits to support the classroom teacher and assist the teacher at all times during
the school day, and where reasonably required;
4.7 assists with break duties;
4.8 check on the photocopying policy in the school and consider copyright law
4.9 refrains from indulging and/or being in possession of intoxicating, illegal, and/or
unauthorized substances including alcohol and drugs within the school premises and/or
whilst on duty;
4.10 refrains from carrying and/or keeping dangerous weapons in the school premises
without any prior written authorisation by the employer; and
4.11 refrains from engaging in illegal activities.
CONDUCT OF THE STUDENT TEACHER ON SOCIAL MEDIA

For the purposes of this code, electronic communication encompasses social media and other
messaging forms that enable users to interact, create, share, and communicate information
online. For example, electronic communication includes, but is not limited to, messaging or
video chat software, websites, apps, email, texting, and blogging. It also includes social media
networking platforms such as Facebook, Twitter, YouTube, Instagram and TikTok.
5. A Student Teacher, on any social media platform shall:

5.1 maintain professional boundaries in all forms of communication, technology-related or
not, which is vital to maintaining the public trust and appropriate for teaching

professionals;
5.2 honour the ethical standards – in which care, trust, respect and integrity are the
cornerstones – of their professional commitments;
5.3 refrain from using defamatory, abusive, slanderous, offensive, embarrassing, malicious,
obscene, profane, vulgar, intimidating, discriminatory, harassing, hateful, racist or
threatening comments;
5.4 refrain from posting content that includes advice, including educational advice, that
may be unsolicited and/or unverified;
5.5 not post content by fake or anonymous users;
5.6 not take or post any photographs, videos, or audio recordings of any learners for any
reason, educational or otherwise;
5.7 not disclose personal or confidential information about the school, learners, or
colleagues, thus breaching workplace privacy policies; and
5.8 not send personal emails or social networking contact information to learners to
communicate for personal reasons.
CONDUCT IN RELATION TO THE PROTECTION OF PERSONAL INFORMATION

The Protection of Personal Information Act (POPIA) gives effect to the constitutional right to
privacy by balancing the right to privacy against that of access to information. POPIA requires
that personal information pertaining to individuals be processed lawfully and in a reasonable
manner that does not infringe on the right to privacy.
6. A Student Teacher:
6.1 commits to familiarise themselves with the Policy on the Protection of Personal
Information of the Host School/Centre;
6.2 commits to act in accordance with the Policy on the Protection of Personal
Information of the Host School/Centre for the duration of the Teaching Experience
Weeks;
6.3 safeguards oneself by refraining from sharing any personal information (in the
submission of the Portfolio of Evidence (online and hard-copy);
6.4 safeguards others by refraining from sharing any personal information related to the
Host School/Centre, Mentor Teacher, Colleagues or Learners (in the submission of the
Portfolio of Evidence (online and hard-copy).

The IIE Student Teacher Administrative Log TEIP5119
Appendix D: The Rules and Regulations for Leave of Absence from

Teaching Experience
Preamble
Students registered for teacher education qualifications with a specified school-based WIL component are
required to comply with all requirements stipulated by the relevant qualifications authority, industry body
or government ministry, as and where relevant. The Rules and Regulations for Leave of Absence from
Teaching Experience clarifies the requirements of students in terms of Absenteeism from school-based WIL
(i.e. Teaching Experience 3). This document is in line with the Assessment Strategy and Policy (IIE009). It
is structured in order to meet the minimum requirements of the Department of Higher Education and
Training (DHET) in terms of attendance of these work-based placements.
The programmes offered at The IIE meet the required number of weeks of supervised WIL for the
programme in line with the DHET requirements:
a) BEd in Foundation Phase Teaching and BEd in FoundationPhase Teaching 4:

Year 1 – 4 weeks
Year 2 – 5 weeks
Year 3 – 6 weeks
Year 4 – 8 weeks
b) Postgraduate Certificate in Education (Senior Phase and Further Education and Training Teaching) 5:
8 weeks
c) c) The Higher Certificate in Early Childhood Care and Education 6:

6 weeks
Absence in general for any number of days from Teaching Experience
 Any absence from Teaching Experience requires proof thereof [see relevant section in the
Assessment Strategy and Policy (IIE: 009)], in terms of reason for absence. This must be
included in the PoE attached to the Teaching Experience Attendance Register.
3
Teaching Experience is referred to as ECD Experience on The Higher Certificate in Early Childhood Care and Education programme and with the
main component taking place in ECD centres.
4
Bachelor of Education degrees (DHET, 2015: 23): “In a full-time contact programme, students should spend a minimum of 20 weeks and a
maximum of 32 weeks in formally supervised and assessed school-based practices over the four-year duration of the degree. In any given year
… at least three of these should be consecutive.”
5
Postgraduate Certificate in Education (DHET, 2015: 29): “Students should spend a minimum of eight weeks and a maximum of 12 weeks in
formally supervised and assessed school-based. At least four of these weeks should be consecutive.”
6
The Higher Certificate in Early Childhood Care and Education programme (DHET, 2017: 25) the duration of: “A minimum of six weeks … of
supervised and assessed WIL is required”.

IIE: 009: Assessment Strategy and Policy
Types of Concessions or exceptions applicable include:
 Permitted General
The following seven life events applicable here are:
i. Death of an immediate family member.
ii. Own serious illness or injury.
iii. Serious illness or injury of an immediate family member.
iv. Official representation in recognised provincial/ national/ international
competitions.
v. Court appearances and study or resident visa renewal appointments.
vi. Serious crime and motor vehicle accidents.
vii. National or Regional Unrests, Protests, Strikes or Vandalism.
 Religious: There are religious occasions that would allow concessions
 Special Concessions: Concessions for Chronic Psychological, Psychiatric and Physical
Conditions.
 Students are required to inform The IIE’s Brand School of Education campus Programme
Manager/Teaching Experience Coordinator immediately on the first day of their absence from
Teaching Experience. This communication must be done in writing.
 Students must contact the host School Principal/Head Mentor Teacher on the morning of
absence, state the reason for absence and inform him/her of the expected date of return to the
host school. This communication must be done in writing and a copy of this communication to
be sent to The IIE’s Brand School of Education campus Programme Manager/Teaching
Experience Coordinator.
Absence from Teaching Experience (TE) for three (3) or more days
 Absence from TE for three (3) or more days will require a student to complete the three (3) or
more days missed at the end of the current Teaching Experience Period in agreement with the
school and the Institution.
 The completion of the three (3) or more days missed will need to be completed before the
hand-in date of the final Portfolio of Evidence (PoE) for the current academic year.
 Students are required to complete the required number of days of Teaching Experience (as
indicated for the relevant Teaching Experience module). Failure to do so means the student will
not have fulfilled the requirements of the module in terms of duration in schools, therefore
rendering the Teaching Experience module incomplete.
Application Process for Additional Teaching Experience Sitting
In specific situations where the student is not able to complete the missed days (in the given academic
year) prior to the final PoE submission, an application may be lodged by the student for access to an
Additional Teaching Experience Sitting. The application process is laid out in the section below.
 Students will lodge an application on the Student Hub for consideration for access to the Additional

Teaching Experience Sitting which takes place in the Special Teaching Experience Period of the
following year.
 All assessment exceptions and concession applications must be lodged by the student on the
Student Hub. All relevant documentation pertaining to the request must be included as only the
documentation submitted with the application can be taken into consideration for processing the
application or subsequent appeal.
 The application with supporting documentation in terms of reason for absence needs to be lodged
on The Student Hub within five days from the end of the Teaching Experience period.
 This application will be assessed by The IIE’s Brand School of Education in consultation with The
IIE Central Academic Team (where necessary).
 Should the student’s application be successful, then the student is expected to complete the
required number of days, along with the stipulated sections of the Teaching Experience Portfolio of
Evidence as determined by The IIE.
 The host school for the Additional Teaching Experience Sitting will be determined by the campus
under the management of The IIE’s Brand School of Education.
 All outstanding requirements of the PoE will need to be completed in the Additional
Teaching Experience Sitting. The PoE will be submitted on the date communicated by the
Brand.
 Where necessary, The IIE Supervisor may need to visit the Student Teacher in the school in
the Additional Teaching Experience Sitting.

Appendix E: The Lecture Attendance Requirements for Modules Aligned

to School-based Work Integrated Learning (i.e., Teaching Experience)
on The IIE Faculty of Education Programmes
This document outlines the lecture attendance requirements on identified modules to grant access on to
School-based Work Integrated Learning [i.e., Teaching Experience (T.E.)].
Regular attendance on the key modules on the programmes is essential to student engagement and
preparedness in Teacher Education Programmes. It is important that Initial Teacher Education (ITE)
students understand the highly participatory nature of the Teacher Education Programmes. Poor
attendance has a negative effect on morale, is considered unprofessional and can lead to students not
achieving the required breadth and depth of experiences (The University of British Columbia, 2018).
Regular attendance in the identified modules (currently prerequisite or corequisite modules aligned to
Teaching Experience) is a professional commitment that should be expected of all teacher candidates and
a requirement of professional practice. As an institution, we have a responsibility to ensure that our ITE
students are prepared to responsibly engage with school going learners.
The identified modules comprise a careful knowledge mix of disciplinary, pedagogical, and practical
learning in preparation for teaching in schools.
The following lecture attendance 7 requirements apply:
Lecture attendance requirements
 Students will be allowed access to the main school-based Teaching Experience per relevant year if:
a) they have met the 80 % lecture attendance requirement for each of the identified modules
as is aligned to Teaching Experience for that year. 8
 Dealing with Exceptions:
In cases where students’ have not met the 80 % lecture attendance requirement for 1 or more of the
identified modules as is aligned to Teaching Experience for that year:
b) Students will be expected to achieve a combined 80 % lecture attendance (i.e average)

across the identified modules on condition that no single module attendance falls below 70
%.
Students who fall into this category will submit a 1-page motivation for Teaching Experience access
to The IIE’s Brand School of Education Campus Programme Manager for consideration by The IIE’s
Brand Head of School: Education in consultation with The IIE’s Central Academic Team.
The attendance requirements per Initial Teacher Education Qualification are detailed below in Appendix A
of this document, for the following programmes:
7
On Education Programmes offered in the Distance mode, lecture attendance is referred to as online engagement.
8In the case of the Bachelor of Education Degrees: There may be students that gain access to Teaching Experience Block 1 (in
semester 1), as the 80 % attendance requirement for the identified modules is incomplete at that point. However, should they
not meet the attendance requirement as of the end of semester 1, they will then be denied access on to main school-based
Teaching Experience (Block 2) in semester 2. In 4th year please note however, the specifics as laid out in that section in the
document.

• The Bachelor of Education in Foundation Phase Teaching

• The Bachelor of Education in FoundationPhase Teaching
• The Postgraduate Certificate in Education (Senior Phase and Further Education and Training
Teaching)
• The Higher Certificate in Early Childhood Care and Education.
PLEASE NOTE: The following lecture attendance requirements apply for access on to School-based WIL
[For ease of reference: The table below is hyperlinked to the relevant sections in the Appendixs below]
Years 1-4
YEAR 1 Access to School-based WIL (TEXP5119)

Foundation Phase
The IIE B.Ed in
YEAR 2 Access to school-based WIL (TEXP6219)

Teaching
Years 1-4
YEAR 1 Access to school-based WIL (TEIP5119)

FoundationPhase
The IIE B.Ed in

Teaching
The IIE PGCE SP & FET Access to school-based WIL (TESF7112p)
Access to school-based WIL (TESF7112w)

The IIE HCECCE Access to school-based WIL (ECDX5112)
Access to school-based WIL (ECDX5112w)

Absence from lecture sessions
• If the reason for missing a scheduled lecture aligns to one of the concessions or exceptions in the
Assessment Strategy and Policy (IIE009), the supporting documentation needs to be lodged on the
Student Hub within five working days of the missed lecture sessions. The onus is on the student to
manage timelines accordingly.
IIE: 009: Assessment Strategy and Policy
Types of Concessions or exceptions applicable include:
 Permitted General
The following seven life events applicable here are:
viii. Death of an immediate family member.
ix. Own serious illness or injury.
x. Serious illness or injury of an immediate family member;
xi. Official representation in recognised provincial/ national/ international
competitions;
xii. Court appearances and study or resident visa renewal appointments;
xiii. Serious crime and motor vehicle accidents;
xiv. National or Regional Unrests, Protests, Strikes or Vandalism.
 Religious: There are religious occasions that would allow concessions
 Special Concessions: Concessions for Chronic Psychological and Physical Conditions.
 Types of Concessions or exceptions that are NOT applicable include

o scheduled personal appointments, including routine medical or dental care,
o special events, such as weddings, travel, etc.,
o vacations
o students are expected to make arrangements that do not conflict with scheduled lecture
sessions. Students are expected to be fully accountable for any absences that may occur over
the course of their Teacher Education qualification.
 Students assume the responsibility for these types of absences and understand that repeated absences
for these purposes may result in their attendance falling below the 80 % attendance requirement.
 Special Note: If the student is required to complete their School-based WIL Teaching Experience in a
“Special Teaching Experience Period” and the duration of the School-based WIL Teaching Experience
conflicts with The IIE Academic Calendar, then the student will not be disadvantaged and the 80 %
lecture attendance requirement will be calculated from when the student ends their “Additional
Teaching Experience Sitting”, at the school.

1 Identified Modules with an attendance requirement for access on to the main school-based WIL
(i.e. Teaching Experience) ..................................................................................................................... 22
1.1 For Students registered for The IIE Bachelor of Education (B.Ed) degrees .......................... 22
1.1.1 The IIE B.Ed in Foundation Phase Teaching (Years 1-4) ................................................ 22
The IIE B.Ed in FP Teaching Year 1: Teaching Experience 1 school-based WIL access
(TEXP5119) ................................................................................................................................ 22
(TEXP6219) ................................................................................................................................ 23
The IIE B. Ed in FP Teaching Year 3: Teaching Experience 3 school-based WIL access
(TEXP7319) ................................................................................................................................ 24
(TEXP7419) ................................................................................................................................ 25
1.1.2 The IIE B.Ed in FoundationPhase Teaching (Years 1-4) ................................................. 26
The IIE B. Ed in IP Teaching Year 1: Teaching Experience 1 school-based WIL access
(TEIP5119) ................................................................................................................................. 26
(TEIP6219) ................................................................................................................................. 27
(TEIP7319) ................................................................................................................................. 28
(TEXP7419) ................................................................................................................................ 29
1.1.3 Note the following for a student who does not gain access to school-based WIL
Teaching Experience ..................................................................................................................... 30
1.2 For Students registered for The IIE Postgraduate Certificate in Education: Senior Phase and
Further Education and Training Teaching ......................................................................................... 31
1.2.1 Part-time contact .......................................................................................................... 31
The IIE PGCE SP & FET: Teaching Experience school-based WIL access (TESF7112p) ............. 31
1.2.2 Distance......................................................................................................................... 32
The IIE PGCE SP & FET: Teaching Experience school-based WIL access (TESF7112w)............. 32
1.3 For Students registered for The IIE Higher Certificate in Early Childhood Care and Education
33
The IIE HCECCE Year 1 (only): Teaching Experience (i.e. ECD Experience) ECD-based WIL
access ........................................................................................................................................ 33

Identified Modules with an attendance requirement for access on to the main

school-based WIL (i.e. Teaching Experience)
For Students registered for The IIE Bachelor of Education (B.Ed) degrees
The IIE B.Ed in Foundation Phase Teaching (Years 1-4)
The IIE B.Ed in FP Teaching Year 1: Teaching Experience 1 school-based WIL access (TEXP5119)
Year 1 (sem 1)
Number of
sessions
required to
CODE MODULE NAME NQF CREDIT SESSIONS attend to meet
80 %
attendance
requirement
LSCA5111 TFP LIFESKILLS: EARLY CHILDHOOD ART 5 6 24 19
LSMO5111 TFP LIFESKILLS: MOVEMENT GRADE R 5 6 24 19
TEXP5119 TEACHING EXPERIENCE 1 5 8 6 5
The above 3 modules:
• 80 % attendance requirement for each of the identified modules is a prerequisite for access
on to the main School-based WIL component, Teaching Experience 1 (Block 2, in sem 2):
TEXP5119 9
9
Dealing with Exceptions:
In cases where students’ have not met the 80 % lecture attendance requirement for 1 or more of the identified modules as
is aligned to Teaching Experience for that year:
 Students will be expected to achieve a combined 80 % lecture attendance (i.e average) across the identified modules on
condition that no single module attendance falls below 70 %.
Students who fall into this category will submit a 1-page motivation for Teaching Experience access to The IIE’s Brand School
of Education Campus Programme Manager for consideration by The IIE’s Brand Head of School: Education in consultation
with The IIE’s Central Academic Team.

The IIE B.Ed in FP Teaching Year 2: Teaching Experience 2 school-based WIL access (TEXP6219)
Year 1 (sem 2)
Number of
sessions
required to
the 80 %
attendance
requirement
TMEM5112 TFP EMERGENT MATHEMATICS 1 5 6 24 19
TFP ENGLISH FIRST & FAL 1B: EMERGENT 19
EFEL5112
LANGUAGE 5 6 24
TFP ENGLISH FIRST & FAL 1A: CHILDREN'S
EFCL5112
LITERATURE 5 6 24 19
Year 2 (sem 1)
Number of
sessions
required to
the 80 %
attendance
requirement
TFP ENGLISH FIRST & FAL 2: READING & 29
EFRP6211
PHONICS 6 12 36
TFP LIFE SKILLS BEGINNING KNOWLEDGE - 19
LSBK6211
NS & TECH 6 10 24
TMNO6211 TFP MATHEMATICS 2A 6 12 36 29
on to the main School-based WIL component, Teaching Experience 2 (Block 2, sem 2):
TEXP6219 10
10

The IIE B. Ed in FP Teaching Year 3: Teaching Experience 3 school-based WIL access (TEXP7319)
Year 2 (sem 2)
Number of
sessions
required to
the 80 %
attendance
requirement
HAND6212 TFP HANDWRITING 6 6 24 19
TFP LIFESKILLS BEGINNING KNOWLEDGE 19
LSBK6212
SS 6 10 24
TMPF6212 TFP MATHEMATICS 2B 6 12 36 29
Year 3 (sem 1)
Number of
sessions
required to
the 80 %
attendance
requirement
EFWI7311 TFP ENGLISH FIRST & FAL 3 7 12 36 29
TFP FAL AFRIKAANS/NORTHERN
TALx6311 SOTHO/SESOTHO/SETSWANA/ISIXHOSA/ 29
ISIZULU A 6 12 36
TMSS6311 TFP MATHEMATICS 3A 6 12 36 29
TEXP7319 11
11
condition that no single module attendance falls below 70 %. Students who fall into this category will submit a 1-page
motivation for Teaching Experience access to The IIE’s Brand School of Education Campus Programme Manager for
consideration by The IIE’s Brand Head of School: Education in consultation with The IIE’s Central Academic Team.

The IIE B.Ed in FP Teaching Year 4 12: Teaching Experience 4 school-based WIL access (TEXP7419)
Year 3 (sem 2)
Number of
sessions
required to
attend to
CODE MODULE NAME NQF CREDIT SESSIONS
meet the 80
%
attendance
requirement
TFP FAL AFRIKAANS/NORTHERN SOTHO/
TALx7312
SESOTHO/ SETSWANA/ISIXHOSA/ISIZULU B 7 12 36 29
TMMD7312 TFP MATHEMATICS 3B 7 12 36 29
on to the School- based WIL component, Teaching Experience 4 (Block 1, sem 1): TEXP7419 in
semester 1 13
Year 4 (sem 1)
Number of
sessions
required to
attend to
meet the 80
%
attendance
requirement
LSPD6411
TFP LIFE SKILLS PERFORMING ARTS DRAMA
or 29
[e] or PERFORMING ARTS MUSIC [e]
LSPM6411 6 12 36
LSPE6411 TFP LIFE SKILLS PHYSICAL EDUCATION 6 10 24 19
TEXP7419 in semester 27
12 Note that Teaching Experience in Year 4 is 8 weeks in duration. Students therefore complete 3 weeks in Semester 1 (Block
1) and 5 weeks (Block 2) in Semester 2. Access on to the school-based WIL is therefore granted based on attendance per
semester as indicated in this section.
13

The IIE B.Ed in FoundationPhase Teaching (Years 1-4)
The IIE B. Ed in IP Teaching Year 1: Teaching Experience 1 school-based WIL access (TEIP5119)
Year 1 (sem 1)
Number of
sessions
required to
attend to
meet the 80
%
attendance
requirement
TISS5111 TIP SOCIAL SCIENCES 1 5 8 24 19
TIMA5111 TIP MATHEMATICS 1A 5 8 24 19
TEIP5119 TEACHING EXPERIENCE 1 5 6 6 5
TEIP5119 14
14

Year 1 (sem 2)
Number of
sessions
required to
attend to
meet the 80
%
attendance
requirement
TIPM6112 TIP MATHEMATICS 1B 6 8 24 19
TNST5112 TIP NATURAL SCIENCES & TECHNOLOGY 1 5 8 24 19
Year 2 (sem 1)
Number of
sessions
required to
attend to
meet the 80
%
attendance
requirement
TIP FAL AFRIKAANS/ NORTHERN SOTHO 29
IFAx6211 /SESOTHO/SETSWANA/ISIXHOSA/ISIZULU
1 6 12 36
TISS6211 TIP SOCIAL SCIENCES 2A 6 15 48 38
TEIP6219 15
15

Year 2 (sem 2)
Number of
sessions
required to
attend to
meet the 80
%
attendance
requirement
EFFA6212 TIP ENGLISH FIRST & FAL 1 6 12 36 29
TIMA6212 TIP MATHEMATICS 2B 6 8 24 19
TISS6212 TIP SOCIAL SCIENCES 2B 6 15 48 38
Year 3 (sem 1)
Number of
sessions
required to
attend to
meet the 80
%
attendance
requirement
TNST6311 TIP NATURAL SCIENCES & TECHNOLOGY 6 15 48 38
TIP FAL AFRIKAANS/NORTHERN SOTHO/
IFFx6311
SESOTHO/SETSWANA/ISIXHOSA/ISIZULU 2 6 12 36 29
TEIP7319 16
16

The IIE B. Ed in IP Teaching Year 4 17: Teaching Experience 4 school-based WIL access (TEXP7419)
Year 3 (sem 2)
Number of
sessions
required to
attend to
meet the 80
%
attendance
requirement
IFFA6312 TIP ENGLISH FIRST & FAL 2 6 12 36 29
TIMA7312 TIP MATHEMATICS 3B 7 15 36 29
TNST6312 TIP NATURAL SCIENCES & TECHNOLOGY 2B 6 15 48 38
on to the School- based WIL component, Teaching Experience 4 (Block1, sem 1): TEXP7419 in
semester 1 18
Year 4 (sem 1)
Number of
sessions
required to
attend to
meet the 80
%
attendance
requirement
IFFA7411 TIP ENGLISH FIRST & FAL 3 7 15 36 29
TNST7411 TIP NATURAL SCIENCES & TECHNOLOGY 3A 7 8 24 19
TISS7411 TIP SOCIAL SCIENCES 3A 7 8 24 19
TEXP7419 in semester 212
17
Note that Teaching Experience in Year 4 is 8 weeks in duration. Students therefore complete 3 weeks in Semester 1 and
5 weeks in Semester 2. Access on to the school-based WIL is therefore granted based on attendance per semester as
indicated here.
18

Note the following for a student who does not gain access to school-based WIL Teaching
Experience
• For Years 1-3: The student will be considered a repeat Teaching Experience [module code]
student for the following academic year. The attendance requirements for access on to
Teaching Experience [module code] will be tracked based on their attendance in the
identified Professional Didactic modules for which they will be registered for in semester 2
(of the year in which they were denied access) and semester 1 (of the year in which they are
registered for the repeat TE module).
• For Year 4: Student registers again for fourth year Teaching Experience the following year
and is required to meet the attendance requirement for the module Teaching Experience
[TEXP7419/TEXP7419] for access on to the school-based WIL Teaching Experience.

For Students registered for The IIE Postgraduate Certificate in Education: Senior
Phase and Further Education and Training Teaching
Part-time contact
The IIE PGCE SP & FET: Teaching Experience school-based WIL access (TESF7112p)
Number of
sessions
required to
CODE MODULE NAME NQF CREDIT SESSIONS attend to
meet the 80 %
attendance
requirement
SPDL7111p;
or
SPEC7111p; Professional Didactics: Senior Phase Teaching*
or (*prerequisite for Teaching Experience
SPMA7111p module)
or
SPDE7111p 7 24 36 29
FDAC7111p;
or
FDBS7111p;
or
Professional Didactics: Further Education and
FDEC7111p;
Training Teaching*
or
(*prerequisite for Teaching Experience
FDEN7111p;
module)
or
FDMA7111p
or
FDLO7111p 7 24 36 29
PRET7311p Professional Ethics
7 12 24 19
Senior Phase and Further Education and
SFTL7111p
Training Teaching and Learning 7 16 24 19
TESF7112p Teaching Experience 7 24 12 10
on to the main School-based WIL component, Teaching Experience (sem 2 – Year 2):
TESF7112p 19
NOTE THE FOLLOWING for a student who does not gain access on to school-based WIL Teaching
Experience:
• Student registers again for Teaching Experience the following year and is required to meet
the attendance requirement for the module Teaching Experience TESF7112p for access on to
the school-based WIL Teaching Experience.
19

Distance
The IIE PGCE SP & FET: Teaching Experience school-based WIL access (TESF7112w)
Number of online
engagement
CODE MODULE NAME NQF CREDIT hours required to
meet the 80%
requirement
SPDL7111w;
or
SPEC7111w;
Professional Didactics: Senior Phase Teaching*
or
(*prerequisite for Teaching Experience module)
SPMA7111w
or
SPDE7111w 7 24 19
FDAC7111w;
or
FDBS7111w;
or
FDEC7111w; Professional Didactics: Further Education and
or Training Teaching*
FDEN7111w; (*prerequisite for Teaching Experience module)
or
FDMA7111w
or
FDLO7111w 7 24 19
PRET7311w Professional Ethics 7 12 10
Senior Phase and Further Education and Training
SFTL7111w
Teaching and Learning 7 16 13
TESF7112w Teaching Experience 7 24 10
• 80 % online engagement requirement for each of the identified modules is a prerequisite for
access on to the main School-based WIL component, Teaching Experience: TESF7112w 20
NOTE THE FOLLOWING for a student who does not gain access on to school-based WIL Teaching
Experience:
• Student registers again for Teaching Experience the following year and is required to meet
the online engagement requirement for the module Teaching Experience TESF7112w for
access on to the school-based WIL Teaching Experience.
20
In cases where students’ have not met the 80 % online engagement requirement for 1 or more of the identified modules as
 Students will be expected to achieve a combined 80 % online engagement (i.e average) across the identified modules
on condition that no single module online engagement falls below 70 %.

For Students registered for The IIE Higher Certificate in Early Childhood Care and
Education
Full-time Contact
The IIE HCECCE Year 1 (only): Teaching Experience (i.e. ECD Experience) ECD-based WIL access
Year 1 (sem 1)
Number of
sessions
required to
the 80 %
attendance
requirement
ECLD5111 Early Childhood Learning and Development 5 15 48 38
HSNU5111 Health Safety and Nutrition

5 15 48 38
Year 1 (sem 2)
Number of
sessions
required to
the 80 %
attendance
requirement
Facilitating and Managing the Literacy 38
FMLP5112
Programme 5 15 48
Facilitating and Managing the Numeracy 38
FMNP5112
Programme 5 15 48
Facilitating and Managing the Life Skills 38
FMLS5112
Programme 5 15 48
ECDX5112 ECD Experience (WIL) 5 17 12 10
on to the main School-based WIL component, ECD Experience (sem 2): ECDX5112 21
NOTE THE FOLLOWING for a student who does not gain access on to Teaching Experience (ECD
Experience):
• Student registers again for Teaching Experience (aka ECD Experience) the following year and is
required to meet the attendance requirement for the module ECD Experience ECDX5112 for
access on to the ECD-based WIL ECD Experience.
21
is aligned to Teaching Experience (i.e ECD Experience) for that year:

Distance
The IIE HCECCE (Distance): Teaching Experience (i.e., ECD Experience) ECD-based WIL access
Year 1 (sem 1)
Number of online
engagement hours
CODE MODULE NAME NQF CREDIT
required to meet the 80
% requirement
ECLD5111w Early Childhood Learning and Development 5 15 12
HSNU5111w Health Safety and Nutrition

5 15 12
Year 1 (sem 2)
Number of online
engagement hours
CODE MODULE NAME NQF CREDIT
required to meet the 80
% requirement
Facilitating and Managing the Literacy 12
FMLP5112w
Programme 5 15
Facilitating and Managing the Numeracy 12
FMNP5112w
Programme 5 15
Facilitating and Managing the Life Skills 12
FMLS5112w
Programme 5 15
ECDX5112w ECD Experience (WIL) 5 17 10
• 80 % engagement requirement for each of the identified modules is a prerequisite for access
on to the main School-based WIL component, ECD Experience (sem 2): ECDX5112w 22
NOTE THE FOLLOWING for a student who does not gain access on to Teaching Experience (ECD
Experience):
• Student registers again for Teaching Experience (aka ECD Experience) the following year and is
required to meet the attendance requirement for the module ECD Experience ECDX5112w for
access on to the ECD-based WIL ECD Experience.
22
is aligned to Teaching Experience (i.e ECD Experience) for that year:
 Students will be expected to achieve a combined 80 % lecture attendance (i.e., average) across the identified modules
on condition that no single module attendance falls below 70 %. Students who fall into this category will submit a 1-
page motivation for Teaching Experience access to The IIE’s Brand School of Education Campus Programme Manager
for consideration by The IIE’s Brand Head of School: Education in consultation with The IIE’s Central Academic Team.

TEXP7419 - TE401 The IIE Student Teacher Administrative Log

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The IIE Student Teacher Administrative Log FPT (TE401) TEXP7419

The IIE Bachelor of Education in Foundation Phase

The IIE Student Teacher Administrative Log (TE401)

© The Independent Institute of Education (Pty) Ltd 2023 Page 1 of 34

© The Independent Institute of Education (Pty) Ltd 2023 Page 2 of 34

Attendance A student’s physical or virtual (online) presence or

School-based, work-integrated School-based, Work-Integrated Learning is a purposeful,

© The Independent Institute of Education (Pty) Ltd 2023 Page 3 of 34

2. School Placements for School-based WIL (Teaching Experience)

Teaching Experience Placement Form (Appendix A)

© The Independent Institute of Education (Pty) Ltd 2023 Page 4 of 34

Acknowledgment of School Placement Form (Appendix B)

© The Independent Institute of Education (Pty) Ltd 2023 Page 5 of 34

3. The IIE’s Requirements for Access into School-based WIL

Police Clearance Requirement

Provisional SACE Registration Requirement

Lecture Attendance Requirements for Modules Aligned to School-based WIL

All content (disciplinary knowledge), teaching (pedagogical knowledge) and practical

© The Independent Institute of Education (Pty) Ltd 2023 Page 6 of 34

4. Expectations of The IIE Student Teacher during School-based

The IIE Code of Ethics for Teaching Experience (Appendix C)

© The Independent Institute of Education (Pty) Ltd 2023 Page 7 of 34

Teaching Experience File

Compulsory Documentation for TE

© The Independent Institute of Education (Pty) Ltd 2023 Page 8 of 34

Appendix A: Teaching Experience Placement Form

Teaching Experience Placement Form: B.Ed

Student Name & Surname

Student Number Module Code

Programme Year of study

Home Address Address (during semester, if different

Email Cell Number

Signature of Student Date

© The Independent Institute of Education (Pty) Ltd 2023 Page 9 of 34

Appendix B: Acknowledgement of School Placement Form

Acknowledgement of School Placement Form: B.Ed & PGCE

Student Name & Surname

Student Number Module Code

DETAILS OF SCHOOL PLACEMENT

Block 1 Teaching Experience Not applicable to B.ED Year 1 and Year 2.

Block 2 Teaching Experience

Grade/s for TE Placement

Signature of Student Date

© The Independent Institute of Education (Pty) Ltd 2023 Page 10 of 34

Appendix C: The IIE Code of Ethics for Teaching Experience

The IIE Code of Ethics for Teaching Experience

GENERAL DUTY TO ACT WITH INTEGRITY

© The Independent Institute of Education (Pty) Ltd 2023 Page 11 of 34

CONDUCT OF THE STUDENT TEACHER TOWARDS THE LEARNER

CONDUCT OF THE STUDENT TEACHER TOWARDS HOST SCHOOL/CENTRE

© The Independent Institute of Education (Pty) Ltd 2023 Page 12 of 34

CONDUCT OF THE STUDENT IN THE SCHOOL COMMUNITY

PROFESSIONAL CONDUCT OF THE STUDENT TEACHER

CONDUCT OF THE STUDENT TEACHER ON SOCIAL MEDIA

5. A Student Teacher, on any social media platform shall:

© The Independent Institute of Education (Pty) Ltd 2023 Page 13 of 34

CONDUCT IN RELATION TO THE PROTECTION OF PERSONAL INFORMATION

© The Independent Institute of Education (Pty) Ltd 2023 Page 14 of 34

Appendix D: The Rules and Regulations for Leave of Absence from

a) BEd in Foundation Phase Teaching and BEd in FoundationPhase Teaching 4:

c) c) The Higher Certificate in Early Childhood Care and Education 6:

Absence in general for any number of days from Teaching Experience

© The Independent Institute of Education (Pty) Ltd 2023 Page 15 of 34