TMS3720/101/0/2023

Tutorial Letter 101/0/2023

Teaching Languages (HL, FAL) in

the Senior Phase
TMS3720

Year Module

Department of Language Education, Arts and

Culture

IMPORTANT INFORMATION
Please register on myUnisa, activate your myLife e-mail account and
make sure that you have regular access to the myUnisa module
website, TMS3720-2023-0, as well as your group website.

Note: This is a fully online module. It is, therefore, only available on myUnisa.

BARCODE
 CONTENTS

Page

1 INTRODUCTION .......................................................................................................................... 4
2 MODULE OVERVIEW .................................................................................................................. 5
2.1 Purpose ........................................................................................................................................ 5
2.2 Outcomes ..................................................................................................................................... 5
3 CURRICULUM TRANSFORMATION ........................................................................................... 6
4 LECTURER(S) AND CONTACT DETAILS................................................................................... 6
4.1 Lecturer(s) .................................................................................................................................... 6
4.2 Department ................................................................................................................................... 6
4.3 University ...................................................................................................................................... 6
5 RESOURCES ............................................................................................................................... 7
5.1 Prescribed book(s) ........................................................................................................................ 7
5.2 Recommended book(s) ................................................................................................................. 8
5.3 Electronic reserves (e-reserves) ................................................................................................... 8
6 STUDENT SUPPORT SERVICES .............................................................................................. 10
6.1 The Unisa First-Year Experience Programme ............................................................................. 11
7. STUDY PLAN ............................................................................................................................. 12
8 HOW TO STUDY ONLINE .......................................................................................................... 14
8.1 What does it mean to study fully online? ..................................................................................... 14
9. ASSESSMENT ........................................................................................................................... 14
9.1 Assessment criteria..................................................................................................................... 15
9.2 Assessment plan ........................................................................................................................ 17
9.3 Assessment due dates ................................................................................................................ 19
9.4 Submission of assessments ........................................................................................................ 19
9.5 The assessments ........................................................................................................................ 20
9.6 Other assessment methods ........................................................................................................ 20
10. ACADEMIC DISHONESTY ........................................................................................................ 20
10.1 Plagiarism ................................................................................................................................... 20
10.2 Cheating ..................................................................................................................................... 20
10.3 For more information about plagiarism, follow the link below: ..................................................... 21
11. STUDENTS LIVING WITH DISABILITIES .................................................................................. 21
12. FREQUENTLY ASKED QUESTIONS ........................................................................................ 21

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 TMS3720/101

13. SOURCES CONSULTED ........................................................................................................... 22

14. IN CLOSING ............................................................................................................................... 22
15. ADDENDUM ............................................................................................................................... 23
ADDENDUM C: DEFINITION OF ACTION VERBS ............................................................................... 24

3
1 INTRODUCTION
Dear Student

As a comprehensive open distance e-learning institution (CODeL), is moving towards becoming

a fully online institution. You will, therefore, see that most of your study material, assessments,
and engagements with your lecturer and fellow students will take place online. This tutorial letter
is intended to offer you some guidance in this regard.

CONTINUOUS ASSESSMENT

Kindly note that this module uses continuous assessment. This means that your final mark
will be composed of multiple formative assessments during the tuition period. You will not be
required to complete a summative assessment such as a take-home examination, multi-choice
questions or a portfolio at the end of the tuition period for an examination mark. The series of
formative assessments will have different or equal weights adding up to 100% of your final
mark. The lecturer could use different types of assessments during the tuition period.

Continuous assessment proved to enhance the learning process by improving student success
and graduateness. Hence, it will be in your own best interest to submit all the assessments
before or on the due date. If you missed a submission opportunity, you would have a once-off
opportunity at the end of the tuition period to make up for the missed submission opportunity,
or to improve your final mark. This opportunity is referred to as the contingency or elective
assessment and you will need to apply in writing to your lecturer for admission to this
assessment before or on 31 October for undergraduate modules, and before or on 31
January for postgraduate modules. To qualify for this one-off contingency opportunity, the
following criteria apply:
▪ The once-off contingency assessment must still be available.
▪ The year marks to qualify for a mark upgrade using the contingency assessment must
fall within the following range for undergrade modules, between 40%–49%, and for
postgraduate modules, between 40%–59%.

Please note that continuous assessment modules will not qualify for
aegrotat/supplementary examinations and/or for FI concessions. No resubmissions of
assessments after the due date will be allowed. If you missed a submission opportunity, you
would need to apply for a once-off contingency assessment.

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 TMS3720/101

You are encouraged to log into the module site for the Module, Teaching Languages (HL,
FAL) in the Senior Phase, Module Code: TMS3720 myUnisa regularly (that is, at least
twice per week).

Because this is a fully online module, you will need to use myUnisa to study and complete the
learning activities for this module. Visit the website for TMS3720 on myUnisa frequently. The
website for your module is TMS3720.

2 MODULE OVERVIEW
2.1 Purpose

Students who have completed this module successfully will be able to …

The purpose of this module is to ensure that qualifying student teachers:

• Acquire the knowledge, skills, values and attitudes that will enable them to teach
Languages in the senior phase.
• Integrate knowledge and skills acquired from other modules in the qualification such as
Instructional studies, Curriculum Development and Implementation, Assessment,
Classroom management, Inclusive Education and the disciplinary knowledge in the
subject to develop and enhance their teaching ability, preparing them to fulfil their roles
as a classroom teacher in the varying contexts of South African classrooms;
• Acquire, integrate and practice their foundational, practical and reflexive competences to prepare
them to facilitate the teaching and learning of Languages on a beginner teacher’s level.

2.2 Outcomes

For this module, you will have to master several specific outcomes:
Specific outcome 1:

Explain the concepts related to their teaching subject within the teaching and learning
environment in South Africa and understand the effective use of subject content knowledge that
will enhance learning in the classroom situation
Specific outcome 2:

Discern and critically evaluate the contestable standpoints regarding the various teaching
methods, learning strategies, and teaching media that might be applicable to the teaching of
their subject in different contexts.

Specific outcome 3:

Plan, design, teach and reflect on lessons in their subject.

Specific outcome 4:

Locate, conduct and reflect on assessment in their subject.

Specific outcome 5:

Describe how they prepare a classroom for teaching.

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3 CURRICULUM TRANSFORMATION

Unisa has implemented a transformation charter, in terms of which the university has placed
curriculum transformation high on the teaching and learning agenda. Curriculum transformation
includes student-centred scholarship, the pedagogical renewal of teaching and assessment
practices, the scholarship of teaching and learning, and the infusion of African epistemologies
and philosophies. All of these will be phased in at both programme and module levels, and as a
result of this you will notice a marked change in the teaching and learning strategy implemented
by Unisa, together with the way in which the content is conceptualised in your modules. We
encourage you to embrace these changes during your studies at Unisa in a responsive way
within the framework of transformation

4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

Name Tel number E-mail address

Dr KG Nkumane 0124298713 nkumakg@unisa.ac.za

4.2 Department

You can contact the Department of Language Education, Arts and Culture (NSR Building, floor
6, room 122) as follows:
Department of Language Education, Arts and Culture
University of South Africa
PO Box 392
Unisa
0003
The Department’s administrative officers are:

Name Tel number E-mail address Office number

Ms Zandile Majeke +27 12 429 4146 majekz@unisa.ac.za NSR Building, room 06-120

Mr Joel Maphosa +27 12 429 3783 maphojm@unisa.ac.za NSR Building, room 06-122

4.3 University

If you need to contact the University about matters not related to the content of this module, please
consult the publication Study @ Unisa, which is available on myUnisa. This brochure contains
information on how to contact the university (e.g. to whom you can write for different queries as well as
important telephone numbers, addresses and details of the times certain facilities are open).

When you communicate with someone at the university, always provide your student number and
module code in the subject line of your e-mail or correspondence. Please do not address enquiries to
different departments (e.g. Despatch and Library Services) in the same e-mail. Instead, please write to
each department separately.

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 TMS3720/101

For your convenience, we have included some of the methods to contact the university.

Website: http://www.unisa.ac.za or Mobi: http://mobi.unisa.ac.za

Please include the student number in all correspondence.

Other administrative enquiries may be directed to the following:

E-mail address SMS number Query

educare@unisa.ac.za General college (CEDU) enquiries
study-info@unisa.ac.za 43578 Applications and registrations
assign@unisa.ac.za 43584 Assignments (not for submission purposes)
exams@unisa.ac.za 43584 Examinations
despatch@unisa.ac.za 43579 Study material
finan@unisa.ac.za 31954 Student accounts
gaudeamus@unisa.ac.za n/a Graduation ceremonies
myUnisaHelp@unisa.ac.za 43582 myUnisa
myLifeHelp@unisa.ac.za 43582 myLife e-mail accounts

For other important enquiries that you may have, use the following e-mail addresses:

aegrotats@unisa.ac.za Aegrotat exams

remark@unisa.ac.za
recheck@unisa.ac.za
condiscipuli@unisa.ac.za
counselling@unisa.ac.za
vospresc@unisa.ac.za
Remarking of papers
Rechecking of papers
Fellow student names
Student counselling and career development
Enquiries about prescribed books

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include your student number in all correspondence.

5 RESOURCES
5.1 Prescribed book(s)

There is no prescribed book for TMS3720.

You may access the TMS3720/501/0/2022 (study guide) for this module via the TMS3720 site
on myUnisa (myModules).

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You also need to download the CAPS for the Home Language, First and Second Additional
Languages that you intend to teach from the internet (https://www.education.gov.za/).

5.2 Recommended book(s)

The recommended book for this module is:

Van der Walt, C & Evans, R. 2019. English Language Teaching in a Multilingual Context. 5th
edition. Pretoria: Van Schaik.
Recommended books can be requested online, via the Library catalogue.

5.3 Electronic reserves (e-reserves)

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

You must download the following e-reserves (articles) that will assist you in answering the
assignment questions:

• Gay, G. 2013. Teaching to and Through Cultural Diversity. Curriculum Inquiry.

Volume 43 (1), pp. 48-70.
Available at: http://72.233.192.40/teaching-learning/sites/cts.cwu.edu.teaching-
learning/files/documents/CurriculumInquiry_Teaching%20To%20and%20ThroughCulturalDiversity,%20Genev
a%20Gay.pdf

• Ogbu, J.U. 1993. Understanding Cultural Diversity and Learning. Educational

Researcher. Vol. 21, No. 8, pp. 5-14. Available at:
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Understanding+Cultural+Diversity+and+Lea
rning+JOHN+U.+OGBU&btnG=

• Rambe, S.S. 2017. Communicative Language Teaching. English Education. Vol. 05 No.
2, pp. 54-66. Available at: http://jurnal.iain-
padangsidimpuan.ac.id/index.php/EEJ/article/viewFile/1180/982

• Ohno, O. 2006. Communicative Competence and Communicative Language Teaching.

International Publication of the Bunkyo Gakuin. Available at: https://www.u-
bunkyo.ac.jp/center/library/image/fsell2002_25-32.pdf

• Vernier, S; Barbuzza, S; Del Giusti, S; and del Moral, G. 2006. The five language
skills in the EFL Classroom. bdigital.uncuyo.edu.ar. Available at:
https://bdigital.uncuyo.edu.ar/objetos_digitales/2647/vernieryotrosfivelanguageskills.pdf

• Alaye, A and Tegegne, W. The Roles of the Teachers and Students in the Integrative
Language Teaching Approach and Factors that Affect the use of the Approach in Actual
Classroom: Review Article. Journal of Literature, Languages and Linguistics.
Available at: https://www.researchgate.net/profile/Wondimu-
Tegegne/publication/354780710_The_Roles_of_the_Teachers_and_Students_in_the_Integrative_Language_Teac
hing_Approach_and_Factors_That_Affect_the_Use_of_the_Approach_in_Actual_Classroom_Review_Article/links/
614c6905519a1a381f79dcb8/The-Roles-of-the-Teachers-and-Students-in-the-Integrative-Language-Teaching-
Approach-and-Factors-That-Affect-the-Use-of-the-Approach-in-Actual-Classroom-Review-Article.pdf

• Whyte, S. 2019. Revisiting Communicative Competence in the Teaching and

Assessment of Language for Specific Purposes. Language Education &Assessment.

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Volume 2 (1), pp. 1-19. Available at: https://hal.archives-ouvertes.fr/hal-

02120612/document
• Zano, K. 2021. Challenges Encountered by EFAL Learners in Mastering A
Comprehension Passage in The FET Phase. Journal of Social Sciences and Humanities.
Vol. 18 (9), pp. 27-41. Available at:
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=CHALLENGES+ENCOUN
TERED+BY+EFAL+LEARNERS+IN+MASTERING+A+COMPREHENSION+PASSAGE+I
N+THE+FET+PHASE++by+Kufakunesu+Zano&btnG=

• Giraldo, F. 2020. Task-Based Language Assessment: Implications for the Language

Classroom. Educational Researcher. Vol. 21(8), pp. 5-14. Available at:
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Understanding+Cultural+D
iversity+and+Learning+JOHN+U.+OGBU&btnG=
• Van Gorp, K and Deygers, B. 2014. Task-Based Language Assessment. The
Companion to Language Assessment. First edition, pp.1-16. Available at:
https://d1wqtxts1xzle7.cloudfront.net/55908933/35_Task-Based_Language_Assessment-with-cover-
page-
v2.pdf?Expires=1658330757&Signature=PdyI7lBncf4kFtwQPWMM1TQb0S0~TrEjRRk8siJ6eImesRbm6JvqJ
4hne5TvWX0CwlfquK6USVVR-
sfFEA0xipEaHXUrhVI0gFq2hIqa4TF5OpNQMxgffdEkM~8g76ejls2nyS53nzqA2tSooVhRNQmoDenRW45O2X
QmJmfqvVVXM-1mSKlRs-
fNW9oyG77X6Fi3kAI7a7KnNaYi1j7t6XOQoX551AViycnRkDbLs86hFgSi10fXEdhV08SGST7~fsRilEarWMIFs2k
PP67IIbkKur~UFZkekAG3iuhMZlExHsNO~0BBr4ACMW0-06LjuchE2ltq8L1ctbbjbYpf9Q__&Key-Pair-
Id=APKAJLOHF5GGSLRBV4ZA

• Southwood, F.; White, M.J.; Brookes, H.; Pascoe, M.; Ndhambi, M.; Sefela’ Y.;
Olebeng, M.; Mosmer, M.; Oosthuizen, H.; Brink, N. and Alcock, K. 2021. Social Factors
Affecting Vocabulary Development in Young South African Children. Frontiers in
Psychology. Vol. 12, pp. 1-15. Available at:
https://www.frontiersin.org/journals/psychology#editorial-board

• Ahmed, A.A.A.; Keezhatta, M.S.; Ama, B.K.; Sharma, S.; Shanan. N, A.; Ali, M.H.
and Haidari, M.M.F. 2022. The Comparative Effect of Online Instruction, Flipped
Instruction, and Traditional Instruction on Developing Iranian EFL Learners’ Vocabulary
Knowledge. Hindawi Education Research International. Available at:
https://doi.org/10.1155/2022/6242062

5.4 Library services and resources information

The Unisa library offers a range of information services and resources:

• For brief information, go to

https://www.unisa.ac.za/library/libatglance
• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
• For research support and services (e.g. the services offered by personal librarians
and the “request a literature” search service offered by the information search librarians),
go to http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-
support

9
 • For library training for undergraduate students, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Training

The library has created numerous library guides, available at http://libguides.unisa.ac.za.

Recommended guides:

• Request and find library material/download recommended material:

http://libguides.unisa.ac.za/request/request
• Postgraduate information services:
http://libguides.unisa.ac.za/request/postgrad
• Finding and using library resources and tools:
http://libguides.unisa.ac.za/Research_skills
• Frequently asked questions about the library:
http://libguides.unisa.ac.za/ask
• Services to students living with disabilities:
http://libguides.unisa.ac.za/disability
• A–Z of library databases:
https://libguides.unisa.ac.za/az.php

Important contact information:

• Ask a librarian: https://libguides.unisa.ac.za/ask
• Technical problems encountered in accessing library online services:
Lib-help@unisa.ac.za
• General library-related queries: Library-enquiries@unisa.ac.za
• Queries related to library fines and payments: Library-fines@unisa.ac.za
• Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary

6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies

This brochure contains important information and guidelines for successful studies through
Unisa.

If you need assistance with regard to the myModules system, you are welcome to use the
following contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: mymodules22@unisa.ac.za or myUnisaHelp@unisa.ac.za

You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessment
and how to participate in forum activities via the following link: https://dtls-
qa.unisa.ac.za/course/view.php?id=32130

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 TMS3720/101

Registered Unisa students get a free myLife e-mail account. Important information, notices
and updates are sent exclusively to this account. Please note that it can take up to 24 hours
for your account to be activated after you have claimed it. Please do this immediately after
registering at Unisa, by following this link: myLifeHelp@unisa.ac.za

Your myLife account is the only e-mail account recognised by Unisa for official
correspondence with the university and will remain the official primary e-mail address on
record at Unisa. You remain responsible for the management of this e-mail account.

6.1 The Unisa First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful. This is also true in
the case of students enrolling at Unisa for the first time. Unisa is a dedicated open distance and e-
learning institution, and it is very different from face-to-face/contact institutions. It is a mega university,
and all our programmes are offered through either blended learning or fully online learning. It is for this
reason that we thought it necessary to offer first-time students additional/extended support to help them
seamlessly navigate the Unisa teaching and learning journey with little difficulty and few barriers. We
therefore offer a specialised student support programme to students enrolling at Unisa for the first time –
this is Unisa’s First-Year Experience (FYE) Programme, designed to provide you with prompt and helpful
information about services that the institution offers and how you can access information. The following
FYE services are currently offered:

• FYE website: All the guides and resources you need in order to navigate through your
first year at Unisa can be accessed using the following link: www.unisa.ac.za/FYE

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

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

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

11
7. STUDY PLAN
Task Considerations for each task Progress: √ or X

Task 1: Orientate yourself to the

module by doing the following:

Read through your tutorial letters and

study guide.
Task 2: Orientate yourself to
myModules by doing the following:

Navigate to your TMS3720 site on

myModules. Familiarise yourself with
the different tools on your TMS3720
module site.
Task 3: Start preparing for Read through each question
Assignment 01. carefully before attempting to
answer the questions.
Read through each assignment
question. Do not guess the answer to the
Read through your study guide to question. Instead, make an
assist you in answering the questions informed choice based on the
in Assignment 01. reading you have completed
Finalise Assignment 01 for from your study guide.
submission.
Submit your assessment according toDouble check that you have
the due date on myModules selected the correct answer.
Finally, submit Assessment for
grading.
Task 4: Start preparing for Read through each assessment
Assignment 02. question carefully.

Read through each assignment Allow the mark allocation for

question. each question to guide you in the
Read through your study guide to length of your answer to each
assist you in answering the questions question.
in Assignment 02.
Make use of academic writing in
Finalise Assignment 02 for
submission. the completion of your answers.
Submit your assignment according to Acknowledge all sources you
the due date on myModules have consulted through means
of a reference list.
Submit a PDF copy of your
assignment.

Ensure that you are submitting

the correct assessment. Double

12

Task 5: Start preparing for
Assignment 03.
Read through each assignment
question.
Read through your study guide to
assist you in answering the questions question.
in Assignment 03.
Finalise Assignment 03 for
submission.
Submit your assignment according to
the due date on myModules
Task 6: Start preparing for
Assignment 04.
Read through each assignment
question.
Read through your study guide to
assist you in answering the questions question.
in Assignment 04.
Finalise Assignment 04 for
submission.
Submit your assignment according to
the due date on myModules.
Reflect on all the learning units in
your study material and start thinking of a reference list.
of ideas to apply what you have
learnt to classroom practice
TMS3720/101
check the file that you upload to
ensure that it is the correct
assessment for the correct
module.
Read through each assessment
question carefully.
Allow the mark allocation for
each question to guide you in the
length of your answer to each
Make use of academic writing in
the completion of your answers.
Acknowledge all sources you
have consulted through means
of a reference list.
Submit a PDF copy of your
assignment.
Ensure that you are submitting
the correct assessment. Double
check the file that you upload to
ensure that it is the correct
assessment for the correct
module.
Read through each assessment
question carefully.
Allow the mark allocation for
each question to guide you in the
length of your answer to each
Make use of academic writing in
the completion of your answers.
Acknowledge all sources you
have consulted through means
Submit a PDF copy of your
assignment.
13
 Ensure that you are submitting
the correct assessment. Double
check the file that you upload to
ensure that it is the correct
assessment for the correct
module.

8 HOW TO STUDY ONLINE

8.1 What does it mean to study fully online?

Studying fully online modules differs completely from studying some of your other modules at
Unisa.

• All your study material and learning activities for online modules are designed to be
delivered online on myUnisa.
• All your assessments must be submitted online. This means that you will do all your
activities and submit all your assessments on myUnisa. In other words, you may NOT post
your assessments to Unisa using the South African Post Office.
• All communication between you and the university happens online. Lecturers will
communicate with you via e-mail and SMS, and use the Announcements, Discussion
Forums and Questions and Answers tools. You can also use all of these platforms to ask
questions and contact your lecturers.

9. ASSESSMENT
In this module, Teaching Additional Language (FAL and SAL) in FET Phase, you will be
expected to demonstrate knowledge and understanding of acquisition theories, language
teaching principles, different approaches to home language teaching and teaching methods
employed to teach speaking and listening, reading and viewing, writing and presenting, and
language structures and conventions as effectively as possible. You will have to demonstrate
your ability to plan and prepare lessons and to compile and implement assessments for
additional language.

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 TMS3720/101

9.1 Assessment criteria

Specific outcome Assessment criteria

We will know that qualifying student teachers are
competent when they can:

• Explain the place, importance and worth of their

Explain the concepts related to
their teaching subject within the
teaching and learning
environment in South Africa and
1 concepts of their subject in understandable ways;
understand the effective use of
subject content knowledge that
will enhance learning in the
classroom situation.
subject;
• Explain their roles as teachers of their subject;
• Formulate and elucidate the content and
• Describe different ways of presenting knowledge
and facilitating learning in their subject;.
• Develop an understanding that the pedagogical
knowledge (subject methodology) combined and
integrated with the subject knowledge and
contextual factors (such as varying classroom
situations) can lead to better teaching and learning.

We will know that qualifying student teachers are

competent when they can:

• Highlight and critically appraise the similarities

and differences between the various teaching
methods, learning strategies, and teaching media
Discern and critically evaluate the appropriate to the teaching of their subject in
contestable standpoints regarding different contexts;
the various teaching methods,
2 learning strategies, and teaching • Choose the most applicable method(s) for the
media that might be applicable to teaching and learning of different aspects of their
the teaching of their subject in subject in different contexts;
different contexts.
• Choose, adapt or design the most applicable
teaching media for teaching different aspects of
their subject in different contexts; and
• Select and use appropriate technology for
teaching different aspects of their subject in
different contexts.

We will know that qualifying student teachers are

competent when they can:
Plan, design, teach and reflect on
3
lessons in their subject.
• Use the criteria for good formulation of learning
intentions correctly and demonstrate competence

15

Locate, conduct and reflect on
4 assessment in their subject.
Describe how they prepare a We will know that qualifying student teachers are
5 classroom for teaching. competent when they can:
16
in the formulation of such learning intentions;
• Apply appropriate learning strategies, teaching
methods and teaching media in their planning of
teaching;
• Apply the subject content of the curriculum,
relevant pedagogical knowledge and contextual
realities to plan and present lessons in their
subject;
• Teach lessons and facilitate learning;
• Reflect on their teaching and improve, change or
adapt their practice;
• Identify their remaining learning needs and work
on how to acquire them while taking full
responsibility for their actions, decision making and
use of resources.
We will know that qualifying student teachers are
competent when they can:
• Apply assessment principles to design
assessments;
• Use learning intentions and assessment criteria
to design assessments; instruments that can be
used to assess learners effectively and objectively;
• Apply the requirements for assessment in the
curriculum to design appropriate assessments for
the school environment;
• Apply the requirements for assessment in the
curriculum to design assessments at appropriate
cognitive levels;
•Make assessment decisions from scenarios/case
studies/practical examples.
• Give useful/meaningful feedback on formative
assessments to improve learning;
•Record assessments in accordance with
curriculum requirements using scenarios/case
studies/practical examples; and
• Reflect on assessments and
improve/change/adapt where needed.
 TMS3720/101

• Describe an ideal classroom for their subject;

• Find innovative ways on how to overcome
challenges in creating a unique classroom
atmosphere conducive to learning in less than
perfect contexts;
• Prepare to manage learner behaviour in their
classroom;
• Practice administrative tasks undertaken by
teachers; and
• Act professionally and ethically by taking full
responsibility for their actions, decision making and
use of resources.

9.2 Assessment plan

• To complete this module, you will be required to do 4 assessments.

• All information about when and where to submit your assessments will be made available
to you via the myModules site for your module.
• Due dates for assessments, as well as the actual assessments are available on the
myModules site for this module.
• The module does not have an examination as it is a continuous assessment
module
• The final mark will compose of multiple formative assessments during the tuition period.

Number of formative Type of assessment Percentage towards the

assessments promotion mark
01 Short Questions 25%
(Compulsory and must be
completed)
02 Short Questions 25%
(Compulsory and must be
completed)
03 Written 25%
(Compulsory and must be
completed)
04 Written 25%
(Compulsory and must be
completed)
Total assessments 01-04 100%
05 (May replace assessment Written 25%
01-04. May only be (May only be completed with
completed with permission permission from your lecturer
from your lecturer) if you were unable to submit

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 assessment 01, 02, 03 and
04

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 TMS3720/101

9.3 Assessment due dates

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

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

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

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

9.4 Submission of assessments

• Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving

towards becoming an online institution. You will therefore see that all your study material,
assessments and engagements with your lecturer and fellow students will take place
online. We use myUnisa as our virtual campus.

• The myUnisa virtual campus will offer students access to the myModules site, where
learning material will be available online and where assessments should be completed.
This is an online system that is used to administer, document, and deliver educational
material to students and support engagement between academics and students.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the

myModules 2023 button to access the online sites for the modules that you are
registered for.

• The university undertakes to communicate clearly and as frequently as is necessary to

ensure that you obtain the greatest benefit from the use of the myModules learning
management system. Please access the announcements on your myModules site
regularly, as this is where your lecturer will post important information to be shared with
you.

• When you access your myModules site for the module/s you are registered for, you will
see a welcome message posted by your lecturer. Below the welcome message you will
see the assessment shells for the assessments that you need to complete. Some
assessments may be multiple choice, some tests, others written assessments, some
forum discussions, and so on. All assessments must be completed on the assessment
shells available on the respective module platforms.

• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 1,
Assessment 2, etc.). There will be a date on which the assessment will open for you.
When the assessment is open, access the quiz online and complete it within the time
available to you. Quiz assessment questions are not included in this tutorial letter
(Tutorial Letter 101) and are only made available online. You must therefore access the
quiz online and complete it online where the quiz has been created.

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 • It is not advisable to use a cell phone to complete the quiz. Please use a desktop
computer, tablet or laptop when completing the quiz. Students who use a cell phone find
it difficult to navigate the Online Assessment tool on the small screen and often struggle
to navigate between questions and successfully complete the quizzes. In addition, cell
phones are more vulnerable to dropped internet connections than other devices. If at all
possible, please do not use a cell phone for this assessment type.

• For written assessments, please note the due date by which the assessment must be
submitted. Ensure that you follow the guidelines given by your lecturer to complete the
assessment. Click on the submission button on the relevant assessment shell on
myModules. You will then be able to upload your written assessment on the myModules
site of the modules that you are registered for. Before you finalise the upload, double
check that you have selected the correct file for upload. Remember, no marks can be
allocated for incorrectly submitted assessments.

9.5 The assessments

As indicated in section 9.2, you need to complete 04 assessments for this module. Details on
the assessments….

[For academics: If there are no assessments in the TL101 please indicate: There are no
assignments included in this tutorial letter. Assignments and due dates will be made
available to you on myModules for this module. We envisage that the due dates will be available
to you upon registration.]

9.6 Other assessment methods

There are no other assessment methods applicable to this

module.
10. ACADEMIC DISHONESTY
10.1 Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:

• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.
10.2 Cheating
Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files, this forms part of examination guidelines
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 TMS3720/101

• Buying completed answers from so-called “tutors” or internet sites (contract cheating).
10.3 For more information about plagiarism, follow the link below:
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11. STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.
If you are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact (name and e-mail address of the lecturer must be
inserted) to discuss the assistance that you need.

12. FREQUENTLY ASKED QUESTIONS

The brochure Study @ Unisa contains an A–Z guide on the most relevant study information.

FAQs regarding the TMS3720 module:

Are my assessments included in this tutorial letter?

No. All assessments will be made available via myUnisa (myModules site) for this module.

Will all my assessments be available upon registration of the TMS3720 module?

No. Your assessments will become available on a staggered basis. As such, your lecturer will
make one assessment available during a period. This will allow you the opportunity to focus
your time on each assessment individually before commencing with the subsequent
assessment.

Are all six (4) assessments compulsory?

Yes, all six (4) assessments are compulsory and should be completed.

What is the importance of submitting my assessments according to the due dates?

The myModules system is set according to the due dates. As such, the system automatically
closes according to the given due dates per assessment.

What is the importance of submitting all my assessments?

Each assessment contributes toward your final promotion mark. Therefore, it is of utmost
importance to complete all the assessments.

How do I communicate with my lecturer?

Emails are the suggested method of communication with your lecturer. When emailing your
lecturer, ensure that you use your official myLife email account. Important details to include in
your email are as follows:

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 • Your student number

• A clear outline of your query/challenge

• The module code (i.e. TMS3720)

You may also contact your lecturer via telephone.

How often should I access the myModules site?

You should access the myModules site on a regular basis. This will enable you to read
important announcements that your lecturer may post, obtain your study materials and
assessments and communicate with your lecturer and your peers.

How do I find the TMS3720 module on the myModules site?

The TMS3720 module is defined as TMS3720-23-Y on the myModules site.

How do I access my TMS3720 study material?

All TMS3720 study material can be accessed via the myModules site under the Official Study
Materials Tab.

e Study @ Unisa brochure contains an A–Z guide on the most relevant study information.

13. SOURCES CONSULTED

None

14. IN CLOSING
If you encounter any problems in your studies, please contact your lecturer as soon as possible
– either by e-mail or telephonically.

We wish you success in your studies!

Your lecturer

Dr KG Nkumane for TMS3719

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 TMS3720/101

15. ADDENDUM
ADDENDUM A

HONESTY DECLARATION FOR THE DEPARTMENT OF LANGUAGE EDUCATION, ARTS AND

CULTURE

Module Code: ……………………. Assessment Date………………. 20….

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if
they were one’s own. I know that plagiarism not only includes verbatim copying, but also the extensive
use of another person’s ideas without proper acknowledgement (which includes the proper use of
quotation marks) or any attempt to cheat the plagiarism checking system. I know that plagiarism covers
the use of material found in textual sources and from the Internet.

2. I acknowledge and understand that plagiarism is wrong.

3. I understand that my assignment/exam answers must be accurately referenced.

4. This assignment/exam file/portfolio is my own work. I acknowledge that copying someone else’s work,
or part of it, is wrong, and that submitting identical work to others constitutes a form of plagiarism.

5. I have not allowed, nor will I in the future allow, anyone to copy my work with the intention of passing
it off as their own work.

6. I understand that I can be awarded 0% if I have plagiarized.

7. I understand that my assignment/exam file/portfolio may be submitted automatically to Turnitin.

8. I confirm that I have read and understood the following UNISA policies:
8.1 Policy for Copyright and Plagiarism
8.2 Policy on Academic Integrity
8.3 Student Disciplinary Code

Name……………………………………………… Student No: ..............................

Signed ……………………………………………. Date …………………………….

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ADDENDUM B

REQUEST TO SUBMIT ASSIGNMENT 07

If you were unable to submit assignment 03, 04, 05 or 06, please send an email to the lecturer.
The email should include the following information:

TMS3720 REQUEST TO SUBMIT ASSIGNMENT 07

Student number:

Student name and surname:

Which assignment was not submitted?

Reason why the assignment was not submitted:

Which supporting documents are attached.

ADDENDUM C: DEFINITION OF ACTION VERBS

ACTION VERB DEFINITION

Define Give the subject's meaning (according to someone or

something). Sometimes you must give more than one view
on the subject's meaning.
Discuss Give an in-depth answer that considers all aspects of the
debate concerning an argument. You must demonstrate
reasoning skills with this type of question by using evidence
to make a case for or against an argument.
Describe Provide thorough insight into the main characteristics of a
subject objectively. As answers to such questions will be
inherently descriptive, you must recount or characterise in
narrative form.
Explain (why and how) Give reasons why or examples of how something
happened.
Illustrate Give descriptive examples of the subject and show how
each relates to the subject.
Summarise Briefly cover the important ideas you learned about the
subject.
Trace Outline how something has changed or developed from an
earlier time to its current form.
Compare Show how two or more things are similar (and, sometimes,
different).
Contrast Show how two or more things are dissimilar.
Apply Use details that you have been given to demonstrate how
an idea, theory or concept works in a particular situation.
Cause Show how one event or series of events made something
else happen.

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 TMS3720/101

Relate Show or describe the connections between things.

Prove Give reasons or examples to demonstrate how or why
something is the truth.
Evaluate/respond/assess State your opinion of the subject as good, bad or some
combination of the two, with examples and reasons (you
may want to compare your subject to something else).
Support Give reasons or evidence for something you believe (be
sure to state clearly what it is that you believe).
Synthesise Put two or more things together that have not been put
together before; do not just summarise one and then the
other and say that they are similar or different – you must
provide a reason for putting them together (as opposed to
compare and contrast – see above).
Analyse Look closely at the components of something to figure out
how it works, what it may mean or why it is important.
Argue Take a side and defend it (with proof) against the other
side.
Adapted from the University of North Carolina. Available at https://writingcenter.unc.edu/tips-
and-tools/understanding-assessments/

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