R-WIL 202 Guidelines and Requirements 25 June 2021 - Edit

ADDENDUM A – PORTFOLIO OF EVIDENCE COVER PAGE
R-WIL 202 (Y2)

WORKPLACE INTEGRATED LEARNING
PORTFOLIO OF EVIDENCE (PoE)
NAME:
STUDENT NO.:
ID NUMBER:
SCHOOL:
WORKPLACE INTEGRATED LEARNING YEAR 2 WIL GUIDELINES AND REQUIREMENTS (WIL GR)
ADDENDUM B – PORTFOLIO OF EVIDENCE TABLE OF CONTENTS
Name: Student number:

ID number: School:
R-WIL 202 (Y2) PORTFOLIO OF EVIDENCE (PoE)
TABLE OF CONTENTS
Remember to give every page of your PoE a page number once the PoE is complete, and to PAGE
write those page numbers in the column to the right.
Student Declaration
Attendance Register
School Profile
Classroom Profile
School Community Profile
Profile of Learners in the classroom
Observation of Mentor Teacher – Week 1
Week 1: Reflection
Week 2 - Weekly Plan
Lesson Plans - Week 2 (1 per day = 5 lesson plans, including examples/copies of LTSM)
Observation of Mentor Teacher - Week 2
Week 2: Reflection
Observation of Mentor Teacher - Week 3
Week 3: Reflection
Assessment Rubric completed by Mentor Teacher
Assessment Rubric completed by Mentor Teacher
Summative Report completed by Mentor Teacher
DIPLOMA IN GRADE R TEACHING

ADDENDUM C – STUDENT DECLARATION
STUDENT DECLARATION
I ....................................................................................., (name and surname)
..............................................., (Student no.) understand my responsibilities to be professional

and ethical in my behaviour. I commit to:
• Being professional in my behaviour and fulfilling my teaching responsibilities ethically.

• Attending school every day during my WIL period, and making sure my Attendance
Register is signed on a daily basis
• Meeting all the expectations and requirements of Workplace Integrated Learning (WIL)
as stipulated by SANTS.
• Using the constructive feedback from my Mentor Teacher as well as my own
reflections to improve my teaching and learning practice.
• Participating fully in school life and activities during the WIL period.
• Adhering to the rules, regulations and codes of conduct set by SANTS and by the
school that I am placed at.
I also hereby confirm that this portfolio is my own original work. I have acknowledged all
paraphrased ideas and direct quotations and I have provided a complete and alphabetised
reference list (Harvard method of referencing), where applicable.
............................................... ..................................
Signature of Student Date

ADDENDUM D – SCHOOL PLACEMENT CONFIRMATION
SCHOOL PLACEMENT CONFIRMATION

STUDENT DETAILS
NAME AND SURNAME STUDENT NUMBER
SCHOOL DETAILS
NAME AND PHYSICAL ADDRESS OF SCHOOL POSTAL ADDRESS
DISTRICT (if applicable) PROVINCE
CONTACT PERSON AT SCHOOL/MENTOR
TEL NUMBER
SCHOOL STAMP
E-MAIL ADDRESS
FAX NUMBER
PRINCIPAL’S NAME PRINCIPAL’S SIGNATURE
DATE:

ADDENDUM E – ATTENDANCE REGISTER
Name: School:
Student no.:
ID:
WEEK 1 WEEK 2 WEEK 3 WEEK 4

Day and Signature Day and Signature Day and Signature Day and Signature
Date of Mentor Date of Mentor Date of Mentor Date of Mentor
(fill in pls) Teacher (fill in pls) Teacher (fill in pls) Teacher (fill in pls) Teacher
Mon Mon Mon Mon
Tues Tues Tues Tues
Wed Wed Wed Wed
Thu Thu Thu Thu
Fri Fri Fri Fri
I, , principal of hereby
certify that the student named above attended the school for all the days indicated in the attendance
register above.
I further confirm that said student conducted himself/herself professionally at all times during his/her
school placement.
SCHOOL DATE STAMP

Principal’s signature

ADDENDUM F – SCHOOL PROFILE

SCHOOL PROFILE
Focus Description
Name of School
Municipal District
Province
Quintile
School feeding scheme
(Comment on whether there is a school

feeding scheme and if so, how and by whom
it is organised and managed.)
Total budget of the school
Total number of learners by gender Male Female
Total number of teachers by gender Male Female
Management structure of the school Designation Principal Deputy Heads of Subject

Principals Department Heads
Number
School Governing Body
(Comment on whether there is an active SGB

and who serves on this Body
Number of classes per grade level Gr R Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7
The condition of the school Buildings
Classrooms
(Note that you can add pictures to your Ablution facilities (toilets)
portfolio as supporting evidence. You MUST
NOT include pictures of learners.)
Sports facilities (if any)
Playground
Suitability of playground for Grade R
Playground equipment for Grade R

Security of the school premises
Punctuality of learners
(Comment on the main reason should you

observe a pattern of consistent late coming.)
Punctuality of teachers
(Comment on the main reason should you

observe a pattern of consistent late coming.)
Extra-mural activities available to
learners in the school
Parent participation in the school
(Comment on how parents participate in the

life of the school.)
Community projects in the school
Non-Governmental (NGO)
involvement in the school
School discipline
(Comment on general school discipline.)
I certify that this protocol accurately reflects the profile of my school.
School date stamp
Signature: School Principal
ADDENDUM G – SCHOOL COMMUNITY PROFILE

SCHOOL COMMUNITY PROFILE

Name of School
Province
Municipal District
Languages spoken in the community
Hospital Yes No
Health clinic Yes No
Number of community-based early childhood centres
within a five-kilometer radius of the school
Number of primary schools within a five-kilometer
radius of the school
Number of secondary schools within a five-kilometer
radius of the school
Main mode of public transport in the community Mode
(Choose 1 only) Bus
Taxi
Train
Library in the community Yes No
Sports facilities in the community Type Yes No

Soccer
Rugby
Swimming pool
Other, specify _________
Economic activities in the community
(Describe the type of employment opportunities available to groups
of people in the community, e.g. fishing, car manufacturing,
government office work, etc.)
Most houses have inside toilets Yes No
Running water in most houses Yes No
Running water from communal taps Yes No
Electricity in most houses Yes No
Community Hall Yes No
School date stamp

Signature: Mentor Teacher
ADDENDUM H – CLASSROOM PROFILE

CLASSROOM PROFILE
Focus Description
Grade
Medium of instruction
Teacher’s home language
Home language of the majority of learners
Other languages spoken in the classroom.

(Write down and state the number of learners who speak
each of the additional languages you have identified)
School Other
Walk Taxi Car
transport (specify)
Mode of transportation by number of learners
Condition of the classroom Desks/tables
Chairs
Floor space for corners
Floor space for group work

(Complete the detail for each aspect.)
(Note that you may add pictures to add to your portfolio
as supporting evidence. You MUST NOT include
Floor space for teacher-directed activities
pictures of learners).
Teacher resources
Learner resources (for different corners)
Storage space
Walls and what learning material is on the walls
Chalk Board
Corners in the classroom

(Describe each corner and what it entails. Note that you
can add pictures to add to your portfolio as supporting
evidence. You MUST NOT include pictures of learners).
Does the class have a code of conduct? If

so, include it in your portfolio as supporting
evidence.
Disciplinary strategies you apply

Strategies you use to attract learners’

attention
Type of in-school support available to

learners
Type of out-of-school support available to

learners in the community
Technology available in the classroom
Number of books in the classroom library

“Homework” Daily Often Rarely Never
(Comment on whether learners take tasks home to

complete.)
Add any other relevant information with

supporting evidence:
I certify that this protocol accurately reflects the profile of my classroom.
School date stamp
ADDENDUM I – PROFILE OF LEARNERS IN THE CLASSROOM
PROFILE OF LEARNERS IN THE CLASSROOM

Focus Description
Gender Female Male
Number of learners by gender

Number
Auditory
Type of Barrier Sight Other
(Hearing)
Learners with barriers to learning
Lives with No. of learners
Both parents
Mother only
Family profile
Father only
Siblings only
Grandparent/s only
Activity
Out-of-school activities in which learners are involved: No. of
learners
Activity
In-school activities in which learners are involved: No. of
learners
Overall strengths of learners in class

(Identify what most learners are good at doing, e.g. completing tasks
on time, love story time, can respond to questions, etc.)
Overall weaknesses of learners in class
(Identify what most learners are struggling with in class e.g. following
instructions, discipline, completing puzzles, working independently,
etc.)
I certify that this protocol accurately reflects the profile of the learners in my classroom.
School date stamp
ADDENDUM J – LESSON PLANNING TEMPLATE: GRADE R
SANTS Private Higher Education Institution

GRADE R LESSON PLANNING FORM

NAME: STUDENT NO.:
1. SUBJECT e.g. English HL 2. KNOWLEDGE/CONTENT AREA e.g. Phonics
1.2 DATE 3. THEME e.g. Healthy living, My body etc.
y y y y m m d d
2 0 - -
4. TYPE of LESSON / LESSON FOCUS
e.g. Outdoor lesson, group work, class work etc.
PLEASE NOTE THAT THIS LESSON PLANNING TEMPLATE IS AVAILABLE IN ELECTRONIC FORMAT ON
MySANTS
5. CAPS/General aims (tick boxes)
Learners are able to:
❑ Identify and solve problems and make decisions using critical and creative thinking.
❑ Work effectively with others as members of a team, group, organisation and community.
❑ Organise and manage themselves and their activities responsibly and effectively.
❑ Collect, analyse, organise and critically evaluate information.
❑ Communicate effectively using visual, symbolic and/or language skills in various modes.
❑ Use science and technology effectively and critically showing responsibility towards the environment and
the health of others.
❑ Demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation.
6. SUMMARY OF THE CONTENT TO COVER IN THIS LESSON
(Briefly summarise the content that you will be presenting in this lesson.)
7. LESSON OBJECTIVE(S):
7.1 PRE-KNOWLEDGE
(Write down learners’ existing knowledge, skills and values.)
At the start of this lesson the learners should already know… and can do…

7.2 CONCEPTS and NEW KNOWLEDGE
(Write down the new knowledge, skills and values that you are going to teach taking INTEGRATION into consideration.)
Language: (HL/FAL) Mathematics Life Skills
7.3 LESSON OBJECTIVES
(In your own words, write the lesson objectives based on the general and specific aims from CAPS.)
By the end of the lesson the learners should be able to…
7.4 FUTURE LEARNING
(Briefly describe what the learners will learn in the lesson that follows this one)

7.5 DIFFERENTIATION
(Briefly describe how you will present this lesson taking the following aspects into consideration)

Learner support Enrichment activities Concerns
(Indicate what measures are in place for (Indicate what measures are in place for (e.g. Loadshedding – won’t be able to
learners who struggle to grasp the learners who grasped concepts quickly. listen to audio book. Will have to read
concepts. How will you support them and How will you challenge them and keep story instead, using instruments for
keep them from getting negative and them from getting bored?) sound effects.)
frustrated?)

8. LESSON PHASES:
8.1 INTRODUCTION OF THE LESSON
(Give a detailed description of how you plan to begin your lesson by explaining: you will greet the 8.1.1 Time allocated:
learners, set the atmosphere for the lesson, awaken the learners’ prior knowledge, and create a link
between what they already know to the new knowledge that you will be presenting. Also explain how
the THEME you selected in 3 above will help you do this.):
8.1.2 LTSM:
(Describe the resources and media

you will be using in the introduction
phase of the lesson.)
8.2 DEVELOPMENT – PRESENTING THE NEW KNOWLEDGE 8.2.1 Time allocated:
(Give a detailed description of WHAT content you will be presenting (selected in 7.2), HOW you will
present it, and WHAT ACTIVITIES THE LEARNERS WILL BE DOING.):
8.2.2 LTSM:

you will be using in the development


8.3 CONSOLIDATION 8.3.1 Time allocated:
(Give a detailed description of how you plan to end the lesson by explaining how you will consolidate
the new knowledge, incorporate assessment of the objectives and wrap up. If applicable, mention
here any HOMEWORK/FUNWORK that you will give the learners.):
8.3.2 LTSM:

you will be using in the consolidation

9. ASSESSMENT
At the end of the lesson, I will assess whether the learners have achieved the objectives in the following ways (tick the appropriate
blocks):
9.1 FORMS OF ASSESSMENT:
 Written work (drawings, painting etc.)

 Demonstrations (performing actions, experiments etc.)
 Performances (answers questions, making a speech, presenting a poem, reading aloud, role play, dialogue)
 Models (artwork, constructions, collages etc.)
Assessment strategy Assessor Assessment instrument

 Observation  Teacher  Checklist
 Listening  Self  Assessment scale
 Reading  Peer  Analytical rubric
 Interpreting  Holistic rubric
 Reviewing 
 Questioning
 Writing
10. REFLECTION
Briefly reflect on your lesson by discussing its strengths (what went well), its weaknesses (what did not work), what did you find challenging,
if the lesson objectives were met and what would you improve if you had to teach this lesson again. Use the following questions to guide your

reflection:
• Describe aspects of your lesson that worked really well.

• Which areas of your lesson did not go according to plan? Explain why you think this may have happened.
• Look again at your lesson objectives. Did you meet them? Why/why not?
• What did you learn about the learners in your class today?
• What was your most challenging moment in this lesson and why? How will you respond next time?
• To what extent were the learners productively engaged in the learning process? Discuss.
• If you had the opportunity to teach this lesson again to this same group of learners, what would you do differently? Why?
• What evidence/ feedback do you have that the learners achieved an understanding of the lesson objective(s)?

11. REFERENCE LIST
(List all the text books, workbooks, documents such as the CAPS document, websites etc. that you used to prepare this lesson.)

ADDENDUM K – GRADE R WEEKLY PLANNING TEMPLATE
GRADE R WEEKLY PLAN

Week: _______________________________ Theme: ___________________________ Topic: ___________________
TIME 07:30 – 08:30 08:35 – 08:55 09:00 – 09:50 09:55 – 10:00 10:05 – 10:25 10:30 – 11:30 11:35 – 11:40 11:45 – 12:05 12:10 – 12:30
First (Morning) Second (Mid-
Day and Date Indoor Play Creative Arts Toilet Routine Snack Outdoor Play Toilet Routine Story Ring
Ring morning) Ring
Fill in the date for each day
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY

ADDENDUM L – REFLECTION TEMPLATE: WEEK 1
The school, classroom and learner profiles that you completed has given you some
insight into the condition of the school as well as the teaching and learning context.
1. Write a paragraph in which you identify and describe an aspect in the school profile
that you feel is excellent and explain how you as a teacher will use this aspect as a
tool to add to the quality of your teaching.
2. Write a paragraph of about 200 words to explain what you have learnt about the
school and its surrounding community from completing each of the profiles i.e. the
School Profile, the Classroom Profile and the Profile of Learners in the Classroom.


ADDENDUM M – REFLECTION TEMPLATE: WEEK 2
Write THREE paragraphs describing your Mentor Teacher using the information you
gathered during your meetings with him or her. Use the headings below to guide your
reflection.
1. Basic personal details of the Mentor Teacher such as years of experience,

motivation to become a teacher, his or her own comments on their strengths and
weaknesses as a teacher.
2. Your Mentor Teacher’s opinion of TEACHING AS A PROFESSION, and teachers

as professionals.

3. Your Mentor Teacher’s view of himself/herself and his/her future in teaching.


ADDENDUM N – GRADE R WIL ASSESSMENT RUBRIC
GRADE R ASSESSMENT RUBRIC

WORKPLACE INTEGRATED LEARNING PROGRAMME (YEAR 2)
Student Name ID no. Name of School
Mark Allocated
Achieved Commendable
No Adherence / Compliance Inadequate Partially Achieved
Criteria 3 4
0 1 2
Preparation
No lesson plan/s available for the Lesson plan/s for the day Lesson plan/s for the day available. Lesson plan/s for the day are Lesson plan/s for the day are
day. available. Lesson plan is completed, though available. available.
Most components not included or some components not adequately All components are adequately All components are well aligned,
Lesson plan 4
adequately described. described. covered. Components are aligned sequenced, and coherent.
Structure of the lesson not aligned Structure of the lesson shows and mostly coherent.
or coherent. limited coherence.
No LTSM LTSM is not appropriate and not LTSM is developmentally LTSM is developmentally LTSM is developmentally
aligned to learning objectives. appropriate and is aligned to appropriate and aligned to lesson appropriate and aligned to lesson
Limited to teacher use learning objectives. objectives. LTSM available for objectives. LTSM for teacher and
LTSM is mostly used by the teacher and learner use and is learner use and is mostly used to
LTSM
teacher. mostly used by the learner to enhance learning. LTSM well
enhance learning. integrated into the lesson. LTSM is 4
culturally appropriate and takes
learner context into account.
Lesson objectives are not stated, Lesson includes objectives that Lesson objectives to be achieved Lesson objectives are clear and are Lesson objectives are well-
nor is the purpose of lesson clear. are irrelevant and not well aligned are clear though some are not aligned to rest of the lesson. articulated.
to the lesson. aligned to the rest of the lesson. Some activities are not aligned to Clear link between the process
Lesson objectives the lesson objectives. (how the lesson unfolds) and 4
outcome (what is being learnt) of
learning.

Mark Allocated
Criteria 3 4
0 1 2
No oral questions on prior learning Only a few questions are asked to Prior knowledge and previous work Prior knowledge and previous work An activity is used as the impetus for
or previous work are posed. a limited number of learners. are probed but limited to a few are probed through open-ended understanding learners’ prior
These questions are mostly learners. Some open-ended questions to the majority of learners. knowledge and understanding of
Oral questions on prior
closed and do not ascertain what questions are posed. previous work.
knowledge
is known and familiar to children. Well-articulated, open-ended
questions are posed to each learner 4
in the group.
Learners’ prior knowledge is
integrated into the lesson.
Teaching method is: Teaching method: Teaching method: Teaching method: Teaching method:
• Not developmentally appropriate. • Is developmentally appropriate • Is developmentally appropriate • Is developmentally appropriate • Is developmentally appropriate
• Not aligned to the subject or • Is not aligned to the topic • Is aligned to the topic and • Is aligned to learning objectives • Is culturally relevant and takes
topic. • Not always aligned with lesson learning objectives and topic. learner contexts into account.
• Mostly instructions to learners objectives. • Learner participation is • Active participation by learners. • Is aligned to learning objectives
Teaching method(s) are • Not linked to the learning • Is not varied and does not take encouraged. • Methods are varied and take and topic.
appropriate for phase, objectives different learning styles into • Methods are varied but do not account of most learning styles • Active participation by learners.
subject, and objectives. • Limited to teacher talk only. account. take into account all learning • Learners respond to and also • Methods are varied and take into 4
• Is mostly teacher talk. styles. pose questions. account all learning styles
• Limited group work. • Some group work and rotational • Extensive use of group work and • Learners respond to and also
activities. rotational activities. pose questions.
• Extensive use of group work and
rotational activities.
Not able to pace the lesson. Student could not manage to Student completed lesson mostly Student completed lesson as Successfully completed lesson as
Most aspects of the lesson not complete the lesson as planned. within the allocated time frame. Able planned and usually within time. planned with ample time for
adequately covered. Some of the elements of the to follow the daily programme, Able to sequence lesson according intervention. Student is well aware
Did not keep time. lesson were not addressed. though with some disruption. to learners’ pace. Able to follow the of how to pace and sequence the
No learner activity. Activities too long or too short. daily programme with ease most of lesson and programme fluidly and
Time Management – No assessment of learning the time. easily (enable smooth transitions).
the daily programme is 4
followed.

Mark Allocated
Criteria 3 4
0 1 2
Not permitted in the indoor Children play with reservation. Children mostly play freely and Children are encouraged to make Children lead the activity and make
environment. Rely on teacher intervention confidently in the indoor some informed decisions. Children informed and confident choices.
Facilitation of free-play regularly. environment. have varied space and resources to Varied and purposeful play
activities indoors play with. opportunities provided. 4
Not permitted in the outdoor Children play with reservation. Children mostly play freely and Children are encouraged to make Children lead the activity and make
environment. Rely on teacher intervention confidently in the outdoor some informed decisions. Children informed and confident choices.
Facilitation of free-play regularly. environment. have varied space and resources to Varied and purposeful play
activities outdoors play with. opportunities provided. 4
No learner participation. Learner participation is limited to Most learners did not participate Most learners participate during All children participate during whole
questions and answers. during the group activities, though group activities. Learners are class and group activities. Children
Learner participation
they sometimes talked amongst involved and co-construct interact and participate regularly.
demonstrates active
themselves. knowledge with the teacher Learners and teachers co-construct 4
learning.
(interactive dialogues and knowledge together often.
discussions).
No classwork or independent Lessons and activities are not Although classwork is provided for Relevant work is given to reinforce Relevant work is offered to
Classwork supports activities provided for learners. aligned to the objectives. and relevant, it does not always new knowledge and concepts dealt reinforce new knowledge and skills.
achievement of cater for all the concepts covered with during the lesson. These Classwork allows for enrichment
objectives. during the lesson. mostly align to the outcomes and intervention. 4
stipulated.
No fun work provided. Irrelevant fun work offered, not Fun work was relevant, but Relevant and sufficient fun work Relevant and sufficient fun work
Fun work enhances
relevant to the theme or concepts insufficient to adequately reinforce provided to reinforce and stimulate provided for
application of knowledge
being explored or learned. or stimulate learning. learners learning and additional enrichment/intervention. Fun work 4
and skills.
stimulation. is diverse and harnesses learning.
No observation made and no notes Observation limited to one/two Mostly thorough observation during Thorough observation during Thorough observation during
Assessment of learner performance recorded. groups of learners. Notes often classwork and group activities. classwork and group activities. classwork and group activities.
(observation) not recorded or accurate. Notes of observation recorded, but Notes are mostly thorough. Identified problems addressed.
throughout the not always consistent. Difficulties are identified and Observation recorded consistently 4
programme addressed. over time.

Professionalism
Mark Allocated
Inadequate Partially Achieved Achieved
Criteria
0 1 2
Student’s The student does not conduct him/herself appropriately. Rarely The student generally conducts him/herself well. The student The student has shown impeccable conduct and
professionalism punctual and not well dressed. Student has not developed a is punctual most of the time, well-dressed and courteous. The professionalism. The student is always punctual, and well-
positive rapport with staff or children. student has developed a good rapport with staff and children. dressed. The student has developed a trusting and
respectful rapport with staff and children alike. 2
General comment
Name and signature of student Mark Awarded Name and signature of Mentor Teacher School Stamp AND DATE
/50
ID no.
Note to assessor – please only assess what your see. If for example NO FREE PLAY ACTIVITIES are done, write N/O (not
observed) in the MARK column, and adjust the total final mark accordingly. If, for example, no FUN WORK is observed, then
the assessment will be out of a total of 46 rather than 50 (50 – 4 marks for FUN WORK NOT OBSERVED).

ADDENDUM O – MENTOR TEACHER: OBSERVATION PROTOCOL
MENTOR TEACHER OBSERVATION PROTOCOL

Name:
No. of years of experience:
WEEK 1
Aspect Observation and comment
Classroom layout
How is the class laid out?

Draw a small diagram here.
What influence does this

layout have on the
effectiveness of teaching and
learning, and on the
atmosphere in the classroom?
What are the ADVANTAGES

of this layout?

What are the disadvantages of

this layout?
How would you have laid out

the classroom differently?
Draw a diagram of your ideal
classroom layout
Classroom management
Describe the routines before
learners come into classroom
Describe the routines once

learners have entered the
classroom
Describe the Mentor Teacher’s

discipline strategy and
methods

What would you do differently

to maintain learner discipline?
WEEK 2
Planning and preparation
Discuss with your Mentor
Teacher when and how he or
she does his /her yearly,
termly, weekly and daily
planning, and report on this
conversation here.
Teaching strategies
Teaching strategies can be defined as the approach, methods and actions that are taken when facilitating
learning. The choice of which teaching strategy to use is influenced by various factors such as the learning
outcomes of a subject, teacher and learner preferences, resource availability, to name a few. A
combination of teaching strategies can also be utilized (Killen, 2010). The following different types of
teaching styles are categorised by Killen (2010):
• Direct instruction – lecturing, in other words a one-way direction in conveying knowledge directly
to learners.
• Discussion – orderly exchanging of ideas and expressing of opinions between learners or learners
and teacher.
• Small-group work – two or more learners working together on an allocated task.
• Co-operative learning – working together to achieve a shared goal in sequential steps.
• Problem solving – developing new knowledge through solving problems constructed by the
teacher.
• Learner research – learning through doing research in a specified process.
• Role-play – putting learners into imaginary situations, therefore, learning by putting yourself into
somebody else’s shoes.
• Case-study – learning from real life stories.

After having observed your

Mentor Teacher for almost
one and a half weeks,
describe his or her teaching
strategies – does he / she
teach using a variety of
different methods (for
example question and
answer, direct instruction,
self-discovery etc.)?
In your opinion, does your

Mentor Teacher vary his /
her teaching style to suit
different learners’ needs?
Give examples to show
what you mean.
Are different teaching

strategies used for different
subjects?
Explain how you know this.

WEEK 3
The demands and challenges of the teaching profession
Ask your Mentor Teacher as
well as 3 other teachers at
the school about the
physical, emotional, social
and cognitive demands of
teaching. Record what they
say here.
Ask those same teachers to

share some of the
challenges that they most
often experience in the
teaching profession.
Critically reflect on your own

characteristics as a person
(strengths and weak points).

What do you think you can
do WELL, and what do you
think you would need to
IMPROVE UPON, before
you start your first teaching
job?
Did your perception of

teaching as a profession
change after WIL? If so,
what has changed for you?
ADDENDUM P – MENTOR TEACHER: SUMMATIVE REPORT

SUMMATIVE FINAL REPORT BY MENTOR TEACHER

Student name
Student number
ID
Grade(s) taught
1. Strengths of the student as a student-teacher:
2. Targets for improvement as a student-teacher:
3. Extramural activities (Please confirm and briefly describe the student’s involvement in extramural activities.)

4. Teaching practice:
Award marks for the following aspects. Use the following SCALE to decide on the mark for Mark out
each section of 10
0 = Poor 1 / 2 = Unsatisfactory 3 / 4 = Satisfactory 5 / 6 = Proficient 7 / 8 = Very good 9 / 10 = Exceptional
Professionalism e.g. appearance, punctuality, general behaviour, integrity
Attitude e.g. positivity, co-operation, participation in school activities, enthusiasm
Teaching ability e.g. confidence, daring, creativity, perseverance
Classroom practice e.g. lesson preparation, discipline, classroom administration
Relationship with the learners in the class e.g. loving and caring, aloof, cold
Total: /50
Assessment by Mentor Teacher (capture the assessed lesson’s mark here): /50
TOTAL number of days absent:
Was the sick note submitted to you? YES NO
Mentor Teacher’s name and surname in block letters:
__________________________________________
Mentor Teacher’s signature:
Principal’s signature:
Date: __________________________
School date stamp

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ADDENDUM A – PORTFOLIO OF EVIDENCE COVER PAGE

R-WIL 202 (Y2)

ADDENDUM B – PORTFOLIO OF EVIDENCE TABLE OF CONTENTS

Name: Student number:

DIPLOMA IN GRADE R TEACHING

ADDENDUM C – STUDENT DECLARATION

I ....................................................................................., (name and surname)

..............................................., (Student no.) understand my responsibilities to be professional

• Being professional in my behaviour and fulfilling my teaching responsibilities ethically.

Signature of Student Date

DIPLOMA IN GRADE R TEACHING

ADDENDUM D – SCHOOL PLACEMENT CONFIRMATION

SCHOOL PLACEMENT CONFIRMATION

DISTRICT (if applicable) PROVINCE

CONTACT PERSON AT SCHOOL/MENTOR

PRINCIPAL’S NAME PRINCIPAL’S SIGNATURE

DIPLOMA IN GRADE R TEACHING

ADDENDUM E – ATTENDANCE REGISTER

WEEK 1 WEEK 2 WEEK 3 WEEK 4

Mon Mon Mon Mon

Tues Tues Tues Tues

Wed Wed Wed Wed

Thu Thu Thu Thu

Fri Fri Fri Fri

SCHOOL DATE STAMP

DIPLOMA IN GRADE R TEACHING

ADDENDUM F – SCHOOL PROFILE

(Comment on whether there is a school

Total number of teachers by gender Male Female

Management structure of the school Designation Principal Deputy Heads of Subject

(Comment on whether there is an active SGB

The condition of the school Buildings

Sports facilities (if any)

Suitability of playground for Grade R

Playground equipment for Grade R

DIPLOMA IN GRADE R TEACHING

Security of the school premises

(Comment on the main reason should you

(Comment on the main reason should you

(Comment on how parents participate in the

(Comment on general school discipline.)

I certify that this protocol accurately reflects the profile of my school.

School date stamp

Signature: School Principal

ADDENDUM G – SCHOOL COMMUNITY PROFILE

DIPLOMA IN GRADE R TEACHING

SCHOOL COMMUNITY PROFILE

Sports facilities in the community Type Yes No

Running water in most houses Yes No

Running water from communal taps Yes No

Electricity in most houses Yes No

Community Hall Yes No

School date stamp

ADDENDUM H – CLASSROOM PROFILE

Teacher’s home language

Home language of the majority of learners

Other languages spoken in the classroom.

Condition of the classroom Desks/tables

Floor space for corners

Floor space for group work

Learner resources (for different corners)

Walls and what learning material is on the walls

Corners in the classroom