TPS3703 Ass 2

UNIVERSITY OF SOUTH AFRICA
2023
TPS3703
Teaching Practice III

Assignment 2A
100 Marks
Due Date: 28 July 2023

Unique Number: 876234
NB: IF THE STUDENT COMPLETED ASSIGNMENT 2A, THERE IS NO NEED

TO COMPLETE ASSIGNMENT 2B.
Instructions to students:
 Write neat and legible.

 A student will be penalised for submitting untidy work.
 The student will be penalised for submitting poorly scanned assignment.
 Assignment submitted facing upside down won’t be marked.
 Assignments without declarations won’t be marked.
 Plagiarised work won’t be marked, and disciplinary actions will be taken
against the student.
 Please type your work, handwritten assignment won’t be marked.
 The length of this assignment should be 40 pages (including evidence) and
below. Assignments exceeding 40 pages won’t be marked.
 There will be no mark for students who submitted blank pages.
 Students should note that second attempts are granted to students who
have valid reasons, no student is entitled to second attempt. It is the
lecturer’s prerogative to grant a second attempt to a student if he/she
(lecturer) deems fit.
 No extension will be granted to students for this assignment.
 Students are advised to submit this assignment after a week (5 days) after
commencing with their teaching practice. The lecturer will enforce this and
those students who will not comply will be heavily punished.
UNIVERSITY OF SOUTH AFRICA
2023
TPS3703
Teaching Practice III

Assignment 2B
100 Marks
Student Surname and Initials: ________Tevin

Deepchund_________________
Student Number: ________67476465_________________________________
Module Code: __________TPS3703__________________________________
Academic year: ________Third____________________________________
Subject majors:____Mathematics and Science(Chemistry and Physics)_
Subjects Taught/Observed: __________Mathematics and Science_________
Name of the School______Trinity House Glenvista___________
Contact details of the school: ________010 003 3944________________
NB: Use this cover page a formal cover page for this assignment. No submission will be
marked, without this cover page.
For the period that you are a student in the Department of Curriculum and
Instructional Studies, the following declaration must accompany all your written work
to be submitted. No written work will be accepted unless the declaration has been
completed and attached.
I (full names): ___________Tevin Deepchund_______________
Student number: _____67476465____________________________
Subject/module code: __________TPS3703________________________
Declare that:
1. I understand what plagiarism entails and I am aware of the university’s policy

in this regard.
2. This ____Assignment___________ (e.g. essay, report, project, assignment,

dissertation, thesis) is my own, original work. Where I have used someone
else’s work (whether from a printed source, the internet, or any other source),
due acknowledgement has been given and reference has been made
according to departmental requirements.
3. I have not made use of another student’s previous work and submitted it as
my own.
4. I have not allowed – nor will allow – anyone to copy my work with the intention
of presenting it as their own work.
Signature: __________________________________ Date: __________________
NB: A fully completed declaration should come after your cover page of your assignment.
No assignment will be marked without a fully completed and signed declaration. No
emailed declarations will be accepted, and there is not second attempt that will be granted
to students who will fail to sign declaration form.
During the first week of your Teaching Practice, you are expected to observe the
school, classroom and teaching and learning activities. Please fill in these templates
fully. For day 2-5, you fill a separate template for each day. This activity is very
important as you get a chance to observe an experienced teacher whilst planning
your own way/style of teaching. Use this opportunity to prepare for your own teaching
career. This assignment should be submitted at the end of the first
week of your teaching practice.
DAY 1 GENERAL OBSERVATION
Date of observation: ___18/07/2023_________Grades: 11
School Enrolment: __Mathematics______ Boys: _____6_____ Girls: ____10_____
Respond to questions and provide explanations for question 3 and from 14 to

20.
1. Name of the school_:___Trinity House Glenvista______
Contact details:______010 003 3944___________
Email
address:___________cbishop@trinityhouse.co.za____________________
2. Category (public, independent etc.) __Independent (part of AdveTech)______
3. Quintile __5____
Explain why the school falls under this quintile
__________its is a Fee-paying school___________________________________
4. Emis number:_______700401102_____________________________
5. Examination number (FET):________11434________________________
6. Name of the principal:__________Mr. Linda Linda__________________

7. Name of the SGB chairperson:_____N/A (Private School)_______________
8. Name of the ward:______________23_______________________
9. Name of the circuit:_______________5________________________
10. Name of the district:_________d-11, Joburg South______________________
11. Name of the region:___________Glenvista____________________________
12. Name of the

province:__________________Guateng_____________________________
13. Name of the country:_________________South Africa__________________
14. Describe the classroom where the observation took place.

The students were given the papers they had written in June. They had to
check for correction and errors. Once the checking was done, the students
then file the exams and take home a sheet that their parents need to sign.
15. Describe the seating arrangement of the classroom with regards to grouping.
The seating arrangement was of the classroom was in traditional rows.
___________________________________________________________________
16. Discuss whether the classroom is conducive to learning.

(Classroom atmosphere, environment of the classroom, mood)
It is conductive to learning. The atmosphere in the classroom is very good, there are
open views on the left and right, with information on poster, at the back of the
classroom.
17. Outline how discipline is managed in the classroom.(Learner’s behaviour,

teacher’s and learner’s language, choice of words in questions and
responses)
The students are very well behaved and are allowed to shout out answers so long as
.they are respectful of each other.
_________________________________________________________________
18. Elaborate on contextual factors (internal and external influences), which

interrupt the lessons.
External factors: someone coming into the classroom, a teacher, or if an
announcement is made.
Internal factors: students coming late tot class.
19. Discuss how time is managed with regards to the length of lessons, start and
finish of periods, bells and after break period,
The length of the lesson was 50 minutes. It started as soon as they came to class
and ended at the sound of the bell. There was no break between classes, you have
to get to your next class as soon as the one you are in is finished.
__________________________________________________________________
20. Describe the relationships between learners themselves and between the
teacher and learners. Are they positive or negative? (Humour, calling of
names,favouritism,tasks/roles distribution).
The relationship between the learners is very friendly and share their answers after
they have worked them out. The teacher-student relationship is also vey good, they
have a very respectful attitude towards her.
___________________________________________________________________
(1X20=20 marks)
DAY 2: CLASSROOM OBSERVATION
LESSON PRESENTATION
Date of observation: _____19/07/2023_________Grade: 11 _________
Subject: _ Mathematics Lesson theme: ____Functions________
Total number of learners: ______10________ Boys: ____2______ Girls: ___8____
Provide an answer and explain to show understanding of the context (1 mark

each)
1. Provide evidence that the lesson was planned and prepared in a school
template?
They have section planning, made at the beginning of the year. Where they
indicate what needs to be covered by when.
2. Outline whether the activities of the lessons presented were clear, logical and
showed a sequence with particular reference to the subject that is being
observed.
(Background, introduction, new content and summary)
Yes, the activities of the lesson were presented clearly, logically and followed a
sequence.
The introduction started on what they have covered in grade 9 and 10 and how it
relates to the new content. The new content was on parabola’s, it was well structed
to a degree that, someone new to this topic could understand it and follow it
The summary of the topic was done throughout the lesson as they added more
content to the summary as the lesson went on.
3. Discuss the content knowledge of the particular subject being used in the
lesson. (Expert, terminology, explanation of the content towards
understanding)
She is an expert in her field. The terminology was clear and she made it wasy for
Students to understand. The explination of the content was so easy to understand
that
A person with little-to no knowledge on the topic could follow and easily learn it.
4. Discuss whether resources (audio, visual, audio-visual, printed media) were

used effectively and efficiently.
The resources she used were, audio (her voice), visual (using a projector to show
how
to do the work), they were all used very effectively and efficiently. They well used
very well as these are students that experience learning barriers.
5. Identify the style of teaching/ teaching methods/ teaching strategies.
(Role of the teacher, participation of learners associated with the strategy)
It was student-centered and question and answer based instruction. The role of the
teacher was to constantly engage the students. The students participated very well
under her guidence.
6. Describe the types of questions posed to learners.

(Level of difficulty, did they vary, learner’s response’s, teacher’s responses)
What is a function? Where did you start learning about functions? Why is a function
input-process-output?
Is a function many-to-one possible?
She made the question easier to answer and understand, as she knew that they
have learning barriers. The questions did vary from yes/no, to terminology. The
students responded very well at time, though they kept quiet until she asked them to
answer. The teacher encouraged them as they answered, when they got the answer
incorrect, she asked them, why they think that is the case.
7. Identify the types of assessment activities that were conducted.

(Which classroom exercises, group or individual assessments)
There was no assessment activities done during the lesson, as the lesson was short
due to time constraints.
The lesson itself was an assessment, as they were constantly question.
8. Describe which alternative enrichment and remedial activities for diverse

learners were accommodated in this lesson. (Inclusivity)
There was no alternative assessment provided in this lesson, as the lesson

accommodated for learners with learning disabilities.
9. Explain how aims and objectives of the lesson were achieved?
They were achieved by checking and asking if the students understood what they
have gone over.
___________________________________________________________________
10. Do learners move to other classes or do teachers rotate between classes? Is
it working effectively?
The learners move to another classroom. It is not effective as they waste time
moving towards their classes. For the teachers it was effective as they were able to
set the classroom as they like.
(1X10=10 marks)
LEARNER OBSERVATION FORM:
Classroom activities (1)

Discuss what activities were learners involved/exposed to?
They were involved in the discussion, answering of questions, and asking questions.
Learner participation (2)

State whether learners participated during the lesson.
Yes, they did
Justify your answer.
They answered and participated in discussions during the lesson.
Classroom environment (2)

Was the learning space conducive to learning?
Yes, it was conducive.
Support your answer above.
They were able learn the new section and were active participants in the lesson as
the teacher never went past a section until they all understood the work.
Inclusivity (2)
Learners have different learning abilities. Describe how all learners were
accommodated during the lesson.
She had has the ability to make complex topics easy to understand for all learners,
she was able to help them all understand the work.She explained the work very
thoroughly and with answered all doubts that the had about the work.
Assessment (1)
Elaborate on the new skills & knowledge learnt from the lesson.
They were able to recall how they answered questions and how to solve problems.
The new knowledge the learnt was on parabola’s. They were able to identify they key
characteristics of parabola’s.
Reflection (2)
What have you learnt from the lesson as a student teacher?
That you can explain a concept is such a simple way that even if you do not n=know
the subject, you can understand it, follow it and answer questions on it.
(10 marks)
Lesson presentation (10 marks) + Learner observation (10 marks) = 20 marks

LESSON PRESENTATION
Date of observation: __21/07/2023_____________Grade: 11 _________
Subject: _ Mathematics Lesson theme: Functions:

Hyperbola______________
Total number of learners: _____16_________ Boys: __5______ Girls: ___11______

each).
template?
It was in the notes on what section needs to be covered by when and how long they
can spend on the section, that was made at the beginning of the year.
observed.
They lesson was presented very clearly. The background on this was based on the
grade 9 work covered, Function: spider diagram.
The introduction was based on the previous lesson covered, which was revision on
the Spider diagram.
lesson.
(Expert, terminology, explanation of the content towards understanding)
Expert in their field, they used the correct terminology and explained it in a simple
way, that was easy to understand.
Their explanation weas very clear and very good. They could answer all the doubts
that the students have.
They used audio (their own voice) and visual (a projector with a writing pad). The
resources were used very effectively as they had been using it for a long time, so
they are used to it. They also used it very efficiently as they have experience using
the resources.
It was a direct instruction. The role of the teacher was to instruct the students, the
learner did not participate much, as they just listened and answered when asked a
question.

(Level of difficulty, did they vary, learner’s response’s, teacher’s responses
The level of difficulty of questions asked during the lesson, was between easy and
moderate. The questions they were asked to do in their books, varied in difficulty to
account for their expertise. The learners found only one or two question difficult
answer, the rest was easy. The teacher encouraged them and congratulated them.

Informal assessment and continuous assessment. The were asked questions during
the lesson, they had to verbally answer. They were given homework to do and it was
individual work.
There was no alternative enrichment, as these students were the brightest of their
grade in terms of mathematic ability. The students that were on a lower level were in
another class.
The aims and objectives of the lesson were achieved by checking if they understood
the work they were doing, checking if they could answer the questions ( both verbally
and in their workbooks).

The learner move to another class. It does waste time in between class movement,
however the teacher is able to prepare the classroom environment for the students.
(1X10=10 marks)

They were involved in answering questions that were asked verbally, they were
involved in answering questions that were posted on the board.

Yes, they did participate in the lesson.
They were asked how to solve this question, what do these parameters mean? How
does the graph show, they were asked to draw the graphs and explain how the
equation affects the sketch of the graph.

Yes, it was.
The use of visuals, interactive activities, and hands-on experiences enhanced

engagement and fostered a deeper understanding of the subject. The integration of
technology, such as PowerPoint presentations and multimedia resources, enhanced
learning by making the content more visually appealing and accessible.
Inclusivity (2)
The learners were given access to a multitude of media resources. Different audio,
visual and physical stimuli. They were also provide extra help in the form of a student
teacher.
Assessment (1)
The student learnt to plot hyperbolas. They learnt where hyperbolas are used in real
life and how they are used to better our lives. They learnt the key characteristic of a
hyperbola.
Reflection (2)
The use of different media resources to approach different topics, brings a fresh
perspective and helps give the student more stimulus and a better understanding of
the topic.
(10
marks)

LESSON PRESENTATION
Date of observation: ____24/07/2023_____________Grade: 10_________
Subject: _ Mathematics Lesson theme: __Functions:

parabolas___
Total number of learners: ______19________ Boys: ___9_______ Girls: ___10____

each)
template?
They followed a stipulated document that showed the examples, work to be covered
and when it should be covered by.
observed. (Background, introduction, new content and summary)
The activities were very clear and logical, in that after a section the activities
covered work on that section. The lesson proceeded in a systematic order, such
that it started with the basics then moved onto more complex work.
23. Discuss the content knowledge of the subject being used in the lesson.
(Expert, terminology, explanation of the content towards understanding)
The terminology was used very well and it was explained in a way that the students
were able to understand what each term meant. The explanation of the content was
concise and started of easy then went more complex.
The resources used was audio and visual. They were used effectively to try and
accommodate a variety of students. It was used efficiently as the teacher tried to use
as little time needed to explain the concepts, so the visual helped a lot.

The style of teaching was direct (teacher centred) and indirect (student centred)
instruction. The role of the teacher was to ask questions, explain the content and
answer the students’ questions and doubts. The role of the students was to take
notes, answer the questions they were asked and asking question where they were
in doubt.
(Level of difficulty, did they vary, learner’s response’s, teacher’s responses
They types of question posed by the teacher was closed-ended questions, yes-no
questions and problem-solving questions. They were of varying difficulty and did not
need much expertise to answer them. The leaners responded very positively in the
beginning but got bored towards the end of the double lesson. The teacher continued
to try and engage and include the students in the lesson.

The types of assessment activities done were informal and continuous assessments.
They informal assessment was the exercise done in class and the homework given,
while the continuous assessment was the questions asked during the lesson by the
teacher. The assessments were mainly individual.
The questions posted for homework were catered to students that had varying
degrees of strength towards the topic. This was to try and give them a basic
understanding of the work and then they can follow in with the rest of the work, for
those that excelled at the topic, there were additional and tougher questions to do
after to basic ones were done.
They were achieved by means of doing examples with the class, doing a class
exercise on the topic and then giving them homework that would be marked the next
day.

No, the learners did not move to another classroom. No it is not, they were students
that came to the lesson 10 minutes into the lesson. So the lesson could not start on
time and the teacher was constrained for time.
(1X10=10
marks)

They were involved in answering questions, asking questions, taking notes doing
calculations and sketching graphs.

Yes, they did.
The teacher asked them questions based on what he was teaching and asked each
student what the answer do different questions were. When marking the questions
he tried to get as many students involved.

Yes, it was.
The teacher prepared his own notes for the lesson to try and accommodate the
students. He tried to make the environment more active and inclusive. The lesson
was done as soon as they came bake from break, so they were fresh and very
active.
Inclusivity (2)
The was the lesson was presented, it was done using more visual and drawing,
along with audio to accommodate as many students as possible. There were
questions of varying difficulty to try and help students with different levels if
understanding.
Assessment (1)
They learnt to draw and sketch parabolas, understand what is a parabola, the
features of it and the type of questions they could be asked in a test/exam.
Reflection (2)
How to teach an entirely new section to students and how to approach the topic with
students new to these types of functions.
(10 marks)

LESSON PRESENTATION
Date of observation: ___25/072023______________Grade: 10_________
Subject: Science Lesson theme: ___________________
Total number of learners: _______20_______ Boys: ____7______ Girls:

___13______

each)
template?
I cannot provide evidence, as they just went through the work as planned at the
beginning of their works books.
showed a sequence with reference to the subject that is being observed.
Background- building on what was learnt in grade 9 on the amount of a substance in

a mole, etc. Introduction- Educator introduces the lesson with an explanation of the
need for a unit that can be used to count the amount of substance used in a
chemical reaction. Although atoms ions and molecules are extremely small, the work
of a chemist requires quantitative analysis – they must be able to do accurate
calculations by using the unit. Mole is the SI-unit for the amount of substance.
Amedeo Avogadro mentioned the possibility of the number in 1811, but the value of
the number was determined only after his death. New content- coving what a mole is,
what it is used for and where it is used. This was also the new content that was
taught during the lesson.
lesson. (Expert, terminology, explanation of the content towards
understanding).
The content was taught very well and started off easy to understand. The
terminology used was explained very well. The explanation of the new content was
very concise and easy to understand.
The resources used were audio and visual, there was no printed media used. They
were used effectively and efficiently, as the students were able to understand the
lesson.

The style of teaching used was; question and answer, explanation and
demonstration. The role of the teacher was to question, answer, explain and
demonstrate the new content. The students did participate actively in the lesson.

(Level of difficulty, did they vary, learner’s response’s, teacher’s responses)
What is matter? How much does each substance make up? Then how much does
each of that make up in moles? Why do we use Avogadro’s Number, not any other
number? The level of difficulty varied to accommodate all students, the learns could
not respond in some cases. The teacher tries to get them to respond by asking them
the question in another way.

(Which classroom exercises, group, or individual assessments)
Informal assessment and continuous assessment ( questions and discussions) they
had to do activities from their textbook, the work was done individually and not in
groups.
There was no alternative enrichment or remedial activities, there was extra lesson
prepared for students during the scheduled time after school. The learners where
accommodated by giving them a variety of questions instead of difficult/ easy
questions.
They was achieved by doing the activities the teacher presented the students to do
for the lesson.

No, they did not move to another classroom. They wasted time moving to their next
class, so no it is not.
(1X10=10
marks)

They had to answer questions both verbally and physically. They were involved in
the classroom discussion and demonstration.

Yes, they did.

They had answered the questions the teacher asked and were involved on the class
discussion.

Yes, it was.

There was a classroom environment that focused on empiricism. So they were
focused on just understanding through observation in the demonstration.
Inclusivity (2)
They were not all accommodated. They were just given questions and then asked to
do the activities.
Assessment (1)
They learnt what a mol was, how to calculate it, where it came from and how to use
it. The lessons taught here are still used in first year university, so it will help them a
lot.
Reflection (2)
That a demonstration could improve the way the students perceive the work and
understand it.
(10
marks)
TOTAL MARKS: 100

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UNIVERSITY OF SOUTH AFRICA

Teaching Practice III

Due Date: 28 July 2023

NB: IF THE STUDENT COMPLETED ASSIGNMENT 2A, THERE IS NO NEED

 Write neat and legible.

Teaching Practice III

Student Surname and Initials: ________Tevin

Student Number: ________67476465_________________________________

Module Code: __________TPS3703__________________________________

Academic year: ________Third____________________________________

Subject majors:____Mathematics and Science(Chemistry and Physics)_

Subjects Taught/Observed: __________Mathematics and Science_________

Name of the School______Trinity House Glenvista___________

Contact details of the school: ________010 003 3944________________

I (full names): ___________Tevin Deepchund_______________

Student number: _____67476465____________________________

Subject/module code: __________TPS3703________________________

1. I understand what plagiarism entails and I am aware of the university’s policy

2. This ____Assignment___________ (e.g. essay, report, project, assignment,

week of your teaching practice.

DAY 1 GENERAL OBSERVATION

Date of observation: ___18/07/2023_________Grades: 11

School Enrolment: __Mathematics______ Boys: _____6_____ Girls: ____10_____

Respond to questions and provide explanations for question 3 and from 14 to

1. Name of the school_:___Trinity House Glenvista______

Contact details:______010 003 3944___________

2. Category (public, independent etc.) __Independent (part of AdveTech)______

Explain why the school falls under this quintile

__________its is a Fee-paying school___________________________________

5. Examination number (FET):________11434________________________

6. Name of the principal:__________Mr. Linda Linda__________________

8. Name of the ward:______________23_______________________

9. Name of the circuit:_______________5________________________

10. Name of the district:_________d-11, Joburg South______________________

11. Name of the region:___________Glenvista____________________________

12. Name of the

13. Name of the country:_________________South Africa__________________

14. Describe the classroom where the observation took place.

The seating arrangement was of the classroom was in traditional rows.

16. Discuss whether the classroom is conducive to learning.

17. Outline how discipline is managed in the classroom.(Learner’s behaviour,

18. Elaborate on contextual factors (internal and external influences), which

Date of observation: _____19/07/2023_________Grade: 11 _________

Subject: _ Mathematics Lesson theme: ____Functions________

Total number of learners: ______10________ Boys: ____2______ Girls: ___8____

Provide an answer and explain to show understanding of the context (1 mark

4. Discuss whether resources (audio, visual, audio-visual, printed media) were

6. Describe the types of questions posed to learners.

7. Identify the types of assessment activities that were conducted.

8. Describe which alternative enrichment and remedial activities for diverse

There was no alternative assessment provided in this lesson, as the lesson

9. Explain how aims and objectives of the lesson were achieved?

LEARNER OBSERVATION FORM:

Classroom activities (1)

Learner participation (2)

Yes, they did

Justify your answer.

They answered and participated in discussions during the lesson.

Classroom environment (2)

Support your answer above.

Lesson presentation (10 marks) + Learner observation (10 marks) = 20 marks

Date of observation: __21/07/2023_____________Grade: 11 _________

Subject: _ Mathematics Lesson theme: Functions:

Student Number: 67476465_________________________

Module Code: TPS3703________________________

Academic year: Third____________________________

Subjects Taught/Observed: __Mathematics and Science_

Name of the SchoolTrinity House Glenvista_____

Contact details of the school: 010 003 3944________

I (full names): _Tevin Deepchund_____

Student number: _67476465________________________

Subject/module code: TPS3703______________

2. This Assignment_______ (e.g. essay, report, project, assignment,

Date of observation: _18/07/2023_______Grades: 11

School Enrolment: Mathematics__ Boys: _6_ Girls: 10___

1. Name of the school_:_Trinity House Glenvista____

Contact details:010 003 3944_____

2. Category (public, independent etc.) Independent (part of AdveTech)____

its is a Fee-paying school_________________________

5. Examination number (FET):11434________________

6. Name of the principal:Mr. Linda Linda________

8. Name of the ward:23_________

9. Name of the circuit:_5__________

10. Name of the district:_d-11, Joburg South______________

11. Name of the region:_Glenvista__________________

13. Name of the country:_South Africa__

Date of observation: _19/07/2023_Grade: 11 _____

Subject: _ Mathematics Lesson theme: Functions____

Total number of learners: __10 Boys: 2 Girls: _8____

Date of observation: 21/07/2023___Grade: 11 _

Total number of learners: _16_ Boys: 5__ Girls: _11______

Date of observation: 24/07/2023_Grade: 10_

Total number of learners: 19 Boys: _9_____ Girls: _10____

Date of observation: _25/072023____Grade: 10_

Total number of learners: ___20_ Boys: 7____ Girls: