Student# 34092048 TPS3703 ASSIGNMENT 2A Unique# 876234 UNISA2023

Student #: 34092048 TPS3703 UNISA 2023
Unique#: 876234 Assignment 2A
UNIVERSITY OF SOUTH AFRICA
2023
TPS3703
Teaching Practice III

Assignment 2A
100 Marks
Student Surname and Initials: MOHANGI C
Student Number: 34092048
Module Code: TPS3703
Academic year: 2023
Subject majors: GEOGRAPHY AND HISTORY
Subjects Taught/Observed: GEOGRAPHY

Name of the School: DINWIDDIE HIGH SCHOOL
Contact details of the school: 011 9024619,

principal@dinwiddiehighschool.co.za
1
Declaration
I (full names): CARMEN MOHANGI
Student number: 34092048
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: 12/05/2023
2
DAY 1 GENERAL OBSERVATION
Date of observation: 08/05/2023 Grades: 10-12
School Enrolment: 1536 Boys: 765 Girls: 771
1. Name of the school: Dinwiddie High School

Contact details: 011 902 4619
Email address: dinwiddiehighprincipal@gmail.com
2. Category (public, independent etc.) Public
3. Quintile: 5
Explain why the school falls under this quintile
It falls under quintile 5 because it is a fee- paying school that caters for the least
poor 20% of learners.
4. Emis number: 700160317
5. Examination number (FET):160317
6. Name of the principal: Mr D. T Mosenye
7. Name of the SGB chairperson: Mr Twala
8. Name of the ward: 39
9. Name of the circuit: 4
10. Name of the district: Ekurhuleni South of the
11. Name of the region: Ekurhuleni of the
12. Name of the province: Gauteng of the
13. Name of the country: South Africa
3
14. Describe the classroom where the observation took place.

The classroom is large, about 10m x 6m, The walls are painted half in a soft
blue. The walls are painted a soft blue thus creating a clean, welcoming and.
safe environment for the learners. There are windows on both sides giving it a
bright and airy look as well as making it possible for the teacher to ask learners
to observe phenomena outside for their geography lesson.
15. Describe the seating arrangement of the classroom with regards to grouping.
Learners sat in row formation. They were not grouped. Teachers desk faced
learners form the front of the class.
16. Discuss whether the classroom is conducive to learning.

(Classroom atmosphere, environment of the classroom, mood).
The classroom is conducive to learning. It is neat and spacious. There are
visuals. The atmosphere is serious and. the learners are engaged. The learners
are in an enquiring keen mood.
17. Outline how discipline is managed in the classroom.

(Learner’s behaviour, teacher’s and learner’s language, choice of words in
Learners behaved scholarly. The classroom rules that were hung up were
obvious instilled impressionably on them which is evident in them adhering to
it.
4
18. Elaborate on contextual factors (internal and external influences), which

interrupt the lessons.
There were two disruptive learners which the teacher managed to help settle
down into their work immediately. The first 15 minutes of the period were lightly
interrupted by the moving of learners to their next class outside.
19. Discuss how time is managed with regards to the length of lessons, start and
finish of periods, bells and after break period,
Each lesson is 55 minutes long. There are three periods followed by a
homeroom and four periods followed by a break. After break is continued by.
As the last period for every day is often disrupted to accommodate school
events, this school day begins with periods 7 and ends with period 1 on Monday
and Wednesday.
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 is positive, there is light humour at times. Teacher engages
endearingly yet assertive with all learners.
(1X20=20 marks)
5
DAY 2: CLASSROOM OBSERVATION

LESSON PRESENTATION
Date of observation: 09/05/2023 Grade: 12 key 1
Subject: Geography Lesson theme: Settlements

Subtopic: The study of Urban and rural settlements
Total number of learners: 19 Boys: 8 Girls: 11
1. Provide evidence that the lesson was planned and prepared in a school template.
6
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)
The flow of the lesson was clear, logical and showed sequence. Teacher asked
questions to check the level on learners background knowledge. Teacher handed out
worksheet booklets and a past year test as an introduction. Staring from this point, the
teacher was able to move on to new content of classification of settlements and the
consequences of each.
3. Discuss the content knowledge of the particular subject being used in the lesson.
(Expert, terminology, explanation of the content towards understanding)
Key concepts and. terminology appears on the front of the worksheet booklet. These
terms were used throughout the lesson. Teacher started by revising prior knowledge
that is the terms “ settlement, rural and urban”
7
4. Discuss whether resources (audio, visual, audio-visual, printed media) were used
effectively and efficiently. The lesson lacked audios and visual aids. Printed media
was handed out to learners however learners where not disruptive but I was unable to
judge if they were following the lesson since the lesson was teacher centred.
5. Identify the style of teaching/ teaching methods/ teaching strategies.

(Role of the teacher, participation of learners associated with the strategy)
The lesson was teacher centred at first and teacher engaged learners by verbal
questioning.
6. Describe the types of questions posed to learners.

Level of difficulty, did they vary, learner’s response’s, teacher’s responses
The lesson catered for a variety of learners ranging from Match statements to terms
for the weaker learners to defining terms in full for the mediocre learners. High end
learners were challenged with paragraph writing on the evaluation of the negative
impact of rural -urban migration on cities.
7. Identify the types of assessment activities that were conducted.

(Which classroom exercises, group or individual assessments)
Learners completed the activities from their worksheet as an individual task and.
performing self-marking while the teacher corrected the questions. . The closest that
they came to group participation was listening while the teacher read and. discussed
the notes.
8. Describe which alternative enrichment and remedial activities for diverse learners were
accommodated in this lesson. (Inclusivity)
The activities included matching along with diagrams of the settlements to give
learners that learn best by visuals a better insight.
9. Explain how aims and objectives of the lesson were achieved?

Through the reading of notes activity as well as the written activities completed in their
notebooks, learners internalised the new content and objects namely the classification
of settlements and. their patterns as well as their consequences which was evident
when they randomly answered questions of learners.
10. Do learners move to other classes or do teachers rotate between classes? Is it

working effectively?
Learners move to other classes. This is effective as Teacher are better equipped since
all their resources are classroom based
(1X10=10 marks)
8
LEARNER OBSERVATION FORM:
Classroom activities (1)

Discuss what activities were learners involved/exposed to?
Learners had to listen has teacher delivered content. Learners where chosen randomly
to answer questions to check for understanding. Learners were instructed to complete
the written activities on the day’s worksheet and. self- marked.
Learner participation (2)

State whether learners participated during the lesson.
Learners participated scarcely.
Justify your answer.
They answered during self-marking after the completion of activities.
Classroom environment (2)

Was the learning space conducive to learning?
Yes
Support your answer above.
The classroom was spacious making it comfortable for the learners as it was not
congested. The backboard was covered with geography content charts.
Inclusivity (2)
Learners have different learning abilities. Describe how all learners were
accommodated during the lesson.
There were diagrams and. pictures on the worksheet to help those learners that
understand through visuals.
Assessment (1)
Elaborate on the new skills & knowledge learnt from the lesson.
Learners were introduced to the types of settlements and. their patterns. Learners can
now classify settlements according to their function.
Reflection (2)
What have you learnt from the lesson as a student teacher?
I have learnt more content on this particular CAPS topic. It is highly beneficial to me
since geography is my one of my Majors. I have also seen evidence that if classroom
rules are put in place in the beginning of the year, the discipline does not need
attention.
(10 marks)
Lesson presentation (10 marks) + Learner observation (10 marks) = 20 marks
9
LESSON PRESENTATION
Subject: Geography Lesson theme: Volcanoes
1. Provide evidence that the lesson was planned and prepared in a school template?
10
showed a sequence with particular reference to the subject that is being observed.
The lesson presentation was clear, the flow was logical flow. It began with the origins
of a volcano, that is, “ How does a volcano form” dealing with the rising Magma. Once
students understood the nature of this magma and its actions, they were easily
introduced to how different types of volcanoes are formed thus taking them to the next
concept of identification of volcanoes.
3. Discuss the content knowledge of the particular subject being used in the lesson.
All the jargon relating to this CAPS topic was highlighted in the learners worksheets
and reinforced during the lesson as the Teacher stopped and asked questions
randomly to check for understanding which was met at all times.
11
4. Discuss whether resources (audio, visual, audio-visual, printed media) were used
effectively and efficiently.
Learners were asked to view the charts of volcano content at the back of the class.
Learners where given worksheets with information and activities. It was effective since
each information sheet ended in a relevant question and answer activity.

Learners completed the activities from their worksheet as an individual task and.
performing self-marking while the teacher corrected the questions. . The closest that
they came to group participation was listening while the teacher read and. discussed
the notes.

(Level of difficulty, did they vary, learner’s response’s, teacher’s responses
Levels of difficulty of questioning was varied. Teacher asked questions that
required one word answers, two to four lines of explanation. Teacher began
sentences and. learners were expected to complete. This was aimed at the low
end learners.

Informal individual assessment by means of written class activities learners
knowledge
8. Describe which alternative enrichment and remedial activities for diverse

learners were accommodated in this lesson. (Inclusivity)
The activities included matching along with diagrams of the settlements to give
learners that learn best by visuals a better insight

Learners where able to gain an insight into the structure of a volcano by means
of diagrams on slides. Leaners were able to grasp the impact of volcanic activity
by studying a case study.

Learners move to other classes. This is effective as Teacher are better
equipped since all their resources are classroom based
(1X10=10 marks)
12

Learners had to listen has teacher delivered content. Learners where chosen randomly
to answer questions to check for understanding. Learners were instructed to complete
the written activities on the day’s worksheet which included a case study and self-
marked

Yes, learners participated in the lesson.

They shared their answer during self- marking and. engaged in the discussion about
the case study

Yes

Yes the learning space was clean, spacious and full of charts which gave it an
atmosphere to learn in
Inclusivity (2)
Learners that learn best by visuals had the benefit of slides. Learners that learn best
aurally and by expressing themselves verbally had the benefit of engaging in a
discussion
Assessment (1)
Learners now understand the formation, structure and impact of a Volcano as well as
some volcanic activity history.
Reflection (2)
I learnt more about the content on the topic Volcanos. I’ve seen that self-marking is a
real time saver and can help a teacher manage their time better in class.
(10
marks)
13
LESSON PRESENTATION
Subject: Geography Lesson theme: Settlement: Subtopic: Case Study:

Rural depopulation and strategies to address it
1. Provide evidence that the lesson was planned and prepared in a school
template?
14
showed a sequence with particular reference to the subject that is being
observed.
The flow of the lesson was logical and clear. Teacher introduced the lesson by
revising the settlement types from the previous lesson. Learners complete
questions on a case study as an individual task. The lesson ended in a plenary
in which the teacher corrected and. the learners self-marked.
3. Discuss the content knowledge of the subject being used in the lesson.
Teacher often gave the definition when using certain words as part of the lesson
like rural migration. Teacher reminded learners of the key of words that
appeared on the first page of the weekly work booklet.
4. Discuss whether resources (audio, visual, audio-visual, printed media) were

used effectively and efficiently.
The teacher made use of printed media in the form of a worksheet. Leaners
read from and. completed tasks on this worksheet. The worksheets were well
structured and had all the necessary information that the learners required.
15

The reason was teacher centred and this allowed the teacher control over the
participation. This was beneficial to the learner since the teacher assisted in
helping them gain confidence to participate in the class discussion by
prompting them, showing them that the teacher was interested in their
background knowledge of the topic.

The questions were varied from easy low end such as match and multiple choice
to questions that required a two mark explanation.

There was discussion amongst peers and served as an informal assessment of
learners prior knowledge. Informal individual assessment was done in the form
of written activities.

learners were accommodated in this lesson. (Inclusivity).
None where used in this lesson.

Knowledge of the identification of Settlements and their patterns were instilled
in the learners by use of drill fashion question and answers.

Learners move to other classes. This is effective as Teacher are better
equipped since all their resources are classroom based
(1X10=10
marks)
16

Learners were in class discussion as a revision at the beginning of the lesson. They
thereafter self-marked and. randomly gave answers during correction.

Learners participated during the lesson.

They engaged in the class discussion and read their answers during marking. Learners
self-marked .

Yes it was.

Classroom is neat and spacious are not too close but just close enough share their
views part of the class discussion.
Inclusivity (2)
Learners that learn best from visuals were catered for by means of pictures and.
diagrams on the case study. Learners that learn best by verbally expressing
themselves were given the opportunity to share their answers and answer verbal
questions.
Assessment (1)
The lesson was an expansion form the previous, learners revised all the settlement
concepts that were taught last period.
Reflection (2)
I have learnt learners understand better when content is presented as a scenario or
case study. They can easily relate to content if it is personified.
(10 marks)
17
LESSON PRESENTATION
Date of observation: 12/05\2023 Grade: Grade 12 Key 4
Subject: Geography Lesson theme: Rural Urban migration Push

and pull factors
1. Provide evidence that the lesson was planned and prepared in a school
template?
18
showed a sequence with reference to the subject that is being observed.
(Background, introduction, new content and summary).
The lesson was interesting, clear and logical Teacher asked learners, “Where
do you live?” Teacher presented the question to learners, Do you belong here?,
Teacher then got random learners how their families came to be here. Teacher
then introduced the new content of push and. pull factors influencing migration
to urban areas.
3. Discuss the content knowledge of the particular subject being used in the
lesson.
The teacher
Teacher often gave the definition when using certain words as part of the lesson
like rural migration. Teacher reminded learners of the key of words that
appeared on the first page of a weekly work booklet.
19
4. Discuss whether resources (audio, visual, audio-visual, printed media) were

used effectively and efficiently.
Printed worksheet containing their information sheets and. activities were well
structured as learners did not have to be prompted to refer to them. Learners
worked through them as individual work easily.

The lesson was mainly teacher centred. Learners responded to teachers
questions.

The level of difficulty of questions varied. Questions ranged from matching to
underline the correct answer. High end questions included listing reasons for
stagnation in rural towns.

(Which classroom exercises, group, or individual assessments)
Learners participated in class discussions and completed individual written
tasks.

learners were accommodated in this lesson. (Inclusivity)
Whilst different learning styles were catered for. They were not enrichment and
remedial activities in this period.

The push and. pull factors of rural urban migration where introduced to learners
by means of adapting it to their own family circumstance. Their after the objects
were achieve when learners read their information sheets and tested their
knowledge by answering the written activities.

Learners move whilst the teacher is classroom based. This proved to be
disruptive in this period as learners arrived sporadically and several were late
for class this morning.
(1X10=10
marks)
20

Learners were involved in classroom discussion and. individual written tasks. Leaners
also read randomly from their worksheet for the class.

All learners participated during the lesson.

Learners were encouraged to engage in the class discussion and randomly chosen to
read out the answers during correction. Random learners were given the opportunity
to share the story of their families migration to Gauteng.

The learning space was conducive to the learning area.

All learners were seated spacious giving them the ability to write in their spaces
comfortably while seated. Classroom is neat and clean.
Inclusivity (2)
Learners with different learning abilities were accommodated as teacher gave learners
who expressed themselves better verbally a chance to engage in discussion. The
worksheets included pictures and. diagrams for those that receive better
understanding through visuals.
Assessment (1)
Learners were introduced to the push and pull factors for Rural urban migration.
Reflection (2)
Once again, I have observed that knowledge is easily internalised when related to the
learners personally. I have learnt that learners will be more engaged when teacher
gave the opportunity to speak of their aspirations and reasons for leaving where they
live now.
(10 marks)
TOTAL MARKS: 100
21

Student# 34092048 TPS3703 ASSIGNMENT 2A Unique# 876234 UNISA2023

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Student #: 34092048 TPS3703 UNISA 2023

Unique#: 876234 Assignment 2A

UNIVERSITY OF SOUTH AFRICA

Teaching Practice III

Student Surname and Initials: MOHANGI C

Student Number: 34092048

Module Code: TPS3703

Academic year: 2023

Subject majors: GEOGRAPHY AND HISTORY

Subjects Taught/Observed: GEOGRAPHY

Contact details of the school: 011 9024619,

I (full names): CARMEN MOHANGI

Student number: 34092048

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, dissertation,

Signature: Date: 12/05/2023

DAY 1 GENERAL OBSERVATION

Date of observation: 08/05/2023 Grades: 10-12

School Enrolment: 1536 Boys: 765 Girls: 771

1. Name of the school: Dinwiddie High School

Email address: dinwiddiehighprincipal@gmail.com

2. Category (public, independent etc.) Public

Explain why the school falls under this quintile

4. Emis number: 700160317

5. Examination number (FET):160317

6. Name of the principal: Mr D. T Mosenye

7. Name of the SGB chairperson: Mr Twala

8. Name of the ward: 39

9. Name of the circuit: 4

10. Name of the district: Ekurhuleni South of the

11. Name of the region: Ekurhuleni of the

12. Name of the province: Gauteng of the

13. Name of the country: South Africa

14. Describe the classroom where the observation took place.

16. Discuss whether the classroom is conducive to learning.

17. Outline how discipline is managed in the classroom.

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

DAY 2: CLASSROOM OBSERVATION

Subject: Geography Lesson theme: Settlements

5. Identify the style of teaching/ teaching methods/ teaching strategies.

6. Describe the types of questions posed to learners.

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

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

10. Do learners move to other classes or do teachers rotate between classes? Is it

LEARNER OBSERVATION FORM:

Classroom activities (1)

Learner participation (2)

Classroom environment (2)

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

DAY 3: CLASSROOM OBSERVATION

Date of observation: 10/05/2023 Grade: 10 key 4

Subject: Geography Lesson theme: Volcanoes

Total number of learners: 17 Boys: 7 Girls: 10

5. Identify the style of teaching/ teaching methods/ teaching strategies.

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

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

10. Do learners move to other classes or do teachers rotate between classes? Is it

LEARNER OBSERVATION FORM:

Classroom activities (1)

Learner participation (2)

Justify your answer.