TPN2602 Portfolio 2023

TPN2602/103/2023
Student number: 13752820
Portfolio
TPN2602
2023
Due date: 5 September 2023

Name: Charley Maxine Reed
Student number: 13752820
Unique number: 613969
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Tutorial Letter 103/0/2023
TPN2602
TEACHING PRACTICE II
BEd (Intermediate Phase)
PORTFOLIO
Year module
Department: Curriculum and Instructional
Studies
ASSIGNMENT 50: PORTFOLIO
Dear Student: You must teach ONE of your chosen subjects.

Please mark the name of the subject you taught for this portfolio
with a cross (X). You will not teach languages for this module.
Mathematics Natural Sciences and Technology Social Sciences
Life Skills
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SUMMARY OF ASSIGNMENTS
TL TEACHING PRACTICE PLACEMENT Mark received CONTRIBUTION TO

YEAR MARK
101 Assignment 01: Written (COMPULSORY) 39% 60%
Assignment 02: MCQ (COMPULSORY) 40% 40%
102 Teaching practice office placement arrangements
103 Teaching practice portfolio
SCHOOL-BASED PRACTICAL ASSIGNMENT: EXAMINATION

Assignment 50 100% Closing date:
Unique number: Tutorial Letter 103: PORTFOLIO 5 th of September
COMPULSORY 2023
Final mark Year mark 20% TOTAL:

Examination mark 80% 100%
HOW WILL THIS PORTFOLIO BE MARKED?
Please complete everything in this document and give detailed answers. This document sums
up everything you have done over the past five weeks – you have worked hard and want to be
credited for it. The following marking grid is used to mark the portfolio.
MARKING GRID
Declaration Compulsory
QUESTION 1 – Contextual questionnaire 5 marks
QUESTION 2 – Observing experienced teachers 10 marks
QUESTION 3 - Getting to know the learners 5 marks
QUESTION 4 - Mentor-teacher activities 10 marks
QUESTION 5 - Reflective journal 10 marks
QUESTION 6 - Lesson plans (co-teaching) 6.1 10 marks
QUESTION 6 - Lesson plans (co-teaching) 6.2 10 marks
QUESTION 7 - Reflection 5 marks
QUESTION 8 - Lesson plans (individual) 8.1 10 marks
QUESTION 8 - Lesson plans (individual) 8.2 10 marks
QUESTION 9 - Reflection 10 marks
QUESTION 10 - Presentation of the portfolio 5 marks
TOTAL 100 marks
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1. QUESTION ONE - CONTEXTUAL QUESTIONNAIRE – (5 MARKS)
Answer the following open-ended questions to the best of your ability and give as much
information as possible.
1. Describe the school where you did your practical teaching (location, age, facilities,
how many learners are enrolled at the school, how many teachers teach at the
school, the language of learning and teaching, etc.).
CVO Middelburg is located in Middelburg H/v Morkel en Suid street, the school have been
open for 28 years. This is a small school, the school has a total of 5 bathrooms, 1 hall, 1
library, 15 classrooms, principals office and one general office. There is a total of 56 learners in
the school. There is a total of 9 teachers at the school. This is an Afrikaans school, all the
subjects are given in Afrikaans and the school’s home language is Afrikaans. The school’s
second language is English.
2. Describe the classroom in which you did your practical teaching (size, facilities,
learning and teaching support materials, classroom atmosphere, etc.).
The classroom I did my practical in was small, it had a total of 12 seats and chairs for the
learners, 1 desk and chair for the teacher, 2 bookcases and a whiteboard for writing. There
were quite a few learning and teaching materials such as textbooks, dictionaries, projector for
videos, educational books and booklets. The classroom atmosphere was very inspiring and
colourful, this environment was very interesting and educational for the learners.
3. Describe the learners you taught during your practical teaching (number per
class, degree of readiness to learn, their home environmental conditions, etc.).
The learners I taught was Grade 4 and Grade 6. Grade 4 had a total of 6 learners and Grade 6 a total
of 12 learners. The learners were willing to learn and learn new and interesting things, they especially
liked educational videos. Most of the learners have good home environmental conditions, where for
instance the learners parents are still together and married or the family isn’t struggling financially. Then
there is learners struggling with abandonment issues or stress and trauma from their parents divorce.
4. Describe your mentor/subject/learning area teacher (knowledge, teaching

experience, helpfulness, guidance, etc.)
My mentor has a lot of knowledge, she can always answer the questions the learners ask, she
is a remarkable teacher. My mentor has 12 years teaching experience and she has her own
extra classes that she offers to the learners. This teacher was really helpful all through my
teaching practise. She showed me guidance and always shared her knowledge. She helped
me a lot with my lesson plans.
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QUESTION 2 - OBSERVING EXPERIENCED TEACHERS (10 Marks)
As part of your experiences during teaching practice, you will be observing lessons taught by
your mentor-teacher. This observation requires you to be actively involved in the process. You
need to observe five lessons during your teaching practice period. You may observe more than
one teacher in your chosen subject if the school allows it.
Lesson observation 1
Date: 24 July 2023 Subject: Natural science and technology
Grade: 4 Number of learners in class: 6
Lesson topic: Air, the components of air.
1. Without asking your mentor-teacher, write down the aim of the lesson.
The aim of this lesson is for the learners to understand what air is and what all of its components are.
Also the learners have to understand what oxygen is and why we need it.
2. Describe what the teacher did to introduce the lesson?
The teacher stated by greeting the learners and telling them to take their seats. Then the teacher
introduced the lesson by asking the learners to hold their breath for as long as they could. Eventually
when the learners couldn’t hold their breath anymore the teacher asked a question, “Why do we need
to breath? Why do we need the air?”.
3. What were the specific activities the learners were involved in during the lesson?
The learners was involved n a group discussion about what air really is and why we need it to survive.
The learners also did an experiment where they light a candle and put a glass over it to prove that fire
needs oxygen. The teacher also gave them an activity that they needed to complete individually.
4. Identify which activities the learners enjoyed the most? Why do you say so?
The learners enjoyed the group discussion the most, this is because the learners love to share their
thoughts and ideas with one another.
5. Write down the questions the teacher asked the class during the lesson.
What is air? Why do you think we need to breath? What is oxygen? What type of gasses is in the air?
Can a flame burn without oxygen? Why do you think will happen if all plants and trees die?
6. What resources (LTSM) did the teacher use during the lesson?
The teacher used the learners textbook and the teachers manual that is prescribed.
7. What other resources might have helped learners to understand the concepts in the
lesson?
The teacher showed the learners an educational without about the components of the air.
8. Were there any disruptive incidents during the lesson? No
If there were, how did the teacher deal with them? If there were no incidents, what did the
teacher do to ensure that none took place?
The teacher ensured that the learners understood that they need to behave before they entered the
classroom. She told them to behave before they entered.
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Lesson topic: Energy and change
The aim of this lesson is to let the learners understand what energy exactly is and where we get energy
from.
The teacher started by greeting the learners and telling them to take their seats. Then the teacher
introduced the lesson by asking the learners what fun activities they do when their full of energy? And
what they like to do when they have no energy.
The learners were involved in a discussion activity and they had to do an individual activity.
The learners really enjoyed the individual activity because after the learners answered the activities
questions they received a paper where they had identify the things that give you energy (foods and
non-foods) by colouring them in.
What does “energy” mean? Where do people get energy? What would happen if you didn’t eat? Do you
use energy when you are sleeping? In what unit is energy measured?
lesson?
An educational book with more indept information.
8. Were there any disruptive incidents during the lesson? Yes
There was a boy that interrupted the teacher while she was busy speaking and explaining and the
teacher gave the boy a warning that he was going to get a demerit point. The boy behaved after the
teacher warned him.
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Lesson topic: Energy sources
The aim of this lesson is to explain to learners what a energy source is and what exactly is energy
sources.
The teacher started by revising the previous work, which was energy, and then started talking about
where energy comes from. She told them that something that is used to make energy is a energy
source.
Discussion activity where energy sources where discussed. An individual activity where learners had to
answer questions. A group activity where learners watched a video and then worked together as a
team to answer questions at the end of the video.
The learners enjoyed the watching a video group activity the most, because they were able to learn
new interesting things by watching a video and they discussed and answered questions about the
video as a group.
What do you think is a energy source? What is our main source of energy? What is a natural energy
source? What is bio-energy? How is coal formed?
The teacher used the learners textbook and the teachers manual that is prescribed. Also an
educational video.
lesson?
More pictures of different types of energy sources.
The teacher told the learners that if they behaved that she would show them an interesting, educational
video. This worked very well.
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Lesson topic: Building a sand filter.
The aim of this lesson is to teach the learner how filters work and what exactly is needed to build a working filter.
To teach the learners how to make their own homemade filters.
The teacher started by greeting the learners and telling them to take their seats. Then the teacher
introduced the lesson by showing the learners a glass full of dirty muddy water. The teacher asked the
students if they would drink the water. She then started talking about water filters.
The learners were involved in a group discussion and they had to build their own sand filters.
The learners enjoyed building the sand filter the most, this is because learners were involved in
practical work and they were allowed to discuss the topic with one-another.
How can we clean water? What is a filter? Why do we use filters? What is your opinion on filters?
lesson?
More notes or summaries of the work. More educational images or an example of work.
The teacher told the learners that they have to behave and if they behave they will be rewarded with an
educational video in the next lesson. This worked effectively.
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Lesson topic: Electricity
The aim of this lesson is for the learners to understand what exactly electricity is. Also what parts are in
an electrical atom. The learners should also be able to draw and identify an electrical atom.
The teacher allowed to enter the classroom, but the lights were off. This directly caught the learners
attention. She then proceeded to ask the learners “what do we need and use in our everyday life?”.
Introducing the topic of electricity.
The learners were involved in a group discussion and a worksheet that the teacher handed out to the
learners.
The learners enjoyed the group discussion the most because the learners could talk from experience
about how they use electricity and some of the student’s parents work at Eskom. They really liked to
share these thoughts.
What is electricity? How often do you use electricity? How does an electrical atom look? What is an
electron? What is static electricity?
The teacher used the learners textbook and the teachers manual that is prescribed. Also an
educational video.
lesson?
Informational booklets, extra summaries and notes on work.
8. Were there any disruptive incidents during the lesson? Yes
The whole class were misbehaving while watching the educational video and the teacher warned them
that she was going to turn the video off. The learners behaved after they received the warning.
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3. QUESTION 3 - GETTING TO KNOW THE LEARNERS (5 MARKS)
Spend one break talking to a few of the learners you teach. Try to get to know them better. Ask
questions such as:
• Which school subject do you like the most? Why?
• Which school subject do you like the least? Why?
• How can teachers make learning easier for you?
• How can teachers make learning fun?
Write a paragraph below in which you tell us how you will make the subject you teach
fun for your learners?
I will be teaching Natural science and technology, which is luckily most of the learners favourite
subject. They love this subject because they get to have lots of group discussions, do lots of
experiments and watch some educational videos now and then. I will make the subject fun by
using the learner centred technique. This means I will allow learners to share thoughts and
opinions and I will allow them to choose certain things, like educational videos ect. when they
are being rewarded for good behaviour. The learners least favourite subjects is history, the
learners told me that it’s very hard for them to remember all of the work. With this information I
will try to include some history while I am teaching my subject, maybe this will interest or
inspire them to love history. I will make learning easier for my learners by giving them short but
informational summaries at the end of each lesson. I will also show them educational videos,
which they love to watch. I will make learning fun for my learners by allowing them to engage
in group activities and by doing lots of experiments. This will keep their interest, expand their
knowledge and will allow them to have fun while doing this.
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4. QUESTION 4 - MENTOR-TEACHER ACTIVITIES (10 MARKS)
Activity 1: Meetings and duties
Part of your experience while doing teaching practice is to take part in all teaching and
teaching-related activities. This includes attending meetings and performing duties. Ask your
mentor-teacher which meetings you are free to attend with them (staff meetings, grade
meetings, and so forth; not sensitive meetings or disciplinary meetings). Ask your mentor-
teacher which duties you will perform with them (e.g., break duties). Complete the following
report on one meeting you attended and one duty you performed with your mentor.
Meeting
What meeting did you attend?
A staff meeting.
Why was it called?

To allow the teachers to discuss general events and school functions and arrangements.
When did it take place? (Date and time):
17 August 2023, 14:00 - 15:00
Who were the participants at the meeting?
All the teachers and the principal.
Who chaired the meeting?
The principal.
What was discussed?
Things like special school days, arrange sporting events and activities, discussing school
and community events and to discuss things like school rules and upcoming arrangements.
How often do these meetings take place?
Twice a month.
What did you learn from attending the meeting that has helped you to develop as a
teacher or that you can use in your teaching?
I learned that it is very important that teachers communicate with each other. Also that
planning of any activity or event is the key to success.
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Duty
What duty did you perform with your mentor-teacher?
Break duty.
When (date and time):
8 August 2023, 09:00 - 09:15 and 11:45 - 12:00
Did your mentor-teacher sign to confirm they had performed this duty?
Yes
What did you/your mentor-teacher have to do to perform this duty?
We had to ask permission from the principal for permission.
How often must your mentor-teacher do this duty?
Once a week.
Why is it important that a teacher performs this duty?
This duty is very important because when the learners have break time the must have
supervision. The learners play, run and get hurt, so the teacher should ensure that all
learners are following school rules and are playing responsibly and carefully.
Activity 2: Roles of teachers
Please ask your mentor-teacher to help you to create a list of all the other roles they perform
at the school that are not related to lesson planning, presentation, or assessment of a subject.
These could be duties or extramural activities, committees they serve on, or administrative
tasks such as collecting money, filling in various forms, and phoning other schools to organise
sporting events.
Week 1:
Calling other CVO schools to arrange cultural events.
Planning field school trip.
Arranging and attending a parents meeting.
Week 2:
Planning a fundraiser.
Attending a meeting for the fundraiser.
Sorting out master files in the office.
Week 3:
Attending a Natural science and technology webinar.
Attend anti-bullying committee.
Organise cultural event.

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Week 4:
Attend Technology webinar.
Phone neighbouring schools to arrange food stall at their sporting events.
Attend parents meeting.
Week 5:
Arrange dress-up school event.
Collect money for school event.
Attend safety and security committee.
Arrange staff meeting refreshments
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5 QUESTION 5 - REFLECTIVE JOURNAL (10 MARKS)
During your five-week teaching practice you would have experienced many highlights,
challenges and even some surprises. In 15-17 sentences, write a reflective journal on your
five-week teaching practice experience.
My teaching practice experience was a really good experience. I felt like I learned a lot of new
things. Things like how I can use different teaching and learning methods and strategies, how
to handle learners with discipline issues, how to be a fair and understanding teacher. The
highlights of my teaching practical was definitely spending time with the learners, listening to
all of their stories and experiences has really encouraged me to become a supportive and
excellent teacher. Another highlight I had was the amazing co-worker relationships I had at this
specific school, the teachers are very open and supportive to one another. The principal’s door
is always open to help with anything he can. The challenges I encountered where when there
was an occasional disciplinary problem among learners, where I had to sort out a fight
between two or more learners. Another challenge I encountered was dealing with learners who
has problems at home, this was emotional draining to hear about the awful things that goes on
with the children all around us. What surprised me was how eager this learners were to learn,
these learners were always willing to learn new things and talk about topics they know nothing
about. It also surpassed me how learners can have an influence on each other. For instance, if
a learners has a bad day at school this will affect other learners to either be supportive of one
another or it can lead to tension between learners. Overall I really enjoyed the whole
experience and I have learned a lot.
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6 Forming an effective team with your mentor; adapted from Perez (2012:83)
1. When (date and time) will we meet to plan the lessons?
Lesson 1 - 1 August 2023 14:00 Lesson 2 - 3 August 2023 14:00
2. What procedures will we establish for our classroom? (Lining up, where are bags
kept, where do pupils sit, how are they dismissed, etc.)
The students will take out their books and line-up in front of the class door. Mrs. Eljana will
allow them to enter when they are quiet and settled down. They will stand behind their chairs.
Both teachers will greet them and they wil be given a chance to greet back. They will then be
told to take a seat by Mrs. Eljana. When the bell rings Mrs. Eljana will wait till they settled
down and allow them to stand behind their seat. Both teachers will greet them and they will be
given a chance to greet back. Mrs. Eljana will then dismiss them, girls first, then boys.
3. How will we handle disruptive behaviour?
We will start by giving 2 warnings, if the learners still continue with disruptive behaviour we will
give him/her one demerit point, if the learner continues another demerit point will be given. If
the learner still continues he/she will be sent to the principals office.
4. Will the physical setup in the classroom change?
Lesson 1 No
Lesson 2 No
5. How will we split groups for group work?
Groups of 3 or 4 learners will be chosen by the teacher, depending on how many learners are
in the class.
6. Who is responsible for marking the assessment that we set based on the
lesson?
Mrs. Eljana will be responsible for the marking, but I will be allowed to mark assessment under
her supervision.
7. What are the rules for learners regarding going to the bathroom, talking to
another learner, asking a question, walking around, and so on?
Learners are only allowed to go to the bathroom in-between periods not during a period. The
learners will be given a chance to discuss the topic with one another, in the meen time no
talking especially not if the teacher is talking. When a learner has a question he/she should
raise her/his hand until the teacher gives them the opportunity to ask. No walking around,
except when a learner wants to throw away a paper, but they know they are not allowed to
walk all over the place.
8. Which co-teaching model is best suited to the school, the subject and the
personalities of the two teachers?
The best models of co-teaching that could be used here is one teaches and one assist,
because I don’t have a lot of experience we thought it would be better if Mrs. Eljana took the
lead and I assisted and helped her in anyway I could’ve. Another model that would suite this
school and the teachers in co-teaching is team teaching. Mrs.Eljana and I clicked and we have
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similar teaching styles and techniques, this made it easy to present and explain a topic
together.
9. Our forms of co-teaching for each lesson (you must try different forms of co-
teaching):
Lesson 1: One teach one support
Lesson 2: Team teaching
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6.1 QUESTION 6 - CO-TEACHING LESSONS (20 MARKS)
Co-teaching preparation sheet: Lesson 1.
Circle the chosen form (one teaches, one assists; team teaching; parallel teaching; station
teaching; alternative teaching)
CO-TEACHING LESSON 1: QUESTION 6.1 (10 MARKS)
General information
School: Cvo Middelburg Subject: Natural science and technology

Duration of the lesson: 30 minutes
Grade: 6
Topic: Static electricity
Date: 8 August 2023
Resources available at the school (very good, sufficient, limited) There were sufficient resources available at the school.
Resources used in this lesson: Learner textbook, teachers manual.
Number of learners in class: 12
Lesson aim (as a teacher, you want to teach):

I want the learners to understand what static electricity is and how its created. Learners need to understand that static
electricity, like normal electricity, has a positive and negative charge. Learners should also know the characteristics of static
electricity.
Objectives/Outcomes
What will the learners be able to do/understand by the end of the lesson? (Start with: Learners will…)
Learners will know the characteristics of static electricity, how static electricity is created and how it moves around.
What are your teaching strategies/methods/approaches? (Explain your choice.)
We will use a one teaches and one assist strategy. We will also use a learner-centred strategy to allow learners to ask
questions and discuss the topic.
The introduction phase: (How will you and/or your co-teacher get the learners ready for what you want them to learn?)
When the learners enter the class they will be seated and me and my co-teacher will start by rubbing a balloon on my hair.
This will cause static electricity and my har will be staying upwards.
How long will this take? 5 minutes.
Questions you and/or your co-teacher will ask:
What is static electricity? What causes static electricity?
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The main part of the lesson: Learner activity: (What will the learners do and say?)
How long will this take? 15 minutes The learners will sit and listen and observe what is busy
Teacher activity (What will you and/or your co-teacher do happening in the class. The learners will paste important
and say?) papers into their books. The learners will be given a change
In the main part of the lesson I will assist my co-teacher by to discuss the topic.
handing out papers while she is busy explaining how static
electricity works and how it is charged and formed. I will also
be showing the learners pictures of different types of
materials while the teacher explain the materials that causes
static electricity.

What types of materials can cause static electricity? Is static
electricity the same as normal electricity? Does static
electricity have a positive and negative charge? What are
the characteristics of static electricity?
The conclusion of the lesson: (quick quiz, class Learner activity: (what will the learners do and say?)
discussion, learners ask each other questions, etc.) Learners will be allowed to ask any questions relevant to the
How long will it take? 10 minutes topic. Learners will be allowed to discuss the topic and the
What questions will you and/or your co-teacher ask? worksheet that is handed out. Learners may discuss the
At the end of the lesson I will hand out worksheets to the topic.
learners while the teacher will explain the activity their about
to do. The teacher will also allow the learners to ask each
other questions and to discuss the topic with each other.
The teacher will ask if there is any final questions and if
there is none quick revision will be done. Questions will be
asked by me, questions like, “What is static electricity?” “If I
wear a wool jersey and rub against it will there be static
electricity?”
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ATTACHMENT OF LEARNING/TEACHING RESOURCES
Attach an example of an activity that you used for this lesson. It could be a class activity, an
assessment, a quiz, or a homework activity. It must be an activity that YOU DESIGNED. Do not copy
and paste activities from textbooks or attach lesson plans in this section. [Make use of this space only].
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6.2 Co-teaching preparation sheet: Lesson 2
Circle the chosen form (one teaches, one assists; team teaching; parallel teaching; station
teaching; alternative teaching)
CO-TEACHING LESSON 2: QUESTION 6.2 (10 MARKS)
General information

Grade: 6
Topic: Electricity in the sky.
Date: 10 August 2023
Resources available at the school (very good, sufficient, limited) There were sufficient resources available at the school.
Resources used in this lesson: Learner textbook, teachers manual.

To help the learners understand that there is electricity in the air and to help them understand how lightning is formed. To teach learners
interesting facts about lightning. And to teach learners the safety rules when it comes to lightning.
Objectives/Outcomes
Learners will understand how lightning works and how it is formed. Learners will also know which safety measurements to follow in the
case of heavy lightning and rain. Learners will know how clouds are formed.
For this lesson we will used a teacher-centred strategy, because we are using the team teaching style. This means both teachers need to
actively participate in the teaching process, both teachers have to talk and share knowledge.
The introduction phase: (How will you and/or your co-teacher get the learners ready for what you want them to learn?)
The learners will be introduced to the lesson by entering the class and taking a seat. When they have taken their seats they will be shown a
short video tat quickly explains how clouds are formed and how electricity is formed.
How long will this take: 5 minutes
What is electricity? Where can electricity be found in nature? When is there electricity in the sky?
How long will this take? 15 minutes The learners will sit and listen and observe what is busy happening
Teacher activity (What will you and/or your co-teacher do and in the class. The learners will paste important papers into their
say?) books. The learners will be given a change to ask questions about
In the main part of the lesson my co-teacher and I will be team the topic.
teaching and will be discussing the topic together. We will be
handing out papers that has some extra notes and summaries. I will
also be showing the learners pictures of different clouds and
thunders while the teacher explain exactly how static electricity is
formed in the sky.

Does clouds have an energy charge? What is thunder clouds? What
is friction? What are the rules you can follow when there’s a
thunderstorm outside?
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discussion, learners ask each other questions, etc.). Learners will be allowed to ask any questions relevant to the
How long will it take? 5 minutes topic. Learners will be allowed to discuss the topic with the
What questions will you and/or your co-teacher ask? teachers.Learners may start with they worksheet.
At the end of the lesson me and my co-teacher will explain
the activity they are about to do. The teachers will also allow
the learners to ask questions and to discuss the topic.
The teachers will ask if there is any final questions and if
there is none quick revision will be done. Questions will be
asked by me and my co-teacher, questions like, “What is
static electricity?” “What rules can you follow for
thunderstorms?” “Why is lightning dangerous?”
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7. QUESTION 7 - REFLECTIONS ON CO-TEACHING – (5 MARKS)
Reflect on the co-teaching lessons that were prepared and presented.
1. Discuss which aspects of co-teaching worked well for you?
The co-teaching worked really well for when a learners starts an argument with one of the
teachers, it makes teaching easier when somebody has your back the entire time. I also
enjoyed doing things differently than what I’ve learned and tried. Learning more and
experiencing more different ways.
2. Discuss the aspects of co-teaching that you found difficult/challenging/

strange?
I did not like the fact that I couldn’t have all the learners attention throughout the entire
lesson. I also found it challenging to have the correct time management, I felt like I didn’t get
to discuss all the aspects of the topics that I wanted to.
3. How did the learners respond or react to co-teaching?
The learners responded well, I don’t think they where expecting to be co-taught and in the
beginning of the lesson the learners were a bit nervous and overwhelmed. But at the end of
the lesson the learners enjoyed having two teachers to talk to and to ask questions.
4. Do you think co-teaching is practical in a school? Elaborate.
I would say co-teaching would be practicle in a big school in big classrooms. For classes with
40 - 50 learners in co-teaching would work perfect. But for smaller schools and classes, like
the one I was at, it’s unnecessary to have co-teaching. 6 - 20 learners is enough for one
teacher to handle.
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8 QUESTION 8 - INDEPENDENT TEACHING LESSON PLANS (20 MARKS)
You will teach these lessons on your own, with your mentor-teacher observing and evaluating them.
INDEPENDENT LESSON 1: QUESTION 8.1 (10 MARKS)
General information

Grade: 4
Topic: Energy systems
Resources available at the school (very good, sufficient, limited): The resources available at the school is
sufficient and good.
Resources used in this lesson : Prescribed textbook, activities and worksheet.

The aim of this lesson is to help learners understand what a system is and how a system transfers energy from
one part to the next. The learners should also be able to explain what “save and transfer of energy” in nature is.
Also what “energy transfer” means.
Objectives/Outcomes
Learners will be able to define the word “system”, explain how energy is stored and transferred in nature and they will be
able to draw and identify a food chain.
I will use a learner-centred strategy because this will allow the learners to become comfortable talking to me and
will encourage the learners to share thoughts and opinions and to ask questions. Learner-centred approach will
also promote active learning and critical thinking. I am also going for a technology-based learning method (showing
videos and images) because I believe this will keep the learners interest and attention.
The introduction phase: (How will you get the learners ready for what you want them to learn?)
I will start by doing a little bit of revision and quickly refresh their minds on what energy is. I will then ask them “How is
energy transferred?” and this will lead to a group discussion, thus introducing the topic.
How long will this take? 5 minutes
Questions you will ask:
What is energy? What is a food chain? Can energy be stored? What is a system?
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Teacher activity (What will you do and say?) The learners will be able to ask questions during the lesson
by lifting their hand and waiting for the teacher to allow them
I will ask the learners questions to activate their critical to speak. The learners will be writing important information in
thinking and problem solving skills. I will then begin to their workbooks and they will have to copy an example of a
explain how energy is stored in plants and how this energy is food chain off of the board and into their workbooks.
transferred when a plant is eaten. Next I will explain what a They will also have to paste important information and a
food chain is and how exactly a food chain works. While summary of the lesson into their workbook.
doing this I will show the learners educational images of
different types of food chains to help them understand that
every living organism is apart of a food chain. I will allow
learners to ask question and at the end of the main part of
the lesson I will allow them to discuss what has been said.
Questions you will ask…
How do you think energy is transferred? How is energy

stored in nature? How is energy transferred in a food chain?
How does a food chain work? When is energy transferred
in a system? Why is organisms dependent on each other
in the ecosystem?
discussion, learners ask each other questions, and so forth) The learners will discuss the work, ask questions about
How long will it take? 10 minutes things their uncertain about, answer questions that the
teacher will ask them and start with the activity that has been
When the teacher is finished talking the learners will receive handed out to them. If the learners did not finish the activity
a chance to have a group discussion about the topic and will in class the activity will be homework.
then again be able to ask questions or to share their
thoughts and opinions about the work. The teacher will then
ask a few quick questions to ensure that all the learners
have listened properly and that everyone understands the
work. A individual activity will then be handed out to the
learners for them to paste and complete in their workbooks.
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INDEPENDENT LESSON 2: QUESTION 8.2 (10 MARKS)
General information
School: CVO Middelburg Subject: Natural science and technology

Grade: 6
Topic: Electrical circuits
Resources available at the school (very good, sufficient, limited): Good sufficient resources available.
Resources used in this lesson: Prescribed textbook, activities and worksheet.

The aim of this lesson is to help learners understand how an electrical circuit works and what
components is needed for an electrical circuit to work. The learners should also be able to draw a
simple, series and parallel electrical circuit by the end of the lesson.
Objectives/Outcomes
Learners will know the difference between series, parallel and a simple electric circuit. Learners will
also know how all of the symbols of an electric circuit looks and what the uses of electric circuits are.
I will use a learner-centred strategy because this will allow the learners to become comfortable when
they are talking to me and this will encourage the learners to share thoughts and opinions and to ask
questions. Learner-centred approach will promote active learning and critical thinking. I will also use a
technology-based learning method (showing example videos and images) because this will keep the
learners interest and attention.
The introduction phase: (How will you get the learners ready for what you want them to learn?)
I will introduce the lesson by showing the learners two images, one image will have an electrical
circuit in reality and the other one will be the same electrical circuit drawn with symbols. I will ask the
learners a few questions and a group discussion will begin, thus introducing the topic.
Questions you will ask:
What is an electric circuit? Where can we find electric circuits?
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The main part of the lesson: Learner activity: (What will the learners do and
How long will this take? 15 minutes say?)
Teacher activity (What will you do and say?) The learners will be able to ask questions during
Firstly I will ask the learners questions to activate the lesson by lifting their hand and waiting for the
their critical thinking and problem solving skills. I teacher to allow them to speak. The learners will
will then begin by refreshing their memories and be writing important information in their workbooks
explain how electric circuits work and how we and they will have to copy examples of the three
use them in our daily lives. Next I will explain types of electric circuits off of the board and into
what components is needed for an electrical their workbooks.
circuit. While doing this I will show the learners They will also have to paste important information
educational images of different types of electrical and a summary of the lesson into their workbook.
circuits to help them understand that there is The learners will also have to copy important
more than one way to draw or design a circuit. I terminology words from their textbooks into their
will allow learners to ask question and at the end workbooks.
of the main part of the lesson I will allow them to
discuss what has been said.
Questions you will ask
What are the components of an electrical circuit?

How does an electric circuit work? What is the
difference between a simple, series and parallel
electrical circuit? What is electric circuits used
for?
The conclusion of the lesson: (quick quiz, Learner activity: (what will the learners do and
class discussion, learners ask each other say?)
questions, etc.).
How long will it take? 10 minutes The learners will discuss the work, ask questions
about things their uncertain about, answer
When the teacher is finished talking the learners questions that the teacher will ask them and start
will receive a chance to have a group discussion with the activity that has been handed out to them.
about the topic and will then again be able to ask If the learners did not finish the activity in class the
questions or to share their thoughts and opinions activity will be homework.
about the work. The teacher will then ask a few
quick questions to ensure that all the learners
have listened properly and that everyone
understands the work. A individual activity will
then be handed out to the learners.
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9. QUESTION 9 - REFLECTIVE SELF-ASSESSMENT ON INDEPENDENT TEACHING

LESSONS (10 MARKS)
To become a better teacher, you will need to reflect on your teaching. This means you will have to look
back at your lesson and eventually at the entire period you were doing teaching practice and think
about it from different perspectives. You also need to consider how the learners felt about the lesson
and whether they found it interesting and stimulating, and, most importantly, did they learn? For an
individual lesson, you will consider what went well and what did not. Looking at this can improve your
skills as a teacher. To be reflective, you will have to answer some questions about your teaching. This
is not something you can just rush through – you will have to find some quiet time to think about your
whole lesson.
Element Independent lessons

How do you feel about your I feel really good about my lessons, everything went
lessons? (Substantiate
your answer). accordingly to plan. The given time for each phase of the
lesson was enough for me to clearly discuss the important
points in the topic. I would’ve liked if there were more time for
group discussions, but overall time management was good.
The learners were respectful and well behaved and I felt like I
expanded their knowledge in Natural science and technology.
What contributed to the My mentor really helped me a lot through planning my lessons
success/partial success or
failure of your lessons? and guiding me through my independent lesson. The
prescribed textbook and teachers manual also guided me and
helped me to achieve a successful lesson. The learners were
also very helpful throughout my whole experience teaching the
independent lesson.
What went well during the At first I wasn’t very confidant and I was a bit stressed, but as
lessons? (E.g., your
confidence, introduction, soon as I began my introduction everything started to happen
discipline, use of visual
material, pace, learner naturally. The learners discipline is very good, I had to
responses). occasionally tell them to keep quiet and so on. But overall I
had a good experience with the learners. The learner
responses were excellent, the learners always want to share
their thoughts and experiences. The use of visual material was
good and it kept the learners interest and attention.
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What would you want to I would definitely do more research on the topic to give the
improve in these lessons if learners more interesting facts. I would also like to be able to
you had to teach them
do some experiments with the learners. I would also like to
again?
make more time for group discussions.
Were you happy or I was happy with the level of understanding that the learners
unhappy with the level of
learner understanding of projected. All the learners seem to understand clearly after a
the concepts? Why?
few questions was asked and after a group discussion. There
were no uncertainties while completing their worksheets.
What do you think the I think the learners enjoyed the lesson, I also think they
learners' perceptions of the
lesson were? learned a few things during the lesson. I think so because all
Why do you say so? the learners were participant and active in the teaching and
learning process. Even after class a few learners came to
share some of their knowledge with me.
Identify the things you have Can control

control over during the
lessons and the things you I could control the resources I used to educate the learners. I could
cannot control. control when a learner was allowed to answer a question and when
not. I could control the type of teaching methods and strategies I was
using.
For example, you can find Cannot control

pictures to help learners
understand concepts, but I can not control when learners talked to each other while I was
you cannot control the size explaining. I can not control other teachers or learners that disrupt
of the class you teach. the class. I can not control when something outside the classroom
caught the learners attention.
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10. QUESTION 10 - PRESENTATION OF THE PORTFOLIO – (5 MARKS)

(EVALUATION BY THE MARKER)
Have the following criteria been met? YES () or NO (X)
*Are all the questions in the portfolio answered?
*Is the portfolio in chronological order?
*Is the portfolio scanned correctly and is the text legible?
*Is the portfolio neatly presented?
Dear Student: To be awarded 5 marks for this question, all four criteria must
be met. If you fail to meet all four criteria, you will be awarded 0 marks for this
question.
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TPN2602/103/2023
I would like to wish you everything of the best for your future teaching career. I
hope that you enjoyed your practical teaching period and that you learnt a lot!
Remember that all assignments and portfolios must be submitted online.

Do not post, fax or e-mail them.
Ms K Naidu
012 429 2184
E-mail: naiduk1@unisa.ac.za
REFERENCES:
Benninghof, AM. 2012. Co-teaching that Works. USA: Jossey-Bass.
Dei, S. 2014. Teaching Africa. Germany: Springer.
Friend, M & Cook, L. 2013. Interactions: collaboration skills for school professionals, 7th
Edition. USA: Pearson.
Murawski, W & Dieker, L. 2013. Leading the co-teaching dance. USA: Council for Exceptional
Children.
Perez, K. 2012. The co-teaching book of lists. USA: Jossey-Bass.
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TPN2602/103/2023

Student number: 13752820

Due date: 5 September 2023

Tutorial Letter 103/0/2023

Dear Student: You must teach ONE of your chosen subjects.

TL TEACHING PRACTICE PLACEMENT Mark received CONTRIBUTION TO

Assignment 02: MCQ (COMPULSORY) 40% 40%

102 Teaching practice office placement arrangements

103 Teaching practice portfolio

SCHOOL-BASED PRACTICAL ASSIGNMENT: EXAMINATION

Final mark Year mark 20% TOTAL:

HOW WILL THIS PORTFOLIO BE MARKED?

QUESTION 1 – Contextual questionnaire 5 marks

QUESTION 2 – Observing experienced teachers 10 marks

QUESTION 3 - Getting to know the learners 5 marks

QUESTION 4 - Mentor-teacher activities 10 marks

QUESTION 5 - Reflective journal 10 marks

QUESTION 6 - Lesson plans (co-teaching) 6.1 10 marks

QUESTION 6 - Lesson plans (co-teaching) 6.2 10 marks

QUESTION 7 - Reflection 5 marks

QUESTION 8 - Lesson plans (individual) 8.1 10 marks

QUESTION 8 - Lesson plans (individual) 8.2 10 marks

QUESTION 9 - Reflection 10 marks

QUESTION 10 - Presentation of the portfolio 5 marks

TOTAL 100 marks

1. QUESTION ONE - CONTEXTUAL QUESTIONNAIRE – (5 MARKS)

4. Describe your mentor/subject/learning area teacher (knowledge, teaching

QUESTION 2 - OBSERVING EXPERIENCED TEACHERS (10 Marks)

Grade: 4 Number of learners in class: 6

Lesson topic: Air, the components of air.

2. Describe what the teacher did to introduce the lesson?

8. Were there any disruptive incidents during the lesson? No

Date: 25 July 2023 Subject: Natural science and technology

Grade: 4 Number of learners in class: 6

Lesson topic: Energy and change

2. Describe what the teacher did to introduce the lesson?

An educational book with more indept information.

8. Were there any disruptive incidents during the lesson? Yes

Grade: 4 Number of learners in class: 6

Lesson topic: Energy sources

2. Describe what the teacher did to introduce the lesson?

More pictures of different types of energy sources.

8. Were there any disruptive incidents during the lesson? No

Grade: 6 Number of learners in class: 12

Lesson topic: Building a sand filter.

2. Describe what the teacher did to introduce the lesson?

8. Were there any disruptive incidents during the lesson? No

Grade: 6 Number of learners in class: 12

Lesson topic: Electricity

2. Describe what the teacher did to introduce the lesson?

Informational booklets, extra summaries and notes on work.

8. Were there any disruptive incidents during the lesson? Yes

3. QUESTION 3 - GETTING TO KNOW THE LEARNERS (5 MARKS)

4. QUESTION 4 - MENTOR-TEACHER ACTIVITIES (10 MARKS)

Activity 1: Meetings and duties

What meeting did you attend?

Why was it called?

When did it take place? (Date and time):

17 August 2023, 14:00 - 15:00

Who were the participants at the meeting?

All the teachers and the principal.

Who chaired the meeting?

How often do these meetings take place?

planning of any activity or event is the key to success.