TPS3703 101 Tutorial Letter

TPS3703/101/0/2023
Tutorial Letter 101/0/2023

Teaching Practice 111
TPS3703
For doing Teaching Methodology 1 FET

Phase (Grade 10-12)
Year module
Department of Curriculum and Instructional

Studies
This tutorial letter contains important information about TPS3703.
BARCODE
CONTENTS
Page
1 INTRODUCTION.......................................................................................................................... 4
2. PURPOSE AND OUTCOMES...................................................................................................... 7
2.1 Purpose ....................................................................................................................................... 7
2.2 Outcomes..................................................................................................................................... 9
3. CURRICULUM TRANSFORMATION......................................................................................... 13
4. LECTURER(S) AND CONTACT DETAILS ................................................................................ 13
4.1 Lecturer(s).................................................................................................................................. 13
4.2 Teaching Practice Office ............................................................................................................ 14
4.3 Administrative support ............................................................................................................ 15
4. 4 Department ............................................................................................................................... 16
4.5 University ................................................................................................................................... 17
5. RESOURCES ............................................................................................................................ 17
5.1 Prescribed book(s) ..................................................................................................................... 17
5.2 Recommended book(s) .............................................................................................................. 17
5.3 Electronic reserves (e-reserves) ................................................................................................. 18
5.4 Library services and resources ................................................................................................... 18
6. STUDENT SUPPORT SERVICES ............................................................................................. 20
7. STUDY PLAN ............................................................................................................................ 21
8. PRACTICAL WORK .................................................................................................................. 22
8.1 Introduction ................................................................................................................................ 22
8.2 How Teaching Practice should be undertaken ............................................................................ 23
9. ASSESSMENT .......................................................................................................................... 25
9.1 Assessment criteria .................................................................................................................... 25
9.2 Assessment plan ..................................................................................................................... 26
9.3 Assignment numbers ................................................................................................................. 27
9.4 Assignment due dates ............................................................................................................. 28
9.5. Submission of assessments ....................................................................................................... 29
9.6 The assignments ........................................................................................................................ 31
9.7 Other assessment methods........................................................................................................ 76
9.8 The examination......................................................................................................................... 77
9.8.1 Examination admission (portfolio) ............................................................................................... 77
10. FREQUENTLY ASKED QUESTIONS ........................................................................................ 78
11. ACADEMIC DISHONESTY ........................................................................................................ 80
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11.1. Plagiarism .................................................................................................................................. 80

11.2. Cheating .................................................................................................................................... 80
12. SOURCES CONSULTED .......................................................................................................... 81
13. IN CLOSING .............................................................................................................................. 81
14. ADDENDUM .............................................................................................................................. 82
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1 INTRODUCTION
Dear Student
Welcome to the teaching practice component of your professional development! Teaching
practice is the core of our teacher education programmes and we shall do our best to make your
teaching practice experience interesting, rewarding and successful. You will be well on your way
to success if you start arrangements early in the year and resolve to complete the assignments
properly.
PLEASE NOTE / IMPORTANT NOTE:
Register TPS3703 with your Teaching methodology III FET (1) Subject teaching
(Grades 10-12)
Teaching Practice (TP) module is integrated with the Subject teaching modules.
If you have not registered for an FET Subject Didactics, please do so immediately.
You have to complete 25 school days of practical teaching for TPS3703 in grades 10-12.
Holidays are not school days and you must keep them in mind when you plan your dates
for the practical teaching. This is a mandatory requirement and no exceptions can be
made. You have to do 25 school days even if you are working and you do not have enough
leave days. Consider school plans when planning your TP e.g. examinations.
This tutorial letter contains essential guidelines for your school practice period. Consult the
guidelines prior to and during your teaching practice period. In this tutorial letter, you will also find
the teaching practice assignments and instructions for the preparation and submission of the
assignments. We have also included certain general and administrative information.
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This tutorial letter also contains important information about specific issues:
• purpose and outcomes of this module
• the study material
• instructions regarding school visits and placement
• preparation and submission of assignments
• assessment criteria
We urge you to read this tutorial letter carefully and to keep it at hand when working through the
study material, preparing the assignment(s) and when addressing questions to your lecturers.
Please also consult it for matters regarding teaching practice at a school.
• Inventory letter
You should have received an inventory letter indicating what you have received in your study
package and showing items that are still outstanding. Also, see the brochure entitled Study @
Unisa. Check the study material that you have received against the inventory letter. You should
have received all the items listed in the letter, unless it is stated there that something is out of
stock or not available. If any item is missing, follow the instructions on the back of the inventory
letter without delay.
PLEASE NOTE: Your lecturers cannot help you with missing study material.
E-mail: [email protected]
The Department of Despatch should supply you with the following study material for this module:
1) Tutorial Letter 101 – you will find the assignments and their associated assessment
criteria as well as instructions on the preparation and submission of assignments. This
tutorial letter also provides all the information you need in terms of the prescribed
study material, other resources, and how to obtain these resources.
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This tutorial letter also includes certain general and administrative information about
these modules. Please study this section of the tutorial letter carefully.
2) Tutorial Letter 102 - Teaching-practice placement form, letter to the principal and
Teaching Practice Office contact details. will explain the administrative aspects of your
teaching practice such as placements, placement letters, visits by Unisa supervisors,
contact details of the Teaching Practice Office, attendance registers, etc. Please use
this tutorial letter and the contact details in it for administrative enquiries regarding
teaching practice.
3) Tutorial letter 103 - The Portfolio you need to complete while on Teaching Practice. This
Portfolio is the non-venue based exam component of the module and it should be
completed daily. You must use the document with its templates to complete your portfolio
during your teaching practice period. All queries regarding the portfolio should be
addressed to the lecturer, as these are academic in nature.
Apart from these tutorial letters, you may receive others during the year.
You can download the tutorial letters for the modules for which you are registered on the
University’s online campus or MyUnisa, at http://MyUnisa.ac.za.
Right from the start, we would like to point out that you must read all the tutorial
letters you receive immediately and carefully, because they always contain important and,
sometimes, urgent information. We hope that you will enjoy this module and we wish you
all the best in your studies!
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2. PURPOSE AND OUTCOMES
2.1 Purpose
The purpose of this module is to provide you with the knowledge, skills and attitudes you
need to teach learners in Further Education and Training (FET Grades 10-12). The focus of
this module is on the practical aspect of your training as a teacher.
This module, TPS3703, is an essential part of the Initial Teacher Education (ITE) programmes.
All the ITE programmes have three components, namely educational theory, professional
studies and teaching practice with the last mentioned being the most fascinating part of the
professional preparation of teachers. The theory and learning areas for the teaching practice
module consist of the following:
EDUCATIONAL THEORY RELATED TO THIS MODULE
Chosen teaching methodology module
PRACTICAL APPLICATION
TPS3703 - Five weeks of practical teaching experience at a school
Grades 10 –12 (FET Phase)
The Teaching Practice module forms part of a series of learning situations for prospective
teachers in which they are systematically confronted with, or can practice, concrete activities of
teaching and classroom management, supervised by experienced teachers and mentors.
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The purpose of this module is to provide you with the opportunity to become acquainted with
formal teaching in the practical school situation and to apply the theoretical knowledge gained
in the all modules of this programme. This module focuses on the different teaching and learning
strategies in practice.
Unisa follows a school-based initial teacher education model. According to this model, partner
schools and higher education institutions (HEIs) have a joint responsibility for the planning and
management of programmes, and the training and assessment of student teachers.
Schools have the responsibility to train student teachers to teach their subjects and learning
areas, to assess learners and to manage classes. Schools also have to supervise and assess
student teachers’ competence. HEIs have the responsibility to ensure that programmes meet the
requirements for academic validation, to present programmes for accreditation, and to award
qualifications to successful student teachers.
According the Minimum Requirements for Teacher Education Qualifications (2015), Practical
learning is associated with the acquisition, integration and application of knowledge for teaching
purposes. This document further explains that “Work-Integrated learning (WIL) takes place in the
workplace and can include aspects of learning from practice (e.g. observing and reflecting on
lessons taught by others), as well as learning in practice (e.g. preparing, teaching and reflecting
on lessons presented by oneself). Practical learning is an important condition for the development
of tacit knowledge, which is an essential component of learning to teach.”
Against the background of the above remarks, we sincerely hope that you will enjoy the
opportunity to become involved with, and actively participate in, all aspects of school life!
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2.2 Outcomes
Your learning process, through this teaching practice module, is based on purposeful and
systematic practice and learning (from supervised teaching to co-mentoring and team teaching
and finally leading to independent teaching).
The general outcomes envisaged in this Teaching Practice module are:
• to support you step by step during your teaching practice experience
• to provide you with experiences and good opportunities to become familiar with
classroom practices
• to provide you, as a prospective teacher, with an opportunity to establish an appropriate
teacher-learner relationship
• to provide you with an opportunity for assessing your potential as a teacher and suitability
for the teaching profession
• to provide you with an opportunity to develop personal relationships with students,
administrators, teachers, parents and learners
• to provide you with an opportunity to put theories into practice and to develop a deeper
understanding of educational principles and their implications for learning and
to assist you in developing skills in the use of fundamental procedures, techniques and
methods of teaching
• to assist you in developing desirable professional interests, attitudes and ideas relative to
the teaching profession
• to provide you with an opportunity to observe and report on classroom activities, policies
and resources present in a class context
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Specific outcome 1:
Demonstrate understanding of key ideas and debates on issues related to teaching practice.
Assessment criteria
• Discussions and evaluations of issues related to teaching practice display a consideration
for historical and current perspectives.
• Discussions on issues related to teaching practice take due cognisance of the diversity
that exists in sites of practice.
• Evaluations of issues related to teaching practice take due cognisance of the diversity
that exists in sites of practice.
• Comparisons and evaluations of issues related to teaching practice show a consideration
for the conventions of academic debate including the ability to analyse published research
reports and articles in this area
Specific outcome 2:
Adapt flexibly a variety of roles and strategies in response to changing learner and learning needs
and contexts in the teaching practice placement.
Assessment criteria
Discussions and analyses of issues related to effective classroom practice are based on a sound
understanding of diverse learner, learning and teaching needs, and the level of readiness of
different stakeholders in diverse contexts of practice.
• Discussions on issues related to effective classroom practice take due cognisance of the
diversity that exists in sites of practice.
• Evaluations of issues related to effective classroom practice take due cognisance of the
diversity that exists in sites of practice.
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• Roles assumed and positions taken with regard to effective classroom practice are
justified by appropriate reference to theory, policy, observed practice and personal
experience.
Specific outcome 3:
Identify and justify, varied strategies for effective classroom practice in ways that are appropriate
for different purposes and contexts.
Assessment criteria
• Discussions and evaluation of effective classroom practice display a consideration for
historical and current perspectives as well as a deep understanding of context.
• Discussions of the efficacy of different strategies for engagement take due cognisance of
the diversity that exists in sites of practice and the evolving nature of policy and practice.
• Evaluations of the efficacy of different strategies for engagement take due cognisance of
the diversity that exists in sites of practice and the evolving nature of policy and practice.
• Selections of different strategies for engagement that are justified by appropriate
reference to theory, policy, observed practice and personal experience.
Specific outcome 4:
Use innovative ways to contribute to the development of effective classroom practice in ways that
are informed by contextual realities, the nature of multi- cultural schools and classrooms, historical
legacies, social diversity and Africanisation of the curriculum
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Assessment criteria
• Discussions and evaluation of issues related to effective classroom practice display a
consideration for historical and current social perspectives and the need to engage in
collaborative meaning making.
• Discussions of issues related to effective classroom practice take due cognisance of the
diversity that exists in sites of practice, stakeholder preparedness and the evolving nature
of policy and practice.
• Evaluations of issues related to effective classroom practice take due cognisance of the
diversity that exists in sites of practice and the evolving nature of policy and practice.
• Selections of different strategies for positive engagement are justified by appropriate
reference to theory, including indigenous knowledge, observed practice and personal
experience.
Please make sure that you read the Educator Code of Conduct from the South African Council
for Educators (SACE). You will be expected to conduct yourself in accordance with this code and
the specific code of conduct for teachers that your school has set out.
You will find the Educator Code of conduct here: www.sace.org.za/upload/files/ethics-
brochure.pdf
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3. CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter based on five pillars and eight dimensions. In response
to this charter, we have placed curriculum transformation high on the teaching and learning agenda.
Curriculum transformation includes the following pillars: student-centred scholarship, the pedagogical
renewal of teaching and assessment practices, the scholarship of teaching and learning, and the infusion
of African epistemologies and philosophies. These pillars and their principles will be integrated at both
programme and module levels as a phased-in approach. You will notice a marked change in the teaching
and learning strategy implemented by Unisa, together with how the content is conceptualised in your
modules. We encourage you to embrace these changes during your studies at Unisa in a responsive way
within the framework of transformation.
4. LECTURER(S) AND CONTACT DETAILS
4.1 Lecturer(s)
Module coordinator/Primary Lecturer: Mr Nduduzo Brian Gcabashe
Contact details: [email protected]
All queries that are not of a purely administrative nature but are about the management of this
module should be directed to the coordinator. Please have your study material at hand when you
contact the module coordinator.
Your Teaching Practice Module coordinator will do the following:
• assist you in planning a way through your teaching practice module.
• support the collaborative partnership (either directly or indirectly).
• assess your Teaching Practice Portfolio.
• act as a source of information about the content to be taught, teaching methodology and
school procedures.
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4.2 Teaching Practice Office
Address: Sunnyside Campus, Building 10 Room 2-30, Rissik Street, Pretoria, 0001
Name Contact Email
TP Coordinators
Mr M Masango 012 484 1010 [email protected]
Ms B Mbuqe 012 481 2828 [email protected]
Workstation/ Provincial Coordinators
Name Province Contact Skype Contact E-mail
Mr P Ramoba EC, FS & NW 012 481 2805 Teachprac1 [email protected]
Ms EN Maluleka 012 481 2885 [email protected]
[email protected]
Miss Z Thole KZN North 012 481 2929 Teachprac2 [email protected]
[email protected]
Mrs L Moathlodi 012 484 2841 [email protected]
Mr AL Mangwato KZN South 012 481 2736 Teachprac2 [email protected]
[email protected]
Mr MM Malefo 012 481 2759 [email protected]
Ms H Botha WC & NC 012 481 2882 Teachprac3 [email protected]
[email protected]
Mr M Makhetha GP 012 484 1048 Teachprac4 [email protected]
[email protected]
Mr P Vilankulu 012 481 2881 [email protected]
Miss N Ndlovu LP & MP 012 481 2730 Teachprac [email protected]
[email protected]
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Mrs N Monyaku 012 481 2822 [email protected]
Name Region / Contact Skype Contact E-mail
Country
Mrs L Moatlhodi SADC & 012 484 2841 Teachinternational [email protected]
International [email protected]
[email protected]
Teaching Practice has introduced Skype for face-to-face contact with staff members for student
support. Therefore, you are encouraged to use this if you have Skype on your PC, laptop or mobile
device. Refer to the table above for contact details as per province or country.
4.3 Administrative support
ASPECT OF RESPONSIBLE CONTACT DETAILS

TEACHING PERSON(S) OR
PRACTICE DEPARTMENT
Applications and
registration [email protected] 012 General contact details can be
queries 441 5888 43578 (SMS) found in the Study @ Unisa
brochure or look on
Tutorial letters [email protected] 012 www.unisa.ac.za under the
not received 429 6942, 012 429 6561 CONTACT US button. Please
print this out and keep it
Year marks, [email protected] with you.
marks capturing 012 429 2873, 012 429
3710, 012 429 3958
Problems with
exam admittance, [email protected]
etc. 012 429 8205, 012 429
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Placements Teaching Practice Email: [email protected]

School visits Placement office and Fax0866190505
school visit coordinators 012 481 2805, 012 481 2929
Look in tut letter 102 for more
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Recognition of Recognition of Prior Learning Ms Moroke
Prior Learning Section (also known as [email protected] or
(RPL*) for Teaching exemptions). [email protected]
Practice 012 481 2762
If you did not receive one of these

tutorial letters download it from my
Queries regarding Unisa or contact
study material. Study material queries [email protected] or 012
429
6942 for a hard copy.
*RPL is the acronym for Recognition of Prior Learning. Students who completed three
years of full-time teaching may apply for RPL for the Practical Teaching modules. It entails
the completion of a comprehensive portfolio of evidence demonstrating effective teaching
and it is evidence led. Ms Moroke will supply full details and the forms and formats needed.
4. 4 Department
This module is managed by:
The Department of Curriculum and Instructional Studies
College of Education
PO Box 392
UNISA
0003
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4.5 University
If you need to contact the university about matters not related to the content of this module, please
consult the publication Study @ Unisa, which you will have received with your study material. This
brochure contains information on how to contact the university (e.g. to whom you can write for
different queries as well as important telephone and fax numbers, addresses and details of the
times certain facilities are open).
Please note that all administrative enquiries should be directed to:
E-mail [email protected]
5. RESOURCES
5.1 Prescribed book(s)
The prescribed books are prescribed for the theoretical modules linked to the Teaching Practice
module.
5.2 Recommended book(s)
Du Toit, E.R. 2016. Help I’m a Teacher. Pretoria: Van Schaik.
Taole, M.J. and other authors. 2015. Teaching practice, perspectives and frameworks. Pretoria:
Van Schaik.
These books are useful as they contain additional information that may be useful in your studies.
You may therefore request the books from the Unisa library but you may only keep them
for a limited period so that other students can also use them.
If you prefer you may also buy the books from academic bookshops or you can order them
from https://www.onthedot.co.za. Please note: There is no obligation to buy the books.
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5.3 Electronic reserves (e-reserves)
https://oasis.unisa.ac.za/articles/2702998.28161/1.PDF
https://eric.ed.gov/?id=EJ787770
https://digitalcommons.humboldt.edu/cgi/viewcontent.cgi?article=1009&context=hjsr
E-reserves can be downloaded from the Library catalogue. More information is available at
https://libguides.unisa.ac.za/request/request
5.4 Library services and resources
The Unisa Library offers a range of information services and resources:
• For a general Library overview, go to
https://www.unisa.ac.za/sites/corporate/default/Library/About-the-Library
Library @ a glance
• For detailed Library information, go to
https://www.unisa.ac.za/sites/corporate/default/Library
• For research support and services (eg personal librarians and literature search services), go
to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support
The Library has created numerous Library guides to assist you: http://libguides.unisa.ac.za
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Recommended guides:
• Request recommended books and access e-reserve material:
https://libguides.unisa.ac.za/request
• Requesting and finding library material: Postgraduate services:
https://libguides.unisa.ac.za/request/postgrad
• Finding and using library resources and tools (Research Support):
https://libguides.unisa.ac.za/research-support
• Frequently asked questions about the library: https://libguides.unisa.ac.za/ask
• Services to students living with disabilities: https://libguides.unisa.ac.za/disability
• A-Z databases: https://libguides.unisa.ac.za/az.php
• Subject-specific guides: https://libguides.unisa.ac.za/?b=s
• Information on fines & payments: https://libguides.unisa.ac.za/request/fines
Assistance with technical problems accessing the Unisa Library or resources:
https://libguides.unisa.ac.za/techsupport
[email protected] (insert your student number in the subject line please)
General library enquiries can be directed to [email protected]
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6. STUDENT SUPPORT SERVICES
The Study @ Unisa website is available on myUnisa: www.unisa.ac.za/brochures/studies
This website has all the tips and information you need to succeed at Unisa.
If you need assistance with regard to the myModules system, you are welcome to use the
following contact details:
• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: [email protected] or [email protected]
You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessment
and how to participate in forum activities via the following link: https://dtls-
qa.unisa.ac.za/course/view.php?id=32130
Registered Unisa students get a free myLife e-mail account. Important information, notices and
updates are sent exclusively to this account. Please note that it can take up to 24 hours for your
account to be activated after you have claimed it. Please do this immediately after registering
at Unisa, by following this link: [email protected]
Your myLife account is the only e-mail account recognised by Unisa for official correspondence
with the university and will remain the official primary e-mail address on record at Unisa. You
remain responsible for the management of this e-mail account.
6.1. Many students find the transition from school education to tertiary education stressful.
This is also true in the case of students enrolling at Unisa for the first time. Unisa is a
dedicated open distance and e-learning institution, and it is very different from face-to-
face/contact institutions. It is a mega university, and all our programmes are offered
through either blended learning or fully online learning. It is for this reason that we
thought it necessary to offer first-time students additional/extended support to help them
seamlessly navigate the Unisa teaching and learning journey with little difficulty and few
barriers.
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We therefore offer a specialised student support programme to students enrolling at Unisa
for the first time – this is Unisa’s First-Year
Experience (FYE) Programme, designed to provide you with prompt and helpful information about
services that the institution offers and how you can access information. The following FYE
services are currently offered:
• FYE website: All the guides and resources you need in order to navigate through your first
year at Unisa can be accessed using the following link: www.unisa.ac.za/FYE
• FYE e-mails: You will receive regular e-mails to help you stay focused and motivated.
• FYE broadcasts: You will receive e-mails with links to broadcasts on various topics
related to your first-year studies (e.g. videos on how to submit assessments online).
• FYE mailbox: For assistance with queries related to your first year of study, send an e-
mail to [email protected] .
7. STUDY PLAN
You are required to plan the times and the school for your Teaching Practice period. The required
five-week practical must take place before the end of August. Assignment 01 needs to be
submitted at the end of April. Do not forget to do this Assignment even if you are going on
Teaching Practice after this period.
Remember to complete assignment 02 and submit immediately after the first week of teaching
practice and to submit your Portfolio immediately after the last day of your teaching practice.
KEEP A COPY of your Portfolio!
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Purpose The assignment familiarises The assignment Structured portfolio that
student teachers with requires the student records experiences during
ethical behaviour during teachers to place practical teaching and that
teaching practice. themselves in the shoes contains lesson plans to be
Actions Submit assignment 01 for Submit assignment 02 You have to do five weeks (25
to be examination admission for year mark. school days) of Teaching
taken for Practice for your FET school
both subject that aligns with your
modules registered FET subject
didactics.
8. PRACTICAL WORK
8.1 Introduction
In terms of The National Policy Framework for Teacher Education and Development in South
Africa (2007), student teachers have to be placed in schools which have been identified as
excellent places of teaching and learning, where student teachers will be able to complement their
theoretical training with practical experience and gain valuable experience in the day-to- day
operations at a school in an authentic teaching and learning situation.
In order to facilitate all the relevant procedures, student teachers have to make the necessary
arrangements with the various partners, namely the Teaching Practice administrator(s), school
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principal, university lecturer(s) and/or supervisor(s) and mentor/subject teacher(s). You will have
to submit the required information to the Teaching Practice office to make the necessary
arrangements.
The placement of student teachers in schools requires certain procedures. Information about this
will be sent to you in a separate tutorial letter. (Refer to Tutorial Letter 102.)
8.2 How Teaching Practice should be undertaken
Teaching Practice modules integrate all learning in the PGCE programme. The structure of the
qualification is such that there is a gradual build-up to the ultimate aim of achieving applied
competence. Students build on their disciplinary (academic) knowledge and acquire pedagogical
(educational) knowledge and competences. They then have to combine these in the
professional studies phase of the qualification (specialised didactics or methods) and they have
to practice their competences in the workplace during their practical teaching period. Everything
in the programme is aimed at and culminates in this final phase – the achievement of applied
competence. The aim is that students demonstrate their ability to teach (perform a set of tasks)
with both understanding (perform their roles as educators) and reflection (reflect on their practice).
Teaching Practice modules cannot be registered in isolation. They are always part of subject
didactics or learning area didactics modules. Students must therefore register for TPS3703
simultaneously when registering for an FET subject didactics module. The five weeks of Teaching
Practice for the FET Subject Didactics must be done in a secondary/high school
(Grades 10-12) or if you are a TVET lecturer in a TVET College (NCV L2-4).
A student teacher is expected to:
• Observe mentor teachers while they teach.
• Become involved in, and learn from, as many teaching and educational experiences at
school as possible.
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• Develop a critical and reflective attitude towards school, teaching and education;
• start making a connection between the practice and the theoretical knowledge he/she
has acquired in the B.Ed course.
• Complete portfolios everyday of teaching practice.
• Use the opportunity to learn as much as possible from the visit to the school and
his/her associate with every teacher and learner.
• Understand that every teacher has his/her own ideas about the nature and scope of
teaching.
• Listen appreciatively and critically to the opinion of every teacher and show a
positive attitude towards Teaching Practice.
• Participate in the activities of the school, obey the rules and acknowledge the
authority of the principal and other office-bearers.
• Remember that he/she also represents Unisa during the visit to the school,
especially since his/her good behaviour might open the doors for other students.
• Adhere to the safety regulations of the school.
• Understand that the school is not responsible for the safety or loss of student
teachers’ personal possessions.
• Maintain professionalism in completion of a teaching portfolio.
To summarise:
Complete portfolio including the lesson Present 5 lessons assessed by the
8.3 School placement
This aspect is attended to in a separate tutorial letter. Contact [email protected]

or 012 481 2805, 012 481 2929 or Fax 0866190505 for more information. Also consult
tutorial letter 102 for more information and provincial co-ordinators contact details.
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9. ASSESSMENT
9.1 Assessment criteria
You will have to demonstrate competency in written planning and preparation of lessons as well
as in presenting lessons for the subjects specified for this module. You will be expected to
implement current policy documents for teaching into your lesson planning and preparation
documents. You will also be expected to integrate relevant education theories for the specific
subjects in the theoretical modules into your lesson plans. You will demonstrate competency in
writing out lesson aims, objectives and lesson development in the planning documents. You will
be expected to draw on relevant Learner Teacher Support Material (LTSM) to develop,
communicate and present lessons. You will demonstrate that your lesson planning is aimed at
conceptual development and active learning. You will also be expected to critically reflect on your
lessons.
Please see the support and feedback from your mentor teacher or supervisor as developmental
and formative. If an external supervisor does not visit you, this will not affect your marks for this
module
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9.2 Assessment plan
Assessment Date Assessment Unique Contribution Contribution to
activity type number to year mark final mark
Assignment Baseline 10% 4%
01 (Compulsory)
Active
Assignment After first Reflective 90% 16%
02 week of (Compulsory)
teaching
practice. Final
date for
Assignment Directly after Summative 80%
50 completing (Compulsory)
Practical
Teaching. Examination
Final date for equivalent
Please submit your assignment 2 after the first week of teaching practice and the portfolio
as soon as you have completed your practicals. DO NOT WAIT FOR THE CLOSING
Total 100% 100%
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You will notice that all your assignments contribute to the year mark. Please make sure that your
assignments reach the university in good time. Although students may work together when
preparing assignments, each student must write and submit his or her own individual assignment.
In other words, you must submit your own ideas in your own words, interspersed with short
quotations that are properly referenced. It is unacceptable for students to submit identical
assignments on the pretext of having worked together. That is called copying (a form of plagiarism
and none of these assignments will be marked. Furthermore, you may be penalised or subjected
to disciplinary proceedings by the University.
9.3 Assignment numbers
9.3.1 General assignment numbers
Assignments are numbered consecutively per module, starting with 01. This module requires a
number of assignments that have to be submitted for the year. You are compelled to number the
assignments as stated in the tutorial letter. Incorrect numbering will result in assignments being
delayed and may be lost completely in the system.
All students are expected to complete and submit assignment 1, 2 and 50.
9.3.2 Unique assignment numbers
Unique assignment numbers must be used for written assignments.
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9.4 Assignment due dates
• There are no assignment due dates included in this tutorial letter.
• Assignment due dates will be made available to you on the landing page of myUnisa for
this module. We envisage that the due dates will be available to you upon registration.
• Please start working on your assignments as soon as you register for the module.
• Log on to the myUnisa site for this module to obtain more information on the due dates
for the submission of the assignments
All your assignments have to reach the university on or before the due date. Make sure the correct
details have been supplied on your assignment covers. Below is a summary of all relevant
assignment information.
SUMMARY OF ASSIGNMENTS
TEACHING PRACTICE PLACEMENT DUE DATE
Assignment 01 Exam admission Due dates and unique numbers will be
(COMPULSORY) (active student) posted on myModules site
Unique number:
Tutorial Letter 101
Assignment 02 After first week of teaching practice.
Unique number: Date for students doing TP in the third
term will be on myModules site
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Assignment 50 Directly after completing Practical

Tutorial Letter 103
Unique number: Teaching. Final date for students doing
Portfolio
TP in third term will be on myModules site
with unique number
9.5. Submission of assessments
• Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving
towards becoming an online institution. You will therefore see that all your study material,
assessments and engagements with your lecturer and fellow students will take place
online. We use myUnisa as our virtual campus.
• The myUnisa virtual campus will offer students access to the myModules site, where
learning material will be available online and where assessments should be completed.
This is an online system that is used to administer, document, and deliver educational
material to students and support engagement between academics and students.
• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the
myModules 2023 button to access the online sites for the modules that you are registered
for.
• The university undertakes to communicate clearly and as frequently as is necessary to
ensure that you obtain the greatest benefit from the use of the myModules learning
management system. Please access the announcements on your myModules site
regularly, as this is where your lecturer will post important information to be shared with
you.
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• When you access your myModules site for the module/s you are registered for, you will
see a welcome message posted by your lecturer. Below the welcome message you will
see the assessment shells for the assessments that you need to complete. Some
assessments may be multiple choice, some tests, others written assessments, some forum
discussions, and so on. All assessments must be completed on the assessment shells
available on the respective module platforms.
• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 1,
Assessment 2, etc.). There will be a date on which the assessment will open for you. When
the assessment is open, access the quiz online and complete it within the time available
to you. Quiz assessment questions are not included in this tutorial letter (Tutorial Letter
101), and are only made available online. You must therefore access the quiz online and
complete it online where the quiz has been created.
• It is not advisable to use a cell phone to complete the quiz. Please use a desktop computer,
tablet or laptop when completing the quiz. Students who use a cell phone find it difficult to
navigate the Online Assessment tool on the small screen and often struggle to navigate
between questions and successfully complete the quizzes. In addition, cell phones are
more vulnerable to dropped internet connections than other devices. If at all possible,
please do not use a cell phone for this assessment type.
For written assessments, please note the due date by which the assessment must be submitted.
Ensure that you follow the guidelines given by your lecturer to complete the assessment. Click on
the submission button on the relevant assessment shell on myModules. You will then be able to
upload your written assessment on the myModules site of the modules that you are registered
for. Before you finalise the upload, double check that you have selected the correct file for upload.
Remember, no marks can be allocated for incorrectly submitted assessments.
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9.6 The assignments
All teaching practice assignments are compulsory. Please complete them and submit them
as required. Assignment 01 (multiple-choice questions) and Assignment 02 (written assignment)
have been included in this tutorial letter. The school-based Portfolio is included in the tutorial letter
as specified.
For general information and requirements as far as assignments are concerned, see the brochure
Study @ Unisa, which you received with your study material.
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STUDENT DECLARATION FORM
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
COLLEGE OF EDUCATION
You need to include a completed and signed copy of this form when you submit
Assignment 01, 02 and 50 for this module. Assignments without the form will be cancelled
and returned unmarked
UNIVERSITY OF SOUTH AFRICA
The Department of Curriculum and Instructional Studies places specific emphasis on
integrity and ethical behaviour with regard to the preparation of all written work submitted for
academic assessment.
Although your lecturers can provide you with information about reference techniques and
guidelines to avoid plagiarism, you also have a responsibility to fulfil in this regard. Should you
at any time feel unsure about the requirements, you must consult your lecturers before you
submit any assignment.
You are guilty of plagiarism when you extract information from a book, article, web page or
fellow student without acknowledging the source and submit it as your own work. In truth, you
are stealing someone else’s property. You may not use another student’s work. You may not
allow anyone to copy or use your work with the intention to submit it as his/her own.
Students who are guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism is
a serious violation of the University’s regulations and may lead to expulsion.
The under-mentioned declaration must accompany written assignments. Your assignment
will be cancelled and returned unmarked if you do not include a fully completed and
signed declaration form.
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I (full names):
Student number: Module: TPS3703
Declare that…
1. I understand what plagiarism entails and am aware of the University’s policy in this
regard.
2. I declare that this assignment is my own, original work. Where I used someone else’s
work, whether a printed source, the internet or any other source, I give the proper
acknowledgement and include a complete reference list.
3. I did not use another current or previous student’s work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of submitting
it as his or her own work.
Signature Date:
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ASSIGNMENT 01
MODULE CODE: TPS3703

This is a multiple- choice assignment and must be completed and submitted on a mark
reading sheet.
The purpose of this assignment is to familiarise student teachers with ethical behaviour
during Practical Teaching.
Read the following scenario and then answer the questions.
Peter is a student teacher starting with his teaching practice at a school. The school starts at
07:30 and he arrived at 08:30 because he overslept and furthermore was not really sure at what
time school started. He thought he looked very cool in his jean and snazzy T-shirt. When he got
to the school, he found a nice parking spot under a shade net right in front of the entrance to the
administrative building. After parking he first went to the staff room to have some coffee. He saw
a very nice South African soccer world cup mug and poured himself some coffee.
He then went to reception and was given some forms to fill in. He borrowed a pen from the
secretary as he did not have one. He also forgot to bring the confirmation letter from the university
for his placement at the school but promised to bring it the next day.
Next, he went to the office of the principal and walked in to announce that he had arrived. The
principal and his guest looked surprised, but he did not notice and proceeded by telling the
principal that he is there and needed someone to show him where to go.
The principal phoned the vice-principal in charge of students and asked him to assist Peter. He
went to the office of the vice-principal but was asked to wait outside as she was busy speaking to
parents. Peter asked children coming down the corridor where the Business Studies
classroom was, and he decided to go there to meet with the teacher as he was tired of waiting for
the vice-principal.
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The classroom door was open, and he walked in to meet the teacher. She stopped teaching to
greet him and he went and sat down at her desk. There was a girl in the first row that he fancied,
and he winked at her. His phone rang and he answered and talked to his mother who was
enquiring how his first day was going. The teacher asked him to end the conversation, but he said
that he would not be long and kept on talking.
When the lesson was over, he told the teacher that she should have done the lesson in a different
way and that he would presenting the same lesson next day to show her how it should be done.
When asked if he would assist after school with hockey coaching, he declined telling the teacher
that he had other things to do. When the bell went for break, he rushed to the staff room and
chose a nice chair and made himself at home. He told the teachers around him that he was
learning new ways of teaching at university and that it is high time that “old” teachers should
change their ways, as their ways were outdated.
Peter was instructed to prepare a lesson for the following week. He was told to consult with the
teacher on the planning of the lesson and the teaching media needed. Peter was of the opinion
that the teacher was underestimating him as he was sure he could present any lesson at any time
better than the teacher could, so he did not think it necessary to do planning.
When the period arrived when he had to present the lesson there was no laptop or projector
available. He proceeded but after about 10 minutes he was finished and could not think of
anything he could continue with. Students became unruly as they had nothing to do and the
teacher had to step in to rescue the situation.
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Question 01
Consider the following sentence and choose the most correct answer from those listed: “The
school starts at 07:30 and he arrived at 08:30 because he overslept and furthermore was not
really sure at what time school started.”
1.1 Peter cannot help that he was late.

1.2 As long as Peter apologised it does not matter if he came late.
1.3 Students do not have to keep to school times as they are not employed by the school.
1.4 It is not important to be on time anyway.
1.5 Peter should have found out at what time the school started and should have set an
alarm clock to make sure he got up on time.
Question 2
Consider the following sentence and choose the most correct answer from those listed: “He
thought he looked very cool in his jean and snazzy T-shirt”.
2.1 Peter has the right to dress as he prefers.

2.2 Peter did not know what the dress code was and should be excused.
2.3 Student teachers do not have to abide by the dress code for teachers as they are not
employed by the school.
2.4 Peter should have found out what the dress code was or if he could not, should have
dressed more formally and appropriately on the first day.
2.5 It is not important what teachers or students wear.
Question 3
Consider the following sentence and choose the most correct answer from those listed: “When
he got to the school, he found a nice parking spot under a shade net right in front of the entrance
to the administrative building”.
3.1 Peter has the right to park where he wants.

3.2 Student teachers should get preference regarding parking spaces.
3.3 Parking spaces are usually allocated to specific teachers and no one else is allowed to
park there. Student teachers should enquire about this before they park on the school
grounds.
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3.4 Student teachers should not come to school in their cars.

3.5 It is the school’s responsibility to provide parking for student teachers.
Question 4
Consider the following sentence and choose the most correct answer from those listed: “After
parking he first went to the staff room to have some coffee”.
4.1 Peter should have gone straight to reception when he got to school on the first day.
4.2 Student teachers need not report to the regional office on their first day.
4.3 Student teachers should go to the office of the principal on the first day.
4.4 Student teachers should go to the subject teacher on the first day.
4.5 Student teachers should go to the staff room on the first day.
Question 5
Consider the following sentence and choose the most correct answer from those listed: “He found
a very nice South African soccer world cup mug and poured himself some coffee”.
a. Schools should provide coffee mugs /teacups and coffee/tea/sugar/milk to students.

b. Peter should not have used a personal mug of a teacher without permission to do so.
c. Student teachers have a right to use any kitchen utensils and coffee/tea/sugar/milk.
d. Student teachers need not ask permission to use anything in the staff room and kitchen.
e. Student teachers are never allowed to drink coffee or tea even if they bring their own
mug/cup.
Question 6
Consider the following sentences and choose the most correct answer from those listed: “He
borrowed a pen from the secretary as he did not have one. He also forgot to bring the confirmation
letter from the university for his placement at the school”.
6.1 Peter should bring writing materials and needed documentation to school on the first
day.
6.2 Student teachers should get all writing materials from the school.
6.3 Student teachers do not have to hand in their confirmation letter from the university, for
their placement at the school.
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6.4 Student teachers should not make any preparations for the first day that they are going
to a school.
6.5 Student teachers may not be shown away if they do not have the confirmation letter
from the university, for their placement at the school.
Question 7
Consider the following sentences and choose the most correct answer from those listed: “Next he
went to the office of the principal and walked in to announce that he had arrived. The principal
and his guest looked surprised, but he did not notice and proceeded by telling the principal that
he is there and needed someone to show him where to go”.
7.1 Student teachers should not ask permission to see the principal.
7.2 Student teachers do not need to respect persons in authority.
7.3 Student teachers should get preferential treatment when they want to see the principal.
7.4 Peter should have asked permission to meet with the principal and should have waited
his turn.
7.5 Student teachers may not ask to meet with the principal.
Question 8
Consider the following sentences and choose the most correct answer from those listed: “The
classroom door was open, and he walked in to meet the teacher. She stopped teaching to greet
him”.
8.1 Student teachers can go to any classroom they wish to.

8.2 Student teachers do not have to knock before walking in.
8.3 Student teachers may interrupt teachers while they are teaching.
8.4 Peter should not have gone to the classroom without permission and should not have
interrupted the teacher.
8.5 Student teachers do not have to show respect to teachers.
Question 9
Consider the following sentence and choose the most correct answer from those listed: “… he
went and sat down at her desk”.
9.1 Peter needs to ask the teacher where he is allowed to sit in the classroom.
9.2 Teachers should make their desks available for students to sit at.
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9.3 Student teachers do not need to respect the authority of a teacher

9.4 Student teachers may sit where they prefer to do so.
9.5 Student teachers have no rights in the classroom.
Question 10
Consider the following sentence and choose the most correct answer from those listed: “There
was a girl in the first row that he fancied, and he winked at her”.
10.1 School is a place for teachers to find girlfriends/boyfriends.

10.2 Student teachers are allowed to flirt with school children
10.3 Student teachers should treat school learners as their friends.
10.4 Peter should not have winked at the girl.
10.5 Student teachers may not date teachers.
Question 11
Consider the following sentence and choose the most correct answer from those listed: “His
phone rang, and he answered and talked to his mother who was enquiring about how his first day
was going”.
11.1 Student teachers have a right to speak on their cell phones during class time.
11.2 Peter should not speak on his cell phone while the teacher is teaching.
11.3 Student teachers should leave their cell phones at home.
11.4 Student teachers do not have to respect teachers.
11.5 Student teachers do not have to follow the same rules as teachers.
Question 12
Consider the following sentence and choose the most correct answer from those listed: “The
teacher asked him to end the conversation, but he said that he would not be long and kept on
talking”.
12.1 Student teachers do not need to follow classroom rules set by the teacher.
12.2 Student teachers should not allow teachers to tell them what they should do.
12.3 Peter should have stopped his conversation immediately and should follow all
reasonable instructions from teachers.
12.4 Student teachers may talk on their cell phones in class when they want to.
12.5 Student teachers need not respect teachers.
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Question 13
Consider the following sentence and choose the most correct answer from those listed: “ … he
told the teacher that she should have done the lesson in a different way and that he would
presenting the same lesson next day to show her how it should be done”.
13.1 Peter may not tell the teacher how she should be teaching.
13.2 Student teachers may criticise teachers.
13.3 Student teachers may choose which lessons they want to teach.
13.4 Student teachers may insist on teaching certain lessons outside the curriculum topics
being used by the school at the time.
13.5 Student teachers do not have to teach lessons allocated to them by teachers.
Question 14
Consider the following sentence and choose the most correct answer from those listed: “When
asked if he would assist after school with hockey coaching, he declined telling the teacher that he
had other things to do”.
14.1 Student teachers do not have to participate in extra-curricular school activities.

14.2 Student teachers do not have to stay after school to participate in extra-curricular
activities.
14.3 Student teachers have to concentrate only on lesson planning and presentation.
14.4 Peter should have stayed and assisted the teacher.
14.5 Peter should not have stayed and should not have assisted the teacher.
Question 15
rushed to the staff room and chose a nice chair and made himself at home”.
15.1 Peter should have waited to be invited to sit down or should have waited till everyone
was seated before sitting down in an empty chair.
15.2 Student teachers have a right to a seat in the staff room.
15.4 Student teachers may take a seat usually occupied by a certain teacher.
15.5 Student teachers may spend all of their time in the staff room.
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Question 16
was learning new ways of teaching at university and that it is high time that “old” teachers should
change their ways, as their ways were outdated”.
16.1 Student teacher may criticise teachers.

16.2 Peter should stop being a “know-all” and should not have criticised teachers.
16.4 Student teachers should tell teachers that they must adopt new ways of teaching.
16.5 Student teachers know better how to teach than teachers.
Question 17
Consider the following sentence and choose the most correct answer from those listed: “Peter
was instructed to prepare a lesson for the following week. He was told to consult with the teacher
on the planning of the lesson …”
17.1 Peter must carry out all reasonable instructions from the teacher.
17.2 Student teachers do not have to carry out all reasonable instructions by the teacher.
17.3 Students do not have to consult their mentors when planning their lessons.
17.4 Students know better than teachers how to design lessons.
17.5 Teachers should not tell students when they must present a lesson.
Question 18
Consider the following sentence and choose the most correct answer from those listed: “Peter
was of the opinion that the teacher was underestimating him as he was sure he could present any
lesson at any time better than the teacher could, so he did not think it necessary to do planning”.
18.1 Peter does not have to plan lessons before presenting them if he knows what he is
doing.
18.2 Peter always needs to plan lessons before he presents them.
18.3 Students do not need to plan their own lessons; they may use lessons planned by the
teacher or from books as they are.
18.4 Lesson planning is a waste of time.
18.5 Full-time teachers do not plan lessons, so student teachers also do not have to do it.
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Question 19
Consider the following sentences and choose the most correct answer from those listed: “He was
told to consult with the teacher on the planning of the lesson and the teaching media needed.
When the period arrived when he had to present the lesson there was no laptop or projector
available”.
19.1 It is not the responsibility of the student teacher to make sure that teaching media is
available.
19.2 Peter should have made sure that the teaching media was available for his lesson.
19.3 It does not matter if teaching media is available.
19.4 It is the responsibility of the teacher to have teaching media available at all times in
case students need it.
19.5 It is better not to use teaching media in your lessons.
Question 20
Consider the following sentences and choose the most correct answer from those listed: “He
proceeded but after about 10 minutes he was finished and could not think of anything he could
continue with. Students became unruly as they had nothing to do and the teacher had to step in
to rescue the situation”.
20.1 It is not necessary to plan and practice your lesson time.

20.2 Peter should have planned the lesson time and should have practiced it.
20.3 It is not necessary to keep learners busy for the whole period.
20.4 It is not necessary to plan for learner activity in the lesson.
20.5 Learners should keep themselves busy if the lesson is too short.
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ASSIGNMENT 02
MODULE CODE: TPS3703

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: Grades:
School Enrolment: Boys: Girls:
Respond to questions and provide explanations for question 3 and from 14 to 20.
1. Name of the school contact details
Email address
2. Category (public, independent etc.)
3. Quintile:
4. Explain why the school falls under this quintile:
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5. Emis number:
6. Examination number (FET):
7. Name of the principal:
8. Name of the SGB chairperson:
9. Name of the ward:
10. Name of the circuit:
11. Name of the district:
12. Name of the region:
13. Name of the province:
14. Name of the country:
15. Describe or make a drawing of the classroom where observation took place (Table,
desks arrangement, cupboards, teaching aids, walls)
16. Describe the seating arrangement of the classroom with regards to grouping.
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17. Discuss whether the classroom is conducive to learning.
(Classroom atmosphere, environment of the classroom, mood)
18. Outline how discipline is managed in the classroom.
(Learner’s behaviour, teacher’s and learner’s language, choice of words in questions
and responses)
19. Elaborate on contextual factors (internal and external influences), which interrupt the
lessons.
20. Discuss how time is managed with regards to the length of lessons, start and finish of
periods, bells and after break period,
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21. 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).
(1X20=20 marks)
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DAY 2: CLASSROOM OBSERVATION
LESSON PRESENTATION
Date of observation: Grade:
Subject: _ Lesson theme:
Total number of learners: Boys: Girls:
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?
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)
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3. Discuss the content knowledge of the particular subject being used in the lesson.
(Expert, terminology, explanation of the content towards understanding)
4. Discuss whether resources (audio, visual, audio-visual, printed media) were used
effectively and efficiently.
5. Identify the style of teaching/ teaching methods/ teaching strategies
(Role of the teacher, participation of learners associated with the strategy)
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6. Describe the types of questions posed to learners.
(Level of difficulty, did they vary, learner’s response’s, teacher’s responses
7. Identify the types of assessment activities that were conducted.
(Which classroom exercises, group or individual assessments)
8. Describe which alternative enrichment and remedial activities for diverse learners
were accommodated in this lesson. (Inclusivity)
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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 working
effectively?
(1X10=10 marks)
Classroom activities (1)
Discuss what activities were learners involved/exposed to?
Learner participation (2)
State whether learners participated during the lesson.
Justify your answer.
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Classroom environment (2)
Was the learning space conducive to learning?
Support your answer above.
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REFLECTION 2
LEARNER OBSERVATION FORM
Inclusivity (2)
Learners have different learning abilities. Describe how all learners were accommodated during
the lesson.
Assessment (1)
Elaborate on the new skills & knowledge learnt from the lesson.
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What have you learnt from the lesson as a student teacher?
(10 marks)
Lesson presentation (10 marks) + Learner observation (10 marks) = 20 marks
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LESSON PRESENTATION
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effectively?
(1X10=10 marks)
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LEARNER OBSERVATION FORM:
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Inclusivity (2)
the lesson.
Assessment (1)
Reflection (2)
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(10 marks)
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LESSON PRESENTATION
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effectively?
(1X10=10 marks)
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Inclusivity (2)
the lesson.
Assessment (1)
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Reflection (2)
(10 marks)
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LESSON PRESENTATION
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effectively?
(1X10=10 marks)
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Inclusivity (2)
the lesson.
Assessment (1)
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Reflection (2)
(10 marks)
TOTAL MARKS: 100
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9.7 Other assessment methods
This tutorial letter contains the formative assessments which are assignment 1 and 2.
Assignment 50 is the summative assessment and appears in tutorial letter 103.
9.7.1 Invigilation/proctoring
Since 2020, Unisa conducts all its assessments online. Given stringent requirements from professional
bodies and increased solicitations of Unisa’s students by third parties to unlawfully assist them with
the completion of assignments and examinations, the University is obliged to assure its assessment
integrity through the utilisation of various proctoring tools: Turnitin, Moodle Proctoring, the Invigilator
App and IRIS. These tools will authenticate the student’s identity and flag suspicious behaviour to
assure credibility of students’ responses during assessments. The description below is for your benefit
as you may encounter any or all of these in your registered modules:
Turnitin is a plagiarism software that facilitates checks for originality in students’ submissions against
internal and external sources. Turnitin assists in identifying academic fraud and ghost writing. Students
are expected to submit typed responses for utilisation of the Turnitin software.
The Moodle Proctoring tool is a facial recognition software that authenticates students’ identity
during their Quiz assessments. This tool requires access to a student’s mobile or laptop camera.
Students must ensure their camera is activated in their browser settings prior to their assessments.
The Invigilator “mobile application-based service does verification” of the identity of an

assessment participant. The Invigilator Mobile Application detects student dishonesty-by-proxy and
ensures that the assessment participant is the registered student. This invigilation tool requires
students to download the app from their Play Store (Google, Huawei and Apple) on their mobile
devices (camera enabled) prior to their assessment.
IRIS Invigilation software verifies the identity of a student during assessment and provides for both
manual and automated facial verification. It has the ability to record and review a student’s assessment
session. It flags suspicious behaviour by the students for review by an academic administrator. IRIS
software requires installation on students’ laptop devices that are enabled with a webcam.
Students who are identified and flagged for suspicious dishonest behaviour arising from the
invigilation and proctoring reports are referred to the disciplinary office for formal proceeding.
Please note:
Students must refer to their module assessment information on their myModule sites to determine
which proctoring or invigilation tool will be utilised for their formative and summative assessments.
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9.8 The examination
9.8.1 Examination admission (portfolio)
Admission to the examination is administered by the Examination Section and not by your
lecturers. Study the relevant section in Study @ Unisa and contact the Examination Section
should you have a problem with admission to the examination. Applications for rechecking or
remarking should also be submitted to the Examination Section.
There is a non-venue-based examination (the portfolio) for TPS3703. You must, therefore,
adhere to specific requirements regarding the preparation and submission of the portfolio to be
able to pass this module. Unisa follows a continuous assessment system. Therefore, you will be
able to accumulate marks throughout the year for teaching practice. Your promotion mark
comprises the following:
Assignments [Assignments 01- 02] 20%
Examination mark [Assignment 50] 80%
Final mark 100%
PLEASE NOTE: Portfolio marks are released with other Examination marks in
December.
How will this work in practice?
• The year mark will be indicated on the Unisa system.
• The Examination Section will calculate your mark at the end of the year.
• The final mark is the result that will be released to you by the University.
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• A final pass mark for this module is 50%, and a distinction mark is 75%.
• We encourage you to use UNISA’s online facilities in order to submit your assignments.
If you submit your assignments electronically, you avoid delays that could occur by
using the post office mail service.
Because of the importance of assignments, we advise you to keep copies of all your
completed assignments before you submit them and retain th
10. FREQUENTLY ASKED QUESTIONS
Students who are registered for Teaching Practice modules often ask the following questions:
• Could I arrange to do teaching practice myself?
Yes. You have to complete and submit the form DSAR25 or DSAR27. There is also an
online placement tool which you can use to do your placement. You can choose either
of the methods to ensure placement. The stamp of the school of your choice must
appear on the form. The form is attached tutorial letter 102 and could be obtained from
the Unisa website. In addition, the form is available at all registration offices and is
included in the brochure myRegistration, which is available from the College of
Education.
• Can I do my teaching practice in a school where I am doing my internship?
It is possible. However, the Teaching Practice Office (TPO) may request that you be
placed at another school to ensure that all the requirements for teaching practice are
met.
• I will be relocating to China (or anywhere in the world, but outside South Africa). Can I do
my teaching practice there?
UNISA’s teaching practice rules require that you complete your teaching practice in
South Africa, whether or not you are registered for your teaching qualification in
South Africa.
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• Will a supervisor visit me during my teaching practice time at a school?
A supervisor may visit you during your teaching practice time if everything goes
according to plan at the TPO. Full-time teachers will also be visited. Please note
that if you do not receive a visit from a supervisor, this will have no influence on
your final result.
• What is the procedure to be followed in case there is a change to my school placement?
You may phone the relevant telephone numbers or send an e-mail asking
permission to change your school placement. Please refer to the table with contact
details provided in this tutorial letter and Tutorial letter 102.
• What should I do if I want to transfer my teaching practice module to the following year?
Teaching Practice has to be completed in the year of registration. Students may

cancel their teaching practice modules through Student Admissions and
Registrations. In this case, a student will not receive any financial benefit from such
cancellation and will remain liable for the full fees for the cancelled module(s).
• Whom should I contact if I experience problems with the academic content (Assignment
50) of my teaching practice module?
All enquiries related to academic content of your teaching practice module

should be directed to the relevant lecturer.
• If I am teaching a language that is not English should I complete my portfolio in that

language?
No, only the lesson plan should be in that language. The portfolio should be in
English.
• Whom do I contact to find out if Unisa has received my teaching practice assignment(s)?
You must keep track of your assignments via myUnisa. You should also
contact the Assignment Section and not your lecturer or the Teaching Practice
Office.
• If I did not finish my 25 days should I submit and attach the reasons?
No, you have to complete 25 days before submission.
• Should I count weekends and holidays as part of my 25 days?
No, teaching practice is done during normal school days. If you teach during
weekends and holidays it is for your own benefit but will not count towards the
required number of TP days.
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11. ACADEMIC DISHONESTY
11.1. Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:
• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.
11.2. Cheating
Cheating includes, but is not limited to, the following:
11.2.1. Completing assessments on behalf of another student, copying the work of

another student during an assessment, or allowing another student to copy your
work.
11.2.2. Using social media (e.g. WhatsApp, Telegram) or other platforms to
disseminate assessment information.
11.2.3. Submitting corrupt or irrelevant files as per examination guidelines
11.2.4. Buying completed answers from so-called “tutors” or internet sites (contract
cheating).
For more information about plagiarism, follow the link below:

https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules
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12. SOURCES CONSULTED
Department of Education. 2007. National Policy Framework for Teacher Education and
Development in South Africa. www.education.gov.za
Government Gazette. 2015. Revised policy on the minimum requirements for Teacher
Education Qualifications. Government Gazette: 38487
13. IN CLOSING
We sincerely hope that you will enjoy this module and wish you success with your studies.
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14. ADDENDUM
ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO
approach benadering indlela mokgwaphihlelelo
a way of doing or ’n manier waarop iets Indlela yokwenza into tsela ya go dira goba
thinking about gedoen word of hoe noma yokucabanga go nagana ka selo
something daar oor ’n saak ngento ethile
gedink word
curriculum kurrikulum ikharikhulamu lenaneothuto
has its origins in the het sy oorsprong in die leli yigama elisuselwe tlhago ya lereo le e
Latin currere, which Latyn currere, wat egameni lesiLathini tšwa go lentšu la
means ‘run’ and with ‘hardloop’ beteken en elithi currere, nelisho Selathini currere, leo le
further reference to the ook verwys na die ‘ukugijima’ kanti uma hlalošago go ‘kitima’
running chariot tracks hardloop-/koetsbaan. linwetshwa lingasho gomme ge go šupša
or a course. Dit word gesien as ’n ukugijima/imigudu go ya pele le ra tsela ya
It is seen as an bedoeling, plan, okugijinywa kuyo (mehlala ya) go
intention, plan or voorskrif of idee van noma indawo kitima/kariki goba
prescription, an idea of wat mens wil hê in yokugijima. tshepelo.
what one would like to skole moet gebeur, Ibonakala E bjalo ka
happen in schools, but maar dit word ook njengenhloso, uhlelo, maikemišetšo, maano
it is also seen as the gesien as die noma umyalo goba taelo, kakanyo
existing state of affairs bestaande stand van wokumele kwenziwe yeo motho a ratago
in schools, what does sake in skole – dit wat ngaleyo ndlela gore e direge dikolong,
in fact happen in werklikheid gebeur ebekiwe, umbono eupša e bonwa gape
walokho umuntu afuna bjalo ka seemo sa
ukukubona kwenzeka ditaba dikolong, seo
ezikoleni, kanti futhi gabotsebotse se
kubonakala
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njengesimo diregago
sangempela esikhona
nokwenzeka ezikoleni
curriculum design kurrikulumontwerp Isakhiwo noma moakanyetšo wa
the aims, outcomes, die doelstellings, idizayini lenaneothuto
culture, context and uitkomste, kultuur, yekharikhulamu maikemišetšo, dipoelo,
the purpose for the konteks en doel van Izinhloso, imiphumela, setšo, kamano le
curriculum influence die kurrikulum usiko, izimo izinto morero tša
the structure of the beïnvloed die ezenzeka ngaphansi lenaneothuto di huetša
curriculum as a whole struktuur van die kwazo, kanye popego ya
kurrikulum in sy nenhloso yezinguquko lenaneothuto ka botlalo
geheel zekharikhulamu,
nokunomthelela
kwisakhiwo sonke
sekharikhulamu
curriculum kurrikulum- ukuthuthukiswa tlhabollo ya
development ontwikkeling kwekharikhulamu lenaneothuto
planned, purposeful, ’n beplande, Lokhu kungachazwa tshepetšo ye e
progressive, and doelgerigte, njengohlelo hlamilwego,
systematic process in progressiewe en oluhleliwe, ikemišeditšwego,
order to create sistematiese proses olunenhloso, tšwelago pele gape e
positive improvements wat gevolg word om olunengqubekela- beakantšwego gore go
in the educational positiewe verbeterings phambili kanye hlolwe dikaonafatšo tša
system in die onderwysstelsel nenqubo ehleliwe, maleba peakanyong ya
teweeg te bring ukuze lwakhe thuto
intuthuko enhle
kwinqubo yemfundo
curriculum-in-use kurrikulum-in- ikharikhulamu lenaneothuto la
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the curriculum as gebruik esetshenziswayo semmušo
applied in the die kurrikulum soos dit ikharikhulamu lenaneothuto bjalo ka
classroom and in die klaskamer njengalokhu ge le šomišwa
affected by resources toegepas word en isetshenziswa phapošing ya borutelo
and materials to geraak word deur die ekilasini futhi le go huetšwa ke
support the learning hulpbronne en njengalokhu ithintwa dithuši, ditlakelo go
process; disruption or materiaal om die yizinsiza yizinto thekga tshepedišo ya
continuity; and the leerproses te ukweseka uhlelo go ithuta; tšhitišo goba
quality and morale of ondersteun; lokufunda; tšwelelo; gammogo le
teachers ontwrigting of ukuphazamiseka boleng le boitshwaro le
deurlopendheid; en noma ukuqhubeka; mafolofolo a barutiši
die gehalte en moraal kanti nezingabunjalo
van die onderwysers kanye nomoya
wothisha
diverse context diverse kontekste izizinda kamano ye e
accommodating more ’n situasie waar daar ezehlukahlukene fapanego
than one vir meer as een ezengamela izimo go amogela dikemo tša
cultural context kulturele konteks zamasiko ditšo tša go feta se tee
voorsiening gemaak ehlukahlukene
word
enacted curriculum uitgevoerde ikharikhulamu lenaneothuto leo le
the curriculum as it is kurrikulum ephasisiwe lego tirišong
experienced or the die kurrikulum soos dit ikharikhulamu lenaneothuto bjalo ka
‘nonofficial, implicit ervaar word of die njengalokhu ge le lemogwa goba
curriculum’ as ‘nie-amptelike, isetshenziswa noma lenaneothuto leo le
implemented by an implisiete kurrikulum’ ‘ikharikhulamu sego la semmušo, le le
educator and soos deur die engekho emthethweni sa hlagišwego thwi,
reflecting what is opvoeder nengacacisiwe’ bjalo ka ge le
actually taught and geïmplementeer en njengalokhu isuke phethagatšwa ke
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learnt wat weerspieël wat yenziwa nguthisha morutiši le go bontšha
werklik onderrig en kanti isuke iveza seo gabotsebotse se
geleer word lokho okusuke rutwago le go ithuta
kufundwa futhi
kufundiswa ngempela
experiental learning ervaringsleer ukufundela ukuthola go ithuta ka go
learning is based on leer gebaseer op amava itemogela
or involving ervaring of wat ukufunda okugxile go ithuta go go
experience ervaring behels kwisipiliyoni noma theilwego go goba go go
ukufunda okufaka akaretšago
phakathi isipiliyoni boitemogelo
learner-centred leerdergesentreerde ikharikhulamu egxile lenaneothuto leo le
curriculum kurrikulum kubafundi šetšago moithuti
a curriculum ’n kurrikulum ikharikhulamu lenaneothuto leo le
characterised by gekenmerk deur enokubamba iqhaza, bontšhago ka go tšea
participation, affective deelname, affektiewe ebhekela imizwa karolo, go ruta ka go
teaching and problem onderrig en nezinzwa kanye naganela baithuti le
posing in the probleemstelling in die nokufaka izikinga dipotšišo tša go hlohla
classroom klaskamer ekilasini monagano ka
phapošing ya borutelo
objectives doelwitte umphumela dipoelo
(outcomes) (uitkomste) yilokho esifuna ukuthi seo re ratago baithuti
what we want learners wat ons wil hê abafundi babonise go se bontšha
to demonstrate at the leerders moet kan ukuthi bayakwazi mafelelong a
end of a significant demonstreer aan die ukukwenza ngemuva maitemogelo a
learning experience einde van ’n kwesipiliyoni bohlokwa a go ithuta
wesentlike sokufunda
leerervaring esibalulekile
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pragmatic approach pragmatiese inqubo yokwenza mokgwaphihlelelo wa
a philosophy of ‘doing benadering ebambekayo kgonthe
what works best‘ ’n filosofie van om ‘te ifilisofi “yokwenza Filosofi ya “go dira seo
doen wat die beste ngokulandela lokho se šomago
werk‘ okusebenza kahle bokaonekaone”
nakangcono kakhulu”
syllabus leerplan isilabhasi thalathalo ya thuto ye
has a Greek origin and Griekse oorsprong en yigama elisuselwe e itšeng
means ‘a concise beteken ‘na bondige olimini IwesiGriki kanti thalathalo ya thuto ye e itšeng e
statement’ or ‘table of stelling ‘of ’n table van lisho ‘isitatimende na le tlhago ya Segerika gomme
e hlaloša gore ke ‘setatamente

the topics of a die esifushane’ noma
se sekopana’ goba ‘tlhopho ya
discourse’ or the ‘list diskoersonderwerpe‘ ‘ithebula lezihloko
dihlogo tša kgang ye e
of contents of a of die ‘lys van inhoud zokuduna’ noma ‘uhla
ngwadilwego ka sehlogo se se
subject’ van ’n vak‘ lwalokho
itšeng’ goba lenaneo la diteng
okuqukethwe
tša thuto’
yisifundo’
africanisation afrikanisering Indlela yobu-Afrika afrikafatšo
it is the process of die proses waardeur Lena yinqubo ke tshepetšo ya go
defining or interpreting Afrika-identiteit en - nenkambiso hlaloša goba go
African identity and kultuur gedefinieer of yokuchaza noma hlatholla boitšhupo le
culture – a learning geïnterpreteer word – ukuqondisisa izinto setšo sa Afrika –
process and a way of ’n leerproses en ’n ngendlela nosiko tshepetšo ya go ithuta
life for Africans leefwyse vir Afrikane lobu-Afrika – le le mokgwa wa
yinqubo yokufunda bophelo wa Maafrika
kanye nokuphila
kwama-Afrika
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conscientisation gewentensbewustheid ukuqwashiwa/ukuvu kgodišo ya temogo
developing an die kweek van ’n sa/ukwazisa tšweletšo ya temošo
awareness of social bewustheid van ukusungula ukwazi ya ditaba tša
and political issues that sosiale en politieke nokuqwasha setšhaba le dipolotiki
has the power to kwessies wat die ngezindaba ezithinta tšeo di nago le maatla
transform reality vermoë het om die ezenhlalo nezepolitiki a go
werklikheid te ontvorm nezinamandla fetola/mpshafatša
okushintsha isimo kemo go ya ka mo e
esikhona lego ka gona
context konteks isimo kamano
the circumstances, die omstandighede, Izimo, umlando, mabaka, bokamorago,
background, omgewing, raamwerk isizinda-ndawo, tikologo, sebopego sa
environment, of situasie waarbinne uhlaka, isizinda noma motheo, lefelo, goba
framework, setting, or ’n gebeurtenis of isimo esikhungethe maemo a tiragalo
situation surrounding voorval plaasvind, of isehlakalo noma goba tlhago
an event or occurrence die agtergrond okwenzekayo
waarteen dit plaasvind
cognitive kognitiewe ukuthuthuka kgolo ya bokgoni bja
development ontwikkeling ngomqondo go nagana le go
is the construction of die konstruksie van Lesi yisimo lapho kwešiša
thought processes, denkprosesse, kwakheka khona ke peakanyo ya
including remembering, insluitende die proses inqubo yomqondo ditshepetšo tša
problem solving, and van onthou, nokucabanga, mogopolo, go
decision-making, from probleemoplossing en okubandakanya akaretša tharollo ya
childhood through besluitneming, vanaf ukukhumbula, bothata le go tšea
adolescence to die kinderjare en ukusombulula diphetho, go tloga
adulthood adolessensie tot izinkinga kanye bjaneng go feta
volwassenheid nokuthatha izinqumo, boswa go ya
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ukusukela esigabeni bogolong
sobungane ukufikela
esigabeni sobujongosi
kuze kufike esigabeni
sokuba umuntu
omdala
decolonisation dekolonisering ukuqeda inqubo phetšišo ya koloni
is the undoing of die proses waardeur nenkambiso ke go dira gore naga

yobukoloni
colonialism, where a kolonialisme (waar ’n ye e nago le maatla e
Lokhu kuchaza ukuqeda
nation establishes and nasie sy heerskappy se sa laola yeo e se
inqubo yobukoloni
maintains its oor afhanklike nago le maatla, fao
yokubuswa kwezwe
domination over gebiede vestig en naga e hlomago le go
ngabaphangi
dependent territories handhaaf) ongedaan tšwetša pele pušo ya
bakwelinye izwe, lapho
gemaak word yona go dinagaselete
isizwe sisungula inqubo
yokubhozomela elinye tšeo e di laolago
izwe nemihlaba yezinye
izizwe ezaphangwa
ngababusi bakwelinye
izwe
indigenous inheemse inqubo yolwazi tsebo le bokgoni tše
knowledge system kennisselsels (IKS) lomdabu (IKS) tšweleditšwego ke
(IKS) informele tradisionele ulwazi olungabhaliwe setšhaba
informal traditional kennis wat phansi ezincwadini tsebo ye e sego ya
knowledge that is kultuurspesifiek is en kanti ulwazi semmušo ya dilo tša
culturally specific and van geslag tot geslag lwasemandulo kgale ye e lego ya
has been passed oorgedra is noluqondene ngqo setšo se itšeng
down from one nosiko kanti gomme e fetišitšwe go
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generation to the next lwedluliselwe lusuka tloga molokong o tee
esizukulwaneni go ya go wo o latelago
esithile lwaya
kwesinye isizukulwane
ngokomlando
ongabhaliwe
socio- sosio- uhlelo olugxile tlhagišo ya tebelelo
constructionist konstruktivistiese emqondweni go ya ka modumedi
perspective perspektief wabantu wa gore tlholego ya
development is die perspektief dat Intuthuko encike tsebo e huetšwa ke
dependent on social ontwikkeling van ekuxhumananeni tsenelelano le batho
interaction, and that sosiale interaksie kwabantu, nokuthi ba bangwe e ya ka
social learning actually afhanklik is en dat ukufunda kwabanye tsenelelano le
leads to cognitive sosiale leer in abantu kuholela setšhaba, le gore go
development werklikheid tot ekuthuthukeni ithuta go tšwa
kognitiewe ngokomqondo setšhabeng
ontwikkeling gabotsebotse go iša
aanleiding gee go kgodišo ya bokgoni
bja go nagana le go
kwešiša
zone of proximal sone van proksimale indawo sekgala sa gare seo
development ontwikkeling yokusondelana se tsebja le seo se
difference between the die verskil tussen die nentuthuko ka fihlelelwago
learner’s actual leerder se werklike umehluko okhona phapano gare ga
developmental level ontwikkeling en hulle phakathi kwezinga boemo bja mannete
and their potential potensiële vlak lokuthuthuka bja tšwelo pele ya
level kwangempela moithuti le boemo bja
komfundi kanye bokgoni bja gagwe
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nezinga umfundi
akwazi ukuthi
afinyelele kulo
ngokwekhono lakhe
barriers to learning leerstruikelblokke of imigoqwane evimba mapheko a go ithuta
difficulties blocking –versperrings ukufunda mathata ao a
access to learning and moeilikhede wat ubunzima obukhona thibelago phihlelelo ya
development, located toegang tot leer en obuvimbela ukuthi go ithuta le tšwelo
either in the education ontwikkeling blokkeer kube nokufunda kanye pele, a hwetšwago
system, the school or wat in die nentuthuko, peakanyong ya thuto,
the learner onderwysstelsel, skool kuyenzeka uthole sekolong goba go
of die leerder gesetel ukuthi isohlelweni moithuti
is lwemfundo
olusetshenziswayo,
esikolweni noma
kumfundi uqobo
CAPS KABV (CAPS) I-CAPS CAPS
Curriculum and Kurrikulum- en isifinyezo esisho setatemente sa
Assessment Policy assesseringsbeleidsve ukuthi: Isitatimende Molaotshepetšo wa
Statement. rklaring. Dit stipuleer Esiyinqubomgomo Lenaneothuto le
It stipulates the aim, die doelstelling, Yekharikhulamu Tekolo.
scope, content and omvang, inhoud en Nokuhlola. E šupa maikemišetšo,
assessment for each assesseringsproses Lesi sitatimende morero, diteng le kelo
subject listed in the ten opsigte van elke sichaza inhloso, tša thuto ye nngwe le
NCS Grades R–12 vak wat in die NKV ubukhulu nokunaba, ye nngwe ye e lego
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Graad R–12 gelys is okuqukethwe/ lenaneong la NCS
indikimba kanye Dikreiting tša R–12
nohlelo lokuhlolwa
kwesinye nesinye
isifundo esichazwe
kwi-NCS ukusukela
kumabanga-R – 12
diverse learners diverse leerders abafundi abehlukene baithuti ba dinyakwa
learners with different leerders met abafundi tše fapanego
language usage, verskillende abanezindlela baithuti ba tšhomišo ya
learning styles, types taalgebruik, leerstyle, ezahlukene polelo, mokgwa wa go
of intelligence, levels soorte intel, zokusebenzisa ulimi, ithuta, mehuta ya
of development and ontwikkelingsvlakke izitayela zokufunda, bohlale, boemo bja
economic, social and en ekonomiese, izinhlobo tšwelo pele, metheo ya
cultural backgrounds sosiale en kulturele zokuhlakanipha, ikonomi, ditšhaba le
agtergronde amazinga ditšo tše fapanego
okuthuthuka, imilando
yezomnotho, yenhlalo
kanye neyazamasiko
inclusive education inklusiewe onderwys imfundo efaka thuto ye e
in South Africa in Suid-Afrika wonke umuntu akaretšago tšohle ka
the practice and die praktyk en proses eNingisimu Afrika Afrika Borwa
process of creating om ondersteunende isenzo kanye nohlelo tlwaelo le tshepedišo
supportive classrooms klaskamers en skole te lokwakha amakilasi ya go hlola
and schools that skep om die asekelanayo kanye diphapoši ya borutelo
involve and meet the uiteenlopende nezikole ezifaka le dikolo tše di
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diverse needs of all behoeftes van alle zihlangabezane thekgago tšeo di
learners leerders te betrek en te nezidingo ezahlukene akaretšago le go
bevredig zabo bonke abafundi fihlelela dinyakwa tše
di fapanego tša
baithuti ka moka
Language of Taal van Onderrig en Ulimi lokufunda Leleme la Go Ithuta
Learning and Leer (TvL) nokufundisa (LoLT) le go Ruta
Teaching (LoLT) die taal wat in die ulimi leleme leo le
the language used for klaskamer vir onderrig olusetshenziselwa šomišwago go ruta le
teaching and learning en leer gebruik word ukufunda nokufundisa go ithuta ka phapošing
in the classroom ekilasini ya borutelo
learning impairment leergebrek izihibe tšhitišo ya go ithuta
refers to a number of verwys na ’n aantal kwezokufunda e šupa bothata bjo bo
disorders which may versteurings wat die Lokhu kuchaza inani šitišago mošomo wa
affect the acquisition, verwerwing, lezihibe tlwaelo wo o ka
organisation, organisering, behoud, ezingaphazamisa amago phihlelelo,
retention, begrip of gebruik van uhlelo lokutholakala peakanyo, tshwaro,
understanding or use verbale of nie-verbale kwemfundo, kwešišo goba tirišo ya
of verbal or nonverbal inligting kan beïnvloed ukuhleleka, tshedimošo ye
information ukugcineka bolelwago ka molomo
kwemfundo, goba ye e sego ya
ukuqondisisa noma molomo
ikhono
lokusetshenziswa
kolwazi
olukhulunywayo noma
olungakhulunyiwe
learning mediator leertussenganger umlamuleli mmoelanyi go tša
a mediator is ’n tussenganger is wokufunda thuto
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somebody who iemand wat ’n dialoog umlamuleli umuntu mmoelanyi ke motho
facilitates a dialogue, fasiliteer, wat dit ohlela izingxoxo, lokho yo a kgontšhago
which makes it moontlik maak dat ’n okwenza kube lula poledišano, ye e
possible for an idea or idee of gevoel ukuthi imibono noma dirago gore kgopolo
feeling to be gekommunikeer word imizwa ixoxeke lula goba maikutlo a
communicated fetišitšwe go batho ba
bangwe
learning programme leerprogram uhlelo lokufunda lenaneo la go ithuta
a phase-long process ’n faselange proses uhlelo olude thepedišo ya sebaka
for planning, van beplanning, ngesigaba esithile se itšego sa go logo
managing and bestuur en nokungelokuhlela, maano, go laola le go
organising classroom organisering van ukuphatha kanye beakanya mošomo wa
practice klaskamerpraktyk nokuhlelisisa ukufunda phapošing ya borutelo
ekilasini
outcomes-based uitkomsgebaseerde Uhlelo lwemfundo thuto ye e theilwego
education (OBE) onderwys (UGO) olugxile go dipoelo (OBE)
is an approach to ’n benadering tot kwimiphumela (OBE) ke mokgwa wa go ruta
teaching and impacts onderwys en impakte Le yindlela wo o huetšago maano
on teaching strategies op onderwysstrategieë yokufundisa ethinta a go ruta ao a šupago
that refer to the wat verwys na die amasu okufundisa, le tsela ye e šomišwago
preferred methodology voorkeurmetodologie ndlela ichaza indlela go hlagiša le go
used to unpack and wat gebruik word om engcono yokufundisa phethagatša
implement the die kurrikulum uit te lê esetshenziswa lenaneothuto – ga se
curriculum – it is not a en te implementeer – ukuchaza lenaneothuto
curriculum dit is nie ’n kurrikulum nokusebenzisa
nie ikharikhulamu –
93
akuyona
ikharikhulamu
qualification kwalifikasie Isitifiketi semfundo/ boithutelo
is the formal die formele erkenning ikhwalifikheshini ke temogo ya
recognition and en sertifisering van Lesi yisibonakaliso semmušo le tiišo ya
certification of learning leerprestasie wat deur esisemthethweni futhi go fihlelela bokgoni
achievement awarded ’n geakkrediteerde yisitifiketi esikhombisa bjo bo filwego ke
by an accredited instelling toegeken ukuphumelela institušene ye e
institution word emfundweni, kanti lesi dumeletšwego
sitifiketi sikhishwa
yiziko lemfundo
elinegunya
lokufundisa
nelisemthethweni
special needs spesialebehoefte- imfundo eqondene thuto ya dihlokwa
education onderwys nezidingo ezithile tše itšego
the special die spesiale ezikhethekile dipeakanyo tša thuto
educational arrangem onderwysreëlings wat Lezi yizinhlelo tše di itšeng tše di
ents which are in vir kinders met zezidingo zabafundi lego gona tša bana
place for children with gestremdhede geld ezithile ezikhethekile, bao ba golofetšego
disabilities lezi zinhlelo zinikezwa
abafundi
abanokukhubazeka
okuthile
transformation in transformasie in uguquko phetogo thutong
education onderwys kwezemfundo go šomiša mekgwa ye
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using different die gebruik van ukusebenzisa izindlela e fapanego ya go ruta
teaching practices to verskillende zokufundisa go hlohleletša badudi
foster critical citizens onderrigstrategieë om ezahlukene bao ba kgonago go
by implementing kritiese burgers te ukukhuthaza swaya diphošo ka go
equity and redress, bevorder deur izakhamizi ukuthi phethagatša
non-discrimination, gelykheid en zilingane, kulungiswe tekatekano le ditokišo,
access, justice and regstelling, nie- okwakungalungile go se tlhaole,
democracy in schools diskriminasie, phambilini, phihlelelo, toka le
toegang, geregtigheid kungacwaswanwa, temokerasi dikolong
en demokrasie in wonke umuntu
skole te implementeer afinyelele kwimfundo,
kube nobulungiswa
kanye nentando
yeningi ezikoleni
work-integrated werkgeïntegreerde ukufunda okuxubene go ithuta go go
learning leer nokusebenza tsenelelanago le
also known as field staan ook bekend as kuphinde kwaziwe mošomo gape e
experience; students veldervaring; studente ngokuthi isipiliyoni tsebja bjalo ka
engage in activities raak betrokke by sasemsebenzi; lapha maitemogelo
that are specifically aktiwiteite wat abafundi benza lefapheng le itšeng;
created to deepen spesiaal geskep is om imisebenzi eyakhiwe baithuti ba swarana le
their understanding of hul begrip van die ngokuqondile ukuze ditiro tšeo
the field of study bepaalde studieveld te yelule ukuqonda gabotsebotse di
verdiep kwabo kwalowo hlolešwego go tiiša
mkhakha abawenzayo kwešišo ya bona ya
noma abawufundelayo lekala la go ithuta
95
active learning aktiewe leer uhlelo lokufunda go ithuta ka go dira
knowledge must be kennis moet deur ngokubamba iqhaza tsebo e swanetše go
discovered and middel van die leerder lapha ulwazi kufanele utollwa le go
constructed through se aktiwiteite ontdek lutholakale futhi beakanywa ka
the learner’s activities en gekonstrueer word lwakheke ngendlela mokgwa wa ditiro tša
ngemisebenzi baithuti
yomfundi yokubamba
kwimfundo
analyse ontleed ukuhlaziya sekaseka
break information verdeel inligting in lokhu kuchaza go hlahlamolla
down into its parts and verskeie dele en dink ukwehlukanisa ulwazi tshedimošo ka
think about how the oor die verwantskap ngezingxenye ebese dikarolwana gomme o
parts relate to its wat die dele met die ucabanga amasu nagane ka moo
overall structure algehele struktuur het okuhlobanisa lezo dikarolwana di
zingxenye ukuthi nyalelanago le
zakhe isakhiwo sebopego sa yona ka
solwazi olulodwa botlalo
oluphelele
apply toepas ukusebenzisa diriša
use a learned gebruik ’n imfundo go diriša tshepetšo yeo e
procedure in either a aangeleerde ukusebenzisa ithutilwego kemong ye e
familiar or a new prosedure in óf ’n ingqubo oyifundile tlwaetšwego goba ye mpsha
situation bekende óf ’n nuwe esimeni osejwayele
situasie noma esimeni
esisha
Bloom’s taxonomy Bloom se uhlelo lukaBloom peakanyo go ya ka magoro
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a taxonomy for the taksonomie lokuhlela izinto ya Bloom
cognitive domain, ’n taksonomie vir uhlelo lokwenyukela peakanyo go ya ka magoro ya
making teachers die kognitiewe esizindeni legoro la tsebo le bokgoni bja
aware to also work domein wat sokuhlakanipha kgodišo ya mabokgoni a go
on higher cognitive onderwysers esiphezulu, šomiša tlhaloganyo, go dira
levels (e.g. daarvan bewus nokwenza ukuthi gore barutiši ba lemoge gore
synthesising and maak dat hulle ook othisha bazi ukuthi gape ba lebelele boemo bja
evaluating), and not op hoër kognitiewe kufanele balenyuse tsebo le kgodiša ya bohlale
always only focus vlakke moet werk izinga lokufundisa (mohlala go tliša mmogo le go
on lower cognitive (bv. sintetiserend en ngezinye izikhathi lekanyetša), le gore ka mehla
levels (e.g. recalling evaluerend), en om libe phezulu go se šetšwe fela boemo bja
of information) nie net altyd op die emazingeni fase bja tsebo le bohlale (mohl
laer kognitiewe okuhlakanipha (isib. go gopola tshedimošo)
vlakke te fokus nie bakwazi ukugaya
(bv. herroep van kanye
inligting) nokubuyekeza into
abayifundisayo),
hhayi nje ukuthi
othisha behlale bazi
ukuthi kufanele
abantwana
ababafundisayo
babafunze ulwazi
ngoba
basemazingeni
aphansi
okucabanga (isib.
akufuneki ukuthi
97
othisha kuhlale
kuba yibona
abaveza ulwazi –
mabayekele
abafundi
kebazicabangele
ngokwabo)
blended learning vermengde leer uhlelo lwemfundo thuto ka go
a formal education ’n formele oluxubiwe/oluhla- tswakanya
program in which a onderwysprogram nganisiwe lenaneo la thuto ya
student learns at least in wat behels dat uhlelo lwemfundo semmušo leo go lona
part through delivery of studente minstens ehlelekile, lapho baithuti ba ithutago
content and instruction gedeeltelik deur die umfundi afunda bonnyane ka tlhagišo
via digital and online aanbieding van okungenani ya diteng le thuto ka
media with some inhoud en onderrig ngokwethulwa mokgwa wa titšithale
element of student met behulp van kwengqikithi le inthanete ka taolo
control over time, place, digitale en aanlyn yesifundo kanye ye e lego ya baithuti
path, or pace media leer, met ’n nokuthunyelwa go nako, lefelo,
element van kolwazi tselatatelo, goba
studentebeheer oor ngobuchwepheshe lebelo
tyd, plek, roete of pas bekhomphyutha
nangezindlela ze-
inthanethi kanti
nokubheka inqubo
yomfundi ukulawula
isikhathi, indawo
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yomsebenzi, umgudu
wemfundo noma
ijubane/isivinini
elisetshenziswayo
ekwenzeni okuthile
cognitively guided kognitiewe- umyalelo ogxile go ruta ka go šetša
instruction begeleide onderrig ekwakheni mokgwa wa go
theory on the importance teorie oor die ingqondo nagana tharollong
of language and belangrikheid van taal le yithiyori eveza ya bothata
listening in teaching as a en luister in onderrig ukubaluleka kolimi teori ka ga bohlokwa
social construct as ’n sosiale konstruk kanye nokulalela bja polelo le go
ekufundiseni, theeletša ge go rutwa
njengendlela bjalo ka kgopolo yeo e
yokwakha umuntu hlamilwego ke
setšhaba
cohesion kohesie ukunamathelana tshwaragano
the act or state of die handeling of lesi yisenzo noma tiro goba boemo bja
cohering, uniting, or toestand van isimo go swaragana, go ba
sticking together saamkleef, verenig of sokuhambisana, seboka, goba go ba
bymekaar bly ukubumbanisa noma selo setee
ukuhlanganisa
ndawonye ulwazi
collaboration medewerking/ ukusebenzisana tirišano
to work jointly with others samewerking ukusebenzisana go šoma le batho ba
or together especially in om met ander saam ndawonye kanye bangwe goba mmogo
an intellectual endeavor te werk, veral in ’n nabanye ikakhulukazi gagolo morerong wo
intellektuele kwimizamo yokwakha o sepelelanago le
onderneming ukuhlakanipha bokgoni bja go
99
ngokwengqondo nagana le go kwešiša
dilo
conceptual knowledge konseptuele kennis ulwazi lokwakha kwešišo ya mekgwa
in education, this is often in die onderwys word umqondo ya ditshepedišo le
generalised as a group dit dikwels as ’n Kwezemfundo, dikgopolo
of specific strategies and groep spesifieke lokhu kuvamise ka go thuto, se gantši
skills strategieë en ukuthathwa se akaretšwa bjalo ka
vaardighede njengeqembu lamasu sehlopha sa maano le
saamgevat kanye namakhono mabokgoni tše di
athile itšeng
cooperative learning medewerkende leer uhlelo lokufunda go ithuta le le
is an educational ’n opvoedkundige ngokubambisana sehlopha
approach which aims to benadering wat lolu wuhlelo ke mokgwa wa thuto
organise classroom daarop gemik is om lwemfundo oluqonde wo o ikemišeditšego
activities into academic klaskameraktiwiteite ukuhlela imisebenzi go beakanya
and social learning in akademiese en yasegumbini/yase- mešongwana ya ka
experiences sosiale leerervarings kilasini lokufunda phapošing ya
te organiseer lapho abafundi borutelo ka
bafunda khona maitemogelo a go
izifundo ithuta lefelong la thuto
nokwengqondo kanye le go ithuta
nokuphilisana setšhabeng
njengabantu
create (synthesise) skep (sintetiseer) ukwakha (ukuhlela hlola (go bopa ka go
accomplish creative voer skeppende take nokuhlanganisa kopanya dilo)
tasks; generate, plan uit; genereer, beplan imiqondo) go kgona
and produce en produseer ukwakha imisebenzi mešongwana ya
ekhombisa ubuciko; boitšhimolloši;
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eyakhayo, ehlelayo hlagiša, beakanya le
futhi nokukhiqiza go tšweletša
discovery learning ontdekkingsleer uhlelo lokuzifundela go ithuta ka go
discovering for oneself om self te ontdek nokuzivumbulule-la nyakišiša
(learning by doing) (leer deur te doen) ulwazi go nyakišiša ka
lapha umfundi bowena ( go ithuta ka
uyazitholela ulwazi go dira)
yena ngokwakhe
(ukufunda
ngokwenza)
discussion bespreking ukufunda therišano
exchange knowledge die uitruil van kennis ngokubamba go fana tsebo le go
and understanding en begrip izingxoxo kwešišana
Ukuphakelana
ngolwazi kanye
nokuqondisisana
e-learning e-leer uhlelo lokufunda thuto ya
electronic learning; using elektroniese leer; die nge-inthanethi inthaneteng
devices such as a gebruik van toestelle lokhu ukufunda dithuto tša go
computer/ smartphone, soos rekenaars, ngobuchwepheshe hwetšwa inthaneteng,
i-pad, to deliver part, or slimfone of tablette be-inthanethi, go šomišwa ditlakelo
all of a learning course om ’n gedeelte van of njengokusebenzisa tše bjalo ka
’n hele leerprogram ikhomphyutha/i- khomphutha/
aan te bied smatifoni, ii-pad sellathekeng se
ukuze umfundi bohlale, i-pad, go
athumele ingxenye hwetša karolo goba
yolwazi noma sonke ka moka dithuto tše di
isifundo esifundwayo ithutwago
101
evaluate evalueer ukuhlola khumano ya mohola
includes checking, behels om na te gaan, ngokulinganisa e akaretša go lekola,
critiquing and giving te beoordeel en ulwazi go swaya diphošo le
opinions menings te gee lokhu kubandakanya go fa dikgopolo tša
ukubukisisa, gago
ukugxeka kanye
nokunikeza imiqondo
ehlukene
exemplary lesson voorbeeld- izinto ditlakelo tša thuto ye
materials lessteunmateriaal ezisetshenziswayo e lego mohlala
are learning support leerondersteunings- zezifundo zesibonelo ke ditlakelo tša go
materials that provide materiaal wat lezi yizinto thuša go ithuta tšeo di
suggestions for voorstelle bied oor hoe ezisetshenziswayo fago dikeletšo go
developing a leaming om ’n leerprogram wat ukusukela ukufunda hlabolla lenaneo la
programme which is leerdergesentreerd en ezinikeza imiqondo thuto leo le
learner-centered and aktiwiteitsgebaseerd yeziphakamiso nepišitšwego go
activity-based is, te ontwikkel zokufunda ukwakha moithuti le go thewa go
uhlelo lokufunda mahlahla a moithuti
ngendlela egxile
kubafundi kanye
nemisebenzini
eyenziwayo
flipped classrooms omkeer-klaskamers inqubo yemfundo diphapoši ya
the ability to view video’s en ander eguqu-guqukayo borutelo tšeo di
videos and other gevorderde leerinhoud leli yikhono lokubukela fetotšwego
advanced learning kan onafhanklik buite amavidiyo kanye bokgoni bja go boga
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content independently die klaskamer besigtig nezinye izinhlelo divedio le diteng tše
outside the classroom word zokufundisa ingqikithi dingwe tša thuto tšeo
yezifundo di tšweleditšwego pele
ngokuziqalela ka noši o le ka ntle ga
ezitholakala phapoši ya borutelo
ngaphandle kwegumbi
lokufunda
formative formatiewe ukuhlola tekolo ka mekgwa ye
assessment assessering okuqhubekayo e fapanego
a continuous process, ’n deurlopende proses lolu wuhlelo lokuhlola tshepetšo ye e
one in which waartydens inligting oluqhubekela tšwelelago, yeo ka
information about oor leer opgeroep en phambili, lapho ulwazi yona tshedimošo ka go
learning is evoked and dan gebruik word om olufundwayo ithuta e
then used to modify onderrig- en luvuselelwa ngenhloso tšweletšwago gomme
teaching and learning leeraktiwiteite te wysig yokuguqula uhlelo ya dirišwa go fetola
activities lwemisebenzi mekgwa ya go ruta le
yokufundisa go ithuta
nokufunda
intelligence intelligensie ubuhlakani bohlale
the ability to die vermoë om te ikhono lokukwazi bokgoni bja go
understand, learn and verstaan, te leer en ukuqonda, ukufunda kwešiša, go ithuta le go
think logically logies te dink kanye nokucabanga nagana ka
ngendlela eqondile tlhatlologanyo
learning resources leerhulpmiddels imithombo yosizo dithuši tša go ithuta
carriers of the draers van die yokufunda dithuši tša
curriculum by means kurrikulum deur middel lezi yizinto eziqhuba lenaneothuto ka
of exemplary lesson van lessteunmateriaal nokuqukatha mokgwa wa ditlakelo
material ikharikhulamu tša thuto ye e lego
103
ngendlela mohlala
yokusebenzisa izinto
zokufunda
eziyisibonelo
mediation in bemiddeling in indima yokuhlela tsenogare thutong
education onderwys kwezemfundo go kgonagatša
to facilitate om interaksie te lokhu kuchaza ukuhlela tsenelelano ka go
interactions by solving fasiliteer deur izindlela zokuxhumana rarolla le go thibela

nokwabelana ngolwazi
and preventing probleme en konflik op bothata le dithulano e
ngendlela yokuxazulula
problems and conflicts te los en te voorkom ka ba ka go fa
kanye nokuvimbela
either by offering deur óf formele dipeakanyo tšeo di
izinkinga
formal structures that strukture te bied wat tšweletšago
nokungqubuzana
develop negotiation onderhandelings- en ditshepetšo tša
kwemibono, lokhu
and school conflicts skoolkonflikoplossings ditherišano le tharollo
kungenziwa
resolution processes prosesse ontwikkel, óf ngokunikeza izinhlaka tša dithulano dikolong
or by preparing several verskeie protagoniste ezihlelekile eziqondene goba ka go hloma
protagonists that in voor te berei wat nokusungula izingxoxo batho ba bohlokwa
their daily life will apply hierdie konsepte en kanye nezinhlelo bao bophelong bja
ezimayelana
and use these bevoegdhede van bona bja letšatši ka
nokuxazulula noma
concepts and vakleerlingskap in die letšatši ba tla dirišago
ukulungisa izingcweti
competences of kognitiewe en sosiale le go šomiša
ezimbalwa
apprenticeship in the domein in hulle dikakanyo le
ezizosebenzisa ulwazi,
cognitive and social daaglikse lewe sal mabokgoni a
amakhono nemiqondo
domain toepas en gebruik borutwatiro
ethize nsuku zonke kanti
zisebenzise amagama maikemišetšong a
kanye nolwazi thuto le setšhabeng
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lomsebenzi ekwakhiweni
kolwazi ngokomqondo
kanye nakwimpilisano
yabantu emphakathini
metacognition metakognisie indlela yokwakha go inaganišiša
reflection on your own besinning oor dit wat ulwazi nekhono naganišišo ka go
learning jy geleer het ngokomqondo ithuta ga gago
lapha umfundi ubheka
ulwazi azifundele lona
ngokwakhe
micro learning mikroleer uhlelo lokufunda go ithuta ka
a theory of ’n teorie van emkhakheni bonnyane
instructional design onderrigontwerp wat omncane teori ya mokgwa wa go
that suggests that aan die hand doen dat le yithiyori yokuhlela ruta ye e šišinyago
people learn more mense meer effektief nokuhleleka kwemfundo gore batho ba ithuta
ephakamisa ukuthi
effectively if leer as inligting bokaone ge
abantu bafunda kahle
information is aangebied word in tshedimošo e fiwa ka
kakhulu uma ngabe
delivered in small units klein eenhede wat bonnyane bjo bo lego
ulwazi lwethulwa
that are easy to maklik is om te bonolo go kwešišwa le
ngemikhakha emincane
understand and apply verstaan en toe te pas go dirišwa
ngezingxenye ezincane,
kanti kulula ukuzwisisa
kanye nokusebenzisa
lolu lwazi
organising principle organiseringsbeginsel umgomo wokuhlela mokgwa wa
way in which manier waarop kennis Indlela ulwazi (lokho peakanyo
knowledge (content) is (inhoud) in ’n okuqukethwe)kuhlelwa tsela yeo ka yona
organised in a kurrikulum ngakhona tsebo (diteng) e
curriculum georganiseer word kwikharikhulamu beakanywago
lenaneong la thuto
105
pedagogy pedagogie iphedagogi borutiši
the science of die wetenskap van isayensi yokufundisa saense ya go ruta
teaching onderrig
problem solving probleemoplossing ukuxazulula inkinga go rarolla bothata
developing new die ontwikkeling van Lolu wuhlelo lokwakha go tšweletša tsebo ye
knowledge through kennis deur probleme ulwazi olusha mpsha ka tsela ya go
solving problems op te los ngokuxazulula rarolla bothata
izinkinga
progression progressie Ukuqhubekela tšweletšopele
increasing conceptual toenemende phambili go godiša tharano ya
complexity konseptuele Ukungezela izinga dikgopolo
kompleksiteit elinzima lemiqondo
yamagama
rationale grondrede imiqondo yokuqonda tlhathollo ya
principles or reasons beginsels of redes wat imigomo noma sephetho se
that explain why a verduidelik hoekom ’n izizathu ezichaza fihleletšwego
specific decision or bepaalde besluit of ukuthi kungani isizathu melao goba mabaka
action is taken optrede geneem is noma isinyathelo ao a hlalošago lebaka
esithile sithathiwe la gore gobaneng
sephetho goba tiro ye
e itšegi e tšerwe
reciprocity wederkerigheid isenaniselo go fana
of mutal benefit to all van wederkerige kushiwo into esiza fao ka moka ba ba
concerned voordeel vir almal wat nxazombili; into amegago ba holwago
betrokke is ebasiza bonke
abathintekayo
reciprocal teaching wederkerige uhlelo lokufundisa go rutana
allows for the creation onderrig ngokwabelana go dumelela tlholego
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of a dialogue between onderrig wat ngolwazi ya poledišano gare ga
learners and teachers voorsiening maak vir lolu hlelo luphawuleka baithuti le barutiši
die skep van ’n dialoog ngezingxoxo phakathi
tussen kwabafundi kanye
leerders en nothisha
onderwysers
remember onthou ulwazi gopola (tsebo/ tsebo
(knowledge/ (kennis/basiese olukhunjulwayo/ ya motheo ya tlhamo
basic conceptual konseptuele kennis) ulwazi lokuqala into ya dikgopolo)
knowledge) recognise herken en herroep ngokomqondo go lemoga le go gopola
and recall relevant tersaaklike inligting uit Lapha umfundi wazi tshedimošo ya maleba
information from long- die langtermyngeheue izinto ngokukhumbula go tšwa kgopolong ya
term memory ulwazi lwakudala pakatelele
reflection besinning/ ukubuyekeza boitekolo
to give careful thought bepeinsing okuthile/ukuzinuka go naganišiša ka selo,
to something, to use a om versigtig oor iets amakhwapha o šomiša mmotlolo wo
particular model or na te dink, om gebruik ukucabangisisa into o goba tshepedišo ye
process to think about, te maak van ’n ethile, ukusebenzisa e itšeng go nagana ka

indlela ethile noma
reconsider one’s bepaalde model of ga, go akanya gape
uhlelo oluthile
actions, thoughts, proses om jou ditiro, dikgopolo,
ukucabanga, ukubhekisa
ideas or decisions optrede, gedagtes, dikakanyo goba
izenzo zakho,
idees of besluite te diphetho tša gago
imicabango yakho,
oordink en te oorweeg
amacebo noma
izinqumo zakho
sequencing bepaling van ukulandelana go latelanya
conceptual order and volgorde kwezinto ngokohlelo tatelano le
progression konseptuele orde en Ukuhleleka kahle tšweletšopele ya
107
progressie komqondo dikgopolo
ngokulandelelana
kwezinto kanye
nokuqhubeka
scaffolding stellasie-effek izikhumo magato ka tatelano a
activities the teacher aktiwiteite wat die imisebenzi go thuša go fihlelela
constructs to help onderwyser opstel om eyenziwayo kwešišo
learners to learn leerders te help leer neyenziwa nguthisha ditiro tšeo morutiši a di
ukusiza abafundi bopago go thuša
ukuthi bafunde moithuti go ithuta
shared learning gedeelde leer ukufunda go fana sebaka
providing opportunities die voorsiening van ngokunikezana thutong
for learners’ geleenthede vir amathuba go fa dibaka tša gore
participation in the leerders se deelname ukunikeza amathuba baithuti ba tšee karolo
learning process aan die leerproses kubafundi okuthi tshepetšong ya go
badlale ithuta
indima/babambe
iqhaza kwinqubo
yokufunda
simulation simulasie ukulingisa ketšišo
real circumstances are werklike Izimo zangempela dikemo tša mannete di
imitated in the omstandighede word zilingiswa ngaphakathi ekišwa ka phapošing
classroom in die klaskamer emagumbini okufunda ya borutelo
nageboots
summative sommerende ukuhlola tekolothumo
assessment assessering okufinyeziwe tekolo mafelelong a
assessment at the assessering na afloop lokhu ukuhlolwa paka ye e itšego ya
conclusion of a van ’n spesifieke okwenziwa ekupheleni thuto go šupa ka moo

kwesikhathi sokufundisa thuto e bilego le
specific instructional onderrigperiode om te
108
TPS3703/101/0/2023
period to establish how bepaal hoe esinqunyiwe ukuthola khuetšo ka gona
effective the teaching doeltreffend die ukuthi ngabe lokho
okufundisiwe kusebenze
was onderrig was
kanjani ukusiza lowo
obefundiswa
understand verstaan (begrip) ukuqondisisa kwešiša
(comprehension) demonstreer ’n (ukuzwisisa) (tlhaloganyo)
create meaning from basiese begrip van Lapha kwakhiwa ulwazi Go tšweletša tlhathollo
educational material inligting, konsepte en ngokusebenzisa go tšwa setlakelong sa

izisetshenziswa
such as reading and idees thuto go swana le go
zokufunda
explanations bala le ditlhathollo
ezinjengokufunda
okubhaliwe nokuchaza
validity geldigheid ukuba bokgonthe
the extent to which an die mate waarin ’n ngokwamukelekile bogolo bjoo
assessment task assesseringstaak dit nokufanele mošongwana wa
assesses what it is assesseer wat dit Indlela nezinga tekolo o lekolago seo
intended to assess or bedoel is om te umsebenzi wokuhlola go ikemišeditšwego go

wenzeka ngayo, nokuthi
measure assesseer of meet lekola goba go ela
ngabe uhlolo luhlose
ukuhlola ini noma lukala
ini
whole school heleskoolbeplanning ukuhlelela isikole go loga leano
planning betrek alle rolspelers sonkana tlhabollong ya
involves all om die aktiwiteite en kufaka phakathi bonke sekolo ka moka
stakeholders to belangstellings van die ababambiqhaza e akeretša ka moka
consider the activities skool in oorweging te ukubheka kanye bao ba nago le
and interests of the neem en om te besluit imisebenzi yesikole kgahlego go nagana
school, and to decide oor die doelwitte van kanye nezinto ditiro le dikgahlego tša
on the goals for the die skool oor ’n sekere ezingasiza isikole sekolo, le go tšea
109
school over a certain tydperk ten einde te kanye nokuthatha sephetho ka ga dinepo
period of time, making verseker dat die skool isinqumo ngezinhloso tša sekolo pakeng ya
sure the school is gereed is vir die leerder zesikole ngemuva nako ye e itšeng, ka go
ready for the learner. kwesikhathi esithile, netefatša gore sekolo
ukuze kuqinisekiswe se ikemišeditše
ukuthi isikole moithuti
simlindele umfundi
Source: Adapted from: Gravett, S., de Beer, JJ. & Du Plessis, E.C. 2015. Becoming a teacher.
Cape Town: Pearson.
110

TPS3703 101 Tutorial Letter

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TPS3703/101/0/2023

Tutorial Letter 101/0/2023

For doing Teaching Methodology 1 FET

Department of Curriculum and Instructional

This tutorial letter contains important information about TPS3703.

11.1. Plagiarism .................................................................................................................................. 80

Welcome to the teaching practice component of your professional development! Teaching

PLEASE NOTE / IMPORTANT NOTE:

assignments. We have also included certain general and administrative information.

• purpose and outcomes of this module

• the study material

• instructions regarding school visits and placement

• preparation and submission of assignments

Please also consult it for matters regarding teaching practice at a school.

letter without delay.

criteria as well as instructions on the preparation and submission of assignments. This

study material, other resources, and how to obtain these resources.

teaching practice such as placements, placement letters, visits by Unisa supervisors,

addressed to the lecturer, as these are academic in nature.

University’s online campus or MyUnisa, at http://MyUnisa.ac.za.

all the best in your studies!

2. PURPOSE AND OUTCOMES

this module is on the practical aspect of your training as a teacher.

module consist of the following:

EDUCATIONAL THEORY RELATED TO THIS MODULE

Chosen teaching methodology module

TPS3703 - Five weeks of practical teaching experience at a school

Grades 10 –12 (FET Phase)

teaching and classroom management, supervised by experienced teachers and mentors.

management of programmes, and the training and assessment of student teachers.

qualifications to successful student teachers.

of tacit knowledge, which is an essential component of learning to teach.”

and finally leading to independent teaching).

The general outcomes envisaged in this Teaching Practice module are:

• to support you step by step during your teaching practice experience

• to provide you, as a prospective teacher, with an opportunity to establish an appropriate

for the teaching profession

• to provide you with an opportunity to develop personal relationships with students,

administrators, teachers, parents and learners

understanding of educational principles and their implications for learning and

the teaching profession

and resources present in a class context

• Discussions and evaluations of issues related to teaching practice display a consideration

for historical and current perspectives.

that exists in sites of practice.

that exists in sites of practice.

• Comparisons and evaluations of issues related to teaching practice show a consideration

reports and articles in this area

and contexts in the teaching practice placement.

different stakeholders in diverse contexts of practice.

diversity that exists in sites of practice.

diversity that exists in sites of practice.

justified by appropriate reference to theory, policy, observed practice and personal

for different purposes and contexts.

• Discussions and evaluation of effective classroom practice display a consideration for

historical and current perspectives as well as a deep understanding of context.

• Selections of different strategies for engagement that are justified by appropriate

reference to theory, policy, observed practice and personal experience.

legacies, social diversity and Africanisation of the curriculum

• Discussions and evaluation of issues related to effective classroom practice display a

collaborative meaning making.

of policy and practice.