TL103

Tutorial Letter 103/0/2024
TPN2602
TEACHING PRACTICE II
BEd (Intermediate PHASE, GRADE 4 – 6)
PORTFOLIO
Year module
Department: Curriculum and Instructional Studies
ASSIGNMENT 50: PORTFOLIO
Dear Student: You must teach ONE of your chosen subjects. Please
mark the name of the subject you taught for this portfolio with a
cross (X). You will not teach languages for this module.
Mathematics Natural Sciences Social Sciences Life Skills
and Technology
TPN2602/103/2024
SUMMARY OF ASSIGNMENTS
TL TEACHING PRACTICE PLACEMENT CONTRIBUTION

TO YEAR MARK
101 Assignment 01: Written (COMPULSORY) 60%
Assignment 02: MCQ (COMPULSORY) 40%
Year Mark 20%
102 Teaching practice office placement arrangements
103 Teaching practice portfolio
SCHOOL-BASED PRACTICAL ASSIGNMENT: EXAMINATION

Assignment 50 100% Closing date:
Unique number: Tutorial Letter 103: PORTFOLIO 25th of September
COMPULSORY 2024
Final mark Year mark 20% TOTAL:

Examination mark 80% 100%
HOW WILL THIS PORTFOLIO BE MARKED?
Please complete everything in this document and give detailed answers. This document sums
up everything you have done over the past five weeks at the school– you have worked hard and
want to be credited for it. The following marking grid is used to mark the portfolio.
PLEASE TAKE NOTE THAT YOUR PORTFOLIO WILL NOT BE MARKED AND YOU WILL
RECEIVE 0 IF YOU HAVE NOT COMPLETED THE FOLLOWING:
1. The student declaration form on Page 4.
2. The declaration form with signatures, dates, and the school stamp on Page 5.
3. The attendance register on Pages 6-7.
4. Your mentor teacher evaluation report on Pages 53-54.
5. Completed your teaching practice in a Grade 4, 5, or 6 classroom.
6. Completed your teaching practice in one of the following subjects: Mathematics, Natural
Sciences and Technology, Social Sciences or Life Skills.
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Also, take note of the following:

1. Please submit a typed assignment only. No handwritten assignments will be
accepted.
2. Password-protected submissions will be given a zero.
3. Ensure that you submit the correct assignment as mistakes cannot be
corrected later.
4. Strictly use the template provided. Assignments written on a different
template will not be marked.
5. A portfolio with a fake school stamp will be handed over to the legal
department for investigation.
6. Do not cut and paste the school stamp. Stamp the pages and scan the
documents in one PDF.
7. You must do your teaching practice at a Department of Basic Education
registered school.
MARKING GRID
Declaration Compulsory
QUESTION 1 – Contextual questionnaire 5 marks
QUESTION 2 – Observing experienced teachers. 10 marks
QUESTION 3 – Making learning fun. 5 marks
QUESTION 4 – Mentor-teacher activities 10 marks
QUESTION 5 – Reflective journal 10 marks
QUESTION 6 – Lesson plans (co-teaching) 6.4.1 10 marks
QUESTION 6 – Lesson plans (co-teaching) 6.4.2 10 marks
QUESTION 7 – Reflection 5 marks
QUESTION 8 – Lesson plans (individual) 8.1 10 marks
QUESTION 8 – Lesson plans (individual) 8.2 10 marks
QUESTION 9 – Reflection 10 marks
QUESTION 10 – Presentation of the portfolio 5 marks
TOTAL 100 marks
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STUDENT DECLARATION
THE UNIVERSITY OF SOUTH AFRICA. COLLEGE OF EDUCATION
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
Should be completed and submitted by ALL STUDENTS
The Department of Curriculum and Instructional Studies places specific emphasis on integrity and ethical
behaviour in the preparation of all written work to be submitted for academic evaluation. Although academic
personnel will provide you with information regarding reference techniques as well as ways 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 the lecturer concerned before you submit any written work.
You are guilty of plagiarism when you extract information from a book, article, or web page without acknowledging
the source and pretending that it is your work. In truth, you are stealing someone else’s property. This doesn’t only
apply to cases where you quote verbatim, but also when you present someone else’s work in a somewhat amended
format (paraphrase), or even when you use another student’s previous work.
Students who are guilty of plagiarism will forfeit all credit for the work concerned. In addition, the matter will also be
referred to the Disciplinary Committee for a ruling. Plagiarism is considered a serious violation of the University’s
regulations and may lead to suspension from the University. For the period that you are a student at the Department
of Curriculum and Instructional Studies, the under-mentioned declaration must accompany all written work to
be submitted. No written work will be accepted unless the declaration has been completed and attached.
I (full names) __________________________________________________

Student number __________________________________________________
Subject/Module Code TPN 2602
Declaration
1. I understand what plagiarism entails and am aware of the University’s policy in this regard.
2. I declare that this ______________________ (e.g., essay, report, project, assignment, dissertation, thesis etc)
is my own, original work where someone else’s work was used (whether from a printed source, the internet, or
any other source) due acknowledgment was given and reference was made according to departmental
requirements.
3. I did not make use of another student’s previous work and submit it as my own.
4. I did not allow and will not allow anyone to copy my work to present it as his or her work.
Signature ______________________________ Date: __________________
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DECLARATION FORM
This is a COMPULSORY document for TPN2602.
The purpose of this declaration form is to ensure the authenticity of this portfolio and the
practical teaching on which it was based. Please complete and sign this declaration form. The
mentor-teacher and school principal must also sign it. Your portfolio will not be marked if
this page is incomplete.
DECLARATION BY THE STUDENT
I, ……………………………………………………………. (name), ……………………… (student

number) declare that all the work in this portfolio is my own and that I completed 25 days of
practical teaching.
Signature ……………………… Student number ………………………Date:
DECLARATION BY THE MENTOR-TEACHER
I, ………………………………………………………. (name), declare that the abovementioned

student completed their 25 days of practical teaching under my supervision or that of my
colleagues.
Signature ………………………………………… Date:
DECLARATION BY THE SCHOOL PRINCIPAL
I, …………………………………………………… (name), declare that this student completed 25
full school days of supervised practical teaching at
………………………………………………………………………… (name of School).
Signature …………………………………… EMIS number of the school ………………….
Date: OFFICIAL SCHOOL STAMP
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1. ATTENDANCE REGISTER OF THE STUDENT TEACHER AT SCHOOL

Please note that this register should be completed daily by the student and the school-based mentor. The principal
is expected to sign this register at the end of the teaching practice period.
Student number…………………………………………………………………………………………………
Name of school…………………………………………………………………………….…………………
Address………………………………………………….………………….………………………………….
Contact details…………………………………………………………………………………………….….……
E-mail…………………………………………………………………………………….…………….………………
Name and surname of the mentor……………………………………………………………………………….…….
Name and surname of the principal/HOD………………………………………………………………………………
Contact details of the principal: …………………………………………………………………………………….
Week 1
Student number Module Grade Student Date Signature of mentor Date

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Week 2

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Week 3

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Week 4

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Week 5

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2. QUESTION ONE - CONTEXTUAL QUESTIONNAIRE – (5 MARKS)
Answer the following open-ended questions to the best of your ability and give as much
information as possible.
1. Describe the school where you did your practical teaching (location, age, facilities, how
many learners are enrolled at the school, how many teachers teach at the school, the
language of learning and teaching, etc).
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2. Describe the classroom in which you did your practical teaching (size, facilities, learning
and teaching support materials, classroom atmosphere, etc).
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3. Describe the learners you taught during your practical teaching (number per class, degree
of readiness to learn, their home environmental conditions, participation, etc).
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4. Describe your mentor/subject/learning area teacher (knowledge, teaching experience,

helpfulness, guidance, etc)
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QUESTION 2 - OBSERVING EXPERIENCED TEACHERS (10 Marks)
As part of your experience during teaching practice you will be observing lessons taught by your
mentor-teacher and other teachers. This observation requires you to be actively involved in the
process. You need to observe 20 lessons during your teaching practice period. You may
observe more than one teacher in your chosen subject and other subjects in Grades 4-6. Only
5 lessons will be recorded in detail.
Subject Lesson Topic Lesson Date Mentor Teacher

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Lesson observation 1
Date: …………………………………… Subject: ……………………………………………….
Grade: …………………………………. Number of learners in class: ……………………….
Lesson topic: …………………………………………………….
1. Without asking your mentor-teacher, write down the objective of the lesson.
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2. Describe what the teacher did to introduce the lesson.

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3. What were the specific activities the learners were involved in during the lesson?
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4. Identify which activities the learners enjoyed the most. Why do you say so?
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5. Write down the questions the teacher asked the class during the lesson.
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6. What resources (LTSM) did the teacher use during the lesson?
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7. What other resources might have helped learners to understand the concepts in the lesson?
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8. Were there any disruptive incidents during the lesson? …………………………….
If there were, how did the teacher deal with them? If there were no incidents, what did the teacher do to
ensure that none took place?
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Date: …………………………………… Subject: ……………………………………………….
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Date: …………………………………… Subject: ……………………………………………….
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Date: …………………………………… Subject: ………………………………………………
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2. Describe what the teacher did to introduce the lesson

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3. QUESTION 3 – MAKING LEARNING FUN (5 MARKS)
Write a paragraph of 15-20 sentences below in which you tell us how you will make the
subject you teach fun for your learners.
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4. QUESTION 4 - MENTOR-TEACHER ACTIVITIES (10 MARKS)
Activity 1: Meetings and duties

Part of your experience while doing teaching practice is to take part in all teaching and
teaching-related activities. This includes attending meetings and performing duties. Ask your
mentor-teacher which meetings you are free to attend with them (staff meetings, grade
meetings, and so forth; not sensitive meetings or disciplinary meetings). Ask your mentor-
teacher which duties you will perform with them (e.g., break duties, extramural activity duties,
line-up duties, assembly duties, etc). Complete the following report on one meeting you
attended and one duty you performed with your mentor.
Meeting
What meeting did you attend?
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What was it called?
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When did it take place? (Date and time)
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Who were the participants at the meeting?
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Who chaired the meeting?
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What was discussed?
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How often do these meetings take place?
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What did you learn from attending the meeting that has helped you to develop as a teacher
or that you can use in your teaching?
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Duty
What duty did you perform with your mentor-teacher?
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When (date and time):
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Did your mentor-teacher sign to confirm they had performed this duty?
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What did you/your mentor-teacher have to do to perform this duty?
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How often must your mentor-teacher do this duty?
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Why is it important that a teacher performs this duty?
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Activity 2: Roles of teachers

Please ask your mentor-teacher to help you create a list of all the other roles they perform at the
school that are not related to lesson planning, presentation, or assessment of a subject.
These could be duties or extramural activities, committees they serve on, or administrative tasks
such as collecting money, filling in various forms, and phoning other schools to organise sporting
events.
Week 1:
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WEEKLY JOURNALS – QUESTION 5 (10 Marks)
Many things happen in a teaching day, and it is difficult to remember it all at the end of five
weeks. In this section of the portfolio, you can keep a reflective journal for each week. It is a
good idea to have a notebook to keep a daily record of things that you find interesting, difficult,
exciting, challenging or a new experience so that you can write a report here each week. At the
end of the report, you are asked to shade in some graphical representations of your week.
Journal for Week 1 – Date: ………………………………………………………………………….
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Indicate on a scale of 1 to 10 (1 being poor and 10 being excellent) how you fared in terms of
the following aspects this week.
Confidence in 1 2 3 4 5 6 7 8 9 10
front of a class
Discipline 1 2 3 4 5 6 7 8 9 10
Interaction with 1 2 3 4 5 6 7 8 9 10
mentor-teacher
learners
Extramural 1 2 3 4 5 6 7 8 9 10
activities
Overall 1 2 3 4 5 6 7 8 9 10
experience
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Confidence in 1 2 3 4 5 6 7 8 9 10
front of a class
Discipline 1 2 3 4 5 6 7 8 9 10
mentor-teacher
learners
Extramural 1 2 3 4 5 6 7 8 9 10
activities
Overall 1 2 3 4 5 6 7 8 9 10
experience
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Confidence in 1 2 3 4 5 6 7 8 9 10
front of a class
Discipline 1 2 3 4 5 6 7 8 9 10
mentor-teacher
learners
Extramural 1 2 3 4 5 6 7 8 9 10
activities
Overall 1 2 3 4 5 6 7 8 9 10
experience
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Confidence in 1 2 3 4 5 6 7 8 9 10
front of a class
Discipline 1 2 3 4 5 6 7 8 9 10
mentor-teacher
learners
Extramural 1 2 3 4 5 6 7 8 9 10
activities
Overall 1 2 3 4 5 6 7 8 9 10
experience
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Confidence in 1 2 3 4 5 6 7 8 9 10
front of a class
Discipline 1 2 3 4 5 6 7 8 9 10
mentor-teacher
learners
Extramural 1 2 3 4 5 6 7 8 9 10
activities
Overall 1 2 3 4 5 6 7 8 9 10
experience
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6. CO-TEACHING
This year, you will be required to co-teach with your mentor-teacher. This will help you to
gradually become independent in the classroom. It is, however, your responsibility to fill in the
lesson plan and ask your mentor-teacher for assistance.
Your lesson plan must be available at least one day before the lesson so that your mentor-
teacher can give you input. You may not use your mentor teacher's planning documents. You
may read them, but you must write out your own lesson plan. The teaching of the actual lesson
will rely on a co-teaching approach.
Discuss the various co-teaching options with your mentor-teacher. You will co-teach two
lessons, using a different form of co-teaching each time. Then you will plan, prepare, and
present two other lessons independently. Your mentor teacher will observe and assess these
independent lessons.
6.1 The links between African Philosophy and co-teaching
African teaching perspectives inform co-teaching principles in that these perspectives support
the concept of adult-peer mentorship (Dei 2010:42). Dei (2010:35) compares the "cult of
individualism" in Western countries with the idea of a "community of leaders" or "collaborative
responsibility," which is more in tune with African philosophy. We hope that in this teaching
practice module, you will form a collaborative relationship with your mentor-teacher and take
collaborative responsibility for the lessons.
We are sure you are going to learn so much by doing this. You should feel supported through
this process. However, Dei also reminds us of our mutual responsibility in a collaboration. Adult-
peer mentorship encourages ties between teachers, learners, family and community. This will
promote leadership in learners. Dei traces connectedness and inclusivity back to African roots,
although they have surfaced in recent thinking about education.
The "cult of individualism" within Western education is in stark contrast with African approaches,
which are communal. This cult of individualism manifests in subtle ways such as learners sitting
in rows as opposed to sitting in groups, and the awarding of prizes for individual achievement
rather than for group work. In this module, we want you to experience working collaboratively
with your mentor, and we would like to encourage you to promote communal, social and
negotiated learning in your class. Let us look at some ways in which co-teaching could happen
in the classroom.
6.2 Different models of co-teaching
Co-teaching is a form of cooperative instructional practice in which two (or more) educators work
with a diverse group of students (Benninghof 2012). Although it sounds simple, there are many
facets to co-teaching. First, it involves a great deal of planning. It involves thorough preparation
for the different roles that the two teachers will undertake during the lesson. It means working
collaboratively within a shared space while always focusing on how to optimise learning for
pupils. Perez (2012) gives examples of what co-teaching is not:
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• It is not one teacher teaching one subject and another teaching another subject to the
same class.
• It is not one teacher at the copy machine or marking while the other teaches.
• It is not one teacher delivering a lesson while the other decorates the desk or the
classroom.
Co-teaching requires both teachers to be involved in the planning and presentation of the lesson,
but each performs different roles during the lesson.
Although there are several forms/models of co-teaching (Friend & Cook 2013; Perez 2012), not
every form or model of co-teaching is suitable for every lesson in every subject or for any age
group. You will need to discuss which model is best suited to the needs of your students, your
resources, the aim of the lesson, and so on.
6.2.1 The "one teaches, and one observes" model.
You will follow this model for your lesson observations in this portfolio. You may not use this
model for one of your co-teaching lesson plans. This model is usually used when one teacher
wants to observe the behaviour or interactions of learners.
6.2.2 The "one teaches, and one assists/drifts" model.
One teacher takes the lead in the instruction, while the other teacher provides support by offering
individual assistance to learners, checking learner behaviour, putting additional notes on the
board, asking questions on behalf of the learners, and so on. One teacher may be involved in a
class discussion while the second teacher summarises the key points on the board.
6.2.3 Team teaching model.

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Both teachers are involved in the planning and presentation of the lesson. They take turns to
present different parts of the lesson, and they prepare the coordination beforehand.
6.2.4 Station teaching model
The class is divided into two groups (stations) and each teacher teaches the lesson to the groups
one at a time. The groups swap after an allocated time and move to the next teacher or 'station'.
At the end of the lesson, each group will have been taught the same lesson by two different
teachers. It is possible to add more 'stations' to this model. When the group moves on to the
other stations, they are required to do work on independent activities. Station teaching may also
take the form of pre-set activities at various stations in the classroom and the two teachers move
around assisting and regulating the activities (Murawski & Dieker 2013).
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6.2.5 Parallel teaching model
Here the class is divided into two groups. One teacher teaches one group while the second
teacher teachers the second group. In some cases, the groups swap halfway through the
lesson and receive instruction from the other teacher.
6.2.6 Alternative teaching model
In this model, the class is divided into two groups, one larger and one smaller. The first teacher
will instruct the large group while the second teacher instructs the smaller group, where she/he
may provide additional assistance to learners who have special needs or enrichment to those
learners who work faster than their peers.
As you can see from what I have just explained, co-teaching requires collaboration with your
mentor-teacher. You must both understand that you will be teaching in the same space and at
the same time. Before you proceed with the planning of lessons, do the next activity so that you
and your mentor-teacher can get to know each other's teaching styles better. You must also
discuss the procedures in the classroom.
At the end of the lesson plan, you will fill in the different roles you and your mentor-teacher will
play during the co-teaching lessons. To do this effectively, discuss the following questions with
your mentor-teacher and summarise the discussion.
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6.3 Forming an effective team with your mentor; adapted from Perez (2012:83)
1. When (date and time) will we meet to plan the lessons?

Lesson 1 ………………………………. Lesson 2…………………………………….
2. What procedures will we establish for our classroom? (Lining up, where are bags kept,
where do pupils sit, how are they dismissed, etc)
……………………………………………………………………………………………………………
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3. How will we handle disruptive behaviour?
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4. Will the physical setup in the classroom change?
Lesson 1 ………………………………………………….
Lesson 2 …………………………………………………
5. How will we split groups for group work?
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6. Who is responsible for marking the assessment that we set based on the lesson?
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7. What are the rules for learners regarding going to the bathroom, talking to another
learner, asking a question, walking around, and so on?
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8. Which co-teaching model is best suited to the school, the subject and the personalities of
the two teachers?
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9. Our forms of co-teaching for each lesson (you must try different forms of co-teaching):
Lesson 1: …………………………………………………………….
Lesson 2: …………………………………………………………….
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QUESTION 6.4.1 - CO-TEACHING LESSON (10 MARKS)
Tick the appropriate co-teaching method you used for this lesson:
A. One teaches, one assists
B. Team teaching
C. Parallel teaching
D. Station teaching
E. Alternative teaching
Co-teaching preparation sheet: Lesson 1
General information
Date: ……………………….
Subject: …………………………………… Grade: ……………….….….
Topic: …………………………………………………
Duration of lesson………………(minutes) Number of learners in class: ……………………..
Resources available at school: (very good, sufficient, limited)

………………………..................................................................................................................................
Objectives/Outcomes
What will the learners know/be able to do/understand by the end of the lesson? (Start with: “By the end
of this lesson, learners will be able to ....)
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The introduction phase
Time allocation: ……………………………... (minutes)
Resources needed: (for example, projector, blackboard, textbook, page number, calculator, dictionary,
tablet, magazine/newspaper, space for exploring outdoors, tools, or recycling. If website/YouTube
video was used copy the URL link.)
………………………………………………………………………………………………………………………
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What prior knowledge do learners need to meet the outcomes of this lesson?
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How will you and your mentor teacher establish prior knowledge? Be detailed and specific.
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Teaching strategy/method you and your mentor teacher will use:
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Questions you and your mentor teacher will ask:

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Body (the main section of the lesson)
Resources needed: (If a textbook was used, state the name of the textbook, if website/YouTube video
was used, copy the URL link).
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Teacher activity (What will you and your mentor teacher do and say?)
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Questions you and your mentor teacher will ask.
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Learner activity (what will the learners be doing?). *Remember to keep ALL lessons LEARNER
CENTRED and allow learners to participate in knowledge generation.
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How will you and your mentor teacher check for understanding to ensure ALL learners are meeting the
outcomes of the lesson?
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Conclusion (quick quiz, class discussion, learners ask each other questions, etc done IN class to end
off the lesson and determine if learners have achieved the outcomes of the lesson. Connect this lesson
with future learning).
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Learner activity (what will the learners be doing?)
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Assessment activities and/or homework Include or attach activity/task/instructions/questions given

as a class activity or homework.
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How will you and your mentor teacher know whether your outcomes/objectives were achieved? Is it an
informal or formal assessment? Is it a class assessment or homework? What resources will the learners
need to complete this assessment/homework?
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Differentiated lesson.
How did this lesson accommodate diverse learner needs? How can you/did you and your mentor teacher
cater for learners who need enrichment or those who have special needs? BE SPECIFIC AND PLAN
FOR THIS IN A DETAILED MANNER. You may also refer to various teaching and learning strategies
used in the lesson.
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ATTACHMENT OF LEARNING/TEACHING RESOURCES
Attach an example of an activity that you used for this lesson. It could be a class activity, an assessment,
a quiz, or a homework activity. It must be an activity that YOU DESIGNED. Do not copy and paste
activities from textbooks or attach the cover page of textbooks in this section. [Make use of this space
only].
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QUESTION 6.4.2 - CO-TEACHING LESSON (10 MARKS)
Tick the appropriate co-teaching method you used for this lesson:
A. One teaches, one assists
B. Team teaching
C. Parallel teaching
D. Station teaching
E. Alternative teaching
Co-teaching preparation sheet: Lesson 2
General information
Date: ……………………….
Subject: …………………………………… Grade: ……………….….….
Topic: …………………………………………………
Duration of lesson………………(minutes) Number of learners in class: ……………………..
Resources available at school: (very good, sufficient, limited)

……………………….................................................................................................................................
Objectives/Outcomes
What will the learners know/be able to do/understand by the end of the lesson? (Start with: “By the end
of this lesson, learners will be able to ....)
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
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tablet, magazine/newspaper, space for exploring outdoors, tools, or recycling. If website/YouTube
video was used, copy the URL link.)
………………………………………………………………………………………………………………………
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How will you and your mentor teacher establish prior knowledge? Be detailed and specific.
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Teacher activity (What will you and your mentor teacher do and say?)
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Questions you and your mentor teacher will ask.
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Learner activity (what will the learners be doing?). *Remember to keep ALL lessons LEARNER-
CENTRED and allow learners to participate in knowledge generation.
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How will you and your mentor teacher check for understanding to ensure ALL learners are meeting the
outcomes of the lesson?
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Conclusion (quick quiz, class discussion, learners ask each other questions, etc done IN class to end
off the lesson and determine if learners have achieved the outcomes of the lesson. Connect this lesson
with future learning).
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Assessment activities and/or homework Include or attach activity/task/instructions/questions given

as a class activity or homework.
How will you and your mentor teacher know whether your outcomes/objectives were achieved? Is it an
informal or formal assessment? Is it a class assessment or homework? What resources will the learners
need to complete this assessment/homework?
………………………………………………………………………………………………………………………
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How did this lesson accommodate diverse learner needs? How can you/did you and your mentor teacher
cater for learners who need enrichment or those who have special needs? BE SPECIFIC AND PLAN
FOR THIS IN A DETAILED MANNER. You may also refer to various teaching and learning strategies
used in the lesson.
………………………………………………………………………………………………………………………
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only].
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7. QUESTION 7 - REFLECTIONS ON CO-TEACHING – (5 MARKS)
Reflect on the co-teaching lessons that were prepared and presented.
1. Discuss which aspects of co-teaching worked well for you.

……………………………………………………………………………………………………….........
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2. Discuss the aspects of co-teaching that you found difficult/challenging/strange.

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3. How did the learners respond or react to co-teaching?

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4. Do you think co-teaching is practical in a school? Elaborate.

……………………………………………………………………………………………………….........
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5. What advice would you give future students when it comes to co-teaching with their mentor
teacher?
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8 QUESTION 8
Question 8.1 - INDEPENDENT TEACHING LESSON PLAN (10 MARKS)
You will teach these lessons on your own, with your mentor-teacher observing and evaluating them.
Independent Lesson Plan 01
General information
Date: ……………………….
Subject: …………………………………… Grade: ……………….….….
Topic: ………………………………………………………………………………….…………….…
Duration of lesson………………(minutes) Number of learners in class: …………………….
Resources available at school: (very good, sufficient, limited) ………………………....................................
Objectives/Outcomes
What will the learners know/be able to do/understand by the end of the lesson? (Start with: “By the end of
this lesson, learners will be able to ....)
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
tablet, magazine/newspaper, space for exploring outdoors, tools, or recycling. If website/YouTube video
was used, copy the URL link.)
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………….
How will you establish prior knowledge? Be detailed and specific.
…………………………………………………………………………………………………………………………
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Teaching strategy/method you will use:
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Questions you will ask:

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Teacher activity (What will you do and say?)
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Questions you will ask.
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Learner activity (what will the learners be doing?). *Remember to keep ALL lessons LEARNER CENTRED
and allow learners to participate in knowledge generation.
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How will you check for understanding to ensure ALL learners are meeting the outcomes of the lesson?
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Conclusion (quick quiz, class discussion, learners ask each other questions, etc done IN class to end off
the lesson and determine if learners have achieved the outcomes of the lesson. Connect this lesson with
future learning).
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…………………………………………………………………………………………………………………………
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…………………………………………………………………………………………………………………………
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…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
Assessment activities and/or homework Include or attach activity/task/instructions/questions given as

a class activity or homework.
How will you know whether your outcomes/objectives were achieved? Is it an informal or formal
assessment? Is it a class assessment or homework? What resources will the learners need to complete
this assessment/homework?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
How did this lesson accommodate diverse learner needs? How can you/did you cater for learners who
need enrichment or those who have special needs? BE SPECIFIC AND PLAN FOR THIS IN A DETAILED
MANNER. You may also refer to various teaching and learning strategies used in the lesson.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
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………………………………………………………………………………………………….
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only].
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Question 8.2 - INDEPENDENT TEACHING LESSON PLAN (10 MARKS)
Independent Lesson Plan 02
General information
Date: ……………………….
Subject: …………………………………… Grade: ……………….….….
Topic: ………………………………………………………………………………….…………….…
Duration of lesson………………(minutes) Number of learners in class: …………………….
Resources available at school: (very good, sufficient, limited) ………………………....................................
Objectives/Outcomes
What will the learners know/be able to do/understand by the end of the lesson? (Start with: “By the end of
this lesson, learners will be able to ....)
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
tablet, magazine/newspaper, space for exploring outdoors, tools, or recycling. If website/YouTube video
was used, copy the URL link.)
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………….
How will you establish prior knowledge? Be detailed and specific.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
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…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
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…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
Teacher activity (What will you do and say?)
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
Questions you will ask.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………….……………………………………
……………………………….……………………………………………….……………………….
Learner activity (what will the learners be doing?). *Remember to keep ALL lessons LEARNER CENTRED
and allow learners to participate in knowledge generation.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
How will you check for understanding to ensure ALL learners are meeting the outcomes of the lesson?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
Conclusion (quick quiz, class discussion, learners ask each other questions, etc done IN class to end off
the lesson and determine if learners have achieved the outcomes of the lesson. Connect this lesson with
future learning).
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…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
Assessment activities and/or homework Include or attach activity/task/instructions/questions given as

a class activity or homework.
How will you know whether your outcomes/objectives were achieved? Is it an informal or formal
assessment? Is it a class assessment or homework? What resources will the learners need to complete
this assessment/homework?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
How did this lesson accommodate diverse learner needs? How can you/did you cater for learners who
need enrichment or those who have special needs? BE SPECIFIC AND PLAN FOR THIS IN A DETAILED
MANNER. You may also refer to various teaching and learning strategies used in the lesson.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
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only].
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9. QUESTION 9 - REFLECTIVE SELF-ASSESSMENT ON INDEPENDENT TEACHING
LESSONS (10 MARKS)
To become a better teacher, you will need to reflect on your teaching. This means you will have to look
back at your lesson and eventually at the entire period you were doing teaching practice and think about
it from different perspectives. You also need to consider how the learners felt about the lesson and
whether they found it interesting and stimulating, and, most importantly, did they learn? For an individual
lesson, you will consider what went well and what did not. Looking at this can improve your skills as a
teacher. To be reflective, you will have to answer some questions about your teaching. This is not
something you can just rush through – you will have to find some quiet time to think about your whole
lesson.
Element Independent lessons
How do you feel about ………………………………………………………………………

your lessons?
(Substantiate your ………………………………………………………………………
answer). ………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
What contributed to the ………………………………………………………………………

success/partial success or
failure of your lessons? ………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
What went well during the ………………………………………………………………………

lessons? (E.g., your
confidence, introduction, ………………………………………………………………………
discipline, use of visual ………………………………………………………………………
material, pace, learner
responses). ………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
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What would you want to ………………………………………………………………………

improve in these lessons if
you had to teach them ………………………………………………………………………
again? ………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
……………………………………………………………………….
Were you happy or ………………………………………………………………………

unhappy with the level of
learner understanding of ………………………………………………………………………
the concepts? Why? ………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
What do you think the ………………………………………………………………………

learners' perceptions of the
lesson were? ………………………………………………………………………
Why do you say so?

………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
……………………………………………………………………..
Identify the things you Can control.

have control over during
the lessons and the things ………………………………………………………………………………
you cannot control.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
For example, you can find Cannot control.

pictures to help learners
understand concepts, but ………………………………………………………………………………
you cannot control the size
of the class you teach. ……………………………………………………………………………..
…………………………………………………………………………….
…………………………………………………………………………….
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10. QUESTION 10 - PRESENTATION OF THE PORTFOLIO – (5 MARKS)
(EVALUATION BY THE MARKER)
Have the following criteria been met?
Are all the questions in the portfolio answered?
Is the portfolio in chronological order?
Is the portfolio scanned correctly and is the text legible?
Is the portfolio neatly presented?
Is this a 2024 portfolio?
Dear Student: To be awarded 5 marks for this question, all four

criteria must be met. If you fail to meet all five criteria, you will be
awarded 0 marks for this question.
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11. ASSESSMENT OF INDEPENDENT LESSON PRESENTATION: PRACTICAL

TEACHING. TO BE COMPLETED BY MENTOR-TEACHER
Dear Mentor-teacher
Thank you so much for hosting our student in your classroom for their supervised teaching
practice period. I know how busy you are, and I appreciate everything you do for our students.
Please assist the student as far as possible with lesson planning and preparation as well as
general and practical orientation to the teaching profession.
Kind regards
Mrs K Naidu
naiduk1@unisa.ac.za
Date:…………………………………………………….
Mentor-teacher: ......................................................................Tel: …………………………………

A MARK OUT OF A MARK OUT OF
CATEGORY CRITERIA 10 AND 10 AND
COMMENTS ON COMMENTS ON
LESSON 1 LESSON 2
Planning and writing Aims and objectives (clear and
out the lesson achievable)
Lesson is in line with curriculum
requirements
Introductory phase Beginning of lesson
Linking with prior knowledge
Authentic examples
Capture attention and interest
Middle phase Revealing the new content
(Learners must be (effectiveness)
brought into contact Teaching and learning activities
with new content and (appropriateness)
must interact with it) Formative assessment
(effectiveness)
End phase Concluding discussion and
formative/summative
assessment
Homework (achievable and
relevant)
Expertise Knowledge of the subject
Knows how to teach the subject
Knowledge and communication
of subject-specific language
Learning and Integration of LTSMs
teaching support (satisfactory)
material Effectiveness (satisfactory)
Classroom climate Atmosphere relaxed
and management Adequate control by student
teacher
Learner participation Participation by learners
(knows learners and Teacher-learner interaction
how they learn)
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Communication and Student teacher's voice control
presentation Questions/instructions clear with
sufficient waiting time
Feedback to learners
Non-verbal communication
(body language, hand gestures,
facial expressions, etc)
Self-confidence, enthusiasm,
empathy, and so forth.
Work ethic Punctuality, preparedness,
commitment, professionalism,
and so forth.
Total mark out of
100
Observations/comments/suggestions:
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
………………………………………………………………………………………………….…………
…………………………………………………………………….………………………………………
…………………………………………………………………………………………………………….
Mentor-teacher's signature: DATE: …………………………
………………………………………………
Your signature:
………………………………………………………...
Dear Student: Please note that it is compulsory for

your mentor teacher to evaluate both your NB: SCHOOL STAMP
independent lessons. Your mentor teacher’s
signature and school stamp on this page is also
compulsory. If this section of your portfolio is
incomplete, then your portfolio will not be
marked, and you will receive 0.
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MODULE REFLECTION AND EVALUATION
Dear Student, we value your feedback. Please take some time to complete the questionnaire
below. Please provide honest and constructive feedback so that we can improve this module.
1. Discuss the assessments in this module. What can be changed? What did you like? What did
you not like?
2. Describe your experience with school placement. Were you able to complete your school
placement online? What were the challenges that you experienced, if any?
3. Provide suggestions for how we can improve this module.
4. General comments and suggestions.
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TPN2602/103/2024
I would like to wish you everything of the best for your future teaching career. I
hope that you enjoyed your practical teaching period and that you learnt a lot!
Remember that all assignments and portfolios must be submitted online. Do

not post, fax or e-mail them.
Mrs K Naidu
E-mail: naiduk1@unisa.ac.za
REFERENCES:
Benninghof, AM. 2012. Co-teaching that Works. USA: Jossey-Bass.
Friend, M & Cook, L. 2013. Interactions: collaboration skills for school professionals, 7th Edition.
USA: Pearson.
Murawski, W & Dieker, L. 2013. Leading the co-teaching dance. USA: Council for Exceptional
Children.
Perez, K. 2012. The co-teaching book of lists. USA: Jossey-Bass.
*****************************************************************
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Tutorial Letter 103/0/2024

TL TEACHING PRACTICE PLACEMENT CONTRIBUTION

Assignment 02: MCQ (COMPULSORY) 40%

Year Mark 20%

102 Teaching practice office placement arrangements

103 Teaching practice portfolio

SCHOOL-BASED PRACTICAL ASSIGNMENT: EXAMINATION

Final mark Year mark 20% TOTAL:

HOW WILL THIS PORTFOLIO BE MARKED?

1. The student declaration form on Page 4.

3. The attendance register on Pages 6-7.

4. Your mentor teacher evaluation report on Pages 53-54.

5. Completed your teaching practice in a Grade 4, 5, or 6 classroom.

Also, take note of the following:

QUESTION 2 – Observing experienced teachers. 10 marks

QUESTION 3 – Making learning fun. 5 marks

QUESTION 4 – Mentor-teacher activities 10 marks

QUESTION 5 – Reflective journal 10 marks

QUESTION 6 – Lesson plans (co-teaching) 6.4.1 10 marks

QUESTION 6 – Lesson plans (co-teaching) 6.4.2 10 marks

QUESTION 7 – Reflection 5 marks

QUESTION 8 – Lesson plans (individual) 8.1 10 marks

QUESTION 8 – Lesson plans (individual) 8.2 10 marks

QUESTION 9 – Reflection 10 marks

QUESTION 10 – Presentation of the portfolio 5 marks

TOTAL 100 marks

Should be completed and submitted by ALL STUDENTS

I (full names) __________________________________________________

Signature ______________________________ Date: __________________

This is a COMPULSORY document for TPN2602.

DECLARATION BY THE STUDENT

I, ……………………………………………………………. (name), ……………………… (student

Signature ……………………… Student number ………………………Date:

DECLARATION BY THE MENTOR-TEACHER

I, ………………………………………………………. (name), declare that the abovementioned

Signature ………………………………………… Date:

DECLARATION BY THE SCHOOL PRINCIPAL

I, …………………………………………………… (name), declare that this student completed 25

full school days of supervised practical teaching at

………………………………………………………………………… (name of School).

Signature …………………………………… EMIS number of the school ………………….

Date: OFFICIAL SCHOOL STAMP

1. ATTENDANCE REGISTER OF THE STUDENT TEACHER AT SCHOOL

Name and surname of the mentor……………………………………………………………………………….…….

Name and surname of the principal/HOD………………………………………………………………………………

Contact details of the principal: …………………………………………………………………………………….

Student number Module Grade Student Date Signature of mentor Date

Student number Module Grade Student Date Signature of mentor Date

Student number Module Grade Student Date Signature of mentor Date

Student number Module Grade Student Date Signature of mentor Date

Student number Module Grade Student Date Signature of mentor Date

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

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

QUESTION 2 - OBSERVING EXPERIENCED TEACHERS (10 Marks)

Subject Lesson Topic Lesson Date Mentor Teacher

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

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

Date: …………………………………… Subject: ……………………………………………….

Grade: …………………………………. Number of learners in class: ……………………….

Signature ____________ Date: