Tutorial Letter

TPS3705/103/0/2024
Tutorial Letter 103/0/2024
Teaching Practice for Senior Phase (grade 7– 9)
TPS3705
Year module
Department of Curriculum and Instructional Studies
This tutorial letter contains important information about TPS3705
BARCODE
TPS3705: Assignment 50
Unique number:
INTRODUCTION
Dear Student
This tutorial letter contains the portfolio template to be used to complete assignment 50 for TPS3705
(Teaching practice for SP (grades 7 - 9).
Please read the instructions and guidelines carefully and thoroughly before attempting to complete the
portfolio. This portfolio counts 80% of your final mark for TPS3705. Also, read the attachment for information
regarding lesson plans.
Your future and your career depend on quality teaching practice and timely submission of the
portfolio. You must submit the portfolio as soon as you finish your practical teaching period of 25 school
days. Since this is a non-venue-based examination, you are expected to do it every day. In the interest of
quality assessment, we must stagger the submissions so that they do not all come to us for marking at the
end of the year. If you do not complete the portfolio during the Teaching Practice period and do not submit it
on the last day of your teaching practice you will be penalized in the following way: If it reaches us two
weeks late – minus 10%, three weeks late – minus 20%, four weeks late 30% and so on. IT IS YOUR
RESPONSIBILITY TO MAKE SURE YOUR PORTFOLIO IS RECEIVED IN GOOD ORDER AND ON TIME.
You might think that these measures are harsh, but we work with huge numbers of portfolios
and expect you to take responsibility for your work and to make sure you follow the guidelines as you are
also expected to instill the same skills to learners.
PLEASE NOTE: The school visit is a very important part of your training as you get advice and support that
is valuable for your preparation as a teacher.
If you have any queries regarding the portfolio (read your tutorial letters before you ask questions),
you can contact me at:
Ms Thabisile B. Maphumulo
012 4294450 (Work)
emaphutb@unisa.ac.za
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INSTRUCTIONS
PLEASE READ THIS BEFORE STARTING WITH YOUR TEACHING PRACTICE
This is a non-venue-based exam called a portfolio. It must be completed each day you are at school (every day).
You should learn as much as possible from your mentor and other teachers as well as from the learners. During
Teaching Practice (TP), you are expected to comply with all the school rules and policies e.g., leave policy,
code of conduct, etc. Read this document thoroughly before you start your TP. For this module, you can do
TP at a school in grades 7-9.
This document is the teaching portfolio template and must please be completed fully and submitted as one
document with comprehensive evidence of each aspect inserted at the appropriate sections. PLEASE DO
NOT ATTACH ALL EVIDENCE AT THE END OR AS A SEPARATE SECTION.
This portfolio is structured, and you must use the portfolio template we provided. All aspects of the portfolio
are compulsory except where it is indicated that something can be included for additional marks. You are
expected to complete all activities for each aspect of the portfolio that is compulsory.
Where applicable you must include documentary evidence. Attach the evidence to the appropriate section
in the portfolio. For instance, if you want to include a copy of the school’s disciplinary code you attach it where
the disciplinary code is discussed.
The portfolio also includes lesson plans that you must complete and present. You can present as many
lessons as you can at the school but at least five of these lessons need to be assessed by your mentor.
Mentors will give you a mark and feedback and will sign the assessments. You also need to get the assessed
lesson plans stamped with the official school stamp.
After completing the portfolio, you need to sign the declaration form at the end, and you must also get it signed
by the mentor and the school principal. This also needs to be stamped with the official school stamp.
Complete your portfolio electronically and submit it online. The electronic template is available online. All
online assignments and online portfolios must be submitted as PDF documents. NO WORD DOCUMENTS
WILL BE ACCEPTED. After submitting it, please check that everything was downloaded and that it appears
correctly on the system. PLEASE DO NOT SUBMIT ANY OTHER DOCUMENTS IN THE PORTAL FOR THE
PORTFOLIO SUBMISSION. MAKE SURE ALL YOUR INFORMATION IS IN THE PORTFOLIO BEFORE
SUBMITTING IT. No additional information can be added later. DO NOT SUBMIT THE INCORRECT
PORTFOLIO IN THE PORTAL MEANT FOR ANOTHER MODULE.
Always keep a backup of your portfolio. I have heard all the hard luck stories (some true and some very
innovative inventions) about laptops being stolen from cars, homes, and everywhere else you can think of,
and from crashed computers, viruses, etc. These things happen, and you should KEEP BACKUPS ALL THE
TIME.
If you add substantial amounts of colorful, interesting, and credible evidence you must please reduce the size
of your artifacts to keep within the maximum size of documents that can be submitted online.
Marks will be taken away when sections of the portfolio are not complete. That goes for all sections not
completed fully and comprehensively in the portfolio. It is virtually impossible to make any changes or
additions after submission and we need enough time to do the quality assessment. If you do your bit and
follow the guidelines, I promise you that I will do anything in my power to assist you with challenges regarding
your teaching practice and your portfolios that might crop up.
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The following could be reasons why students fail their practical teaching: Non-submission, late
submission or failure of assignments, late submission of portfolios, lack of credible evidence, poor
quality of lesson plans, poor quality of answers, failure to complete all sections of the portfolio
comprehensively (including meaningful reflections), cheating (with school stamps, signatures,
copying of the work of other students, submitting the work of teachers instead of your own, not
attending all practical teaching days).
Portfolios are examination equivalents and are not sent back to the students. The portfolio results will be
released in December.
Make sure you view your assignment to confirm that the portfolio has been received by Unisa and is
registered on the assessment system. You can also check this on myUnisa on your student record. If
there are any challenges, contact the assignment section. Do not wait until late and enquire when the
results are out.
You cannot claim later that you did submit it if you did not receive this confirmation. If no
confirmation is received it means that your submission was not received by Unisa. It is highly
recommended to submit your portfolio online to avoid problems that can lead to resending
assignments.
Portfolios are submitted immediately after the TP period completion. This means your due date is based on
when you finish your teaching practice period. No portfolios received after 18 September 2024 will be
marked! All portfolios received after the due date will not be marked and you will have to re-register
your teaching practice module the following year. Ensure that you send the portfolio on time and that
should be received by Unisa on or before the due date.
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ORIENTATION REGARDING YOUR TEACHING PRACTICE
Except for all the other modules you have already completed as preparation for teaching practice and
information already contained in the tutorial letters and the portfolio, it is recommended that you consult
chapter one in the recommended book Teaching Practice Perspectives and Frameworks which you can
request from the library (see tutorial letter 101).
Chapter one is titled “A Positive and Enriching Teaching Practice Experience” and its purpose is to make
available additional information to orientate you regarding teaching practice. It covers topics like why teaching
practice is done, how to prepare for it, how to do your observations, what to expect, and what will be expected
from you, such as student classroom behavior and student school behavior.
It is not essential to your teaching practice but might help to allay some doubts you have and to answer some
questions on things you are not sure of.
One of the biggest challenges students seem to encounter when preparing and presenting their lessons is
the planning and implementation of assessments. Most students lose a lot of marks because of the poor
assessments they include in their lesson plans and some just do not complete the assessment sections. This
is even though they completed the “Teacher as assessor” module successfully.
Assessment in practical teaching. Practical advice is given regarding all the types of assessments you will
encounter at school, and you will also find a section on the assessments you will undergo during teaching
practice.
YOU ARE ALSO ENCOURAGED TO READ BOOKS AND ARTICLES ON TEACHING PRACTICE TO
EQUIP YOU BETTER IN THE TEACHING AND LEARNING ENVIRONMENT.
The success of your teaching practice is mostly in your hands and if you approach it with an energetic and
positive attitude it can be a very satisfying and enriching experience. Go and show them out there that you
are going to be a professional teacher when you start teaching!
PORTFOLIO FOCUS
The purpose of this portfolio is to demonstrate and give evidence that you completed a successful teaching
practice period of 25 full school days in the Senior Phase (grades 7-9).
Teacher education consists of different types of knowledge that must be integrated:
• Conceptual knowledge (foundations of education/ theories/disciplinary knowledge/ content) to acquire

knowledge specialised proficiency.
• Contextual knowledge (all aspects that endeavors to contextualize knowledge for occupational
purposes, such as subject didactics and practical teaching) to acquire task-specific proficiency.
It is therefore important that you find links between school practices (including their associated
activities) and your studies (including disciplinary knowledge and skills). You must do this in every
section of the portfolio.
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This portfolio will have a whole-school perspective (understanding your role as a teacher in the school). As
a student, you are expected to familiarise yourself with the full range of activities that are associated with
a functional school. You not only have to observe these activities but are expected to take part in as many of
them as possible. You are also expected to look at these activities critically and to comment on their purpose,
functionality, outstanding features, and possible shortcomings where applicable.
DELETE PAGES 1- 5 ON YOUR FINAL PORTFOLIO BEFORE SUBMISSION.
DO NOT SEND THE INSTRUCTIONS WITH THE PORTFOLIO – DELETE
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ONLY SENIOR PHASE GRADES no TVET COLLEGE TP
PLEASE NOTE IMPORTANT INFORMATION:

PORTFOLIO:
Teaching Practice (TP) for SP (grades 7 - 9)
Final submission date: 18 September 2024
STUDENT NAME AND SURNAME …………………………………………………………………………...

STUDENT NUMBER: ………………………………………………………………………………………...
FIRST day of teaching Practice: ………………………...…Last day …………………………………….
Mark one box next to the senior phase subject (grades 7- 9) for which you
prepared this portfolio
Subject didactics Mark one box

senior phase (grades 7- 9) with an X
Languages (name the

language)
PLEASE NOTE: IF
Mathematics YOU DO NOT
Economic & management COMPLETE THIS
sciences
PAGE CORRECTLY,
Social sciences
WE WILL DEDUCT
Life Orientation
Natural sciences
10% OFF YOUR
Creative Arts PORTFOLIO MARK.
Technology
MARKERS MUST INDICATE HERE HOW MUCH MUST BE SUBTRACTED BECAUSE OF LATE
SUBMISSION
Minus ................%
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INDEX PAGE
Contents
ONLINE OR FACE-TO-FACE SUPERVISION FORM 9
1. Mentor letter 9
2. Declaration form 12
3. Description of classroom and picture or photo 13
4. Timetables 15
5. Subject annual teaching plan copy 16
6. Classroom management 17
7. Assessment activities 18
8. Marks records sheets 19
9. Class attendance register 20
10. Functionality and governance of the school 21
11. Five lesson plans and evidence 23 - 37
12. Assessment of 5 lessons by mentor teacher 38
13. Reflections by the student on lessons presented and assessed 40
14. Observations 41 - 50
15. Diary 51
16. Reflective journal 52
17. Good practices in your subject 53
18. Suggestions for improvement of practices in your subject 54

19. Declaration form 58
ADDENDUM 59
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TPS3705 SENIOR PHASE EVALUATION FORM GRADES 7- 9
Unisa Supervisor
Internal/External:
Supervisor contact details: Email:
Cellphone number:
Student Name:
Mode of supervision: (online, or face-to-face)

Date of visit:
Lesson Presented: Subject, Grade, Evaluation mark:
Signature of supervisor:
1 MENTOR LETTER
Please hand this letter to your mentor to read on your first day at the school:
Dear mentor
Thank you very much for agreeing to support and guide this student from Unisa. It is only possible
for our students to get acquainted with the realities of teaching under the supervision of experienced
top teachers. What you do for our students is irreplaceable and inestimable in their preparation to
become teachers. Could we please request you assist us with the following?
Please dedicate some time each week to formally meet with the student to discuss her/his progress
during the past week and schedule for the following week. Please allow the student to observe all
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the lessons you present and write a short report on 25 of them (as in the report form included in this
portfolio under section 4). Please ensure that this is done regularly.
Please assist the student in working through the portfolio systematically to enable her/him to
comprehensively complete it in the 25 days at the school.
Please ensure that the portfolio is comprehensively completed (including all attachments) at the end
of the 25 days.
Please assist the student with lesson preparation for lessons she/he has to present.
Please assist the student in presenting as many lessons as possible under your
supervision. Please provide feedback to the student after every lesson.
Please assess five of the lessons that must be presented and included in this portfolio.
Please provide feedback and make suggestions for improvement of these five lessons.
Please write a short report on the behavior and activities of the student during the Practical Teaching
period on the following page.
Please include contact details with your report if we need to contact you regarding any aspect of
Practical Teaching (it may also be the school's contact details).
Please contact me if there is any indistinctness regarding what is expected of you or what the student
must do.
Please contact me regarding any misbehavior or unethical actions by the student (e.g., if the student
comes late or is absent without a good reason if the student does not cooperate, or if the student
does not prepare properly for the lessons).
My contact details: Ms. TB Maphumulo, 012 429 4550 (Work), emaphutb@unisa.ac.za
Thank you very much for your help and the sacrifices you make.
Thabisile Maphumulo
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Mentor teacher page
TITLE: ................ SURNAME: ................................................ NAME: ...............................................
CONTACT DETAILS (school details if that is what you prefer):
Cell phone: ............................................ E-mail: ......................................................................................
Name: ………………………………………………………………………………….……….…………………….
Experience as a teacher: ……………………………………………………….……………………………...
Experience as a mentor (how many students mentored before?): ……………………
Was the general conduct of the student irreproachable (on time, conduct according to school
requirements for teachers)?
.....................................................................................................................................................................
.....................................................................................................................................................................
Was the level of subject knowledge of the student sufficient for the presentation of lessons?
.....................................................................................................................................................................
.....................................................................................................................................................................
Did the student make use of your suggestions and recommendations to improve her/his work?
......................................................................................................................................................................
......................................................................................................................................................................
Did the student prepare properly when she/he had to present lessons?
......................................................................................................................................................................
......................................................................................................................................................................
Strong points of the student/ good qualities and good work done:
......................................................................................................................................................................
......................................................................................................................................................................
Aspects on which students still have to improve to be ready to enter education as a beginner
teacher:
......................................................................................................................................................................
......................................................................................................................................................................
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2. DECLARATION FORM
This is a COMPULSORY document for TPS3705
The purpose of this declaration form is to ensure the authenticity of this portfolio and the practical
teaching it was based. Please complete and sign this declaration form. The mentor teacher and the
school principal should also sign it.
DECLARATION BY STUDENT:
I, ……………………………………………………………. (Name), declare that all the work in this

portfolio is my own and that I completed 25 days of practical teaching.
Signature ……………………………………………………….Date:
DECLARATION BY MENTOR TEACHER:
I, ………………………………………………………. (Name), declare that the abovementioned student

completed her/his 25 days of practical teaching under my supervision or that of my colleagues.
Signature …………………………………………………………
DECLARATION BY SCHOOL PRINCIPAL:
I, …………………………………………………… (Name), declare that this student completed 25 full

school days of supervised practical teaching at ……………………………………………………………
(Name of institution).
Signature ……………………………………………………. Date:
OFFICIAL SCHOOL STAMP
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3. Description of the classroom
Classroom – where is the school? (Name school and choose type e.g., urban well-
resourced, rural well-resourced, private well-resourced, urban less well-resourced,
rural less well-resourced, private less well-resourced).
Give details of your choice.
……………………………………………………………………………………………………………….
……………………………………………………………………………………………………………….
……………………………………………………………………………………………………………….
Structure of classroom (permanent, temporary): ……………………………………………….………
Type (ordinary, laboratory, workshop, etc.): …………………………………………………………….
Size (is there enough space to accommodate learners?): …………………………………………….
Learning space: (clean, stimulating)
Number of learners in class: ……………………………………………………………………………...
Languages spoken at school: …………………………………………………………………………….
Language of learning and teaching (LoLT): …………………………………………………................
No. of learners with special education needs in class: …………………………………………………
Available resources and facilities (storero o m , electricity, media such as smart board, computer,
etc.):
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Class rules copy. (Design one if is not available): …………………………………………………….
Reflection: Is this classroom a learning space that is conducive to quality teaching and learning
and does it represent a safe and attractive environment? Explain your answer and attach photos or
a sketch to demonstrate your answer.
……………………………………………………………………………..………………………………
………………………………………………………………………………………..……………………
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Evidence: Picture/photo of the classroom: Inside and outside, where it is positioned at
school)
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4. TIMETABLES
(Show the correct notional / contact time allocated for each subject on the timetable)
Attach all 3 documents on each page:
(a) Composite timetable for the grade e.g., 7 A, B & C,
(b) Class timetable for the assigned grade e.g., 7 B section only
(c) Personal timetable, (according to the subjects you will teach under the guidance of the
mentor)
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5. Subject: Annual Teaching Plan – (ATP)
(a) Attach only two pages of the subject-teaching plan
(b) . The ATP can be obtained from the Departmental head, Subject Head, or mentor teacher.
The subject teaching plan MUST have dates of completed activities during your visit to
the school (curriculum coverage) e.g.,
SUBJECT: TERM: GRADE:
WEEKS TOPICS CONTENT DATE COMPLETED
(b) Assess the adequacy of the provided teaching plan in informing new subject teachers about their
expected role within the school. Support your evaluation with explanations and examples.
Furthermore, propose improvements or guidelines for student teachers in your subject area. Identify
and illustrate connections between school practices in your subject and your disciplinary knowledge.
Lastly, evaluate the compatibility between your theoretical teaching knowledge, subject-specific
didactics, and practical teaching experience, providing concrete examples to demonstrate this
alignment.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
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6. CLASSROOM MANAGEMENT
The purpose of this part of the portfolio is to familiarize yourself with the classroom
management practices of the teacher where you are placed for your teaching practices and to
reflect on their functionality/ effectiveness.
A. Management style of mentor teacher:
Describe the classroom management style (from laissez-faire to authoritarian – see your
module on management) of the teacher and reflect on it by answering the following
questions:
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
B. Culture of teaching and learning:
Comment on the presence or absence of a culture of teaching and learning in the

classroom. Explain how it is established or why it is absent.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
C. Classroom discipline:
Is there a code of behavior/list of rules for the classroom? Highlight some useful aspects of
it.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
D. Other responsibilities you performed as a teacher
Provide details on procedures and processes that you followed.

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
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7. ASSESSMENT ACTIVITIES
DESIGN AND CONDUCT ASSESSMENT: Show the application of methods of

assessment. Attach evidence where applicable in line with CAPS requirement
A. Give examples of assessments conducted by the mentor teacher that you think
worked well. Include the following:
(i) Type – Diagnostic/Formative/ Summative: ……………………………….
(ii) Method – Formal/informal: ………………………………………………….
(iii) Form – Test/project/investigation/role play: ………………………………
(iv) Techniques used to assess – Individual/ group/peer/: …………………………………….
(v) Instruments – question paper/ memorandum/rubric/grid and pre-moderation evidence by
the departmental head/senior teacher/subject specialist: …………………………………….
(vi) Feedback to learners: ……………………………………………………….
Explain why you think this assessment worked well
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
B. ONE ASSESSMENT TASK YOU PLANNED AND CONDUCTED AS A STUDENT
TEACHER. Include the following:
(i) Type – Diagnostic/Formative/ Summative: ………………………………….
(ii) Method – Formal/informal: ……………………………………………………...
(iii) Form – Test/project/investigation/role play: …………………………………
(iv) Techniques used to assess – Individual/ group/peer/: …………………………………….
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(v) Instruments – question paper/ memorandum/rubric/grid and pre-moderation evidence
…………………………………………………………………………………………………….
(vi) Feedback to learners: ………………………………………………………………………….
………………………………………………………………………………..
8. MARKS RECORD SHEET (Attach evidence of learner’s achievement on the

assessment conducted).
(a) Analyse the results of the assessment conducted, including the number written, the
number passed, the number failed, and the class achievement (average).
(b) Samples of post-moderated learner’s work by a mentor teacher or departmental head
(c) Remedial teaching strategies used based on learner’s achievement
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9. CLASS REGISTER
COMPILE A CLASSROOM ATTENDANCE REGISTER OF LEARNERS OVER

FIVE WEEKS- choose one section in your assigned grade
(a) Complete all the fields on your template: Names, daily attendance of learners
(b) Summary of learners’ attendance

Include a summary f o r each week and over five weeks)
(c) Absenteeism management:
Explain how the daily presence or absence of learners is managed
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10. Basic functionality and governance of the school
(a) Vision and mission statement of the school
(c) The constitution of the SGB is in line with SASA requirements
(c) The SGB with its all-relevant committees, and elected office bearers (chairperson,
treasurer, and secretary).
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11. Teaching in the senior phase – grades 7- 9 (observing, planning, presenting,
and linking with studies)
The purpose of this part of the portfolio is to demonstrate your ability to plan and present
your lessons. These model lessons should contain all aspects that are included in the
template provided.
PLEASE NOTE: THESE SHOULD BE SPECIAL, OUTSTANDING MODEL LESSONS,

WHICH SHOULD PROVIDE EVIDENCE OF YOUR COMPETENCIES AS A BEGINNER
TEACHER. USE DIFFERENT LESSON TYPES AND DIFFERENT PRESENTATIONS.
USE VARIOUS TEACHING AND LEARNING RESOURCES AND MAKE SURE
LEARNERS ARE ACTIVELY INVOLVED.
This lesson planning and presentation part, of your portfolio is the most important and
counts
60% of your portfolio mark. You are urged to plan and present as many lesson plans, as
the school will allow you. For portfolio purposes, you must include five lesson plans that
you developed yourself, each lesson supported by teaching material. The mentor can guide
and assist in the planning, but the final product needs to be your own.
Please make sure that you do the following for each of the five
lessons:
Fill in the lesson plan template with your planning
Present the lesson
Request the mentor to assess your presentation and give you a mark and
some feedback
Complete the reflection/own assessment template
Get the lesson stamped with the official school stamp
Attach all media, assessment tasks, etc. that you used as evidence. If it is too
big, for the portfolio, photograph or photocopy it to reduce the size.
There are five senior phases (grades 7 - 9) of lesson plan templates that should be
used in the planning; presentation and assessment of lessons. These templates
follow on the next pages.
PLEASE NOTE: Only lessons for one senior phase subject (your
specialization/subject didactics) may be submitted for this portfolio. If you submit
lesson plans from any other phase or subject, you will fail this module and will have
to redo it next year.
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SENIOR PHASE FIVE LESSON PLANS
SUBJECT LESSON PLAN 1
Subject: …………………………………… Grade: …………… Date: …………….…………...
Time/Duration: …………………………………………………………………………………......
Number of learners: ………………………………………………………………………………
1. Curriculum content topic related to this lesson:

…………………………………………………………………………………………………………
2. Lesson theme (sub-topic or lesson content theme):
…………………………………………………………………………………………………………
3. Learning objectives of the lesson:
……………………………………………………….……………………………………………….
4. Teaching Methods (Name and motivate the teaching methods you will be
using in this lesson).
Methods or lesson types (e.g., practical, experimental, fieldwork, direct instruction,

question-and-answer, active learning, etc.) – motivate your choice.
……………………………………………………………………………………………..…………
……………………………………………………………………………………………………..…
5. Teaching support aids and learning materials: Aids and materials: (smart board,
PowerPoint slides, overheads, black/green board, DVD, pictures, objects, maps,
models, instruments, textbook, etc.). Attach evidence.
……………………………………………………………………………………………..…………
……………………………………………………………………………………………………..…
……………………………………………………………………………………………..…………
……………………………………………………………………………………………………..…
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6. Lesson preparation before the presentation
Explain what you must prepare to be able to facilitate the lesson (e.g. to prepare for an
experiment you have to set up the instruments).
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
7. Pattern of the lesson
7.1 Introduction of the lesson topic (through questioning, interesting DVD/pictures/

object/activity, setting the scene/preparing the context). Actualization or recall of
existing knowledge (e.g. using recall questions)
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
7.2 Explanation of new subject matter
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
Teacher’s activities Learner’s activities

1. 1.
2. 2.
3. 3.
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7.3 Assessment: Monitoring the understanding of new subject matter during the lesson.
How will you assess the understanding of new content? Use as an informal
assessment strategy. This is about the understanding of what was learned.
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
7. Extension tasks/ expanded opportunities: (alternative activities for learners with

learning difficulties and additional activities for fast learners - compulsory).
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
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T P N N N N D A D S F Tt p n
Subject: ……………………………………. Grade: ………… Date: ……………………………
Time/Duration: ...………………………………………………………………………….
Number of learners: ………………………………………………………………………………...

…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
……………………………………………………….………………………………………
Methods or lesson types (e.g. practical, experimental, fieldwork, direct instruction,

…………………………………………………………………………………………………
…………………………………………………………………………………………………
5. Teaching support aids and learning materials:
Aids and materials: (smart board, PowerPoint slides, overheads, black/green
board, DVD, pictures, objects, maps, models, instruments, textbook, etc.).
Attach evidence.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
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6. Lesson preparation before presentation
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
7. Pattern of the lesson

object/activity, setting the scene/preparing the context). Actualization or recall of existing
knowledge (e.g. using recall questions)
…………………………………………………………………………………………………………
.
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
1. 1.
2. 2.
3. 3.
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7.4 Extension tasks/ expanded opportunities: (alternative activities for learners with
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Subject: ………………………………………….………. Grade: …………… Date: …………
Time/Duration: …………………………………………………………………………………….
Some learners: ……………………………………………………………………………...
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.................................................................................................................................................
Methods or lesson types (e.g. practical, experimental, fieldwork, direct

instruction, question-and-answer, active learning, etc.) – motivate your choice.
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
5. Teaching support aids and learning materials: Aids and materials: (smart
board, PowerPoint slides, overheads, black/green board, DVD, pictures,
objects, maps, models, instruments, textbook, etc.). Attach evidence.
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29
6 Lesson preparation before presentation
Explain what you must prepare to be able to facilitate the lesson (e.g., to prepare for an
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
7 Pattern of the lesson

existing knowledge (e.g. using recall questions)
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1. 1.
2. 2.
3. 3.
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TPS3705/103
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31
Time/Duration: …………………………………………………………………………………….
Several learners: ……………………………………………………………………………...
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.................................................................................................................................................

………………………………………………………………………………………………………….
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board, PowerPoint slides, overheads, black/green board, DVD, pictures, objects,
maps, models, instruments, textbook, etc.). Attach evidence.
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TPS3705/103
6 Lesson preparation before the presentation
Explain what you must prepare to be able to facilitate the lesson (e.g., to prepare for an
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

existing knowledge (e.g., using recall questions)
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1. 1.
2. 2.
3. 3.
33
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TPS3705/103
Time/Duration: …………………………………………………………………………………….
Several learners: ……………………………………………………………………………...
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…………………………………………………………………………………………………………
.................................................................................................................................................

………………………………………………………………………………………………………….
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board, PowerPoint slides, overheads, black/green board, DVD, pictures, objects,
maps, models, instruments, textbook, etc.). Attach evidence.
………………………………………………………………………………………………………….
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………………………………………………………………………………………………………….
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35
6 Lesson preparation before presentation
…………………………………………………………………………………………………………
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existing knowledge (e.g., using recall questions)
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…………………………………………………………………………………………………………
1. 1.
2. 2.
3. 3.
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TPS3705/103
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37
12 ASSESSMENT OF 5 LESSONS BY MENTOR TEACHER
Dear mentor teacher
We appreciate you allowing our Unisa students in your classroom and your help with lesson
planning and preparation. We are aware of your hectic schedule as a teacher, and we are
grateful for all that you do for our students. Please complete a report on the assessed
lessons.
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Dates:
/20 /20 /20 /20 /20
CATEGORY CRITERIA
Planning and Aims and objectives
writing out the (clear and achievable)
lesson The lesson is in line
with
Introductory curriculum of
Beginning requirements
lesson
phase Linking with prior
knowledge
Authentic examples
Capture attention and
interest
Middle phase Revealing the new
(Learners must content (effectiveness)
be brought into Teaching and learning
contact with new activities
content and (appropriateness)
must interact Formative assessment
with it) (effectiveness)
End phase Concluding discussion
and formative/summative
assessment
Homework (attainable
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 Atmosphere relaxed
climate and Adequate control by
management the student teacher
Learner Participation by learner

participation Teacher–learner
(Knows learners interaction
and how they Learner–learner
learn) interaction
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TPS3705/103
Communication Voice control of
and presentation student-teacher:
Feedback to learner
Nonverbal
communication (body
Language,
facial
expressions.)
Self-confidence,
enthusiasm, empathy,
etc.
Work ethic Punctuality,
preparedness,
commitment,
professionalism, etc.
Total mark out of 100 /20 /20 /20 /20 /20
Overall comments
Mentor teacher’s signature:
………………………….......................
Student’s signature: …………………………………………….
School Stamp:
39
13. Reflections on the lessons presented and assessed by the mentor
Lesson1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
What went well or not well

during the lesson? (e.g.,
your confidence,
introduction, discipline, use
of visual material, pace,
learner responses)
How could you improve the

lesson or what contributed
to the lesson's success?
Identify the things you have Can

control over during the control
lesson and the things you
cannot control.
For instance, you can find Cannot

pictures to help learners control
understand concepts, but
you cannot control the size
of the class you teach.
40
TPS3705/103
14. LESSON OBSERVATIONS
Lesson observations presented by experienced teachers

OBSERVATION SHEET FOR
LESSON 1
Subject ……………………………… Grade ……… Date …………………………...
Curriculum topic/ sub-topic/ lesson theme
…………………………………………………....
LEARNER MANAGEMENT/ DISCIPLINE
How are learners settled down/ silenced? (e.g. is there a sign or instruction?)
………………………………………………………………………………………………………
How is discipline maintained during the lesson? (e.g. put your hand up to ask a question)
………………………………………………………………………………………………………
Established routines that facilitate good management? (e.g. no walking about)
………………………………………………………………………………………………………
LESSON PRESENTATION
How has the lesson started? (e.g. announcement of topic/ questions)
………………………………………………………………………………………………………
Teaching method(s) that were used and when they were used during the
lesson? (see attachment to portfolio)
………………………………………………………………………………………………………
Teaching/ learning aids and materials used during the lesson? (see lesson plans)
………………………………………………………………………………………………………
Teacher activities before, during, and after the lesson? (e.g. prepare for the experiment)
………………………………………………………………………………………………………
Learner activities during the lesson? (active learning)
………………………………………………………………………………………………………
Aspects of assessment as part of or after the lesson? (e.g. worksheet)
………………………………………………………………………………………………………
REFLECTION: What did you learn from this observation?..............................................
41
OBSERVATION SHEET FOR LESSON 2
Subject ………………………………………. Grade ……… Date …………………………...

Curriculum topic/ sub-topic/ lesson theme …………………………………………………....
How are learners settled down/ silenced? (eg is there a sign or instruction?)
………………………………………………………………………………………………………
How is discipline maintained during the lesson? (eg, put your hand up to ask a question)
………………………………………………………………………………………………………
Established routines that facilitate good management? (eg no walking about)
………………………………………………………………………………………………………
LESSON PRESENTATION
How has the lesson started? (eg announcement of topic/ questions)
………………………………………………………………………………………………………
Teaching method(s) that were used and when they were used during the lesson? (see
attachment to portfolio)
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Teacher activities before, during, and after the lesson? (eg prepare for the experiment)
………………………………………………………………………………………………………

………………………………………………………………………………………………………
Aspects of assessment as part of or after the lesson? (eg worksheet)
………………………………………………………………………………………………………
REFLECTION
What did you learn from this observation?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
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TPS3705/103
………………………………………………………………………………………………………
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………………………………………………………………………………………………………
LESSON PRESENTATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Teacher activities before, during, and after the lesson? (eg prepare for the
experiment)
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Aspects of assessment as part of or after the lesson? (eg
worksheet)
………………………………………………………………………………………………………
REFLECTION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
43

………………………………………………………………………………………………………
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LESSON PRESENTATION
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………………………………………………………………………………………………………
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REFLECTION
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LESSON PRESENTATION
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experiment)
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worksheet)
………………………………………………………………………………………………………
REFLECTION
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45
………………………………………………………………………………………………………
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LESSON PRESENTATION
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REFLECTION
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TPS3705/103
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LESSON PRESENTATION
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experiment)
………………………………………………………………………………………………………
………………………………………………………………………………………………………
worksheet)
………………………………………………………………………………………………………
REFLECTION
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47

………………………………………………………………………………………………………
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LESSON PRESENTATION
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REFLECTION
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48
TPS3705/103
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LESSON PRESENTATION
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REFLECTION
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49

………………………………………………………………………………………………………
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LESSON PRESENTATION
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REFLECTION
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50
TPS3705/103
15. DIARY
Write at least a paragraph per day regarding the activities you are involved in and their
importance in your learning to become a teacher.
Attach your dairy of the daily activities as they happened.
Record all the events of 25 days that occurred inside and outside the classroom. Follow the calendar
days.
51
16. REFLECTIVE JOURNAL
Summarize your teaching practice experience over the 25 days.
At the end of the 25 days of practical teaching, you are expected to reflect on your practice by
writing a report of 600 words on the whole experience in terms of its contribution to your
preparation as a teacher. You may also make suggestions on what can be done to improve the
practical teaching experience to make sure it is useful and meaningful.
Guideline for reflection

Describe meaningful activities, behaviors, or documents you observed/noticed.
Ask yourself if they are useful, effective, and/or represent good practice.
Describe how you can use them, adapt them, or change them to improve your practice (or future
practice).
52
TPS3705/103
17. GOOD PRACTICES ABOUT THE SUBJECT
Describe practices about the subject that you consider good and helpful to the teachers (to support them,
to make things easier, to make things run smooth) and to ensure quality teaching, assessment, and
learning, to support learners, to involve parents, etc.
Reflection: Describe good practices about the subject related to the accommodation of student teachers
for practical teaching that ensures a positive and meaningful experience for them.
53
18. SUGGESTIONS FOR IMPROVEMENT OF PRACTICES IN YOUR SUBJECT
Are there any subject improvement plans? Attach a copy and describe practices at the school
that you think can be improved (you may complete this section after the mentor and school
principal sign your portfolio so that you can be honest about it).
Reflection: Describe how the school mentor teachers might go about accommodating
student teachers for practical teaching to ensure a meaningful and positive learning
experience for them.
54
TPS3705/103
ASSESSMENT GRID/RUBRIC
CRITERIA Lecturer’s
marks
1. Mentor teacher page Completed Report COMPULSORY
2. Declaration Form MANDATORY
No
declaration,
no mark for
the portfolio
3. Description of classroom and picture or Description = 5 /10

photo Photos/pictures =5
4. Timetables Grade=4 Class=3 /10
Personal =3
5. Subject annual teaching plan copy Description =10 and a copy =10 /20
6. Classroom management 4x5 = 20 /20
7. Assessment activities Teacher example = 10 /20

Own example =10
8. Marks records sheets Assessment analysis = /20
9. Register with a summary Marked = 5 /10

Summaries = 5
10. Basic functionality and governance Vision and mission=4 /10
SGB constitution=3
Positions & SGB committee members=3

11. Five lesson plans and evidence Each fully completed lesson plan /100
20x5 =100
/50
Attach LTSM evidence 10x5 =50
12.. Assessment report on 5 lessons assessed by mentor 4x5 =20 /20
teacher
13. Reflections on the lessons presented and assessed by 4x5=20 /20

the mentor
14. Observations Each observation = 10 x 2 /20
15. Diary /20
55
16. Reflective journal /20
17. Good practices in your subject Description /10
18. Suggestions for improvement of Description /10

practices in your subject
19. Neatness, structure, and overall presentation /10

Typed, 1.5 spacing, Arial/Calibri/Times New Roman font.
12pt size, and idents
ONLINE OR FACE-TO-FACE SUPERVISION DETAILS /50
SUB-TOTAL /450
56
TPS3705/103
19. ATTENDANCE REGISTER OF 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, and the register must be submitted by
the student as part of his/her portfolio.
Student number:………………………………………………………………………………………………………
Name of school:……………………………………………………………………………………..…………………
Address:………………………………………………………..…………………..…………………………………..
Contact details:………………………………………………………………………………………………..….……
E-mail:………………………………………………………………………………..…………….………………
Name and surname of mentor:………………………………………………………………………..……..
Name and surname of principal/HOD:…………………………………………………………………………
Contact details of the principal:
Week 1
Student number Module Grade Student Date Signature of mentor Date

signature
Week 2

signature
Week 3

signature
57
Week 4

signature
Week 5

signature
Declaration by the school principal/HOD:
I, ……………………………………………, the Principal/HoD of the above school, confirm that ……………………………….
attended/did not attend his/her full teaching practice period.
Date: …………………………………………………
Signature: …………………………………………………
School stamp
This attendance register must be completed in full and returned as part of your portfolio.
58
TPS3705/103
ADDENDUM: GUIDELINES FOR LESSON PLANNING

DO NOT SEND WITH THE PORTFOLIO – DELETE
There are numerous types of lessons, each requiring unique planning, method of presentation,
aids, and so on. Each lesson must be carefully planned so that, as a teacher, you will be well
prepared to present or facilitate the lesson. To assist you with this, we shall deal briefly with a few
aspects of lesson planning.
Selecting the topic/theme/key idea

In the CAPS the subject matter that teachers have to teach is indicated, and all they have to do
is choose a section (a theme or topic) to be presented in a lesson or series of lessons. Students
have to plan their lessons for 2018 according to the CAPS.
Lesson
Introduction
What you do here will depend largely on the type of lesson presented, the subject matter to be
covered, the learning activities planned for learners, and so on. Try to focus the learners'
attention o n t h e theme by the recall of existing knowledge, surprising, t h e m , o r d o i n g
something unusual (or letting them do something unusual). Try to make them want to know
more or want to master a skill. This will launch the learners on a voyage of discovery, to which
they will look forward with anticipation.
The main part of the lesson / new knowledge/skills and values/learning opportunities
This should contain an indication of the type of lesson (or a combination of various types) that is
planned, and the activities of both teacher and learners should be set out. The following are a
few of the types of lessons you could consider:
Question-and-answer
lesson
This type of lesson features questions, that the learners are required to answer. Avoid this
where possible, unless you combine it with the screening of a video, slides/transparencies,
photos, or similar aids on which the learners are questioned (or can ask questions) about what
they have seen or observed.
You could also make this type of lesson interesting by holding a quiz (preferably in teams
to avoid hurting the slow learners' pride). It is also a good way of revising.
Practical
lesson
This type of lesson requires the learners to undertake some other kind of practical activity.
Activities could take the form of
an individual activity (facilitated by the teacher) such as telling a story or drawing

a picture.
a group activity (facilitated by the teacher) in which a group discusses a topic and arrives
at a group decision or makes a group presentation.
a class a c t i v i t y ( facilitated by the teacher) in which, for instance, the whole class
works on a project together and produces a final product.
59
an activity i n v o l v i n g both class and teacher (teacher participates) such as drawing a
map together or making a sand model.
Of course, a combination of activities is also possible. This type of lesson demands

thorough preparation and planning by the teacher.
Role-playing
During this type of lesson, the teacher assumes the role or character of someone else and asks
the learners to similarly play the parts of other characters. It could involve simply giving a visual
representation of events or it could take the form of a dialogue, a debate, a narrative, etcetera.
For example, someone (including the learners) could dress up in period costume and play the
part (parts) of a historical character like Vasco de
Gama - dialogue may be (prepared and) included.
Learner-centered presentation
In this type of lesson, the focus is on learners who, as it were, provide the contents of the lesson.
All the teacher does is complement, guide, and correct where necessary. (This may naturally also
be seen as a practical lesson.)
An example of this type of lesson is that in which learners prepare to "show and tell" by bringing
along something that is related to the theme. They then recite/tell/explain something about the
object.
Debate
This type of lesson features two groups debating the merits of an issue (which could be an issue
that directly affects them). Of course, such a lesson requires thorough preparation and the
maintenance of discipline or control. It is particularly appropriate for a discussion of values.
Outdoor lesson
The aim of an outdoor lesson is not simply to vary things for learners, but also to illustrate/do
something which would be difficult to accomplish inside a classroom. On the grounds of a school,
there are always signs of erosion and climatological activity (such as wind, clouds, and
precipitation).
Excursions/fieldwork
Facts taught during a lesson or series of lessons are applied or observed in practice. Examples
would be visits to a natural phenomenon, a mine, or an industry, cleaning a polluted stream,
recording data, and soon.
Narrative lesson
In this type of lesson, the subject matter is conveyed using a narrative. While this could be
very boring (particularly to older learners), it could be made highly interesting with the use of
attractive teaching aids. Finger or hand puppets increase the interest in a narrative (especially
for young learners), but slides, photos, pictures et cetera can be equally useful (particularly for
older learners).
60
TPS3705/103
Discussion lesson
This type of lesson takes the form of a discussion of a theme/issue/problem by learners and
teachers. It works especially well with older learners when the discussion is about a matter which
affects their daily lives and about which they have something to say (the more controversial the
better since this elicits a greater variety of views and opinions). This calls for very thorough
preparation on the part of teachers if they are to guide the lesson successfully.
We are deliberately not discussing every type of lesson here, to give you the freedom to research
and use other types on your own. For instance, you could consider group work, panel
discussions, case studies, experimentation, guided discovery, and numerous others.
Terminating/rounding off/ instilling the key idea, and assessment
At this point, it is necessary to indicate how t h e teacher will determine whether

successful learning has taken place and whether the objectives/outcomes have been
achieved.
There could be informal continuous assessment throughout the lesson: it need not wait until the
end. The strategies used should, however, be indicated.
Assessment tasks must include the following:

Say who will assess and if it will be an individual or group
assessment.
Describe the assessment task e.g. test on …, worksheet about …, research task on
…., experiment, etc.
What instrument will be used to assess e.g. memorandum, rubric, checklist, etc?
Indicators as to whether there have been successful learning could take the form of
demonstrations by learners, a final product such as the drawing of a map, a written report,
learning behaviour and conduct, learner participation (in things like group activities), and
so on.
Learning and teaching support material

Teachers should see to it that all teaching aids necessary for presenting the lesson or which
learners will need to complete their activities are available and that the apparatus to be used is in
working condition. Explain what the relevant teaching aid is and how it will be used.
61

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TPS3705/103/0/2024

Tutorial Letter 103/0/2024

Teaching Practice for Senior Phase (grade 7– 9)

Department of Curriculum and Instructional Studies

This tutorial letter contains important information about TPS3705

PLEASE READ THIS BEFORE STARTING WITH YOUR TEACHING PRACTICE

Teacher education consists of different types of knowledge that must be integrated:

• Conceptual knowledge (foundations of education/ theories/disciplinary knowledge/ content) to acquire

DELETE PAGES 1- 5 ON YOUR FINAL PORTFOLIO BEFORE SUBMISSION.

DO NOT SEND THE INSTRUCTIONS WITH THE PORTFOLIO – DELETE

ONLY SENIOR PHASE GRADES no TVET COLLEGE TP

PLEASE NOTE IMPORTANT INFORMATION:

STUDENT NAME AND SURNAME …………………………………………………………………………...

Subject didactics Mark one box

Languages (name the

ONLINE OR FACE-TO-FACE SUPERVISION FORM 9

18. Suggestions for improvement of practices in your subject 54

TPS3705 SENIOR PHASE EVALUATION FORM GRADES 7- 9

Supervisor contact details: Email:

Mode of supervision: (online, or face-to-face)

Lesson Presented: Subject, Grade, Evaluation mark:

supervision. Please provide feedback to the student after every lesson.

My contact details: Ms. TB Maphumulo, 012 429 4550 (Work), emaphutb@unisa.ac.za

Mentor teacher page

TITLE: ................ SURNAME: ................................................ NAME: ...............................................

CONTACT DETAILS (school details if that is what you prefer):

Cell phone: ............................................ E-mail: ......................................................................................

Experience as a teacher: ……………………………………………………….……………………………...

Experience as a mentor (how many students mentored before?): ……………………

This is a COMPULSORY document for TPS3705

I, ……………………………………………………………. (Name), declare that all the work in this

DECLARATION BY MENTOR TEACHER:

I, ………………………………………………………. (Name), declare that the abovementioned student

DECLARATION BY SCHOOL PRINCIPAL:

I, …………………………………………………… (Name), declare that this student completed 25 full

Signature ……………………………………………………. Date:

OFFICIAL SCHOOL STAMP

3. Description of the classroom

Give details of your choice.

Structure of classroom (permanent, temporary): ……………………………………………….………

Type (ordinary, laboratory, workshop, etc.): …………………………………………………………….

Size (is there enough space to accommodate learners?): …………………………………………….

Learning space: (clean, stimulating)

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

Languages spoken at school: …………………………………………………………………………….

Language of learning and teaching (LoLT): …………………………………………………................

No. of learners with special education needs in class: …………………………………………………

Class rules copy. (Design one if is not available): …………………………………………………….

Attach all 3 documents on each page:

(a) Composite timetable for the grade e.g., 7 A, B & C,

(a) Attach only two pages of the subject-teaching plan

SUBJECT: TERM: GRADE:

WEEKS TOPICS CONTENT DATE COMPLETED

A. Management style of mentor teacher:

B. Culture of teaching and learning:

Comment on the presence or absence of a culture of teaching and learning in the

D. Other responsibilities you performed as a teacher

Provide details on procedures and processes that you followed.

DESIGN AND CONDUCT ASSESSMENT: Show the application of methods of