Tps 3703

TPS3703/103/0/2023
Tutorial Letter 103/0/2023
Teaching Practice III
TPS3703
FET Phase (Grades 10-12)

Year module
Department of Curriculum and Instructional Studies
IMPORTANT INFORMATION
This tutorial letter contains important information regarding TPS3703.

TPS3703
ASSIGNMENT 50
Tutorial Letter 103A/2023 Teaching Practice for FET (Grades 10-12). Year module.
PORTFOLIO TEMPLATE.
THE PURPOSE OF THIS PAGE IS TO IDENTIFY THE TEACHING METHOD (FIRST FET SUBJECT
MODULE) THAT IS ASSOCIATED WITH THIS PRACTICAL TEACHING PORTFOLIO.
Mark the box next to the FET (Grades 10-12) subject for which you prepared this
portfolio.
Subject Didactics FET Mark NOTE:

(Grades 10-12) the IF YOU DO NOT COMPLETE THIS
box
PAGE CORRECTLY, WE WILL DEDUCT 10%
with
an FROM YOUR PORTFOLIO MARK.
X.
Art
Consumer Studies STUDENT NAME:
Hospitality Studies
Computer Applications
…………………………………..
Technology
Information Technology
STUDENT NUMBER ……………………
Life Sciences
Geography Indicate the subject you did for TPS3704, since you
Life Orientation must choose a different subject specialisation for
Mathematics Literacy TPS3703.
Mathematics
History
TPS3704: …………………………….
Accounting
Business Studies
Economics
Religion Studies
English
Physical Science
Languages
Technical Subjects
Tourism
This must be the front page of your portfolio.
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TPS3703/103/0/2023
Dear Student
1 INTRODUCTION
This tutorial letter contains the portfolio template to be used to complete Assignment 50 for
TPS3703 (Teaching Practice III for FET (Grades 10-12)). You must complete this portfolio for
Teaching Methodology as specified in the third year of your curriculum for the stream you
are completing.
Please read the instructions and guidelines carefully before attempting to complete the
portfolio. This portfolio counts 80% of your final mark for this module. Also read the information
regarding lesson plans.
Your future and your career depend on the timely submission of this portfolio. You must
submit the portfolio as soon as you finish your practical teaching period of 25 school days.
No portfolio received after 30 September 2023 will be marked. It will be returned to you and
you will have to reregister and repeat your teaching practice during the following year.
Therefore, make sure that you submit your portfolio in time so that Unisa receives it by the
due date.
NOTE: The school visit is a very important part of your training, since you will receive advice and
support that could be valuable for your preparation as a teacher. However, the mark you receive
for the school visit does not count towards your marks for this course as, at this stage, we
cannot confirm that every student will be visited. Therefore, if it happens that you are not
visited, your marks will not be affected in any way.
If you have any queries regarding the portfolio, you should contact the lecturer for this
module, as indicated in Tutorial Letter 101.
Please do not contact the lecturer regarding placements or school visits. See Tutorial
Letter 102 for contact details in this regard.
Contact the Assignments Section (see Tutorial Letter 101) regarding the receipt of
assignments or to check the status of your assignment on MYUNISA on your student
record.
READ THIS BEFORE STARTING YOUR TEACHING PRACTICE.
This document is the teaching portfolio template that must be completed and submitted as one
document with comprehensive evidence of each aspect inserted at the appropriate sections.
DO NOT ATTACH ALL EVIDENCE AT THE END OR AS A SEPARATE SECTION.
You must complete your portfolio electronically and submit it online. The PDF and Word template
are available on the Moodle system. After submitting it, check that everything was uploaded and
that it appears correctly on the system. PLEASE DO NOT SUBMIT ANY OTHER DOCUMENTS
ON THE PORTAL FOR THE PORTFOLIO SUBMISSION. MAKE SURE THAT ALL YOUR
INFORMATION IS IN THE PORTFOLIO BEFORE SUBMITTING IT. No additional information
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can be added later. DO NOT SUBMIT THE PORTFOLIO ON A PORTAL MEANT FOR ANOTHER
PORTFOLIO.
Always keep a backup of your portfolio! We have heard many hard-luck stories from students
in the past about why they couldn’t submit their portfolio (in time), but please note that we will
not accept any excuse, no matter how valid it may sound. Things do go wrong from time to time
and it is your responsibility always to keep backups of your work.
Students might fail their practical teaching component for various reasons, including 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); and cheating (in
terms of school stamps, signatures, copying the work of other students, submitting the work of
teachers instead of your own, not attending all practical teaching days).
JUST BECAUSE YOU SUBMITTED A PORTFOLIO DOES NOT MEAN THAT YOU WILL
DEFINITELY PASS. YOU WILL PASS ONLY IF THE PORTFOLIO IS OF GOOD QUALITY, IF
YOU COMPLETED ALL THE SECTIONS FULLY AND CORRECTLY, IF THE REQUIRED
EVIDENCE IS ATTACHED, IF ALL OBSERVATIONS ARE COMPLETED, IF YOUR LESSON
PLANS ARE GOOD AND IF ALL REQUIRED SIGNATURES AND SCHOOL STAMPS ARE IN
EVIDENCE.
Please make sure that your portfolio has been successfully submitted via the Moodle system. All
online assignments and online portfolios must be submitted as PDF documents. NO WORD
DOCUMENTS WILL BE ACCEPTED.
If you are an exceptional student who adds substantial amounts of colourful, interesting, and
credible evidence, please reduce the size of your artefacts to keep them within the maximum
size of documents that can be submitted online. (You can go to ilovepdf.com to compress your
portfolios.)
The portfolio must be completed during the teaching practice period and submitted directly after
completing it. 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 at the end of your teaching practice, you
will be penalised as follows: If it reaches us two weeks late – minus 10%, three weeks late –
minus 20%, four weeks late 30% and so on. YOUR CAREER AND YOUR FUTURE DEPENDS
ON THE RESULT OF THIS SUBMISSION. IT IS YOUR RESPONSIBILITY TO ENSURE THAT
YOUR PORTFOLIO IS COMPLETED PROPERLY AND SUBMITTED ON TIME.
You might think that these measures are harsh, but we work with an enormous number of
portfolios, so we expect you to take responsibility for your work and follow the guidelines. It is
virtually impossible to make any changes or additions after you have submitted your portfolio and
we also need enough time to do quality assessment.
If you do your part and follow the guidelines, we promise that we will do everything in our power
to assist you with any teaching practice or portfolio challenges you may experience.
Last date of teaching practice period: ………………….….
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TPS3703/103/0/2023
ORIENTATION REGARDING YOUR TEACHING PRACTICE
In addition to all the other modules you have already completed in preparation for your teaching
practice, as well as the information contained in the tutorial letters and the portfolio, we
recommend that you consult chapter 1 of the recommended book, Teaching practice
perspectives and frameworks, which you can request from the library (see Tutorial Letter 101).
Chapter 1 is entitled “A positive and enriching teaching practice experience” and its purpose is to
make additional information available to orientate you regarding teaching practice. It covers topics
such as why teaching practice is done, how to prepare for it, how to do your observations, what
to expect and what will be expected of you in terms of your behaviour in the classroom and at the
school.
The information in this chapter is not essential to your teaching practice but might help to allay
some doubts and clarify any uncertainties you may have.
One of the biggest challenges students seem to encounter when preparing and presenting their
lessons concerns the assessments that must be planned and implemented. Most students lose a
lot of marks because of the poor assessments they include in their lesson plans, and some just
don’t complete the assessment sections, despite having completed the Teacher as Assessor
module successfully.
To refresh your memory on what is required when planning assessments, you could read the
chapter on assessment. Practical advice is given regarding all the types of assessments you will
encounter at a school, and you will find a section on the assessments you yourself will undergo
during teaching practice.
The success of your teaching practice is mostly in your own hands and if you approach it with an
energetic and positive attitude, it can be a very satisfying and enriching experience. Go and prove
to yourself and others that you are going to be an excellent teacher when you start teaching after
your graduation!
Below we provide you with the outcomes and associated assessment criteria for this module. As
you work through your portfolio, you will see that all activities are directly aligned with one or more
assessment criteria and, therefore, with one or more outcomes.
OUTCOMES FOR THIS MODULE
Your learning process, through this Teaching Practice module, is based on purposeful and
systematic practice and learning (from supervised teaching to co-mentoring and team teaching
and, finally, to independent teaching).
The general outcomes for this Teaching Practice module are
• to support you, step by step, during your teaching practice experience
• to provide you with experiences and opportunities to become familiar with classroom
practices
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• to provide you, as a prospective teacher, with an opportunity to establish an appropriate
teacher–learner relationship
• to provide you with an opportunity to assess your potential as a teacher and your
suitability for the teaching profession
• to provide you with an opportunity to develop personal relationships with students,

administrators, teachers, parents and learners
• to provide you with an opportunity to put theories into practice and to develop a deeper
understanding of educational principles and their implications for learning, as well as to
assist you in developing skills in the use of fundamental procedures, techniques and
methods of teaching
• to assist you in developing desirable professional interests, attitudes and ideas relative
to the teaching profession
• to provide you with an opportunity to observe and report on classroom activities, policies
and resources present in a class context
Specific outcome 1:
Demonstrate understanding of key ideas and debates on issues related to teaching practice.
Assessment criteria
• Discussions and evaluations of issues related to teaching practice display a

consideration for historical and current perspectives.
• Discussions on issues related to teaching practice take due cognisance of the diversity
that exists in sites of practice.
• Evaluations of issues related to teaching practice take due cognisance of the diversity
that exists in sites of practice.
• Comparisons and evaluations of issues related to teaching practice show a

consideration for the conventions of academic debate, including the ability to analyse
published research reports and articles in this area.
Specific outcome 2:
Adapt flexibly a variety of roles and strategies in response to changing learner and learning
needs and contexts in the teaching practice placement.
Assessment criteria
• Discussions and analyses of issues related to effective classroom practice are based on
a sound understanding of diverse learner, learning and teaching needs, as well as the
level of readiness of different stakeholders in diverse contexts of practice.
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• Discussions on issues related to effective classroom practice take due cognisance of the
diversity that exists in sites of practice.
• Evaluations of issues related to effective classroom practice take due cognisance of the
diversity that exists in sites of practice.
• Roles assumed and positions taken regarding effective classroom practice are justified
by appropriate reference to theory, policy, observed practice and personal experience.
Specific outcome 3:
Identify and justify varied strategies for effective classroom practice in ways that are appropriate
for different purposes and contexts.
Assessment criteria
• Discussions and evaluation of effective classroom practice display a consideration for

historical and current perspectives, as well as a deep understanding of context.
• Discussions of the efficacy of different strategies for engagement take due cognisance
of the diversity that exists in sites of practice and the evolving nature of policy and
practice.
• Evaluations of the efficacy of different strategies for engagement take due cognisance of
the diversity that exists in sites of practice and the evolving nature of policy and practice.
• Selections of different strategies for engagement are justified by appropriate reference to

theory, policy, observed practice and personal experience.
Specific outcome 4:
Use innovative ways to contribute to the development of effective classroom practice that are
informed by contextual realities, the nature of multicultural schools and classrooms, historical
legacies, social diversity and Africanisation of the curriculum.
Assessment criteria
• Discussions and evaluation of issues related to effective classroom practice display a

consideration for historical and current social perspectives and the need to engage in
collaborative meaning making.
• Discussions of issues related to effective classroom practice take due cognisance of the
diversity that exists in sites of practice, stakeholder preparedness and the evolving
nature of policy and practice.
• Evaluations of issues related to effective classroom practice take due cognisance of the
diversity that exists in sites of practice and the evolving nature of policy and practice.
• Selections of different strategies for positive engagement are justified by appropriate

reference to theory, including indigenous knowledge, observed practice and personal
experience.
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NOTE: All evidence of your activities must be included in
your portfolio. ALWAYS KEEP A COPY OF YOUR
PORTFOLIO.
The portfolio is an assignment and needs to be submitted

online.
To submit your portfolio via Moodle:
• Go to myUnisa.
• Log in with your student number and password.
• Select the module.
• Click on Assignments in the menu on the left-hand side of the screen.
• Click on the assignment number you want to submit.
• Follow the instructions.
• Don’t zip documents.
• Essay assignments must be in portable document format (PDF) for online submission
and onscreen marking.
• Check that your PORTFOLIO is registered and uploaded.
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TPS3703/103/0/2023
2. PORTFOLIO FOR TEACHING PRACTICE FOR FET (GRADES 10-12)
TPS3703: Assignment 50
Final submission date: 30 September 2023
(25 full school days)
2.1 Introduction
This is a structured portfolio, and you must use the portfolio template we have provided. All
aspects of the portfolio are compulsory, except where it is indicated that something can be
included for additional marks. You must complete all activities for each aspect of the portfolio that
is compulsory.
Where applicable, you must include documentary evidence. Attach the evidence at the
appropriate section in the portfolio. For instance, if you want to include a copy of the school’s
disciplinary code, you must attach it where the disciplinary code is discussed.
The portfolio includes lesson plans that you must complete and present. You can present as many
lessons as permitted by 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; you must also get
this signed by your mentor and the school principal. This declaration also needs to be stamped
with the official school stamp.
Portfolios are examination equivalents and are not returned to students. Always keep a copy of
your portfolio in case there are issues that are encountered while marking your portfolio.
Make sure that you receive confirmation that your portfolio has been successfully
submitted via myUnisa. You can also check this on myUnisa on your student record.
Don’t wait until the results are released before you check this.
You cannot claim later that you submitted your portfolio if you did not receive this
confirmation. If you don’t receive confirmation of your submission, it means that your
submission was not received by Unisa. You will then have to resend a copy.
2.2 Portfolio focus
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The purpose of this portfolio is to provide evidence that you completed a successful teaching
practice period of 25 full school days in the Further Education and Training Phase (Grades 10-
12).
Teacher education consists of different types of knowledge that must be integrated:

• Conceptual knowledge (foundations of education/theories/disciplinary knowledge/
content). The aim is to acquire knowledge-specialised proficiency.
• Contextual knowledge (all aspects that endeavour to contextualise knowledge for
occupational purposes, such as subject didactics and practical teaching). The aim is to
acquire task-specific proficiency.
It is therefore important that you find connections 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.
This portfolio will have a whole-school perspective (i.e. understanding your role as teacher
within 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 must not only observe these activities
but also participate 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.
NOTE: THIS PORTFOLIO MUST BE COMPLETED AND

SUBMITTED AS AN ELECTRONIC ONLINE
SUBMISSION.
NO EMAILED PORTFOLIOS WILL BE ACCEPTED!

THE REST OF THIS DOCUMENT MUST BE
COMPLETED AND SUBMITTED, WITH THE FRONT
PAGE, AS YOUR PORTFOLIO.
ETHICAL MATTERS
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Please make sure that you read the Educator Code of Conduct from the South African Council
for Educators. You will be expected to conduct yourself in accordance with this code and the
specific code of conduct for teachers that your school has prescribed.
You will find the Educator Code of Conduct here:
www.sace.org.za/upload/files/ethicsbrochure.pdf
Read the declaration below and make sure that you understand it because when you sign it, you
will be declaring that the work in this portfolio is your own and that you did not copy anything from
someone else or from a portfolio that was completed in the past.
INFORMATION REGARDING THE DECLARATION ON PLAGIARISM
Plagiarism is a serious form of academic misconduct and is treated as such by the Unisa.
Academic honesty and integrity are therefore expected of students in this module. Plagiarism
means that the ideas, writings, works or inventions of others are represented as your own. To
avoid plagiarism, you MUST acknowledge the author, or the source of any information used.
However, it is not sufficient merely to acknowledge the source; if you use the exact words from
the source, you must indicate this in the text, using quotation marks. It is also incumbent on you
to keep accurate records of sources of information and use referencing techniques to avoid
plagiarism. The university’s policy on plagiarism will be uploaded on MYUNISA to promote the
understanding and prevention of plagiarism. Furthermore, the concept of plagiarism will be
discussed in the contact sessions. In the event of our detecting plagiarism in your work, a mark
of zero will be given.
THE STUDENT DECLARATION UNIVERSITY OF SOUTH AFRICA, COLLEGE OF

EDUCATION, DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES must be
completed and submitted by ALL STUDENTS.
The Department of Curriculum and Instructional Studies places specific emphasis on integrity and
ethical behaviour regarding the preparation of all written work to be submitted for academic
evaluation. Although academic personnel will provide you with information regarding reference
techniques and guidelines to avoid plagiarism, you also have a responsibility to fulfil in this regard.
Should you feel unsure about the requirements at any time, 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 pretend that it is your own work. In truth, you are stealing someone
else’s property. This doesn’t apply only 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 someone else’s deliberation without the necessary acknowledgement. You are not allowed
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to use another student’s previous work. You are also not allowed to let anyone copy or use your
work with the intention of presenting it as their own.
Students who are guilty of plagiarism will forfeit all credit for the work concerned. In addition, the
matter might be referred to the Disciplinary Committee for a ruling to be made. 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 in the Department of Curriculum and Instructional
Studies, the following declaration must accompany all your written work to be submitted. No
written work will be accepted unless the declaration has been completed and attached.
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I (full names): __________________________________________________

Student number: __________________________________________________
Subject/module code: __________________________________________________
declare that
1. I understand what plagiarism entails and am aware of the university’s policy in this
regard.
2. this ______________________ (e.g. essay, report, project, assignment, dissertation,

thesis) is my own, original work. Where I have used someone else’s work (whether from a
printed source, the internet or any other source), due acknowledgement has been given
and reference has been made according to departmental requirements.
3. I have not made use of another student’s previous work and submitted it as my own.
4. I have not allowed – nor will allow – anyone to copy my work with the intention of
presenting it as their own work.
Signature: __________________________________ Date: __________________
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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 teachers. What you do for our students is invaluable in their preparation to become
teachers. In this regard, we kindly request you to assist us with the following:
• Dedicate some time each week to meet formally with the student to discuss their progress
during the past week and schedule for the following week.
• Allow the student to observe all 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.
• Assist the student in working through the portfolio systematically so that they can complete
it comprehensively in the 25 days at the school.
• Check that the portfolio has been completed comprehensively (including all attachments)
at the end of the 25 days.
• Assist the student with lesson preparation for lessons they must present.
• Assist the student to present as many lessons as possible under your supervision.
• Provide feedback to the student after every lesson.
• Assess five of the lessons that must be presented and included in this portfolio.
• Provide feedback and make suggestions for improving these five lessons.
• Write a short report (on the following page) on the behaviour and activities of the student
during the practical teaching period. Please report any misbehaviour or unethical actions
by the student (e.g. if the student arrives late or is absent without a good reason, or if the
student does not cooperate or does not prepare properly for the lessons that they must
present).
• Include contact details with your report, in case we need to contact you regarding any
aspect of the practical teaching. (You may also provide the school’s contact details, if you
prefer.)
• Contact the lecturer if you need clarity regarding what is expected of you or what the student
must do.
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My details are as follows: Mr Nduduzo B Gcabashe, 076 871 5981 or email me on
[email protected]
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MENTOR REPORT
TITLE: ................ SURNAME: ................................................
NAME: ............................................... CONTACT DETAILS (or those of the school, if you prefer):
Cellphone: ............................................ Email address:
…..................................................................................
NAME OF STUDENT: ............................................................................
Please provide fair and honest comments regarding the following:
Was the general conduct of the student exemplary (e.g. punctual and conducted themselves
according to the school’s 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 their work?
......................................................................................................................................................................
......................................................................................................................................................................
Did the student prepare properly when they had to present lessons?
......................................................................................................................................................................
......................................................................................................................................................................
Did the student work regularly/frequently on their portfolio?
......................................................................................................................................................................
......................................................................................................................................................................
Did the student complete their portfolio during the practical teaching period? YES/NO
Strengths/good qualities of the student and good work performed:
......................................................................................................................................................................
......................................................................................................................................................................
Aspects that the student still needs to improve before entering the education sector as a beginner
teacher:
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......................................................................................................................................................................
......................................................................................................................................................................
SIGNATURE: SCHOOL STAMP
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2.3 The school context
Name: ……………………………………………………………………………………………..
Location: ……………………………………………………………………………………………..
Type (urban, well-resourced; rural, well-resourced; private, well-resourced; FET college;

urban, moderately resourced/under-resourced; rural, less resourced; private, moderately-
resourced:
………………………………….
Explain your choice:

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Fee-paying or non-fee-paying? ………..… Number of learners: ………………… Number of

teachers: …………………
Resources: ……………………………………………………………………………………………..
Community in which the school is situated: ………………………………………………………
Reflection: Why is the school context important? How would this influence your task as a
teacher?
……………………………………………………………………………..………………………………
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Evidence: Paste a photograph of the school here.
2.4 Mentor teacher
Name: ………………………………………………………………….……….……………………..
Qualifications: ……………………………………………………………….……………………..
Experience as teacher: ……………………………………………………….……………………..
Experience as mentor (how many students mentored before?): ……………………………..
Training as mentor (by whom and how much; formal/informal; accredited or not)
………………………………………………………………………………………………………………
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TO BE FILLED IN BY THE STUDENT TEACHER:
What are your expectations of the mentor?

………………………………………………………………………………………………………………
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What can the mentor expect from you?

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Reflection: How did the mentor(s) contribute to your practical teaching experience?
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2.5 School hierarchy and management (organogram). Supply the names of line
managers.
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2.6 School activities
List all activities that the school engages in:
Academic activities (e.g. expositions/exhibitions)
…………………………………………………………………………………………………………
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Cultural activities (e.g. choir)
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Sporting activities (e.g., soccer)
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Other activities (e.g., a community project)
…………………………………………………………………………………………………………
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Reflection: Should schools offer a variety of activities, or should they just concentrate on
classroom teaching and learning? Substantiate your answer in detail. Link this with the teacher
roles you studied.
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Evidence: Attach a page of the school’s plan/activity schedule.
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2.7 Disciplinary code
Discipline is an extremely important aspect in schools. The purpose of this section is to

familiarise yourself with the disciplinary code and to reflect on its functionality.
Describe three important aspects of the disciplinary code (e.g., offences, procedures)
…………………………………………………………………………………………………………
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How do you think the disciplinary code supports staff members in establishing good discipline in
the school? Explain your answer and give examples.
…………………………………………………………………………………………………………
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How do you think the disciplinary code supports teachers in establishing good discipline in the
classroom? Explain your answer and give examples.
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Reflection: Suggest improvements to the disciplinary code and give your reasons for such
suggestions.
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Evidence: Attach the index (table of content) page of the disciplinary code.
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2.8 Subject assessment plan
Assessment is an extremely important aspect in schools. The purpose of this section is to

familiarise you with the assessment plan and to enable you to reflect on its functionality.
Describe the main aspects of the plan (e.g., assessment activities, coding).
…………………………………………………………………………………………………………
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Has the assessment plan been adapted for CAPS? Give examples.
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Which aspects of assessment, if any, were you involved in during your time at the school? (e.g.,
marking, invigilating). Describe what you did and provide evidence.
…………………………………………………………………………………………………………
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Reflection: Is the assessment practice of the subject in line with what you studied in the
Assessment module? Explain your answer and give examples.
EXAMPLE ONE:
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EXAMPLE TWO:
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Evidence: Attach the index page of the assessment plan. Give evidence of your involvement.
2.9 Your place in a department
The purpose of this section is to determine where you would fit in if you were appointed as a
teacher at the school and what would be expected of you. You can discuss this with your mentor
or other teachers.
Describe where you would fit in.

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
Describe what would be expected of you (academically, administratively, etc).

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Reflection: How did this exercise increase your understanding of your role as a teacher in the
school? Is this what you expected? Give examples of alignment between your studies and what
you experienced in practice.
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
27
Evidence: Organogram of the department you would fit into as a student teacher of your
subject.
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2.10 Your participation in extramural activities (e.g. sports; attendance of parent

evenings; cultural activities; community projects).
Provide evidence.
………………………………………………………………………………………………………………
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Reflection: Explain how these activities fit into your responsibilities as a teacher.
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How much time (on average) are teachers at this school spending on such activities?
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How are you preparing to assume these responsibilities? Explain.

………………………………………………………………………………………………………………
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29
Evidence of your participation in extra-mural activities
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3. LESSON
3 OBSERVATIONS AND DIARY/RELECTIVE JOURNAL
.
3.1 Lesson observations
Complete at least one lesson observation sheet (on the following pages) for every day you are at
the school. You need 20 observations, comprising of:
• Ten observations of teachers in your subject area

• Ten observations of experienced teachers in other subject areas
3.2 Diary/reflective journal
Write notes each day regarding the activities you are involved in and what their importance is (or
is not) in your learning to become a teacher.
The reflective diary should be structured as follows:
Name:
Student number:
Day one date:

Meaningful activities observed: …………..
Meaningful comments from a teacher/mentor/learner: …………
Meaningful documents studied: …………
Meaningful experiences: …………………
Reflections (What does all this mean?): …………………………………….
Day two date, etc.
Guidelines for reflection:
Reflect on meaningful activities, behaviours, comments, experiences or documents you

observed/noticed/studied.
Ask yourself if they are useful, effective and/or represent good practice.
Describe how you can use them or adapt them to improve your practice (or future practice).
3.3 Teaching statement
At the end of the 25 days of practical teaching, you must write a four-page teaching statement
on why teaching is important to you, how you would improve the teaching practices at the
school, how you would meet the needs of the diverse learners at the school, how you would
work in collaboration with colleagues to improve the teaching and learning at the school, what
you would include or exclude to make teaching and learning a beneficial experience for learners,
your dreams and aspirations of being a teacher, your motivations and so forth.
31
Attach your reflective journal/diary and your teaching statement
after this page as evidence.
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OBSERVATION OF LESSONS PRESENTED BY EXPERIENCED TEACHERS
Subject ………………………………………. Grade ……… Date …………………………...
Lesson theme …………………………………………………....……………………………….
Teacher: …………………………………………………………
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. Leaners put their hand up to ask a
question.)
………………………………………………………………………………………………………
What established routines facilitate good management? (e.g. No walking about during
the lesson.)
………………………………………………………………………………………………………
LESSON PRESENTATION
How is the lesson started? (e.g. Announce the topic/ask questions.)
………………………………………………………………………………………………………
Teaching method(s) that were used and at what point they were used during the lesson?
(See annexure/appendix to the portfolio.)
………………………………………………………………………………………………………
Teaching/learning aids and materials used during the lesson? (See lesson plans.)
………………………………………………………………………………………………………
Teacher activities before, during and after the lesson? (e.g., Prepare to conduct an
experiment.)
………………………………………………………………………………………………………
Learner activities during the lesson? (Active learning)
………………………………………………………………………………………………………
Aspects of assessment performed during or after the lesson? (e.g. a worksheet)
………………………………………………………………………………………………………
33
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
REFLECTION
What did you learn from this observation?
………………………………………………………………………………………………………
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Lesson theme …………………………………………………....……………………………….
Teacher: …………………………………………………………
LEARNER MANAGEMENT/ DISCIPLINE
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 which facilitate good management? (eg no walking about)
………………………………………………………………………………………………………
LESSON PRESENTATION
How is 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)
………………………………………………………………………………………………………
Teaching/ learning aids and materials used during the lesson? (See lesson plans)
………………………………………………………………………………………………………
Teacher activities before, during and after the lesson? (eg prepare for experiment)
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Aspects of assessment as part or after the lesson? (eg worksheet)
………………………………………………………………………………………………………
35
REFLECTION
Lesson theme …………………………………………………....……………………………….
Teacher: …………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
LESSON PRESENTATION
………………………………………………………………………………………………………
Teaching method(s) that were used and when they were used during the lesson? (see
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Learner activities during the lesson? (active learning)
………………………………………………………………………………………………………
………………………………………………………………………………………………………
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REFLECTION
Lesson theme …………………………………………………....……………………………….
Teacher: …………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
LESSON PRESENTATION
………………………………………………………………………………………………………
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Teaching/ learning aids and materials used during the lesson? (see lesson plans)
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
37
REFLECTION
Lesson theme …………………………………………………....……………………………….
Teacher: …………………………………………………………
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………………………………………………………………………………………………………
LESSON PRESENTATION
………………………………………………………………………………………………………
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REFLECTION
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Lesson theme …………………………………………………....……………………………….
Teacher: …………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
LESSON PRESENTATION
How is the lesson started? (e.g., announcement of topic/ questions)
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Teacher activities before, during and after the lesson? (e.g., prepare for experiment)
………………………………………………………………………………………………………
………………………………………………………………………………………………………
39
Aspects of assessment as part or after the lesson? (e.g., worksheet)
………………………………………………………………………………………………………
REFLECTION
Lesson theme …………………………………………………....……………………………….
Teacher: …………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
LESSON PRESENTATION
………………………………………………………………………………………………………
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………………………………………………………………………………………………………
………………………………………………………………………………………………………
REFLECTION
Lesson theme …………………………………………………....……………………………….
Teacher: …………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
LESSON PRESENTATION
………………………………………………………………………………………………………
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41
………………………………………………………………………………………………………
………………………………………………………………………………………………………
REFLECTION
Lesson theme …………………………………………………....……………………………….
Teacher: …………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
LESSON PRESENTATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Teaching/learning aids and materials used during the lesson? (See lesson plans)
………………………………………………………………………………………………………
………………………………………………………………………………………………………
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………………………………………………………………………………………………………
Aspects of assessment as part or after the lesson? (e.g., worksheet)
………………………………………………………………………………………………………
REFLECTION
Lesson theme …………………………………………………....……………………………….
Teacher: …………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
LESSON PRESENTATION
………………………………………………………………………………………………………
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43
………………………………………………………………………………………………………
………………………………………………………………………………………………………
REFLECTION
Lesson theme …………………………………………………....……………………………….
Teacher: …………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
LESSON PRESENTATION
………………………………………………………………………………………………………
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………………………………………………………………………………………………………
………………………………………………………………………………………………………
REFLECTION
Lesson theme …………………………………………………....……………………………….
Teacher: …………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
LESSON PRESENTATION
………………………………………………………………………………………………………
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45
………………………………………………………………………………………………………
………………………………………………………………………………………………………
REFLECTION
Lesson theme …………………………………………………....……………………………….
Teacher: …………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
LESSON PRESENTATION
………………………………………………………………………………………………………
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………………………………………………………………………………………………………
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REFLECTION
47
OBSERVATIONS OF LESSONS PRESENTED BY EXPERIENCED
TEACHERS
Subject ………………………………………. Grade ……… Date

…………………………...
Lesson theme
…………………………………………………....……………………………….
Teacher: …………………………………………………………
…………………………………………………………………………………………
……………
How is discipline maintained during the lesson? (eg, put your hand up to ask a
question)
…………………………………………………………………………………………
……………
Established routines which facilitate good management? (eg no walking
about)
…………………………………………………………………………………………
……………
LESSON PRESENTATION
…………………………………………………………………………………………
……………
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? (eg prepare for
experiment)
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…………………………………………………………………………………………
……………
…………………………………………………………………………………………
……………
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……………
REFLECTION
49
LESSONS PRESENTED BY EXPERIENCED TEACHERS

…………………………...
Lesson theme
…………………………………………………....……………………………….
Teacher: …………………………………………………………
…………………………………………………………………………………………
……………
question)
…………………………………………………………………………………………
……………
about)
…………………………………………………………………………………………
……………
LESSON PRESENTATION
…………………………………………………………………………………………
……………
…………………………………………………………………………………………
……………
Teaching/ learning aids and materials used during the lesson? (see lesson
plans)
…………………………………………………………………………………………
……………
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experiment)
…………………………………………………………………………………………
……………
…………………………………………………………………………………………
……………
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……………
REFLECTION
51

…………………………...
Lesson theme
…………………………………………………....……………………………….
Teacher: …………………………………………………………
…………………………………………………………………………………………
……………
question)
…………………………………………………………………………………………
……………
about)
…………………………………………………………………………………………
……………
LESSON PRESENTATION
…………………………………………………………………………………………
……………
…………………………………………………………………………………………
……………
Teaching/learning aids and materials used during the lesson? (see lesson
plans)
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…………………………………………………………………………………………
……………
experiment)
…………………………………………………………………………………………
……………
…………………………………………………………………………………………
……………
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……………
REFLECTION
53
OBSERVATION LESSONS PRESENTED BY EXPERIENCED TEACHERS

…………………………...
Lesson theme
…………………………………………………....……………………………….
Teacher: …………………………………………………………
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 which facilitate good management? (e.g. no walking about)
…………………………………………………………………………………………………
……
LESSON PRESENTATION
How is 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)
…………………………………………………………………………………………………
……
…………………………………………………………………………………………………
……
Teacher activities before, during and after the lesson? (e.g. prepare for experiment)
…………………………………………………………………………………………………
……
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…………………………………………………………………………………………………
……
Aspects of assessment as part or after the lesson? (e.g. worksheet)
…………………………………………………………………………………………………
……
REFLECTION
55

…………………………...
Lesson theme
…………………………………………………....……………………………….
Teacher: …………………………………………………………
…………………………………………………………………………………………………
……
question)
…………………………………………………………………………………………………
……
…………………………………………………………………………………………………
……
LESSON PRESENTATION
…………………………………………………………………………………………………
……
…………………………………………………………………………………………………
……
…………………………………………………………………………………………………
……
…………………………………………………………………………………………………
……
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…………………………………………………………………………………………………
……
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……
REFLECTION
57

…………………………...
Lesson theme
…………………………………………………....……………………………….
Teacher: …………………………………………………………
…………………………………………………………………………………………………
……
question)
…………………………………………………………………………………………………
……
…………………………………………………………………………………………………
……
LESSON PRESENTATION
…………………………………………………………………………………………………
……
…………………………………………………………………………………………………
……
…………………………………………………………………………………………………
……
…………………………………………………………………………………………………
……
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…………………………………………………………………………………………………
……
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……
REFLECTION
59
…………………………...
Lesson theme
…………………………………………………....……………………………….
Teacher: …………………………………………………………
…………………………………………………………………………………………………
……
question)
…………………………………………………………………………………………………
……
…………………………………………………………………………………………………
……
LESSON PRESENTATION
…………………………………………………………………………………………………
……
…………………………………………………………………………………………………
……
…………………………………………………………………………………………………
……
…………………………………………………………………………………………………
……
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……
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……
REFLECTION
61
…………………………...
Lesson theme
…………………………………………………....……………………………….
Teacher: …………………………………………………………
…………………………………………………………………………………………………
……
question)
…………………………………………………………………………………………………
……
…………………………………………………………………………………………………
……
LESSON PRESENTATION
…………………………………………………………………………………………………
……
…………………………………………………………………………………………………
……
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……
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……
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……
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……
REFLECTION
63
Teaching in the FET Phase (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
own lessons.
NOTE: These must be model lessons and must include all aspects that are included in the
template we provided.
THESE SHOULD BE SPECIAL, OUTSTANDING, MODEL LESSONS THAT PROVIDE

EVIDENCE OF YOUR COMPETENCIES AS A BEGINNER TEACHER. USE DIFFERENT
LESSON TYPES AND DIFFERENT PRESENTATIONS. ALSO USE LOTS OF RESOURCES
AND MAKE SURE THAT THE LEARNERS ARE ACTIVELY INVOLVED.
This part of your portfolio is the most important and contributes 60% to your portfolio mark. You
are urged to plan and present as many lesson plans as the school will permit. For portfolio
purposes, you must include at least five lesson plans that you developed yourself. Obviously, the
mentor can guide and assist in the planning, but the final product needs to be your own.
Make sure that you do the following for each of the five lessons:
• Fill in the lesson plan template during your planning.
• Present the lesson.
• Request the mentor to assess your presentation and to 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 these are too big for
the portfolio, photograph the items or photocopy them and reduce their size.
The five FET (Grades 10-12) subject lesson plan templates that should be used in the
planning, presentation and assessment of lessons follow on the next pages.
NOTE: Only lessons for teaching subject 2 (your specialisation) may be submitted for this
portfolio. If you submit lesson plans from any other Phase or the wrong subject, you will
fail this module and will have to redo it next year.
Make sure that all aspects are completed fully and that you attach learning aids,
assessments, etc, as specified.
Do a thorough reflective self-assessment of each lesson.
CONSULT YOUR SUBJECT METHODOLOGY MODULE FOR MORE INFORMATION

REGARDING LESSON PLANS.
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You are required to use strategies that include Africanisation perspectives, that is, using
ubuntu and communalism. Use collaborative strategies for your five lesson plans, such
as group work, teamwork, project work and investigations. Learners need to be actively
involved in your class lessons. You will be penalised if you do not use such strategies to
enhance your teaching.
65
4. TEACHING METHODOLOGY 1 (FET) LESSON PLANS
FET SUBJECT LESSON PLAN 1
DATE OF LESSON: ……………………………………..
1 Student’s details: Student name and number: ………………………………….................
Subject: ……………………………………….……………. Grade: …………………………….….

Duration: ………………………………. Number of learners: ……………………
2 Learning objectives of the lesson (What will learners know, what will they able to
do and which values are you expecting them to acquire? These must align with the
lesson topic and lesson content. Consult the CAPS.)
Knowledge: ……………………………………………………………………………………………
Skills: ..…………………………………………………………………………………………………
Values: …………………………………………………………………………………………………
3 Curriculum content topic related to this lesson
…………………………………………………………………………………………………………
4 Lesson theme (a curriculum sub-topic or lesson content theme)
………………………………………………………………………………………………………
5 Methods/teaching strategy: Name and justify the teaching methods you will be
using in this lesson, as well as the teaching aids (e.g. the chalkboard or interactive
whiteboard) and the materials (e.g. a poster or map).
Methods or lesson types (e.g. practical, experimental, fieldwork, direct instruction, question-and
answer, active learning) – justify your choice. See other lesson types suitable for your subject
in your subject methodology module.
Method(s): …………………………………………………………………………………………………
Justification:
…………………………………………………………………………………………………
………………………………………………………………………………………………………………
Aids/media: (SMART Board, PowerPoint slides, overheads, black/green board, DVDs, pictures,
objects and materials (maps, models, instruments, textbooks, etc). Attach evidence.
Teaching and learning aids/media (What will you use for each purpose?)
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............…………....................……………………………………………………………………………
……………………………………………………………………………………………………………..
............…………....................……………………………………………………………………………
……………………………………………………………………………………………………………..
Materials (What will you use for each purpose?) ……………………………………………………..
..…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………
6 Place of the lesson in the curriculum (indicate where the theme fits into the
curriculum). In other words, what precedes it and what follows it?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
Lesson content: Name five aspects of the lesson content that will be addressed.
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
7 Lesson preparation
Explain how you must prepare to be able to facilitate the lesson. (For example, to prepare for an
experiment, you have to set up the instruments.)
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
8 Pattern of the lesson
8.1 Actualisation or recall of existing knowledge (e.g. using recall questions)

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
67
8.2 Introduction of the lesson topic (e.g. through questioning, an interesting
DVD/pictures/objects/activities, setting the scene/preparing the context)
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
8.3 Explanation of new subject matter
Teacher contribution to lesson

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
Active learning by learners during the lesson
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
8.4Monitoring the understanding of new subject matter during the lesson. How will you
assess the understanding of new content? Use this as an informal assessment strategy.
This involves understanding what was learnt. List some questions you will ask during
the lesson here:
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
8.5 Assessment. (Indicate which assignment/task/activity is given to learners.) The
assessment task must be fully developed and attached here. This is about the
application of what was learnt.
NB: Attach the assessment task and its instrument here.

Do not attach a copy of an assessment from a book. Develop your own assessment task and
instrument. Mark it as “Assessment task and instrument for lesson on …………. (give topic)”.
8.6 Extension tasks (alternative/remedial activities for learners with barriers to learning;
additional enrichment activities for gifted learners – this is compulsory).
Alternative/remedial
tasks:……………………………………………………………………………………
…………………………………………………………………………………………………………
Enrichment tasks:
………………………………………………………………………………………………
…………………………………………………………………………………………………………
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SUMMARY:
You must know why you are going to present the lesson (objectives).
You must know where the lesson fits into the curriculum.
You must know what content will be addressed in the lesson.
You must know how you will present the lesson (method or lesson type).
You must know what you will use to present the lesson (aids and materials).
You must know what must be prepared to facilitate the lesson.
You must know what your contribution and that of the learners will be during the lesson.
You must know if learners understand the new content, skills and values.
You must know how you are going to give learners the opportunity to apply or demonstrate the
new content, skills and values.
NOTE: All learning materials and assessment instruments used must be attached to this
lesson – they form part of the lesson preparation and must be included. Without such
evidence, you will receive, at most, one-third of the total marks for the lesson and you
will fail the lesson plan and probably this portfolio.
REFLECTIVE SELF-ASSESSMENT OF YOUR LESSON
Write critical notes regarding the following aspects of your lesson:
1 How do you know if learning objectives were realised (e.g. could learners answer
questions regarding new concepts correctly)? Explain your answer.
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
2 Why do you feel that you were well prepared – or what could you have done to be better
prepared?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
3 Time evaluation. (Lesson too long or too short?) Explain how you could improve on this.
…………………………………………………………………………………………………………
69
…………………………………………………………………………………………………………
4 Learner activity. (Explain how learners participated.)
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
5 Challenges that you experienced during the presentation (reflection after the lesson).
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
6 What will you do to change or improve this lesson the next time you teach it?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
7 Explain what you learnt from this lesson and its presentation (learning through
experience).
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
1 2 3 4 5
Not acceptable 0%- Needs urgent Acceptable but can Above average Excellent
29% improvement still improve 70%-89% 90%-100%
30%-49% 50%-69%
Your personal mark for this lesson: %
ASSESSMENT OF LESSON PRESENTED BY STUDENT TEACHER
(By mentor/educator experienced in this subject/senior educator/SMT member)
Name of student: ………………………………. Student number: ………………………………

Subject: ………………………: School: …………………………………………. Grade: …
1 2 3 4 Above 5
Not acceptable Needs urgent improvement Acceptable but average Excellen
can still improve t
1 2 3 4 5
Introduction/start (interesting/relevant)
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Comment ………………………………………………………………………
Presentation/facilitation/preparation to ensure acquisition of new knowledge (logical

development of content/level/style)
Comment ………………………………………………………………………
Learner participation (How is active involvement ensured?)
Comment: …………………………………………………………………….
Teaching & learning support material (relevant/interesting/supporting)
Comment ………………………………………………………………………
Classroom management (orderly, controlled, activity/grouping)
Comment ………………………………………………………………………
Time utilisation (pacing according to learner ability; too long or too
short?)
Comment ………………………………………………………………………
Assessment/homework/reflection/summary
Comment ………………………………………………………………………
Additional competencies (alternative activities for learners with barriers
to learning; enrichment activities for fast/gifted learners)
Comment ………………………………………………………………………
General performance (shy; tense and uncertain; calm and poised)
Comment ………………………………………………………………………
Language (fluency/proficiency/subject terminology/level)
Comment …………………………………………………………… TOTAL: …… X 2 =………%
ASSESSOR: ……………………..................................... DATE: ……………………………….
Contact number: …………………………………….

Official school stamp
Overall impressions: …………………………………………………
…………………………………………………………………………………………………………………..
71
FET SUBJECT LESSON PLAN 2 DATE OF LESSON: ……………………………………..
Student name and number: ………………………………….................
Subject: ……………………………………….……………. Grade: …………………………….….

1 Learning objectives of the lesson (what will learners know, what would they able to
do and which values are you expecting them to acquire. These must align with the
lesson topic and lesson content. Look in CAPS.
Knowledge ……………………………………………………………………………………………
Skills ..…………………………………………………………………………………………………
Values …………………………………………………………………………………………………
…………………………………………………………………………………………………………
3. Lesson theme (a curriculum sub-topic or lesson content theme)
………………………………………………………………………………………………………
4. Methods/teaching strategy: Name and motivate the teaching methods you will be
using in this lesson as well as the teaching aids like the chalk or interactive white
board and also materials (eg. a poster or map).
Methods or lesson types (eg. practical, experimental, fieldwork, direct instruction, question-and
answer, active learning, etc.) – motivate your choice. See other lesson types suitable for your
subject in your subject methodology module.
Method(s): …………………………………………………………………………………………………
Motivation: …………………………………………………………………………………………………
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………………………………………………………………………………………………………………
Aids/media: (smart board, PowerPoint slides, overheads, black/green board, DVD, pictures,
objects, and materials (maps, models, instruments, textbook, etc). Attach evidence.
Teaching and learning aids/media (what will you use for what purpose?
............…………....................……………………………………………………………………………
……………………………………………………………………………………………………………..
............…………....................……………………………………………………………………………
……………………………………………………………………………………………………………..
Materials (what will you use for what purpose?) ……………………………………………………..
..…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………
5. Place of the lesson in the curriculum (indicate where the theme fits into the
curriculum). In other words, what precedes it and what follows?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
Lesson content: Name five aspects of the lesson content that will be attended to.
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
6. Lesson preparation
Explain what you have to prepare to be able to facilitate the lesson (eg. to prepare for an
experiment you have to set up the instruments).
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
7.1 Actualisation or recall of existing knowledge (eg. using recall questions)

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
73
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
7.2 Introduction of the lesson topic (through questioning, interesting
DVD/pictures/object/activity, setting the scene/preparing the context).
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
7.3 Explanation of new subject matter.

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
7.4 Monitoring the understanding of new subject matter during the lesson. How will you assess
the understanding of new content? Use as informal assessment strategy. This is about the
understanding of what was learned. List some questions you will ask during the lesson
here:
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
7.5 Assessment (Indicate which assignment/task/activity is given to learners). The assessment
task must be fully developed and must be attached here. This is about the application
of what was learned.

instrument. Mark it as “Assessment task and instrument for lesson on …………. (give topic)”
Alternative: …………………………………………………………………………………………………
…………………………………………………………………………………………………………
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Enrichment/remedial:……………………………………………………………………………………
…………………………………………………………………………………………………………
75
TO SUMMARISE:
You must know what content will be attended to in the lesson.
You must know what must be prepared to be able to facilitate the lesson.
You must know what your contribution and that of learners will be during the lesson.
PLEASE NOTE: All learning materials and assessment instruments used must be
attached to this lesson – it forms part of the lesson preparation and must be added.
Without such evidence you could at most receive one third of the total marks for the
lesson and you will fail the lesson plan and probably this portfolio.
1 How do you know if learning objectives were realised (could learners answer questions
regarding new concepts correctly?). Explain your answer.
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
2 Why do you feel that you were well prepared or what could you have done more?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
3 Time evaluation (lesson too long or too short?). Explain how you could improve on this.
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
4 Learner activity (explain how learners participated).
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
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…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
7 Explain what you learned from this lesson and its presentation? (learning through
experience).
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
1 2 3 4 5
30%-49% 50%-69%
Your personal mark for this lesson

%
(By Mentor/ Subject- experienced- senior educator/ SMT member)

1 2 3 4 Above 5
Not acceptable Needs urgent Acceptable but average Excellent
improvement can still improve
1 2 3 4 5
77
Comment ………………………………………………………………………
Presentation/facilitation/preparation to ensure acquisition of new
knowledge (logical unfolding of content/level/style)
Comment ………………………………………………………………………
Learner participation (how is active involvement ensured?)
Comment: …………………………………………………………………….
Comment ………………………………………………………………………
Classroom management (order, controlled, activity/grouping)
Comment ………………………………………………………………………
Time utilisation (pacing according to learner ability, too long, too short)
Comment ………………………………………………………………………
Comment ………………………………………………………………………
to learning, enrichment activities for fast learners)
Comment ………………………………………………………………………
General performance (shy or tense and uncertain or calm and poised)
Comment ………………………………………………………………………
Comment …………………………………………………………… TOTAL: …… X 2 =………%
ASSESSOR: ……………………..................................... DATE: ……………………………….
Overall impressions: ………………………………………………… Official School Stamp
…………………………………………………………………………………………………………………..
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FET SUBJECT LESSON PLAN 3
DATE OF LESSON: ……………………………………..
Student name and number: ………………………………….................
Subject: ……………………………………….……………. Grade: …………………………….….

Knowledge ……………………………………………………………………………………………
Skills ..…………………………………………………………………………………………………
Values …………………………………………………………………………………………………
…………………………………………………………………………………………………………
79
………………………………………………………………………………………………………
5 Methods/teaching strategy: Name and motivate the teaching methods you will be
board and materials (eg. a poster or map).
Method(s): …………………………………………………………………………………………………
Motivation: …………………………………………………………………………………………………
………………………………………………………………………………………………………………
............…………....................……………………………………………………………………………
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81
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here:
…………………………………………………………………………………………………………
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…………………………………………………………………………………………………………
8.5 Assessment (Indicate which assignment/task/activity is given to learners). The assessment
task must be fully developed and must be attached here. This is about the application
of what was learned.
83
instrument. Mark it as “Assessment task and instrument for lesson on …………. (give
topic)”
Alternative/remedial:…………………………………………………………………………………….
…………………………………………………………………………………………………………
Enrichment: ………………………………………………………………………………………………
…………………………………………………………………………………………………………
TO SUMMARISE:
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…………………………………………………………………………………………………………
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experience).
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
1 2 3 4 5
30%-49% 50%-69%

%
85

1 2 3 4 Above 5
1 2 3 4 5
Comment ………………………………………………………………………
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Comment ………………………………………………………………………
Comment: …………………………………………………………………….
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment …………………………………………………………… TOTAL: …… X 2 =………%
ASSESSOR: ……………………..................................... DATE: ……………………………….

Official School Stamp
…………………………………………………………………………………………………………………..
87
1 Localising details: Student name and number: ………………………………….................
Subject: ……………………………………….……………. Grade: …………………………….….

2 Learning intentions of the lesson (what will learners know, what would they able to
Knowledge ……………………………………………………………………………………………
Skills ..…………………………………………………………………………………………………
Values …………………………………………………………………………………………………
…………………………………………………………………………………………………………
………………………………………………………………………………………………………
Method(s): …………………………………………………………………………………………………
Motivation: …………………………………………………………………………………………………
………………………………………………………………………………………………………………
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............…………....................……………………………………………………………………………
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…………………………………………………………………………………………………………
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…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
here:
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
8.5 Assessment (Indicate which assignment/task/activity is given to learners). The
assessment task must be fully developed and must be attached here. This is about
the application of what was learned.
91
instrument. Mark it as “Assessment task and instrument for lesson on …………. (give
topic)”
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Alternative/remedial:………………………………………………………………………………………
…………………………………………………………………………………………………………
Enrichment: ………………………………………………………………………………………………
…………………………………………………………………………………………………………
TO SUMMARISE:
93
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experience).
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
1 2 3 4 5
30%-49% 50%-69%
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%
95

1 2 3 4 Above 5
1 2 3 4 5
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment: …………………………………………………………………….
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment …………………………………………………………… TOTAL: …… X 2 =………%
ASSESSOR: ……………………..................................... DATE: ……………………………….
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Overall impressions: ………………………………………………… Official School Stamp
…………………………………………………………………………………………………………………..
97
1 Student name and number: ………………………………….................
Subject: ……………………………………….……………. Grade: …………………………….….

Knowledge ……………………………………………………………………………………………
Skills ..…………………………………………………………………………………………………
Values …………………………………………………………………………………………………
…………………………………………………………………………………………………………
………………………………………………………………………………………………………
Method(s): …………………………………………………………………………………………………
Motivation: …………………………………………………………………………………………………
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............…………....................……………………………………………………………………………
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…………………………………………………………………………………………………………
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…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
8.4Monitoring the understanding of new subject matter during the lesson. How will you
assess the understanding of new content? Use as informal assessment strategy. This is
about the understanding of what was learned. List some questions you will ask during
the lesson here:
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
8.5 Assessment (Indicate which assignment/task/activity is given to learners). The
assessment task must be fully developed and must be attached here. This is about
the application of what was learned.
101
instrument. Mark it as “Assessment task and instrument for lesson on …………. (given
topic)”
Alternative/remedial:……………………………………………………………………………………
…………………………………………………………………………………………………………
Enrichment: ………………………………………………………………………………………………
…………………………………………………………………………………………………………
TO SUMMARISE:
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1 How do you know if learning intentions were realised (could learners answer questions
…………………………………………………………………………………………………………
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experience).
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
1 2 3 4 5
30%-49% 50%-69%
103
%

1 2 3 4 Above 5
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1 2 3 4 5
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment: …………………………………………………………………….
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment ………………………………………………………………………
Comment …………………………………………………………… TOTAL: …… X 2 =………%
ASSESSOR: ……………………..................................... DATE: ……………………………….

Official School Stamp
…………………………………………………………………………………………………………………..
105
5. GOOD PRACTICES AT THE SCHOOL
Describe practices at the school that you consider to be good and helpful to the teachers (in
supporting them and making things easier and run more smoothly) and to ensure quality
teaching, assessment and learning to support learners, involve parents, etc.
Reflection: Describe good practices at the school related to the accommodation of student
teachers for practical teaching that ensures a positive and meaningful experience for them.
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6. SUGGESTIONS FOR IMPROVEMENT OF SCHOOL PRACTICE
Describe practices at the school that you think could be improved. (You may complete this
section after the mentor and school principal have signed your portfolio so that you can express
yourself honestly.)
Reflection: Describe how the school might go about accommodating student teachers for
practical teaching to ensure a meaningful and positive learning experience for them.
107
7. DECLARATION FORM
The purpose of this declaration form is to ensure the authenticity of this portfolio and the
practical teaching it was based upon. Please complete and sign this declaration form. It must
also be signed by the mentor teacher and the school principal.
DECLARATION BY STUDENT:
I, ……………………………………………………………. (name), declare that all the work in this

portfolio is my own.
Signature ………………………………………………………..
DECLARATION BY MENTOR:
I, ………………………………………………………. (name), declare that the above student

completed their 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 ……………………………………………………..
SCHOOL STAMP
NOTE TO MENTOR TEACHER AND SCHOOL PRINCIPAL
THANK YOU VERY MUCH FOR GUIDING, ASSISTING AND SUPPORTING THIS STUDENT.
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PORTFOLIO ASSESSMENT GRID
CRITERIA Lecturer
mark
Description of school Description = 6; Picture = 4 /10
Mentor teacher page and mentor report Page = 2; Report = 8 /10
School hierarchy and management Organogram = 4; Names = 6 /10
School year plan and activities Description = 3; Evidence = 2 /5
Disciplinary code Description = 3; Evidence = 2 /5
Subject assessment plan Description = 6; Evidence = 4 /10
Your place in a department Description = 6; Organogram = 4 /10
Your participation in extramural activities/COVID- Description = 2; Evidence = 8 /10

19 protocols
Five lesson plans Each fully completed lesson plan = 80 /5 x 120 =
Attached evidence = 40 per lesson 600
Observations/diary/teaching statement Each observation = 5 (x 20 = 100); /180

Diary = 40; Teaching statement = 40
Good practices at the school /5
Suggestions for improvement of school practice /5
Declaration form Each signature = 20 x 3 and stamp = /60

20
Neatness /40
Language /40
TOTAL /1000
ANNEXURE/APPENDIX: GUIDELINES FOR LESSON PLANNING
There are numerous types of lessons, each requiring a unique form of 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 will deal briefly
with a few aspects of lesson planning here.
109
Selecting the topic/theme/key idea
In the CAPS policy, the subject matter that teachers must teach is clearly indicated; all they
must do is choose a section (a theme or topic) to be presented in a lesson or series of lessons.
Students must plan their lessons for 2023 according to the CAPS policy.
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
on the theme by recalling existing knowledge, surprising them or doing something unusual (or
letting them do something unusual). Try to make them want to know more or master a skill. This
will launch the learners on a voyage of discovery, which they will look forward to 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; the activities of both teacher and learners should also be set out clearly. 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,
photographs or similar aids on which the learners are questioned (or can ask questions).
You could also make this type of lesson interesting by holding a quiz (preferably in teams to avoid:
embarrassing slower learners). It is also a good way of doing revision.
Practical lesson
This type of lesson requires the learners to undertake some kind of practical activity, which 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 activity (facilitated by the teacher) in which, for instance, the whole class works on
a project together and produces a final product
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• an activity involving 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 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, etc. For
example, someone (including one of the learners) could dress up in period costume and play
the part of a historical character like Vasco de Gama - dialogue may be (prepared and)
included.
Learner-centred presentation
In this type of lesson, the focus is on learners who provide the contents of the lesson. All the
teacher does is complement, guide and correct them, where necessary. (This may naturally
also be seen as a practical lesson.)
An example of this type of lesson is "show and tell", in which learners prepare 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 of learners 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 to illustrate/do
something that would be difficult to accomplish inside a classroom. For example, the school
grounds always contain some signs of erosion (by wind or water) and some climatological
activity (cloud formation and precipitation).
Excursions/fieldwork
Here, 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, or cleaning a
polluted stream, recording data and so on.
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Narrative lesson
In this type of lesson, the subject matter is conveyed by means of a narrative. While this could
be very boring (particularly for 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, photographs, pictures, etc can be equally useful
(particularly for older learners).
Discussion lesson
This type of lesson takes the form of a discussion of a theme/issue/problem by learners and the
teacher. It works especially well with older learners when the discussion is about a matter that
affects their daily lives and about which they hold strong opinions. (The more controversial the
topic, 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 purposely not discussing every type of lesson in this section so that you have the
freedom to do research and use other types on your own. For instance, you could consider
group work, panel discussions, case studies, experimentation and guided discovery, among
others.
Terminating/rounding off/instilling the key idea and assessment
At this point it is necessary to indicate how the teacher will determine whether successful
learning has taken place and whether the learning intentions have been achieved. This could
involve 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:

• Indicate who will do the assessment and if it will be individual or group assessment.
• Describe the assessment task, for example test on …, worksheet about …, research task
on …, experiment to …, etc.
• Indicate what instrument will be used to do the assessment, such as a memorandum,
rubric or checklist.
Indicators to assess whether there has been successful learning could take the form of
demonstrations by learners; a final product, such as the drawing of a map or a written report;
learning behaviour and conduct; learner participation (in things like group activities) and so on.
Teaching aids and learning materials
Teachers should ensure 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/are in working condition. Explain what the relevant teaching aid is and how it will be used.
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STUDENT EVALUATION FORM
We value your feedback. Please answer the questions below, which will give us feedback on
how to improve our practice.
1. Discuss the adequacy of the guidelines and information that are provided for this
module and portfolio.
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2. Describe your experience with placement.
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3. Provide suggestions for how we can improve communication in this module.
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4. Any other comments?
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ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL
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 to the Teaching Practice Office, using the
relevant workstation/country contact details.
Student number: ………………………………………….
Name of the school: ……………………………………………….
Address: …………………………………………….....
Contact details: ………………………………………….....
Email: …………………………………………………………….
Name and surname of mentor:……………………………………….
Name and surname of principal/HOD:……………………………………………….
Contact details of principal: ……………………………………………………………….
Week 1
Student number Module Grade Student Date Signature Date

signature of mentor
Week 2
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TPS3703/103/2023
signature of mentor
Week 3

signature of mentor
115
Week 4

signature of mentor
Week 5

signature of mentor
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TPS3703/103/2023
Declaration by the school principal/HOD
I, ……………………………………………, the principal/head of department of the above school

confirm that …………………………………… attended/did not attend their full teaching practice period.
Date: …………………………………………………
Signature: …………………………………………………
School stamp
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TPS3703/103/0/2023

Tutorial Letter 103/0/2023

Teaching Practice III

FET Phase (Grades 10-12)

Department of Curriculum and Instructional Studies

This tutorial letter contains important information regarding TPS3703.

Subject Didactics FET Mark NOTE:

This must be the front page of your portfolio.

READ THIS BEFORE STARTING YOUR TEACHING PRACTICE.

Last date of teaching practice period: ………………….….

ORIENTATION REGARDING YOUR TEACHING PRACTICE

OUTCOMES FOR THIS MODULE

The general outcomes for this Teaching Practice module are

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

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

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

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

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

• Selections of different strategies for engagement are justified by appropriate reference to

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

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

The portfolio is an assignment and needs to be submitted

• Log in with your student number and password.

• Select the module.

• Click on Assignments in the menu on the left-hand side of the screen.

• Click on the assignment number you want to submit.

• Follow the instructions.

• Don’t zip documents.

• Check that your PORTFOLIO is registered and uploaded.

2. PORTFOLIO FOR TEACHING PRACTICE FOR FET (GRADES 10-12)

2.2 Portfolio focus

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

NOTE: THIS PORTFOLIO MUST BE COMPLETED AND

NO EMAILED PORTFOLIOS WILL BE ACCEPTED!

INFORMATION REGARDING THE DECLARATION ON PLAGIARISM

THE STUDENT DECLARATION UNIVERSITY OF SOUTH AFRICA, COLLEGE OF

I (full names): __________________________________________________

2. this ______________________ (e.g. essay, report, project, assignment, dissertation,

Signature: __________________________________ Date: __________________

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

NAME OF STUDENT: ............................................................................

Please provide fair and honest comments regarding the following:

Strengths/good qualities of the student and good work performed:

SIGNATURE: SCHOOL STAMP

Type (urban, well-resourced; rural, well-resourced; private, well-resourced; FET college;

Explain your choice:

Fee-paying or non-fee-paying? ………..… Number of learners: ………………… Number of

Community in which the school is situated: ………………………………………………………

Evidence: Paste a photograph of the school here.

2.4 Mentor teacher

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

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

What are your expectations of the mentor?

What can the mentor expect from you?

List all activities that the school engages in:

Academic activities (e.g. expositions/exhibitions)

Sporting activities (e.g., soccer)

Other activities (e.g., a community project)

Evidence: Attach a page of the school’s plan/activity schedule.

Signature: ________________ Date: