TPS3705 Assignment 1

COVER PAGE
ASSIGNMENT 1
UNIQUE CODE: 876123
NAME: KANYISA UNATHI MPENTSHU-TINTI
STUDENT NUMBER: 60276738
MODULE: TPS3705 – SENIOR PHASE TEACHING

PRACTICE
TPS3705/101/0/2024
STUDENT DECLARATION FORM
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
COLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA
You need to include a completed and signed copy of this form when you submit
Assignments 02 and 50 for this module. Assignments without this form will be cancelled
and returned unmarked.
The Department of Curriculum and Instructional Studies places specific emphasis on integrity
and ethical behaviour in the preparation of all written work submitted for academic assessment.
Although your lecturers can provide you with infomation about reference techniques and
guidelines to avoid plagiarism, you also have a responsibility to fulfil in this regard. Should you,
at any time, feel unsure about the requirements, you must consult your lecturers before you
submit any assignment.
Youare guilty of plagiarism when you extract information from a book, article, web page or fellow
student without acknowledging the source and submitting it as your own work. In truth, you are
stealing someone else's property. You may not use another student's work. Youmay not allow
anyone to copy or use your work to submit it as his/her own.
Students, who are guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism is a
serious violation of the University's regulations and may lead to expulsion.
The under-mentioned declaration must accompany written assignments. Your assignment will
be cancelled, and returned unmarked, if you do not include a fully completed and signed
declaration form.
I(full names): KANYISA UNATHIMPENTSHU-TINTI

Student number: 60276738
Module: TPS3705
Declare that...
1 Iunderstand what plagiarism entails and am aware of the University's policy in this
regard.
2 Ideclare that this assignment is my own, original work. When I used someone else's
work, whether a printed source, the intemet, or any other source, Igive the proper
acknowledgment and include a complete reference list.
3 Idid not use another current or previous student's work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of submiting
it as his or her work.
Signature4a Date: 13/04/2024
21
TPS3705/24
ASSIGNMENT 01 Due Date: 09 May 2024
Dear student
Teaching practice at SENIOR PHASE grades is compulsory for all students doing the
TPS3705 teaching practice module. Adhere to the relevant phase and school subjects
according to your TP module registration requirements.
A. PLACEMENT LETTER ATTACHMENT
A practical school letter is mandatory before you start your practicals. (10)
You must follow the online Student View placement process found on MyUnisa; If you are
struggling to get through MyUnisa, please use this link
https://forms.office.com/r/EzFD8TdkG9
FINALISATION OF STUDENT PLACEMENT BY TPO

The TPO will receive your placement information, review the information, add the supervisor,
and send the confirmation letter to you as a student.
After receiving your placement confirmation letter, attach the letter below. The letter must
have the correct dates.
TPS3705/24
Dear MISS K U MPENTSHU-TINTI
PLACEMENT INFORMATION
This serves:
a) To confirm your placement at the school/ECD centre for the duration of the
Teaching Practice period as stipulated below.
b) To advise and draw your attention to the Teaching Practice requirements which
must be adhered to for the duration of your Teaching Practice period.
c) To formally inform and agree with the school about your placement (relevant
documents will be sent to the school separately).
1. DETAILS
School: HOWARD BEN MAZWI JUNIOR SECONDARY SCHOOL

School Address: 672 NDLAMBE
STREET
5326
Teaching Duration of Date of Placement: Supervisor:
Practice Teaching
Module: Practice:
From: 2024/04/04 To: 2024/0 NGIDI P DR
TPS3705 25 days
5/09 (+27677677858)
TPS3705/24
2. TEACHING PRACTICE REQUIREMENTS
The College of Education's Teaching Practice Unit requires all students to comply with
the under-mentioned requirements:
2.1. Teaching should at all times occur under the supervision of a qualified teacher
(mentor) allocated by the school. The student is also required to participate in all
school-related activities for the full duration of the Teaching Practice period.
2.2. Standing in for an absent teacher should be kept to a bare minimum, as this
could interfere with the Teaching Practice programme.
2.3. There should be no payment/remuneration for the services rendered at the
placement school.
TPS3705/24
2.4. The student may not change schools after placement has been finalised
without the approval of the Teaching Practice Unit.
2.5. The student should report at the school on a daily basis for the full duration of
the Teaching Practice period.
2.6. The student may not be excused for private engagements during school time.
In the case of illness or any other official matter, the school and the Teaching Practice
Unit should be notified immediately. A medical certificate must be submitted on return
to the school in case of illness.
2.7. Should the student be absent from the Teaching Practice programme for any
reason whatsoever, s(h)e will be required to make up for the lost time.
2.8. The student may not take leave from the school.
2.9. Should the student require permission to write examinations, arrangements
with the school and the Teaching Practice Unit should be made well in advance. The
student is also required to supply the principal with an official examination time-table.
2.10. The student should at all times adhere to the safety regulations of the school.
Yours faithfully
Unisa Teaching Practice Unit
College of Education
Tel. No.: (012) 429 4200
E-mail address: [email protected]
TPS3705/24
This letter serves as a request for your school to host UNISA students during their teaching
practice period.
GENERAL OBSERVATION
TPS3705/24
Date of observation: 04/04/2024 Grades: 7,8 & 9
School enrolment: 190 Boys: 119 Girls: 71
Fill in the information required and give additional information in the case of
questions 14 to 22.
1. Name of the school: Howard Ben Mazwi JSS

2. Contact details: 047 873 1019
3. E-mail address: [email protected]
4. Category: Public School
5. Quintile: 3 Explain why the school falls under that quintile: It is a no fee government
school
6. Emis number: 200600279
7. Examination number (FET): ……………………………N/A…………………………
8. Name of the principal: Mrs N. Dyi
9. Name of the SGB chairperson: Miss N. Mkasakasa
10. Name of the ward: 6
11. Name of the circuit: Ezibeleni circuit
12. Name of the district: Queenstown district
13. Name of the region: Middle East
14. Name of the province: Eastern Cape
15. Name of the country: South Africa
Make a sketch of the classroom where observation took place (table, arrangement of
the desks, cupboards, teaching aids, and walls).
TPS3705/24
TPS3705/24
17 Describe the seating arrangement in the classroom (grouping, group names).
The learners are seating in rows, desks are arranged four rows and four columns and are placed in
rows facing the front of the classroom. Two students are sharing a desk.
18 Is the classroom conducive to learning (classroom atmosphere, environment of the

classroom, mood)?
Yes, the classroom is conducive to learning. The classroom is cleaned and well maintained. There is
an engaging learning material, there is lighting and ventilation, clear instructional materials. The
classroom encourages active learner participation through various instructional methods, such as
group activities, discussions, and debates.
19 How is discipline managed in the classroom (learners’ behaviour, teacher's and learners’
language, choice of words in questions and responses)?
Teachers set clear behaviour expectations at the beginning of the school year or when new students
join class. The expectations define the acceptable behaviour and create a conducive learning
environment. These rules help in positive reinforcement, consistency, and fairness. Language is also
with clear and specific instructions, positive, calm, and assertive language.
20 Are there any contextual factors that disrupt the lessons (internal and external influences)?
Disruptive behaviour from one or more learners in the classroom, learning difficulties and lack of
engagement in learners. External noise from nearby classes sometimes causes disruption and
learners’ personal issues.
21 State the methods used for time management (start and end of periods, bells, after break
periods).
Bell is used to signal the beginning and the end of periods. This helps individuals stay on track and
transition between different activities without wasting time.
22 Describe the general relationship between learners themselves and between the teacher and
learners (humour, name calling, favouritism, task/role distribution).
Learners engage in collaborative discussions, group projects and, and peer feedback. They share
knowledge, help one another, and respect each other’s ideas. They sometimes tease each other.
Teachers guide and instruct learners, the provide clarity and structure and evaluate learners’
progress. Humour occasionally plays a role in the classroom, helping to create a relaxed and
engaging atmosphere.
Marks allocation = Questions 1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 12 and 13 = ½ mark each

TPS3705/24
Questions 5, 14, 15, 16, 17, 18, 19, 20, 21and 22 = 1 mark each
Question 16 = 5 marks
Total = 20
DAYS 2 TO 4: CLASSROOM
OBSERVATION
LESSON PRESENTATION
Date of observation: 05/04/2024 Grade: 7
Subject: Technology Lesson theme: Structures
Total number of learners: 23 Boys: 13 Girls: 10
Answer each of the following questions and substantiate your answer in each case.
Was the lesson planned and prepared according to the

school’s template?
Yes, the lesson was planned according to the school’s template. Annual teaching plan was used.
Were the activities of the lessons presented clearly a n d logically, and d i d t h e y follow a
sequence (background, introduction, new content, and summary)?
The lesson's activities were presented in an understandable, logical order that included specific
references to the topic under observation. It was clear from the backdrop, introduction, new material,
and summation that the teacher had planned the lesson.
Describe the teacher’s level of subject knowledge and how this was conveyed (expert,
terminology, explanation of the content so as to achieve learner understanding).
The teacher demonstrated extensive subject knowledge by simplifying complex terminology and
providing detailed explanations, thereby enhancing learner understanding and engagement with the
topic.
Were resources used effectively and efficiently (audio, visual, audio-visual, printed media)?
Yes, the lesson made good use of the available resources. To enhance the learning experience, the
teacher used several types of printed, audio, and visual resources. This multimodal approach
improved the overall comprehension of the subject matter and catered to various learning styles. The
teacher was able to provide the kids with a more dynamic and interesting learning environment by
employing a wide variety of tools.
Discuss the style of teaching, teaching methods, teaching strategies (role of the teacher,
dominates lessons, instructional participation of learners).
The teacher used an interactive pedagogical approach, involving group discussions, experiential
learning, and problem-solving assignments, to promote learner engagement and critical thinking,
creating a personalized learning environment that emphasized individual learner needs.
Discuss the questions posed to learners (level of difficulty, did the questions vary, learners’
responses, teacher's responses).
The questions were not difficult, the questions varied from short answer questions to problem solving
scenarios. Learners’ responses varied according to their level of understanding and learning styles.
The teacher provided feedback to help learners understand their mistakes and areas of improvement
Discuss the assessment activities conducted (classroom exercise, group or individual

assessments).
The assessment was a classroom exercise
Explain whether enrichments for diverse learners were included in this lesson (inclusivity).
The teacher provided multiple entry points and pathways to accommodate different learning styles,
abilities and needs for learners. Variety of instructional formats like visuals, texts and video were
used. There were no collaborative activities though.
Were the aims and objectives of the lesson achieved by the end of the lesson?
Yes, the learners were engaging to the lesson, learners were able to demonstrate the desired
knowledge and understanding.
Do learners move to other classes, or do teachers rotate classes?
Teachers rotate classes
(1X10 = 10)
LEARNER OBSERVATION FORM
Classroom activities (1)
What activities were learners involved in/exposed to?
Learners were exposed to a case study activity.
Learner participation (2)

Did learners participate during the lesson?
Yes. Learners were participating during the lesson. Some learners were asking questions, and some
were answering questions asked to them. There were also class discussions.
Justify your answer.
Learners were participating during the lesson. Some learners were asking questions, and some were
answering questions asked to them. There were also class discussions.
Classroom environment (2)
Was the learning space conducive to

learning? Support your answer.
Yes, the learning space was conducive to learning as it was designed to support a positive and
engaging learning environment. It was well lit, organized and free from distractions. The seat
arrangement encouraged interaction and collaboration among learners. The materials and resources
needed for the lesson were readily available.
Inclusivity (2)
Learners have different learning abilities. How were all learners accommodated during the
lesson?
All learners were accommodated during the lesson by employing various instructional strategies that
catered to different learning abilities. The teacher used a mix of visual, auditory and, kinaesthetic
approaches, provided differentiated materials and activities, and offered individualized support when
needed to ensure the needs of all learners were met.
Assessment (1)
Were any new skills and knowledge learnt from the lesson?
Learners learnt about different types of structures. They now know that structures are divided in to 3,
namely: frame, shell and solid structures.
Reflection (2)
What have you as a student teacher learnt from the lesson?
As a student teacher I have learnt that it is important to plan and prepare thoroughly for the lesson
before presenting it to the learners.
(10 marks)
OBSERVATION
LESSON PRESENTATION
Date of observation: 08/04/2024 Grade: 8A
Subject: Technology Lesson theme: Processing materials
Answer each of the following questions, and substantiate your answer in each case.

Yes, the lesson was planned according to the school’s template.
The exercises in the class were organized logically and in an intelligible manner, with clear references
to the subject matter being covered. The lesson had obviously been organized by the teacher, as seen
by the introduction, background information, new material, and conclusion.
Describe the teacher’s level of subject knowledge, and how this was conveyed (expert,
By clarifying technical terms and offering thorough explanations, the teacher displayed a thorough
mastery of the subject matter, which improved learner understanding and interest in the subject
matter.
The lesson effectively utilized diverse resources, including printed, audio, and visual aids, to enhance
understanding and accommodate different learning styles, creating a dynamic and engaging learning
environment.
To encourage learners to participate and critical thinking, the teacher used an interactive pedagogical
approach that included problem-solving tasks, group discussions, and hands-on learning. This helped
to create a personalized learning environment that placed an emphasis on each learner's unique
needs.
Learners' replies varied according to their level of knowledge and learning methods, and the teacher
provided feedback to assist them understand their faults and places for progress. The questions were
not tough; they ranged from short answer questions to problem solving situations.

assessments).
The assessment was a classroom exercise
To meet the requirements, styles, and abilities of each learner, the teacher offered a variety of
entrance points and pathways. A range of teaching formats, including text and images, were used.
Yes, learners were paying attention to the class and demonstrating the necessary knowledge and
comprehension.
(1X10 = 10)
Learners were busy with their classwork

Not all of them.
Some learners did participate during the lesson, but some were busy making noise disturbing the
class, having their own debate about the lesson and not listening to the teacher.
Was the learning space conducive to learning?

Support your answer.
Inclusivity (2)
Learners have different learning abilities. How were all learners accommodated during the lesson?
Throughout the lesson, all students were made to feel at ease and at ease using a variety of
instructional tactics tailored to their individual learning styles. To meet the needs of every student, the
teacher employed a variety of visual, aural, and kinaesthetic approaches, diversified materials and
activities, and gave one-on-one support when necessary.
Assessment (1)
Yes
Reflection (2)
I have learnt that not all the times learners will be paying attention to your teaching.
(10 marks)
OBSERVATION
LESSON PRESENTATION
Subject: Natural Sciences Lesson theme: Atoms

The lesson's activities were presented in an understandable, logical order that included specific
references to the topic under observation. It was clear from the backdrop, introduction, new material,
and summation that the teacher had planned the lesson.
The teacher demonstrated extensive subject knowledge by simplifying complex terminology and
providing detailed explanations, thereby enhancing learner understanding and engagement with the
topic.
Yes, textbook and printed media were used effectively and efficiently.
The teacher used an interactive pedagogical approach, involving group discussions, experiential
learning, and problem-solving assignments, to promote learner engagement and critical thinking,
creating a personalized learning environment that emphasized individual learner needs.
The questions asked by the teacher to learners were not difficult at all. Learners were answering the
questions with ease as if it is the as if they have been taught about the topic before. The teacher was
very impressed.

assessments).
The activity was a classwork done individually.
abilities and needs for learners. Variety of instructional formats like visuals, texts and video were
used. There were no collaborative activities though.
(1X10 = 10)
Classwork and group discussions.

Yes, learners did participate during the lesson.
Learners were answering questions asked by the teacher, asking questions to the teacher. They were
even answering peers’ questions.

Inclusivity (2)
All learners were accommodated during the lesson by employing various instructional strategies that
catered to different learning abilities. The teacher used a mix of visual, auditory and, kinaesthetic
approaches, provided differentiated materials and activities, and offered individualized support when
needed to ensure the needs of all learners were met.
Assessment (1)
Yes, learners were able to differentiate between atoms, elements and compounds.
Reflection (2)
You as a teacher need to give learners a platform to showcase their learning abilities.
(10 marks)
OBSERVATION
LESSON PRESENTATION
Subject: English Lesson theme: Punctuations

The exercises in the class were organized logically and in an intelligible manner, with clear references
to the subject matter being covered. The lesson had obviously been organized by the teacher, as seen
by the introduction, background information, new material, and conclusion.
By clarifying technical terms and offering thorough explanations, the teacher displayed a thorough
mastery of the subject matter, which improved learner understanding and interest in the subject
matter.
Yes, the textbook was used.
To encourage learners to participate and critical thinking, the teacher used an interactive pedagogical
approach that included problem-solving tasks, group discussions, and hands-on learning. This helped
to create a personalized learning environment that placed an emphasis on each learner's unique
needs.
Learners' replies varied according to their level of knowledge and learning methods, and the teacher
provided feedback to assist them understand their faults and places for progress. The questions were
not tough; they ranged from short answer questions to problem solving situations.
assessments)
The assessment activity conducted was a classroom exercise.

abilities and needs for learners.
Teachers rotate classes.
(1X10 = 10)
Learners were involved in classwork activity

Yes.
Learners were answering and asking questions.

Inclusivity (2)
Throughout the lesson, all students were made to feel at ease and at ease using a variety of
instructional tactics tailored to their individual learning styles. To meet the needs of every student, the
teacher employed a variety of visual, aural, and kinaesthetic approaches, diversified materials and
activities, and gave one-on-one support when necessary.
Assessment (1)
Yes, learners now know that for a sentence to be meaningful, it must be punctuated. They also learnt
that there are different kinds of punctuations to be used in sentences.
Reflection (2)
I have learned that learners have different learning abilities and as a teacher you must accommodate
them all.
(10 marks)

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COVER PAGE

UNIQUE CODE: 876123

NAME: KANYISA UNATHI MPENTSHU-TINTI

STUDENT NUMBER: 60276738

MODULE: TPS3705 – SENIOR PHASE TEACHING

STUDENT DECLARATION FORM

DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES

UNIVERSITY OF SOUTH AFRICA

I(full names): KANYISA UNATHIMPENTSHU-TINTI

Signature4a Date: 13/04/2024

ASSIGNMENT 01 Due Date: 09 May 2024

A. PLACEMENT LETTER ATTACHMENT

FINALISATION OF STUDENT PLACEMENT BY TPO

Dear MISS K U MPENTSHU-TINTI

School: HOWARD BEN MAZWI JUNIOR SECONDARY SCHOOL

Unisa Teaching Practice Unit

School enrolment: 190 Boys: 119 Girls: 71

1. Name of the school: Howard Ben Mazwi JSS

3. E-mail address: [email protected]

4. Category: Public School

7. Examination number (FET): ……………………………N/A…………………………

8. Name of the principal: Mrs N. Dyi

9. Name of the SGB chairperson: Miss N. Mkasakasa

10. Name of the ward: 6

11. Name of the circuit: Ezibeleni circuit

12. Name of the district: Queenstown district

13. Name of the region: Middle East

14. Name of the province: Eastern Cape

15. Name of the country: South Africa

17 Describe the seating arrangement in the classroom (grouping, group names).

18 Is the classroom conducive to learning (classroom atmosphere, environment of the

Marks allocation = Questions 1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 12 and 13 = ½ mark each

Date of observation: 05/04/2024 Grade: 7

Subject: Technology Lesson theme: Structures

Total number of learners: 23 Boys: 13 Girls: 10

Was the lesson planned and prepared according to the

Discuss the assessment activities conducted (classroom exercise, group or individual

Do learners move to other classes, or do teachers rotate classes?

Teachers rotate classes

Classroom activities (1)

What activities were learners involved in/exposed to?

Learners were exposed to a case study activity.

Learner participation (2)

Justify your answer.

Classroom environment (2)

Was the learning space conducive to

Date of observation: 08/04/2024 Grade: 8A

Subject: Technology Lesson theme: Processing materials

Total number of learners: 31 Boys: 16 Girls: 15

Was the lesson planned and prepared according to the

Discuss the assessment activities conducted (classroom exercise, group or individual

Do learners move to other classes, or do teachers rotate classes?

Teachers rotate classes

Classroom activities (1)

What activities were learners involved in/exposed to?

Learners were busy with their classwork

Learner participation (2)

Not all of them.

Justify your answer.