Tutorial Letter 101/0/2021: Teaching Practice III

TPS3703/101/0/2021
Tutorial Letter 101/0/2021
Teaching Practice III

TPS3703
For doing Teaching Methodology 1 FET
Phase (Grade 10-12)
Year module
Department of Curriculum and Instructional

Studies
This tutorial letter contains important information

about your module.
CONTENTS PAGE
1 INTRODUCTION ........................................................................................................................ 3
2 PURPOSE AND OUTCOMES .................................................................................................... 4
3 CONTACT DETAILS .................................................................................................................. 8
4 RESOURCES ........................................................................................................................... 10
5 STUDENT SUPPORT SERVICES ............................................................................................ 11
6 STUDY PLAN ........................................................................................................................... 12
7 PRACTICAL WORK AND WORK-INTEGRATED LEARNING ................................................ 12
8 ASSESSMENT ......................................................................................................................... 14
9 FREQUENTLY ASKED QUESTIONS ...................................................................................... 44
10 SOURCES CONSULTED ......................................................................................................... 46
11 IN CLOSING............................................................................................................................. 46
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TPS3703/101
Dear Student
1 INTRODUCTION
Welcome to the teaching practice component of your professional development! Teaching

practice is the core of our teacher education programmes and we shall do our best to make
your teaching practice experience interesting, rewarding and successful. You will be well on
your way to success if you start arrangements early in the year and resolve to complete the
assignments properly.
PLEASE NOTE / IMPORTANT NOTE:
Register TPS3703 with your Teaching methodology III FET (1) Subject teaching
(Grades 10-12)
Teaching Practice (TP) module is integrated with the Subject teaching modules.
If you have not registered for an FET Subject Didactics, please do so immediately.
You have to complete 25 school days of practical teaching for TPS3703 in grades 10-12.
Holidays are not school days and you must keep them in mind when you plan your dates
for the practical teaching. This is a mandatory requirement and no exceptions can be
made. You have to do 25 school days even if you are working and you do not have
enough leave days. Consider school plans when planning your TP e.g. examinations.
This tutorial letter contains essential guidelines for your school practice period. Consult the
guidelines prior to and during your teaching practice period. In this tutorial letter, you will also
find the teaching practice assignments and instructions for the preparation and submission of
the assignments. We have also included certain general and administrative information.
This tutorial letter also contains important information about specific issues:
• purpose and outcomes of this module

• the study material
• instructions regarding school visits and placement
• preparation and submission of assignments
• assessment criteria
We urge you to read this tutorial letter carefully and to keep it at hand when working through the
study material, preparing the assignment(s) and when addressing questions to your lecturers.
Please also consult it for matters regarding teaching practice at a school.
• Inventory letter
You should have received an inventory letter indicating what you have received in your study
package and showing items that are still outstanding. Also, see the brochure entitled Study @
Unisa.
Check the study material that you have received against the inventory letter. You should have
received all the items listed in the letter, unless it is stated there that something is out of stock or
not available. If any item is missing, follow the instructions on the back of the inventory letter
without delay.
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PLEASE NOTE: Your lecturers cannot help you with missing study material.
E-mail: [email protected]
The Department of Despatch should supply you with the following study material for this
module:
1) Tutorial Letter 101 – you will find the assignments and their associated assessment
criteria as well as instructions on the preparation and submission of assignments.
This tutorial letter also provides all the information you need in terms of the
prescribed study material, other resources, and how to obtain t h e s e r e s o u r c e s.
This tutorial letter also includes certain general and administrative information about
these modules. Please study this section of the tutorial letter carefully.
2) Tutorial Letter 102 - Teaching-practice placement form, letter to the principal and
Teaching Practice Office contact details. will explain the administrative aspects of your
teaching practice such as placements, placement letters, visits by Unisa supervisors,
contact details of the Teaching Practice Office, attendance registers, etc. Please use
this tutorial letter and the contact details in it for administrative enquiries regarding
teaching practice.
3) Tutorial letter 103 - The Portfolio you need to complete while on Teaching Practice. This
Portfolio is the non-venue based exam component of the module and it should be
completed daily. You must use the document with its templates to complete your
portfolio during your teaching practice period. All queries regarding the portfolio should
be addressed to the lecturer, as these are academic in nature.
Apart from these tutorial letters, you may receive others during the year.
You can download the tutorial letters for the modules for which you are registered on the
University’s online campus or MyUnisa, at http://MyUnisa.ac.za.
Right from the start, we would like to point out that you must read all the tutorial
letters you receive immediately and carefully, because they always contain important and,
sometimes, urgent information. We hope that you will enjoy this module and we wish you
all the best in your studies!
2 PURPOSE AND OUTCOMES
2.1 Purpose
The purpose of this module is to provide you with the knowledge, skills and attitudes you
need to teach learners in Further Education and Training (FET Grades 10-12). The focus of
this module is on the practical aspect of your training as a teacher.
This module, TPS3703, is an essential part of the Initial Teacher Education (ITE) programmes.
All the ITE programmes have three components, namely educational theory, professional
studies and teaching practice with the last mentioned being the most fascinating part of the
professional preparation of teachers. The theory and learning areas for the teaching practice
module consist of the following:
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EDUCATIONAL THEORY RELATED TO THIS MODULE
Chosen teaching methodology module
PRACTICAL APPLICATION
TPS3703 - Five weeks of practical teaching experience at a school
Grades 10 –12 (FET Phase)
The Teaching Practice module forms part of a series of learning situations for prospective
teachers in which they are systematically confronted with, or can practice, concrete activities of
teaching and classroom management, supervised by experienced teachers and mentors.
The purpose of this module is to provide you with the opportunity to become acquainted with
formal teaching in the practical school situation and to apply the theoretical knowledge
gained in the all modules of this programme. This module focuses on the different teaching and
learning strategies in practice.
Unisa follows a school-based initial teacher education model. According to this model, partner
schools and higher education institutions (HEIs) have a joint responsibility for the planning and
management of programmes, and the training and assessment of student teachers. Schools
have the responsibility to train student teachers to teach their subjects and learning areas, to
assess learners and to manage classes. Schools also have to supervise and assess student
teachers’ competence. HEIs have the responsibility to ensure that programmes meet the
requirements for academic validation, to present programmes for accreditation, and to award
qualifications to successful student teachers.
According the Minimum Requirements for Teacher Education Qualifications (2015), Practical
learning is associated with the acquisition, integration and application of knowledge for teaching
purposes. This document further explains that “Work-Integrated learning (WIL) takes place in
the workplace and can include aspects of learning from practice (e.g. observing and reflecting
on lessons taught by others), as well as learning in practice (e.g. preparing, teaching and
reflecting on lessons presented by oneself). Practical learning is an important condition for the
development of tacit knowledge, which is an essential component of learning to teach.”
Against the background of the above remarks, we sincerely hope that you will enjoy the
opportunity to become involved with, and actively participate in, all aspects of school life!
2.2 Outcomes
Your learning process, through this teaching practice module, is based on purposeful and
systematic practice and learning (from supervised teaching to co-mentoring and team teaching
and finally leading to independent teaching).
The general outcomes envisaged in this Teaching Practice module are:
• to support you step by step during your teaching practice experience
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• to provide you with experiences and good opportunities to become familiar with
classroom practices
• to provide you, as a prospective teacher, with an opportunity to establish an appropriate
teacher-learner relationship
• to provide you with an opportunity for assessing your potential as a teacher and
suitability for the teaching profession
• to provide you with an opportunity to develop personal relationships with students,
administrators, teachers, parents and learners
• to provide you with an opportunity to put theories into practice and to develop a deeper
understanding of educational principles and their implications for learning and
to assist you in developing skills in the use of fundamental procedures, techniques and
methods of teaching
• to assist you in developing desirable professional interests, attitudes and ideas relative
to the teaching profession
• to provide you with an opportunity to observe and report on classroom activities, policies
and resources present in a class context
Specific outcome 1:
Demonstrate understanding of key ideas and debates on issues related to teaching practice.
Assessment criteria
• Discussions and evaluations of issues related to teaching practice display a

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

consideration for the conventions of academic debate including the ability to analyse
published research reports and articles in this area
Specific outcome 2:
Adapt flexibly a variety of roles and strategies in response to changing learner and learning
needs and contexts in the teaching practice placement.
Assessment criteria
Discussions and analyses of issues related to effective classroom practice are based on a
sound understanding of diverse learner, learning and teaching needs, and the level of readiness
of different stakeholders in diverse contexts of practice.
• Discussions on issues related to effective classroom practice take due cognisance of

the diversity that exists in sites of practice.
• Evaluations of issues related to effective classroom practice take due cognisance of the
diversity that exists in sites of practice.
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TPS3703/101
• Roles assumed and positions taken with regard to effective classroom practice are
justified by appropriate reference to theory, policy, observed practice and personal
experience.
Specific outcome 3:
Identify and justify, varied strategies for effective classroom practice in ways that are
appropriate for different purposes and contexts.
Assessment criteria
• Discussions and evaluation of effective classroom practice display a consideration for

historical and current perspectives as well as a deep understanding of context.
• Discussions of the efficacy of different strategies for engagement take due cognisance
of the diversity that exists in sites of practice and the evolving nature of policy and
practice.
• Evaluations of the efficacy of different strategies for engagement take due cognisance
of the diversity that exists in sites of practice and the evolving nature of policy and
practice.
• Selections of different strategies for engagement that are justified by appropriate
reference to theory, policy, observed practice and personal experience.
Specific outcome 4:
Use innovative ways to contribute to the development of effective classroom practice in ways
that are informed by contextual realities, the nature of multi- cultural schools and classrooms,
historical legacies, social diversity and Africanisation of the curriculum
Assessment criteria
• Discussions and evaluation of issues related to effective classroom practice display a

consideration for historical and current social perspectives and the need to engage in
collaborative meaning making.
• Discussions of issues related to effective classroom practice take due cognisance of the
diversity that exists in sites of practice, stakeholder preparedness and the evolving
nature of policy and practice.
• Evaluations of issues related to effective classroom practice take due cognisance of the
diversity that exists in sites of practice and the evolving nature of policy and practice.
• Selections of different strategies for positive engagement are justified by appropriate
reference to theory, including indigenous knowledge, observed practice and personal
experience.
Please make sure that you read the Educator Code of Conduct from the South African Council
for Educators (SACE). You will be expected to conduct yourself in accordance with this code
and the specific code of conduct for teachers that your school has set out.
You will find the Educator Code of conduct here: www.sace.org.za/upload/files/ethics-
brochure.pdf
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3 CONTACT DETAILS
3.1 Lecturer(s)
Module coordinator/Primary Lecturer: Dr Safura Meeran

Contact details: [email protected]
012-4296039
All queries that are not of a purely administrative nature but are about the management of this
module should be directed to the coordinator. Please have your study material at hand when
you contact the module coordinator.
Your Teaching Practice Module coordinator will do the following:
• assist you in planning a way through your teaching practice module.

• support the collaborative partnership (either directly or indirectly).
• assess your Teaching Practice Portfolio.
• act as a source of information about the content to be taught, teaching methodology and
school procedures.
3.2 Teaching Practice Office
Address: Sunnyside Campus, Building 10 Room 2-30, Rissik Street, Pretoria, 0001
Name Contact Email
TP Coordinators
Mr M Masango 012 484 1010 [email protected]
Ms B Mbuqe 012 481 2828 [email protected]
Workstation/ Provincial Coordinators
Name Province Contact Skype Contact E-mail
Mr P Ramoba EC, FS & NW 012 481 2805 Teachprac1 [email protected]
Ms EN Maluleka 012 481 2885 [email protected]
[email protected]
Miss Z Thole KZN North 012 481 2929 Teachprac2 [email protected]
[email protected]
Mrs L Moathlodi 012 484 2841 [email protected]
Mr AL Mangwato KZN South 012 481 2736 Teachprac2 [email protected]
[email protected]
Mr MM Malefo 012 481 2759 [email protected]
Ms H Botha WC & NC 012 481 2882 Teachprac3 [email protected]
[email protected]
Mr M Makhetha GP 012 484 1048 Teachprac4 [email protected]
[email protected]
Mr P Vilankulu 012 481 2881 [email protected]
Miss N Ndlovu LP & MP 012 481 2730 Teachprac [email protected]
[email protected]
Mrs N Monyaku 012 481 2822 [email protected]
Name Region / Contact Skype Contact E-mail
Country
Mrs L Moatlhodi SADC & 012 484 2841 Teachinternational [email protected]
International [email protected]
[email protected]
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Teaching Practice has introduced Skype for face-to-face contact with staff members for student
support. Therefore, you are encouraged to use this if you have Skype on your PC, laptop or
mobile device. Refer to the table above for contact details as per province or country.
3.3 Administrative support
ASPECT OF RESPONSIBLE CONTACT DETAILS

TEACHING PERSON(S) OR
PRACTICE DEPARTMENT
Applications and
registration [email protected] 012 General contact details can be
queries 441 5888 43578 (SMS) found in the Study @ Unisa
brochure or look on
Tutorial letters [email protected] 012 www.unisa.ac.za under the
not received 429 6942, 012 429 6561 CONTACT US button. Please
print this out and keep it
Year marks, [email protected] with you.
marks capturing 012 429 2873, 012 429
3710, 012 429 3958
Problems with
exam admittance, [email protected]
etc. 012 429 8205, 012 429
2919
Placements Teaching Practice Email: [email protected]

School visits Placement office and Fax0866190505
school visit coordinators 012 481 2805, 012 481 2929
Look in tut letter 102 for more
Recognition of Recognition of Prior Ms Moroke

Prior Learning Learning Section (also [email protected] or
(RPL*) for Teaching known as exemptions). [email protected]
Practice 012 481 2762
If you did not receive one of these

tutorial letters download it from
Queries regarding my Unisa or contact
study material. Study material queries [email protected] or 012
429
6942 for a hard copy.
*RPL is the acronym for Recognition of Prior Learning. Students who completed three
years of full-time teaching may apply for RPL for the Practical Teaching modules. It
entails the completion of a comprehensive portfolio of evidence demonstrating effective
teaching and it is evidence led. Ms Moroke will supply full details and the forms and
formats needed.
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3.4 Department
This module is managed by:
The Department of Curriculum and Instructional Studies

College of Education
PO Box 392
UNISA
0003
3.5 University
If you need to contact the university about matters not related to the content of this module,
please consult the publication Study @ Unisa, which you will have received with your study
material. This brochure contains information on how to contact the university (e.g. to whom you
can write for different queries as well as important telephone and fax numbers, addresses and
details of the times certain facilities are open).
Please note that all administrative enquiries should be directed to:
E-mail [email protected]
4 RESOURCES
4.1 Prescribed books
The prescribed books are prescribed for the theoretical modules linked to the Teaching Practice
module.
4.2 Recommended books
Du Toit, E.R. 2016. Help I’m a Teacher. Pretoria: Van Schaik.
Taole, M.J. and other authors. 2015. Teaching practice, perspectives and frameworks.
Pretoria: Van Schaik.
These books are useful as they contain additional information that may be useful in your
studies. You may therefore request the books from the Unisa library but you may only
keep them for a limited period so that other students can also use them.
If you prefer you may also buy the books from academic bookshops or you can order
them from https://www.onthedot.co.za. Please note: There is no obligation to buy the books.
4.3 Electronic reserves (e-reserves)
https://oasis.unisa.ac.za/articles/2702998.28161/1.PDF
https://hewlett.org/how-can-teaching-materials-promote-equity/
https://eric.ed.gov/?id=EJ787770
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4.4 Library services and resources information
For brief information, go to www.unisa.ac.za/brochures/studies

For detailed information, go to http://www.unisa.ac.za/library. For research support and services
of personal librarians, click on "Research support".
The library has compiled a number of library guides:
• finding recommended reading in the print collection and e-reserves –

http://libguides.unisa.ac.za/request/undergrad
• requesting material – http://libguides.unisa.ac.za/request/request
• postgraduate information services – http://libguides.unisa.ac.za/request/postgrad
• finding, obtaining and using library resources and tools to assist in doing research –
http://libguides.unisa.ac.za/Research_Skills
• how to contact the Library/finding us on social media/frequently asked questions –
http://libguides.unisa.ac.za/ask
5 STUDENT SUPPORT SERVICES
For information on the various student support systems and services available at Unisa (e.g.
student counselling, tutorial classes, language support), please consult the publication Study @
Unisa, which you will have received with your study material.
5.1 MyUnisa
You can quickly access resources and information at the University by visiting MyUnisa. The
MyUnisa learning management system is Unisa's online campus that will help you to
communicate with your lecturers, with other students and with the administrative departments of
Unisa – by computer and via the internet. As an ODeL student it important to visit MyUnisa at
least once a week because it bridges the gap of distant education and provides continuous
support.
To go to the MyUnisa website, type http://MyUnisa.ac., click on the Login to MyUnisa link on
the right-hand side of the screen. This should take you to the myUnisa where you can see all
your modules, assessments, announcements etc.
Consult the publication Study @ Unisa, which you received with your study material, for more
information on MyUnisa.
5.2 Free computer and internet access
Unisa has entered into partnerships with establishments (referred to as Telecentres) in various
locations across South Africa to enable you (as a Unisa student) free access to computers and
the Internet. This access enables you to conduct the following academic related activities:
registration; online submission of assignments; engaging in e-tutoring activities and signature
courses; etc. Please note that any other activity outside of these are for your own costing e.g.
printing, photocopying, etc. you have a limited number of copies that you can make. For more
information on the Telecentre nearest to you, please visit www.unisa.ac.za/telecentres. You can
also visit Unisa computer labs to get access to computers. If you have your own device, you
can visit any Unisa regional space and get access to free Wi-Fi
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6 STUDY PLAN
You are required to plan the times and the school for your Teaching Practice period. The
required five-week practical must take place before the end of August. Assignment 01 needs to
be submitted at the end of April. Do not forget to do this Assignment even if you are going on
Teaching Practice after this period.
Remember to complete assignment 02 and submit immediately after the first week of teaching
practice and to submit your Portfolio immediately after the last day of your teaching practice.
KEEP A COPY of your Portfolio!
Assignment 01 Assignment 02 Portfolio
Purpose The assignment familiarises The assignment Structured portfolio that

student teachers with requires the student records experiences during
ethical behaviour during teachers to place practical teaching and that
teaching practice. themselves in the shoes contains lesson plans to be
of a learner. used during practical teaching.
THERE IS ALSO AN E-
PORTFOLIO OPTION.
Actions Submit assignment 01 for Submit assignment 02 You have to do five weeks (25
to be examination admission for year mark. school days) of Teaching
taken for Practice for your FET school
both subject that aligns with your
modules registered FET subject
didactics.
Complete the portfolio in

English. Fill in 5 lesson
plans. Present 5 lessons
that are school based
teacher/mentor assessed.
Submit portfolio as assignment
50.
7 PRACTICAL WORK AND WORK-INTEGRATED LEARNING
7.1 Introduction
In terms of The National Policy Framework for Teacher Education and Development in South
Africa (2007), student teachers have to be placed in schools which have been identified as
excellent places of teaching and learning, where student teachers will be able to complement
their theoretical training with practical experience and gain valuable experience in the day-to-
day operations at a school in an authentic teaching and learning situation.
In order to facilitate all the relevant procedures, student teachers have to make the necessary
arrangements with the various partners, namely the Teaching Practice administrator(s), school
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principal, university lecturer(s) and/or supervisor(s) and mentor/subject teacher(s). You will have
to submit the required information to the Teaching Practice office to make the necessary
arrangements.
The placement of student teachers in schools requires certain procedures. Information about
this will be sent to you in a separate tutorial letter. (Refer to Tutorial Letter 102.)
7.2 How Teaching Practice should be undertaken
Teaching Practice modules integrate all learning in the PGCE programme. The structure of the
qualification is such that there is a gradual build-up to the ultimate aim of achieving applied
competence. Students build on their disciplinary (academic) knowledge and acquire
pedagogical (educational) knowledge and competences. They then have to combine these
in the professional studies phase of the qualification (specialised didactics or methods) and
they have to practice their competences in the workplace during their practical teaching period.
Everything in the programme is aimed at and culminates in this final phase – the achievement
of applied competence. The aim is that students demonstrate their ability to teach (perform a
set of tasks) with both understanding (perform their roles as educators) and reflection (reflect on
their practice).
Teaching Practice modules cannot be registered in isolation. They are always part of subject
didactics or learning area didactics modules. Students must therefore register for TPS3703
simultaneously when registering for an FET subject didactics module. The five weeks of
Teaching Practice for the FET Subject Didactics must be done in a secondary/high school
(Grades 10-12) or if you are a TVET lecturer in a TVET College (NCV L2-4).
A student teacher is expected to:
• observe mentor teachers while they teach;

• become involved in, and learn from, as many teaching and educational experiences at
school as possible;
• develop a critical and reflective attitude towards school, teaching and education;
• start making a connection between the practice and the theoretical knowledge he/she
has acquired in the PGCE/BEd course;
• complete portfolios everyday of teaching practice;
• use the opportunity to learn as much as possible from the visit to the school and
his/her associate with every teacher and learner;
• understand that every teacher has his/her own ideas about the nature and scope of
teaching;
• listen appreciatively and critically to the opinion of every teacher and show a
positive attitude towards Teaching Practice;
• participate in the activities of the school, obey the rules and acknowledge the
authority of the principal and other office-bearers;
• remember that he/she also represents Unisa during the visit to the school,
especially since his/her good behaviour might open the doors for other students;
• adhere to the safety regulations of the school;
• understand that the school is not responsible for the safety or loss of student
teachers’ personal possessions; and
• maintain professionalism in completion of a teaching portfolio.
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To summarise:
Enrolment FET Subject didactics plus TPS3703
Period and phase/band Five weeks in FET (Gr 10-12)/ NCV L2-4
Complete portfolio including the lesson Present 5 lessons assessed by the

plans teacher/mentor
7.3 School placement
This aspect is attended to in a separate tutorial letter. Contact [email protected]

or 012 481 2805, 012 481 2929 or Fax 0866190505 for more information. Also consult
tutorial letter 102 for more information and provincial co-ordinators contact details.
8 ASSESSMENT
8.1 Assessment criteria
You will have to demonstrate competency in written planning and preparation of lessons as well
as in presenting lessons for the subjects specified for this module. You will be expected to
implement current policy documents for teaching into your lesson planning and preparation
documents. You will also be expected to integrate relevant education theories for the specific
subjects in the theoretical modules into your lesson plans. You will demonstrate competency in
writing out lesson aims, objectives and lesson development in the planning documents. You will
be expected to draw on relevant Learner Teacher Support Material (LTSM) to develop,
communicate and present lessons. You will demonstrate that your lesson planning is aimed at
conceptual development and active learning. You will also be expected to critically reflect on
your lessons.
Please see the support and feedback from your mentor teacher or supervisor as developmental
and formative. If an external supervisor does not visit you, this will not affect your marks for this
module
8.2 Assessment plan

Assessment Date Assessment Unique Contribution Contribution to
activity type number to year mark final mark
Assignment 30 April Baseline 544179 10% 4%

01 (Compulsory)
Active
student
assignment
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Assignment After first Reflective 749538 90% 16%

02 week of (Compulsory)
teaching
practice. Final
date for
students
doing TP in
third term is
30 July
Assignment Directly after Summative 760797 80%

50 completing (Compulsory)
Practical
Teaching. Examination
Final date for equivalent
students doing
TP in third
term is 31
August
Please submit your assignment 2 after the first week of teaching practice and the portfolio
as soon as you have completed your practicals. DO NOT WAIT FOR THE CLOSING
DATE TO SUBMIT.'
Total 100% 100%
You will notice that all your assignments contribute to the year mark. Please make sure that
your assignments reach the university in good time. Although students may work together when
preparing assignments, each student must write and submit his or her own individual
assignment. In other words, you must submit your own ideas in your own words, interspersed
with short quotations that are properly referenced. It is unacceptable for students to submit
identical assignments on the pretext of having worked together. That is called copying (a form of
plagiarism) and none of these assignments will be marked. Furthermore, you may be penalised
or subjected to disciplinary proceedings by the University.
8.3 Assignment numbers
8.3.1 General assignment numbers
Assignments are numbered consecutively per module, starting with 01. This module requires a
number of assignments that have to be submitted for the year. You are compelled to number
the assignments as stated in the tutorial letter. Incorrect numbering will result in assignments
being delayed and may be lost completely in the system.
All students are expected to complete and submit assignment 1, 2 and 50.
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8.3.2 Unique assignment numbers
Unique assignment numbers must be used for written assignments. Please use the numbers
given in the table of the summary of the assignments.
Assignment no 1: 544179
8.4 Assignment due dates
All your assignments have to reach the university on or before the due date. Make sure the
correct details have been supplied on your assignment covers. Below is a summary of all
relevant assignment information.
SUMMARY OF ASSIGNMENTS
TEACHING PRACTICE PLACEMENT DUE DATE
Assignment 01 Exam admission 30 April 2021

Tutorial Letter 101
(COMPULSORY) (active student)

Unique number: 544179
Assignment 02 After first week of teaching practice.

Unique number: 749538 Date for students doing TP in the third
term is 30 July 2021
Assignment 50 Directly after completing Practical

Tutorial Letter 103
Unique number: 760797 Teaching. Final date for students doing
Portfolio
TP in third term is 31 August 2021
8.5 Online submission of assignments
All assignments must be submitted electronically via myUnisa. Assignments may not be
submitted by fax or e-mail and no postal assignments will be accepted in future. For detailed
information on assignments, please refer to the Study @ Unisa brochure.
To submit an assignment via myUnisa:

• 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.
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• Please do not zip documents

• Please note that essay assignments must be in Portable Document Format (pdf) for
online submission and onscreen marking.
• Check that your assignment does register and is uploaded.
Please remember that Unisa’s systems are designed to accommodate many students. All
records are linked to your student number and the module code. It is very important that you
ensure that you use the correct 8-digit student number on all correspondence, including
assignments. It is equally important that you identify your assignments with the correct
module code and assignment number: e.g. Student number: 3423-777-5; Module Code
TPS3703; Assignment 03. A mistake in any one of these or the unique numbers could
result in your work not being credited to you! Take care, therefore, when filling in the
information. WE WILL NOT REMARK ASSIGNMENTS IF YOU NUMBER THEM
INCORRECTLY.
8.6 Plagiarism
Plagiarism is a serious academic misconduct and is treated as such by the University. We expect
academic honesty and integrity from our students. What is plagiarism? Plagiarism entails representing
the ideas, writings, works or inventions of others, including fellow students, as your own. To avoid
plagiarism, you MUST acknowledge the author or the source of any information. Further, if you have to
use the exact words from a source, you have to demarcate these using quotation marks. You also have
to keep accurate records of sources of information and use referencing techniques to avoid plagiarism.
Plagiarism is immoral, unethical and illegal. Copying a fellow student’s assignment is plagiarism. If
you plagiarise, you will get a mark of zero.
Please complete the following form for Assignments 01 and 02 and 50 and include the form with
the assignment when you submit it. Assignments without the form will be cancelled and returned
unmarked
17
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
Assignment 01, 02 and 50 for this module. Assignments without the form will be cancelled
and returned unmarked
The Department of Curriculum and Instructional Studies places specific emphasis on

integrity and ethical behaviour with regard to the preparation of all written work submitted for
academic assessment.
Although your lecturers can provide you with information about reference techniques and
guidelines to avoid plagiarism, you also have a responsibility to fulfil in this regard. Should
you at any time feel unsure about the requirements, you must consult your lecturers before
you submit any assignment.
You are guilty of plagiarism when you extract information from a book, article, web page or
fellow student without acknowledging the source and submit it as your own work. In truth, you
are stealing someone else’s property. You may not use another student’s work. You may not
allow anyone to copy or use your work with the intention to submit it as his/her own.
Students who are guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism
is a serious violation of the University’s regulations and may lead to expulsion.
The under-mentioned declaration must accompany written assignments. Your assignment

will be cancelled and returned unmarked if you do not include a fully completed and
signed declaration form.
I (full names):
Student number: Module: TPS3703
Declare that…
1. I understand what plagiarism entails and am aware of the University’s policy in this
regard.
2. I declare that this assignment is my own, original work. Where I used someone else’s
work, whether a printed source, the internet or any other source, I give the proper
acknowledgement and include a complete reference list.
3. I did not use another current or previous student’s work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of submitting
it as his or her own work.
Signature _________________________________Date: ____________________________
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TPS3703/101
8.7 The assignments
All teaching practice assignments are compulsory. Please complete them and submit them
as required. Assignment 01 (multiple-choice questions) and Assignment 02 (written assignment)
have been included in this tutorial letter. The school-based Portfolio is included in the tutorial
letter as specified.
For general information and requirements as far as assignments are concerned, see the
brochure Study @ Unisa, which you received with your study material.
19
ASSIGNMENT 01
MODULE CODE: TPS3703
DUE DATE: 30 APRIL 2021
UNIQUE NUMBER:544179
This is a multiple- choice assignment and must be completed and submitted on a mark
reading sheet.
The purpose of this assignment is to familiarise student teachers with ethical behaviour
during Practical Teaching.
Read the following scenario and then answer the questions.
Peter is a student teacher starting with his teaching practice at a school. The school starts at
07:30 and he arrived at 08:30 because he overslept and furthermore was not really sure at what
time it started. He thought he looked very cool in his jean and snazzy T-shirt. When he got to
the school, he found a nice parking spot under a shade net right in front of the entrance to the
administrative building. After parking he first went to the staff room to have some coffee. He saw
a very nice South African soccer world cup mug and poured himself some coffee.
He then went to reception and was given some forms to fill in. He borrowed a pen from the
secretary as he did not have one. He also forgot to bring the confirmation letter from the
university for his placement at the school but promised to bring it the next day.
Next, he went to the office of the principal and walked in to announce that he has arrived. The
principal and his guest looked surprised, but he did not notice and proceeded by telling the
principal that he is there and needed someone to show him where to go.
The principal phoned the vice-principal in charge of students and asked him to assist Peter. He
went to the office of the vice-principal but was asked to wait outside as she was busy speaking
to parents. Peter asked children coming down the corridor where the Business Studies
classroom was, and he decided to go there to meet with the teacher as he was tired of waiting
for the vice-principal.
The classroom door was open, and he walked in to meet the teacher. She stopped teaching to
greet him and he went and sat down at her desk. There was a girl in the first row that he
fancied, and he winked at her. His phone rang and he answered and talked to his mother who
was enquiring how his first day was going. The teacher asked him to end the conversation, but
he told he would not be long and kept on talking.
When the lesson was over, he told the teacher that she should have done the lesson in a
different way and that he would presenting the same lesson next day to show her how it should
be done.
When asked if he would assist after school with hockey coaching, he declined telling the
teacher that he had other things to do. When the bell went for break, he rushed to the staff room
and chose a nice chair and made himself at home. He told the teachers around him that he was
learning new ways of teaching at university and that it is high time that “old” teachers should
change their ways, as these were outdated.
Peter was instructed to prepare a lesson for the following week. He was told to consult with the
teacher on the planning of the lesson and the teaching media needed. Peter was of the opinion
20
TPS3703/101
that the teacher was underestimating him as he was sure he could present any lesson at any
time better than the teacher could, so he did not think it necessary to do planning.
When the period arrived when he had to present the lesson there was no laptop or projector
available. He proceeded but after about 10 minutes he was finished and could not think of
anything he could continue with. Students became unruly as they had nothing to do and the
teacher had to step in to rescue the situation.
Question 01: Consider the following sentence and choose the most correct answer from those
listed: “The school starts at 07:30 and he arrived at 08:30 because he overslept and furthermore
was not really sure at what time it started.”
1.1 Peter cannot help that he was late.

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

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

3.2 Student teachers should get preference regarding parking spaces.
3.3 Parking spaces are usually allocated to specific teachers and no one else is allowed to
park there. Student teachers should enquire about this before they park on the school
grounds.
3.4 Student teachers should not come to school in their cars.
3.5 It is the school’s responsibility to provide parking for student teachers.
listed: “After parking he first went to the staff room to have some coffee”.
4.1 Peter should have gone straight to reception when he got to school on the first day.
4.2 Student teachers need not report to the regional office on their first day.
4.3 Student teachers should go to the office of the principal on the first day.
4.4 Student teachers should go to the subject teacher on the first day.
4.5 Student teachers should go to the staff room on the first day.
21
listed: “He found a very nice South African soccer world cup mug and poured himself some
coffee”.
5.1 Schools should provide coffee mugs /teacups and coffee/tea/sugar/milk to students.
5.2 Peter should not have used a personal mug of a teacher without permission to do so.
5.3 Student teachers have a right to use any kitchen utensils and coffee/tea/sugar/milk.
5.4 Student teachers need not ask permission to use anything in the staff room and kitchen.
5.5 Student teachers are never allowed to drink coffee or tea even if they bring their own
mug/cup.
Question 6: Consider the following sentences and choose the most correct answer from those
listed: “He borrowed a pen from the secretary as he did not have one. He also forgot to bring
the confirmation letter from the university for his placement at the school”.
6.1 Peter should bring writing materials and needed documentation to school on the first
day.
6.2 Student teachers should get all writing materials from the school.
6.3 Student teachers do not have to hand in their confirmation letter from the university, for
their placement at the school.
6.4 Student teachers should not make any preparations for the first day that they are going
to a school.
6.5 Student teachers may not be shown away if they do not have the confirmation letter
from the university, for their placement at the school.
listed: “Next he went to the office of the principal and walked in to announce that he has arrived.
The principal and his guest looked surprised but he did not notice and proceeded by telling the
principal that he is there and needed someone to show him where to go”.
7.1 Student teachers should not ask permission to see the principal.
7.2 Student teachers do not need to respect persons in authority.
7.3 Student teachers should get preferential treatment when they want to see the principal.
7.4 Peter should have asked permission to meet with the principal and should have waited
his turn.
7.5 Student teachers may not ask to meet with the principal.
listed: “The classroom door was open, and he walked in to meet the teacher. She stopped
teaching to greet him”.
8.1 Student teachers can go to any classroom they wish to.

8.2 Student teachers do not have to knock before walking in.
8.3 Student teachers may interrupt teachers while they are teaching.
8.4 Peter should not have gone to the classroom without permission and should not have
interrupt the teacher.
8.5 Student teachers do not have to show respect to teachers.
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TPS3703/101
listed: “… he went and sat down at her desk”.
9.1 Peter needs to ask the teacher where he is allowed to sit in the classroom.
9.2 Teachers should make their desks available for students to sit at.
9.3 Student teachers do not need to respect the authority of a teacher
9.4 Student teachers may sit where they prefer to do so.
9.5 Student teachers have no rights in the classroom.
listed: “There was a girl in the first row that he fancied, and he winked at her”.
10.1 School is a place for teachers to find girlfriends/boyfriends.

10.2 Student teachers are allowed to flirt with school children
10.3 Student teachers should treat school learners as their friends.
10.4 Peter should not have winked at the girl.
10.5 Student teachers may not date teachers.
listed: “His phone rang, and he answered and talked to his mother who was enquiring how his
first day was going”.
11.1 Student teachers have a right to speak on their cell phones during class time.
11.2 Peter should not speak on his cell phone while the teacher is teaching.
11.3 Student teachers should leave their cell phones at home.
11.4 Student teachers do not have to respect teachers.
11.5 Student teachers do not have to follow the same rules as teachers.
listed: “The teacher asked him to end the conversation, but he told he would not be long and
kept on talking”.
12.1 Student teachers do not need to follow classroom rules set by the teacher.
12.2 Student teachers should not allow teachers to tell them what they should do.
12.3 Peter should have stopped his conversation immediately and should follow all
reasonable instructions from teachers.
12.4 Student teachers may talk on their cell phones in class when they want to.
12.5 Student teachers need not respect teachers.
listed: “ … he told the teacher that she should have done the lesson in a different way and that
he would presenting the same lesson next day to show her how it should be done”.
13.1 Peter may not tell the teacher how she should be teaching.
13.2 Student teachers may criticize teachers.
13.3 Student teachers may choose which lessons they want to teach.
13.4 Student teachers may insist on teaching certain lessons outside the curriculum topics
being used by the school at the time.
13.5 Student teachers do not have to teach lessons allocated to them by teachers.
23
listed: “When asked if he would assist after school with hockey coaching, he declined telling the
teacher that he had other things to do”.
14.1 Student teachers do not have to participate in extra-curricular school activities.

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

16.2 Peter should stop being a “know-all” and should not have criticized teachers.
16.4 Student teachers should tell teachers that they must adopt new ways of teaching.
16.5 Student teachers know better how to teach than teachers.
listed: “Peter was instructed to prepare a lesson for the following week. He was told to consult
with the teacher on the planning of the lesson …”
17.1 Peter must carry out all reasonable instructions from the teacher.
17.2 Student teachers do not have to carry out all reasonable instructions by the teacher.
17.3 Students do not have to consult their mentors when planning their lessons.
17.4 Students know better than teachers how to design lessons.
17.5 Teachers should not tell students when they must present a lesson.
listed: “Peter was of the opinion that the teacher was underestimating him as he was sure he
could present any lesson at any time better than the teacher could, so he did not think it
necessary to do planning”.
18.1 Peter does not have to plan lessons before presenting them if he knows what he is
doing.
18.2 Peter always needs to plan lessons before he presents them.
18.3 Students do not need to plan their own lessons, they may use lessons planned by the
teacher or from books as they are.
18.4 Lesson planning is a waste of time.
18.5 Full-time teachers do not plan lessons, so student teachers also do not have to do it.
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TPS3703/101
listed: “He was told to consult with the teacher on the planning of the lesson and the teaching
media needed. When the period arrived when he had to present the lesson there was no laptop
or projector available”.
19.1 It is not the responsibility of the student teacher to make sure that teaching media is
available.
19.2 Peter should have made sure that the teaching media was available for his lesson.
19.3 It does not matter if teaching media is available.
19.4 It is the responsibility of the teacher to have teaching media available at all times in
case students need it.
19.5 It is better not to use teaching media in your lessons.
listed: “He proceeded but after about 10 minutes he was finished and could not think of anything
he could continue with. Students became unruly as they had nothing to do and the teacher had
to step in to rescue the situation”.
20.1 It is not necessary to plan and practice your lesson time.

20.2 Peter should have planned the lesson time and should have practiced it.
20.3 It is not necessary to keep learners busy for the whole period.
20.4 It is not necessary to plan for learner activity in the lesson.
20.5 Learners should keep themselves busy if the lesson is too short.
25
ASSIGNMENT 02
MODULE CODE: TPS3703
UNIQUE NUMBER: 749538
DUE DATE: 31 July 2021
During the first week of your Teaching Practice, you are expected to observe the school,
classroom and teaching and learning activities. Please fill in these templates fully. For day 2-5,
you fill a separate template for each day. This activity is very important as you get a chance to
observe an experienced teacher whilst planning your own way/style of teaching. Use this
opportunity to prepare for your own teaching career. This assignment should be
submitted at the end of the first week of your teaching practice.
DAY 1 GENERAL OBSERVATION
Date of observation: _________________Grades:
School Enrolment: ______________ Boys: __________ Girls: _________
Respond to questions and provide explanations for question 3 and from 14 to 20.
1. Name of the school _________________________contact details_________________
Email address________________________________________________________________
2. Category (public, independent etc.) ________________________________________
3. Quintile ______
Explain why the school falls under this quintile

__________________________________________________________________________
__________________________________________________________________________
4. Emis number:_________________________________________________________
5. Examination number (FET):______________________________________________
6. Name of the principal:___________________________________________________
7. Name of the SGB chairperson:____________________________________________
8. Name of the ward:______________________________________________________
9. Name of the circuit:_____________________________________________________
10. Name of the district:_____________________________________________________
11. Name of the region:_____________________________________________________
12. Name of the province:__________________________________________________
13. Name of the country:___________________________________________________
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TPS3703/101
14. Describe or make a drawing of the classroom where observation took place (Table,
desks arrangement, cupboards, teaching aids, walls)
15. Describe the seating arrangement of the classroom with regards to grouping.
____________________________________________________________________________
16. Discuss whether the classroom is conducive to learning.

(Classroom atmosphere, environment of the classroom, mood)
____________________________________________________________________________
17. Outline how discipline is managed in the classroom.

(Learner’s behaviour, teacher’s and learner’s language, choice of words in questions
and responses)
____________________________________________________________________________
18. Elaborate on contextual factors (internal and external influences), which interrupt the
lessons.
____________________________________________________________________________
19. Discuss how time is managed with regards to the length of lessons, start and finish of
periods, bells and after break period,
____________________________________________________________________________
20. Describe the relationships between learners themselves and between the teacher and
learners. Are they positive or negative? (Humour, calling of names, favouritism,
tasks/roles distribution).
____________________________________________________________________________
(1X20=20 marks)
27
DAY 2: CLASSROOM OBSERVATION
LESSON PRESENTATION
Date of observation: _________________Grade: _________
Subject: _ Lesson theme: ___________________
Total number of learners: ______________ Boys: __________ Girls: _________
Provide an answer and explain to show understanding of the context (1 mark each)
1. Provide evidence that the lesson was planned and prepared in a school template?
_______________________________________________________________________
2. Outline whether the activities of the lessons presented were clear, logical and showed a
sequence with particular reference to the subject that is being observed.
(Background, introduction, new content and summary)
3. Discuss the content knowledge of the particular subject being used in the lesson.
(Expert, terminology, explanation of the content towards understanding)
4. Discuss whether resources (audio, visual, audio-visual, printed media) were used
effectively and efficiently.
5. Identify the style of teaching/ teaching methods/ teaching strategies

(Role of the teacher, participation of learners associated with the strategy)
28
TPS3703/101
6. Describe the types of questions posed to learners.

(Level of difficulty, did they vary, learner’s response’s, teacher’s responses
7. Identify the types of assessment activities that were conducted.

(Which classroom exercises, group or individual assessments)
8. Describe which alternative enrichment and remedial activities for diverse learners
were accommodated in this lesson. (Inclusivity)
9. Explain how aims and objectives of the lesson were achieved?
_______________________________________________________________________
10. Do learners move to other classes or do teachers rotate between classes? Is it working
effectively?
_______________________________________________________________________
(1X10=10 marks)
29
LEARNER OBSERVATION FORM:
Classroom activities (1)

Discuss what activities were learners involved/exposed to?
Learner participation (2)

State whether learners participated during the lesson. _________________________________
Justify your answer.
Classroom environment (2)

Was the learning space conducive to learning? ______________________________________
Support your answer above.
Inclusivity (2)
Learners have different learning abilities. Describe how all learners were accommodated during
the lesson.
Assessment (1)
Elaborate on the new skills & knowledge learnt from the lesson.
30
TPS3703/101
Reflection (2)
What have you learnt from the lesson as a student teacher?
(10 marks)
Lesson presentation (10 marks) + Learner observation (10 marks) = 20 marks
31
LESSON PRESENTATION
____________________________________________________________________________

____________________________________________________________________________
32
TPS3703/101


_______________________________________________________________________
effectively?
_______________________________________________________________________
(1X10=10 marks)
33



Inclusivity (2)
the lesson.
Assessment (1)
34
TPS3703/101
Reflection (2)
(10 marks)
35
LESSON PRESENTATION
_______________________________________________________________________

36
TPS3703/101


____________________________________________________________________________
effectively?
____________________________________________________________________________
(1X10=10 marks)
37



Inclusivity (2)
the lesson.
Assessment (1)
38
TPS3703/101
Reflection (2)
(10 marks)
39
LESSON PRESENTATION
_______________________________________________________________________

____________________________________________________________________________
40
TPS3703/101


_______________________________________________________________________
effectively?
_______________________________________________________________________
(1X10=10 marks)
41



Inclusivity (2)
the lesson.
Assessment (1)
42
TPS3703/101
Reflection (2)
(10 marks)
TOTAL MARKS: 100
43
8.7 The examination
8.7.1 Examination admission (portfolio)
Admission to the examination is administered by the Examination Section and not by your
lecturers. Study the relevant section in Study @ Unisa and contact the Examination Section
should you have a problem with admission to the examination. Applications for rechecking or
remarking should also be submitted to the Examination Section.
There is a non-venue-based examination (the portfolio) for TPS3703. You must, therefore,
adhere to specific requirements regarding the preparation and submission of the portfolio to be
able to pass this module. Unisa follows a continuous assessment system. Therefore, you will be
able to accumulate marks throughout the year for teaching practice. Your promotion mark
comprises the following:
Assignments [Assignments 01- 02] 20%
Examination mark [Assignment 50] 80%
Final mark 100%
PLEASE NOTE: Portfolio marks are released with other Examination marks in December.
How will this work in practice?
• The year mark will be indicated on the Unisa system.

• The Examination Section will calculate your mark at the end of the year.
• The final mark is the result that will be released to you by the University.
• A final pass mark for this module is 50%, and a distinction mark is 75%.
• We encourage you to use UNISA’s online facilities in order to submit your assignments.
If you submit your assignments electronically, you avoid delays that could occur by
using the post office mail service.
• Because of the importance of assignments, we advise you to keep copies of all your
completed assignments before you submit them and retain these copies in case there
are any queries.
• Make sure that your name, address, student number, the module code, the unique
number and the number of the assignment appear on the cover and at the top of every
page of your answer.
9 FREQUENTLY ASKED QUESTIONS

Students who are registered for Teaching Practice modules often ask the following questions:
• Could I arrange to do teaching practice myself?
Yes. You have to complete and submit the form DSAR25 or DSAR27. The stamp of the
school of your choice must appear on the form. The form is attached tutorial letter 102
and could be obtained from the Unisa website. In addition, the form is available at all
registration offices and is included in the brochure myRegistration, which is available
from the College of Education.
44
TPS3703/101
• Can I do my teaching practice in a school where I am doing my internship?
It is possible. However, the Teaching Practice Office (TPO) may request that you be
placed at another school to ensure that all the requirements for teaching practice are
met.
• I will be relocating to China (or anywhere in the world, but outside South Africa). Can I do
my teaching practice there?
UNISA’s teaching practice rules require that you complete your teaching practice in
South Africa, whether or not you are registered for your teaching qualification in South
Africa.
• Will a supervisor visit me during my teaching practice time at a school?
A supervisor may visit you during your teaching practice time if everything goes
according to plan at the TPO. Full-time teachers will also be visited. Please note that if
you do not receive a visit from a supervisor, this will have no influence on your final
result.
• What is the procedure to be followed in case there is a change to my school placement?
You may phone the relevant telephone numbers or send an e-mail asking permission to
change your school placement. Please refer to the table with contact details provided in
this tutorial letter and Tutorial letter 102.
• What should I do if I want to transfer my teaching practice module to the following year?
Teaching Practice has to be completed in the year of registration. Students may cancel
their teaching practice modules through Student Admissions and Registrations. In this
case, a student will not receive any financial benefit from such cancellation and will
remain liable for the full fees for the cancelled module(s).
• Whom should I contact if I experience problems with the academic content (Assignment
50) of my teaching practice module?
All enquiries related to academic content of your teaching practice module should be
directed to the relevant lecturer.
• If I am teaching a language that is not English should I complete my portfolio in that

language?
No, only the lesson plan should be in that language. The portfolio should be in English.
• Whom do I contact to find out if Unisa has received my teaching practice assignment(s)?
You must keep track of your assignments via myUnisa. You should also contact the
Assignment Section and not your lecturer or the Teaching Practice Office.
• If I did not finish my 25 days should I submit and attach the reasons?
45
No, you have to complete 25 days before submission.
• Should I count weekends and holidays as part of my 25 days?
No, teaching practice is done during normal school days. If you teach during weekends
and holidays it is for your own benefit but will not count towards the required number of
TP days.
10 SOURCES CONSULTED
Department of Education. 2007. National Policy Framework for Teacher Education and
Development in South Africa. www.education.gov.za
Government Gazette. 2015. Revised policy on the minimum requirements for Teacher
Education Qualifications. Government Gazette: 38487
11 IN CLOSING
We sincerely hope that you will enjoy this module and wish you success with your studies.
46

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TPS3703/101/0/2021

Tutorial Letter 101/0/2021

Teaching Practice III

Department of Curriculum and Instructional

This tutorial letter contains important information

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

PLEASE NOTE / IMPORTANT NOTE:

• purpose and outcomes of this module

2 PURPOSE AND OUTCOMES

EDUCATIONAL THEORY RELATED TO THIS MODULE

Chosen teaching methodology module

The general outcomes envisaged in this Teaching Practice module are:

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

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

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

• Discussions on issues related to effective classroom practice take due cognisance of

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

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

Module coordinator/Primary Lecturer: Dr Safura Meeran

Your Teaching Practice Module coordinator will do the following:

• assist you in planning a way through your teaching practice module.

3.2 Teaching Practice Office

3.3 Administrative support

ASPECT OF RESPONSIBLE CONTACT DETAILS

Placements Teaching Practice Email: [email protected]

Recognition of Recognition of Prior Ms Moroke

If you did not receive one of these

This module is managed by:

The Department of Curriculum and Instructional Studies

Please note that all administrative enquiries should be directed to:

4.2 Recommended books

Du Toit, E.R. 2016. Help I’m a Teacher. Pretoria: Van Schaik.

4.3 Electronic reserves (e-reserves)

4.4 Library services and resources information

For brief information, go to www.unisa.ac.za/brochures/studies

The library has compiled a number of library guides:

• finding recommended reading in the print collection and e-reserves –

5 STUDENT SUPPORT SERVICES

5.2 Free computer and internet access

Assignment 01 Assignment 02 Portfolio

Purpose The assignment familiarises The assignment Structured portfolio that

Complete the portfolio in

7 PRACTICAL WORK AND WORK-INTEGRATED LEARNING

7.2 How Teaching Practice should be undertaken

A student teacher is expected to:

• observe mentor teachers while they teach;

Enrolment FET Subject didactics plus TPS3703

Complete portfolio including the lesson Present 5 lessons assessed by the

7.3 School placement

This aspect is attended to in a separate tutorial letter. Contact [email protected]

8.2 Assessment plan

Assignment 30 April Baseline 544179 10% 4%

Assignment After first Reflective 749538 90% 16%

Assignment Directly after Summative 760797 80%

Total 100% 100%

8.3 Assignment numbers

8.3.1 General assignment numbers

8.4 Assignment due dates

TEACHING PRACTICE PLACEMENT DUE DATE

Signature _____Date:

School Enrolment: ____ Boys: Girls: _

1. Name of the school _________contact details_

Date of observation: _________Grade: _

Total number of learners: ____ Boys: Girls: _

Date of observation: _________Grade: _

Total number of learners: ____ Boys: Girls: _

Date of observation: _________Grade: _

Total number of learners: ____ Boys: Girls: _