TPF3703/ASSESSMENT 50/0/2024

ASSESSMENT 50/0/2024
Teaching Practice III
Assessment 50

Grades R and Grade 1

TPF3703
Year Module

Department of Early Childhood Education

This tutorial letter contains important information about your module.

Only online assessments are accepted.
Grade R - One week
Grade 1 – One week

BARCODE
 CONTENTS

Page

1 GENERAL ............................................................................................................................. 5
2 STRUCTURE OF TEACHING PRACTICE ............................................................................. 5
3 PORTFOLIO 50 CRITERIA.................................................................................................... 6
3.1 Introduction ............................................................................................................................ 6
3.2 Additional resources .............................................................................................................. 6
3.3 Announcements made on myUnisa ....................................................................................... 6
3.4 General rules for submitting assessments/portfolios for teaching practice. ............................ 6
4 INSTRUCTIONS FOR TEACHING PRACTICE ..................................................................... 8
5 PORTFOLIO 50 ................................................................................................................... 10
6 STUDENT DECLARATION.................................................................................................. 12
7 STUDENT’S DECLARATION FORM ................................................................................... 13
8 ATTENDANCE REGISTER OF STUDENT-TEACHER AT SCHOOL................................... 29
9 ATTACH PROOF OF PLACEMENT FROM THE TEACHING PRACTICE OFFICE HERE .. 31
10 UNISA SUPERVISOR EVALUATION .................................................................................. 32

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 TPF3703/ASSESSMENT 50/0/2024

Dear Student

Welcome to the Teaching Practice TPF3703 module. We hope you will find this module
interesting and that it will enrich your teaching career. You must complete this examination
portfolio (Portfolio 50 = Assessment 3). This examination portfolio must be completed during
the five weeks of compulsory face-to-face teaching practice.

Please use the learning management system provided by the University to access the available
support to ensure that you succeed in your studies. During this year you will be supported
through:

Study materials posted on Moodle Platform, where all assessments will be included.
Discussion Forums, where you can post questions for your lecturer to assist you with
any challenges you face in the module. Ensure that you visit the Moodle platform every
3 days.
Microsoft meetings, where you will be expected to book slots on a scheduler – on the
Moodle platform.
Tippy Tube video links.
Any other communication on the Announcements must be read on a regular basis,
including your e-mails where we will also send messages.

We hope you will take advantage of the support provided throughout the year and not leave
everything for the end of the year.

Please read through this tutorial letter and retain this and all the other tutorial letters that you
will receive. You must read through all the tutorial letters you receive during the year
immediately and carefully, as they always contain important and sometimes urgent information.
They are our way of communicating with you about teaching, learning and assessment.

Tutorial Letter 103 contains important information about the portfolios that you need to
complete for this module. We urge you to read through it carefully and to keep it at hand when
working through the study material, preparing the assessments and addressing questions to
your lecturers.

We have also included certain general and administrative information about this module.
Please study this section of the tutorial letter carefully. It contains the required activities that
you need to do with the help of your mentor at the school where you have been placed by the
Teaching Practice Office (TPO).

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Ensure you contact the Teaching Practice Office in advance to confirm your placement before
you go to the school to complete the teaching practice. All communication of the placement
must be communicated via your myLife e-mail address.

We are aware that problems may occasionally disrupt your studies. Please contact your
lecturer via e-mail or by telephone, should you wish to discuss these.

Best wishes and enjoy your teaching experience!

Your lecturer(s)

Prof N Ndou
012 429 4468 (During Office Hours – 07H45- 16H00)
E-mail: ndou@unisa.ac.za

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 TPF3703/ASSESSMENT 50/0/2024

1 GENERAL

The FIVE (5) weeks of teaching practice for TPF3703 consist of 5 weeks of learning in
practice (face-to-face).

2 STRUCTURE OF TEACHING PRACTICE

Learning in practice – classroom teaching

Assessment 50 – 2 weeks Grade R One full week (5 days)

Grade 1 One full week (5 days)
Total Two weeks

Assessment 50 Workbook
Teaching practice is linked to the following theoretical modules Contribution

Mathematics for Foundation Phase – MFP1501 Theory module

Workbook 50
Reading for Foundation Phase – RFP2601 Theory module

50%
Home Language Teaching – HLT3701 Theory module
Resource Development in Foundation Phase – RDF2601 Theory module
Inclusive Education in Foundation Phase – IFP3701 Theory module

Kindly note the following:

• You may not spend just a few days at a time in a grade. You must spend a full week in
each grade.
• You should devote five (5) consecutive weeks to your teaching practice.
• Alternatively, you may start by doing the first two (2) weeks and then the remaining three
(3) weeks later.
• You must read the placement requirements five (5) weeks for your teaching practice,
which is managed by the Teaching Practice Office (TPO).
• The full five (5) weeks must be indicated in your placement form that was issued by the
TPO.
• If you are completing your teaching practice at two different schools (preschool and
primary school), this must be indicated.
• No students will be allowed to conduct their teaching practice before receiving
confirmation of placement from the Teaching Practice Office – read Tutorial Letter 102.
• Placement/Confirmation letters are not issued by lecturers, but by the TPO.
• Your assessments must be submitted two (2) weeks after you have completed your
teaching practice at the school.

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3 PORTFOLIO 50 CRITERIA

3.1 Introduction
All the activities that we require you to do are compulsory. We suggest that you read through
all the activities in this 2024 workbook, before you attempt to complete the activities.

3.2 Additional resources

The theory for this workbook/portfolio will appear in several theoretical modules and we will
also post it on myUnisa, under Additional Resources. Along with your theoretical modules,
you’ll also have to consult the Curriculum and Assessment Policy Statement (CAPS), or any
other curriculum that the school follows, such as in the case of a private school that uses the
Independent Schools Association of Southern Africa (ISASA) curriculum, or that of the country
of residence. You will also need to obtain the Annual Teaching Plans (ATPs), the term plans
and the weekly plans from the school at which you are doing your teaching practice.

You might have

• come from another university, at which you completed a similar module.
• been phased into the new B.Ed. programme and are not currently registered for the
theoretical modules.
• lost or misplaced the learning guides.
You will find the learning guides for MFP1501, RFP2601, RDF2601, HLT3701 and IFP3701
uploaded on myUnisa, under Additional Material on the TPF3703 portal. Use the study
guides to assist you with your teaching practice requirements. It is important that you READ
the materials concerned.

3.3 Announcements made on myUnisa

Read the announcements on myUnisa for the following reasons:

• Should there be a change in lecturers, we will place information about the change on
myUnisa.
• All your Unisa-based communication, according to the Protection of Personal
Information (POPI) (security) Act, takes place via myUnisa and via your myLife e-mail,
which serves as the University's official communication platform.
• We will not answer any e-mails sent to us from registered students' private e-mail
accounts.

3.4 General rules for submitting assessments/portfolios for teaching practice.

Please note that the only mode of submission is online. You must submit your assessments
for teaching practice as soon as you have completed your FIVE (5) WEEKS learning from
practice activities that you must do for this portfolio.

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 TPF3703/ASSESSMENT 50/0/2024

Remember the following when submitting an assessment online via myUnisa:

• Complete the general student information page.
• Write clearly.
• Save the file as your student number_surname_module code_ assessment
number, to ensure that you upload the correct file.
• Submit your portfolio correctly, under the correct assessment number.
• Ensure that you have the correct content in your assessment.

Uploading your assessments onto myUnisa

Take note of the following regarding the submission of your assessments via myUnisa:
• Use the correct assessment number and content.
• Use your correct student number.
• Ensure that the pages are clear, in the correct chronological order and on the right side
up.
• You may only upload one PDF document.
• You may not upload an MS Word document or a zipped file.
• You may not upload a PDF read-only document.
• The system is opened for teaching practice modules for large PDF files only up to a
certain megabyte in size. Please check the system to establish the size of the document
that you can upload.
• The recording of the receipt of your assessment on the system occurs automatically.
• Read the details that we give on myUnisa regarding the uploading requirements.
• Don’t submit assessments via the post.
• If you submit an incorrect assessment/portfolio to us, you will obtain 0% for it.
• If you submit an assessment/portfolio without the mandatory attendance register,
the portfolio will not be marked due to non-compliance. This will result in a ZERO
mark.
• You can resubmit your assessment if the system does allow you to do so,
however this would be at your own risk, if any errors occur during resubmission,
it will be at your own detriment.
• We don’t release individual assessment marks for purposes of the final result of the
teaching practice examination module. Instead, the DSAA releases the final mark at the
end of the year for purposes of the teaching practice module.
• You must pass the module in the year in which you register for it.

The Early Childhood Education and Development Department does not provide for
module rollover to the following year. You must complete the module before the due
date in the year of registration. You will only receive your final portfolio mark in
December, as it is an examination portfolio. We provide no individual marks for each
portfolio.

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4 INSTRUCTIONS FOR TEACHING PRACTICE

This is a fill-in examination workbook, meaning that you must answer the questions in the space
provided; use the space, as well as the mark allocation, as a guide to how much you must
write. In questions where we require a “yes”/ “no” answer, along with an explanation, one mark
will generally be awarded for writing “yes”/ “no”, and the remaining marks will go towards
recognising how you have substantiated your answer.

Remember the following when submitting an assessment online via myUnisa:

• You must include the complete student information in the front page.
• You must write clearly.
• Ensure that your student number is correct.
• Ensure that the assessment is correctly numbered.
• Ensure that you have included the correct content of the assessment.
• Save the file as your student number surname module code assessment number
– this way you will be sure to upload the correct file. Example: Student number
surname TPF3703 ASS 50.

Uploading on myUnisa:

When you upload on myUnisa, ensure that:

• you have numbered the assessment correctly.

• the content is correct.
• your student number is correct.
• the pages are clear.
• the pages are in a chronological order.
• the pages are right-side up.

Further things to remember:

• You must upload your assessment as one PDF document.
• You must not upload an MS Word document or a zipped file.
• You must not upload a PDF read-only document.
• The assessment is recorded on the system automatically.
• Read the information about uploading on myUnisa.
• Do not submit your assessment as a hard copy through the postal system or via
email; all assessments are submitted online.
• If your Assessment 50/3 and Assessment 51/4 have no attendance register, these will
not be marked, and you will obtain 0%
• If your portfolio/assessment is corrupt and the lecturer fails to uncorrupt the document,
you will obtain 0%

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• No individual assessment marks are released for the teaching practice workbooks.
• You must pass the module in the year in which you registered for the module.
➢ ASSESSMENTS SUBMITTED LATE WILL NOT BE MARKED.
➢ NO EXTENSIONS WILL BE GRANTED.
➢ IF YOU COMMIT PLAGIARISM, YOUR ASSESSMENT WILL NOT BE MARKED.

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5 PORTFOLIO 50

COMPLETE AND SUBMIT THIS UNISA WORKBOOK AS IT IS –

DO NOT REDESIGN YOUR OWN WORKBOOK! IN LINE WITH THE POPI ACT ALWAYS
HIDE THE LEARNERS’ FACES WHEN YOU TAKE PHOTOS; FAILURE TO DO SO WILL
RESULT IN PENALTIES

REMEMBER TO MAKE BACKUPS OF YOUR WORK IMMEDIATELY. WE WILL NOT ACCEPT

SUCH REASONS AS STOLEN CELLPHONES/LAPTOPS, LAPTOPS THAT HAVE CRASHED
AND CORRUPT FILES IF YOU LOSE THE EVIDENCE THAT YOU HAVE, INDEED,
COMPLETED AND SUBMITTED THE ASSESSMENTS.

GRADE R LESSONS – ONE WEEK

CONTRIBUTION
LESSONS TO BE TAUGHT

Lesson 1 – MFP1501 – Face-to-face lesson

Lesson 2 – RFP2601 – Face-to-face lesson
Lesson 3 – HLT3701 – Face-to-face lesson
Lesson 4 – RDF2601 – Face-to-face lesson
Lesson 5 – IFP3701 – Face-to-face lesson 50%

GRADE 1 LESSONS – ONE WEEK

LESSONS FOR TEACHING CONTRIBUTION

Lesson 1 – MFP1501 – Face-to-face lesson

Lesson 2 – RFP2601 – Face-to-face lesson

Lesson 3 – HLT3701 – Face-to-face lesson
Lesson 4 – RDF2601 – Face-to-face lesson 50%
Lesson 5 – IFP3701 – Face-to-face lesson

Best wishes for your studies and enjoy your teaching experience!

SUBMIT ONLY THE PAGES THAT FOLLOW FOR YOUR ASSESSMENT/

PORTFOLIO 50

ENSURE THAT YOUR WORK IS HANDWRITTEN AND NOT TYPED

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 TPF3703/ASSESSMENT 50/0/2024

GENERAL STUDENT INFORMATION ASSESSMENT 50

PROVIDE ALL THE INFORMATION FOR WHICH WE ASK.

Student name and surname Student number

Ms/Mr
Postal address

E-mail (your myLife e-mail

address)

Contact details

Are you permanently employed at your school

of placement?

Are you an intern or an assistant teacher at your

school of placement?

Are you employed outside the education sector?

STUDENT SIGNATURE

……………………………………
Name and surname

IF YOU PROVIDE INCOMPLETE INFORMATION, YOUR RESULT WILL BE A ZERO.

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6 STUDENT DECLARATION

IF YOU MAKE AN INCOMPLETE DECLARATION, YOUR RESULT WILL BE A ZERO.

I, …………………………………………… declare that Portfolio/Assessment 50 is my own

work.

I take note of the following examination rules:

 All the photographs or ideas that I have used are my own.

 I have kept a copy of the workbook and it is in safekeeping.
 I know I must submit the correct Assessment 50.
 I further declare that I have not previously submitted this work, or part of it, for another
assessment.
 I further declare that I have not provided any fellow student with a copy of my
workbook to use for his/her own assessments.
 I am fully aware that the signatures in my assessment must be original and that no
signature may be cut and pasted into the documents.
 As this is a final examination portfolio, no resubmission/late submissions will be
allowed.
 There is no opportunity for a remarking of final examination portfolios.
 I must submit this assessment after completing the school-based teaching practice at
my school of placement.
 Any plagiarism found will be considered dishonest and disciplinary steps will,
consequently, be taken by the University.
 You may only use photographs that you take from the internet, PROVIDED THAT you
are given permission to find photographs and ideas on the internet.

Name and surname: …………………………………………………………….…...…………

Student number: ………………………………………………………………………………………

Signature: ……………………………... Date: …………………………………………….

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 TPF3703/ASSESSMENT 50/0/2024

7 STUDENT’S DECLARATION FORM

This declaration form is COMPULSORY, and you MUST sign it to be able to do module
TPF3703. Complete the student declaration form on academic honesty (against
plagiarism) for ALL your written assessments and ATTACH THE FORM to the FRONT of
each assessment when you submit it to the University.

The purpose of this declaration form is to ensure the authenticity (truth and legitimacy) of each
written assessment and that actual learning happened. You must complete and sign this
declaration form. If you are not signing this form and/or you are being found to have committed
plagiarism, this could result in the withdrawal of your portfolio/assessment 50.

DECLARATION BY STUDENT

I, ……………………………………………….………………… (Full name of student), do hereby

declare that

1) All the work presented in this assessment is my own.

2) I understand the consequences of plagiarism.

3) I have read and understood the following Unisa policies:

3.1 the Policy for Copyright and Plagiarism

3.2 the Policy on Academic Integrity
3.3 the Student Disciplinary Code

Student signature: …………………….………. Date: ………………….………….…………....

Student number: …………………………. Contact phone number: ………………………

Witness:

Signature: …………………………. Date: ……………..…………………………....

Contact phone number: ………………………………………………………………………………

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GRADE R LESSONS - 1 WEEK

LESSON 1: MFP1501 - GRADE R

In these lessons, I want you to present one topic to all the Foundation Phase classes showing
progression. I want to see how you will be able to move from the level of Grade R to Grade 3.

Counting can be seen as an easy activity for learners. There are two distinctly different ways
of thinking about counting numbers. These are:

• Ordinality – counting numbers as a list.

• Cardinality – counting numbers as associated with quantity for describing set size.
Find teaching and learning resources that will enable you to create lists and quantity sets
suitable for Grade R learners (N.B Ensure that the resources are real objects that relate to
day -to-day-use). Create a story that is linked to the resources, which you will tell the learners
as the introduction of your lesson. In the presentation of your learners, teach the learners to
count numbers as lists and teaching them to count numbers as associated with quantity for
describing set size using the resources you found.

Plan an assessment that learners will do at the end of this lesson, which is associated with the
story you told and the activities you presented. Most importantly, the assessment should be
aimed at assessing the Stable order principle. To see if learners are consistently using the
number words in the same order.

Remember to use the lesson template provided for the purpose of structuring your
lesson clearly.

LESSON 2: RFP2601 – GRADE R

Refer to and study section 4.1.1 in your study guide. Recognising the process of reading
development and the grade level of complexity is important in the foundation phase. Use the
picture (‘reading text’) provided to plan a reading comprehension lesson with your learners.
Also, provide a relevant title for the reading text in your lesson plan.

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Take note: Practice under the guidance of your mentor teacher. Use the lesson plan template
provided to plan your lesson.

LESSON 3: HLT3701- GRADE R (FACE-TO-FACE)

Speaking skill: Birthday chart

The birthday calendar is good way to encourage speaking, listening and singing. It will teach
vocabulary such as year, months, days, before, after, older, younger, etc. Singing a birthday
song and making the birthday child feel special is important for self-esteem.

Prepare a lesson where you will develop the speaking skill to your Grade R learners using a
birthday chart.

• Create a birthday chart as a resource that you will use.

• Take a picture of the chart and paste it in your workbook.
• Write FIVE questions that you will ask learners during the lesson.

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LESSON 4: GRADE R - RDF2601

Choose one of the Gardner’s multiple intelligences and respond to the following:

1. Identify a topic for Grade R

2. The topic should be chosen in mathematics or home language.
3. Develop resources using natural, recycled, and technological resources, .3
M a n i p u l a t i v e s and open-ended materials, human resource, or even outdoor
materials you can use to teach the chosen topic.
4. Introduce a lesson in a Grade R class using the developed resources.
Conclude the lesson in a Grade R class.

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LESSON 5: IFP3701 - GRADE R

In this activity you are required to observe Grade R learners and select three learners, who
experience barriers to learning.

1.1 In your observation, explain what might cause these barriers to be learning in context of
their circumstances.

1.2 Identify the category of those barriers to learning, for instance, intrinsic or extrinsic
barriers.

1.3 Discuss how will you provide support for each of these learners.

N.B.: USE THE LESSON TEMPLATE AND MENTOR TEACHER EVALUATION FORM
Lesson example and template – Grade R
Term: 1 Date:

Topic: Healthy Living Performing Arts

Learning outcome: At the end of the lesson learners
will be able to:
• Follow given instructions.
• Copy and repeat a given pattern

Lesson Integration
Language:
• A song (listening and speaking)

Mathematics:
• Counting

The teacher asks the learners to Try the washing game with the children in your class.
Commands are as follows:
Introduction Skirt - Children sit on floor with legs stretched out wide.
Trousers - Children sit on floor with legs outstretched together.
Warm up Shorts - Children sit on floor hugging legs into stomach.
Dress - Children stand up with legs outstretched.
Washing machine - Jump up and down on the spot.
Spin Dryer - Spin around on the spot.
Make 4 red, 4 blue and 4 yellow cards. Make a pattern of three. red, blue, yellow, red, blue,
yellow, red, blue, yellow
Red card: 1 clap
Main activity Blue card: 2 claps
Yellow card: 3 claps
The teacher plays music. Learners clap the sequence.

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 Learners sit down. The teacher gives the instruction.
Hands and arms - Ask your child to imagine squeezing an orange as hard as she can with one
hand, and then dropping that orange on the floor and letting her arm and hand go limp. Repeat
three times, and then switch to the other arm.
Conclusion Stomach - Have your child lie on her back and clench her stomach muscles as hard as she can
for just a moment. Have her release them and relax. Repeat three times, and then have her do
Cool down the same technique while standing up.
Legs and feet - Have your child stand and press her toes against the floor as though she is
digging them into sand at the beach. Have her alternately press them and spread them enough
to feel it in her legs, and then have her relax. Repeat three times.

• Allow for repetition based on individual needs. Some learners might need more
practice with the sequence before they feel comfortable, while others may want to
move on more quickly.
• Encourage peer support and collaboration. Learners can work in pairs or small groups,
Differentiation helping each other with the pattern and providing encouragement.

N.B. Remember that differentiation is about tailoring instruction to meet the diverse needs of
learners. By incorporating these strategies, you can create an inclusive and engaging activity
that allows all learners to participate and enjoy the clapping pattern.
Make cards.
Music
Resources

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Grade R Lesson template and teacher/mentor evaluation form

Term: 1 Date:

Theme: Topic:
Learning outcome: At the end of the lesson learners
will be able to:
•

Lesson Integration

Language:
•
Mathematics:
•

Introduction
Warm up

Main activity

Conclusion
Cool down

Differentiation

Resources

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TEACHER/MENTOR EVALUATION

How did you assist the student with the planning?

When did the student provide the completed lesson plan to you? (Before or after the lesson)

Planning Question to be answered Not yet Almost Achieved Excellent

achieved. achieved.
1 2 3 4
Outcomes Were the outcomes achieved?

Concepts and Were the concepts and new knowledge

new knowledge explained?
of the lesson Comments

Differentiation Were the types of questions posed,

provided accommodating learners with different learning
(enrichment/ abilities?
learner support/ Comments
concerns)
LESSON PRESENTATION Not yet Almost Achieved Excellent
achieved. achieved.
1 2 3 4
Was the introduction relevant?
Introduction of lesson

Was the introduction interesting and did it

capture the learners’ attention?

Was prior knowledge included?

Was the lesson content aligned with the learning

outcomes?
Comments
Body of lesson

Were the activities appropriate for the grade?

Was the lesson learner-centered?

Did the student use rhymes/poems/

songs/listening comprehension/art activity or any
other activity to consolidate the lesson?

Was the lesson integrated with other subjects?

Consolidation/
conclusion

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ASSESSMENT

1) Assessor What type of assessment was used in the □ Self-assessment

lesson? □ Peer assessment
□ Teacher assessment

2) Type of □ Participation (answering questions, reading activities, dialogue, role play)

activity □ Written work (writing exercises, essays, making models, drawings, painting, etc.)
□ Demonstrations (physical demonstrations, performing actions, experiments, etc.)
□ Models (collages, artwork, constructions, etc.)
3) Strategy or □ Questioning □ Writing □ Reading □ Reviewing
methods □ Listening □ Observing □ Interpreting □ Watching video
STRATEGY Not yet Almost Achieved Excellent
achieved. achieved.
1 2 3 4
Was it the most suitable strategy?

Were learners actively involved?

4) Assessment □ Checklist □ Analytical rubric □ Other (give details)

instrument □ Assessment scale □ Interpreting rubric

Were the assessment instruments used appropriately for the grade?

Was inclusivity visible in the use of these instruments?

MENTOR Teacher/mentor reflection:

REFLECTION

RESOURCES Not yet Almost Achieved Excellent

achieved. achieved.
1 2 3 4
Were the resources suitable for the lesson?

Were the resources visible to learners?

Did the resources used, enhance the learning of the new content for all
learners?

Mentor name: …………………………………… Mentor signature: …………………………………………

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GRADE 1 LESSONS

LESSON 1: MFP1501 - GRADE 1

Find teaching and learning resources that will enable you to create lists and quantity sets suitable
for Grade 1 learners (N.B Resources need to be different from the ones you used for Grade
R learners). Create a story that is linked to the resources, the story that you will tell the learners
as the introduction of your lesson. In the presentation of your learners, teach the learners to count
numbers as lists and teaching them to count numbers as associated with quantity for describing
set size using the resources you found.
Plan an assessment that learners will do at the end of this lesson, the assessment that is
associated with the story you told and the activities you presented. Most importantly, the
assessment should be aimed at assessing the following:

• Stable order principle. To see if learners are consistently using the number words in the
same order.
• One-to-one principle – To see if learners can count every item in a set only once, using
only one number.

LESSON 2: RFP2601 - GRADE 1

Refer to and study section 5.3.1 in your study guide. Position in space and spatial relationships refer
to the learners’ perception to understand the relationship of letters in proportion to themselves,
that is, whether above or below, right, or left, or up or down.

You observed that the learners in your class are experiencing problems with position in space
and spatial relationships, especially confusing letter sounds, for example (p for d), (b for d), (p for
b). Plan a lesson to provide support to learners experiencing the problem.

Take note: Practice under the guidance of your mentor teacher. Use the lesson plan template
provided to plan your lesson.

LESSON 3: HLT3701 - GRADE 1 - READING SKILL: SHARED READING

The carpet area is where learners sit and engage in interactive activities. Language activities
such as shared reading and writing, listening to stories and learning and performing action
rhymes usually happens on the carpet area (HLT3701 Study Guide 2020).

• Choose a book that is grade appropriate. Plan a lesson that you will teach to your Grade
1 class while sitting on the carpet area.
• Use the template provided in this module to plan this lesson. Take a picture of the book
you have used and paste it in your workbook.

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LESSON 4: RDF2601 - GRADE 1

Choose three different topics in CAPS English First Additional Language (EFAL).

Design a storybook for Grade 1 learners, which will be able to support at least three CAPS
topics and focus objectives in English First Additional Language (Gr R–3). Afterwards,
explain how each topic and focus would be facilitated using your storybook.

To complete this activity, look back at section 3 of this unit, at the guidelines for developing
resources and pay careful attention to the skills, knowledge, values and attitudes that need
to be catered for when using the storybook as LTSM. It may also benefit you to look back at
unit 1, section 5 (“The purpose of resource development”) and section 6 (“Effective use of
resource development to support teaching and learning).

Next, follow the link to download the CAPS English First Additional Language (Gr R–3)
document:
(https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(C
APS)/CAPSFoundation.aspx).
As you will see, this can be downloaded in any of the 11 official languages of South Africa.
Choose your three topics and relevant focus objectives. Keep in mind that you are looking
at the Grade 1 section and that your storybook needs to support the learning involved your
chosen topics and focus objectives.
Design, write and illustrate your storybook according to the guidelines, while keeping in mind
your CAPS chosen topics and focus objectives.
Lastly, describe how you would use your storybook to support the teaching and learning
process for your three objectives, by explaining very briefly how you would present these
lessons and activities in a classroom environment to achieve your learning outcomes.
Once completed share your story ideas on the myUnisa Discussion Forum to develop a
community of practice with your peers.

The links below give you access to South African storybooks to help inspire you, to create your
own storybook reflecting our diverse country:
• https://www.education.gov.za/Portals/0/Documents/Publications/Storytime
%20Intermediate%20Phase%202015.pdf?ver=2015-03-19-125050-580
• https://www.africanstorybook.org/ – if you choose, this website offers you the tools to
make your storybook online after you have completed a simple registration. Contact
your e-Tutor if you need support.

RECOGNISING AND USING SUITABLE RECYCLABLE MATERIALS

Before we look at identifying recyclable materials and before we can describe what uses they
may have, we need to define two concepts that will assist in maximising the potential of these
recyclable materials. The first concept is “innovation” and the second is “recyclable materials”.

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LESSON 5: IFP3701 - GRADE 1

As a Grade 1 teacher, you are required to read the principles that underpin inclusive education
and its definition as outlined in Education White Paper 6.

1.1 Explain what is meant by “diverse learning needs”.

1.2 Secondly, identify all learners’ diverse needs in your classroom.

1.3 Critically analyse how you can implement the principles that underpin inclusive
education to respond to the diverse learning needs of all the learners in your classroom.

1.4 Discuss how will you infuse the principle of Ubuntu in accommodating and supporting
the diverse needs of learners in your classroom.

BELOW IS THE GUIDE OF HOW YOU MUST COMPLETE YOUR LESSON

PLAN TEMPLATE. NOTE THAT THIS IS ONLY AN EXAMPLE, USE YOUR
OWN WORDS AND CREATIVITY WHEN YOU PLAN YOUR LESSONS.

Lesson: Signature: Date: Grade: 1 Duration: 45-60

Minutes
Lesson Objectives/Outcomes
By the end of the lesson, learners will be able to:
Do the data handling cycle of:
1. Collecting
2. Sorting
3. Representing
4. Interpreting

Theme: Transport Topic of the lesson: Data handling

The introduction phase (How will you get the learners ready for what you want them to
learn?)
Introduce the topic to the learners by:
1. Asking to do a rhyme/song: The wheels on the bus go round and round.
2. Put up the poster with different modes of transport (car, bicycle, bus, train, airplane, boat etc).
3. Ask the following questions:
I. What do you see on the chart? (answer: bus, car, train etc)
II. What is the biggest/ smallest type of transport that you can see
on the chart?
III. Which type of transport do you use for travelling to school?
IV. Start a discussion about why different types of transport are
used for different purposes. Discuss characteristics like speed,
where they are used and who might use them.

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 TPF3703/ASSESSMENT 50/0/2024

USE THE BELOW GRADE 1 LESSON PLAN AND TEACHER EVALUATION

TEMPLATE FOR ALL YOUR GRADE R LESSONS

Lesson: Signature: Date: Grade: 1 Duration: 45-60

Minutes
Lesson Objectives/Outcomes:
By the end of the lesson, learners will be able to:

Theme: Topic of lesson:

The introduction phase (How will you get the learners ready for what you want them to learn?)

The main part of the lesson. Learner activity (What will the learners do and
say?)
Activity 1 How long will this take?
………………

Teacher activity (What will you do and say?)

Sorting activity: Have learners do the following:

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 LESSON INTEGRATION

Language:

Life Skills:

What strategies did you put in place to accommodate learners with different abilities?

The conclusion of the lesson:

Recap:

Reflection:

Learner activity (What will the learners Teacher Activity (what will the teacher do during
do and say?) learner activity)

Assessment activity and explanation. Include or attach the activity. (How will you know if
your outcomes/objectives/aims were achieved?

How can o r did you cater for learners who need enrichment or those who have special
needs?

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 TPF3703/ASSESSMENT 50/0/2024

TEACHER/MENTOR EVALUATION

How did you assist the student with the planning?

When did the student provide the completed lesson plan to you? (Before or after the lesson)

Planning Question to be answered Not yet Almost Achieved Excellent

achieved. achieved.
1 2 3 4
Outcomes Were the outcomes achieved?

Concepts and Were the concepts and new knowledge

new knowledge explained?
of the lesson Comments

Differentiation Were the types of questions posed,

provided accommodating of learners with different
(enrichment/ learning abilities?
learner support/ Comments
concerns)
LESSON PRESENTATION Not yet Almost Achieved Excellent
achieved. achieved.
1 2 3 4
Was the introduction relevant?
Introduction of lesson

Was the introduction interesting and did it

capture the learners’ attention?

Was prior knowledge included?

Was the lesson content aligned with the learning

outcomes?
Comments
Body of lesson

Were the activities appropriate for the grade?

Was the lesson learner-centered?

Did the student use rhymes/poems/

songs/listening comprehension/art activity or any
other activity to consolidate the lesson?

Was the lesson integrated with other subjects?

Consolidation/
conclusion

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ASSESSMENT

1) Assessor What type of assessment was used in the □ Self-assessment

lesson? □ Peer assessment
□ Teacher assessment

2) Type of □ Participation (answering questions, reading activities, dialogue, role play)

activity □ Written work (writing exercises, essays, making models, drawings, painting, etc.)
□ Demonstrations (physical demonstrations, performing actions, experiments, etc.)
□ Models (collages, artwork, constructions, etc.)
3) Strategy or □ Questioning □ Writing □ Reading □ Reviewing
methods □ Listening □ Observing □ Interpreting □ Watching video
STRATEGY Not yet Almost Achieved Excellent
achieved. achieved.
1 2 3 4
Was it the most suitable strategy?

Were learners actively involved?

4) Assessment □ Checklist □ Analytical rubric □ Other (give details)

instrument □ Assessment scale □ Interpreting rubric

Were the assessment instruments used appropriately for the grade?

Was inclusivity visible in the use of these instruments?

MENTOR Teacher/mentor reflection:

REFLECTION

RESOURCES Not yet Almost Achieved Excellent

achieved. achieved.
1 2 3 4
Were the resources suitable for the lesson?

Were the resources visible to learners?

Did the resources used, enhance the learning of the new content for all
learners?

Mentor name: …………………………………… Mentor signature: ………………………………………

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 TPF3703/ASSESSMENT 50/0/2024

8 ATTENDANCE REGISTER OF STUDENT-TEACHER AT SCHOOL

ONLY AUTHENTIC SIGNATURES ARE ACCEPTED. NO CUTTING AND PASTING OF SIGNATURES. IF THIS FORM IS
NOT SIGNED YOU WILL GET ZERO FOR THE ENTIRE PORTFOLIO

Student name and surname Student number

Name of school

Address

Cell phone number

E-mail address of school

Week 1 Date Grade R Signature of student Signature of mentor teacher

Day 1

Day 2

Day 3

Day 4

Day 5

Week 2 Date Grade 1 Signature of student Signature of mentor teacher

Day 1

Day 2

Day 3

Day 4

Day 5

…………………………………………, the Principal/Head of Department/mentor teacher at

……………………………………. (school) confirms that …………………….………………. has

attended/did not attend his/her full teaching practice period.

Signature: …………………………………………………

Date: ………………………………………………….……

School’s stamp

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30
 TPF3703/ASSESSMENT 50/0/2024

9 ATTACH PROOF OF PLACEMENT FROM THE TEACHING PRACTICE

OFFICE HERE

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10 UNISA SUPERVISOR EVALUATION

(To be completed by the school-based mentor IF the external moderator is

not allocated)
A Unisa supervisor will be allocated to visit you during your teaching practice. Ensure that you
read Tutorial Letter 102, which clearly outlines the teaching practice requirements.

The respective administrators will process DSAR25 or DSAR27, which you should send to the
Teaching Practice Office and the placement will be made, based on that information.

The allocation of the supervisor will be sent to your myLife e-mail address (student
number@mylife.unisa.ac.za). You need to contact the Unisa supervisor at least three months
before you start your five-week teaching period, as making such arrangements takes a
considerable amount of time.

Note: You will be able to do your teaching practice only from the second school term onwards.

Unisa supervisor Name and surname

Contact details E-mail

Cell/office number

Date of visit

Lesson presented

Grade

Signature of Unisa supervisor

Mentor signature

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