PGCE WIL ASSIGNMENT 1 (20th March 2024)

You are required to critically observe as many EMS lessons as possible presented by your
mentor teacher and write a reflective report on the following:

• The situation analysis of the school: Only focus on those issues that directly affect the
teaching and learning of EMS and provide a critical analysis of how the teacher
responded to issues that hinder teaching and learning his/her EMS lessons.
• Teaching and learning strategies used by the teacher in the lesson phases three
phases: critically analyse the teaching and learning strategies about their effectiveness
in enhancing the learning of the EMS topic that was taught. In your analysis, make
suggestions on how the topic could have been taught effectively as opposed to how it
was taught by the mentor teacher.
• Learners’ engagement with the content and the teacher: critically analyse how the
learners engaged with the content and the teacher, specifically looking at their
interaction with the teacher and their peers. Do you think learning took place? How was
learning promoted?
Take note of the following:

1. Substantiate your discussion with relevant literature (use intext citations and include a
reference list).
2. All assignments and tasks must be typed. Only legible fonts such as Arial, Calibri,
and Times New Roman are permissible.
3. Pages: 2-3
4. Font size: 12-point type text size
5. Line spacing: 1.5
6. APA or Harvard referencing style (in both in-text citation and your list of references).
7. Cover page: personal particulars, student number, course name and code, lecturer’s
name, and submission date.
8. Safe Assign will be used to check the plagiarism count. Not more than 5%
9. Usage of correct text referencing and bibliography is important. Check the library
webpage for guidelines regarding text referencing
10. Submit a declaration form as a separate document (as the declaration form will pick
100 % plagiarism count). Then attach the assignment on its own.

Total mark: 50
DUE DATE: 1st May 2024
 Essay assessment rubric
The generic essay rubric below will be used to mark the essay holistically, and the degree to which you
respond to the criteria described will be used to make finer distinctions within this.
Excellent
50-40
Situational analysis 10-8
A clear and detailed description of
situational analysis. The focus is clear
on the issues that directly affect the
teaching and learning of EMS. There
is an excellent critical analysis of how
the teacher responded to issues that
hinder teaching and learning his/her
EMS lessons.
Teaching and learning 20-16
strategies There is a clear articulation of the
teaching and learning strategies.
There is an excellent analysis of the
teaching and learning strategies that
contributed (or not) to enhancing
learning of the EMS topic that was
taught. Excellent suggestions on how
the topic could have been taught
effectively as opposed to how it was
taught by the mentor teacher, are
presented.
4. Learner’s engagement 10-8
Outstanding analysis of how the
learners engaged with the content and
the teacher, specifically looking at
their interaction with the teacher and
their peers. The learning process is
excellently captured in the analysis
and relevant examples are provided.
5. In-text citation & 5-4
Referencing Outstanding use of in-text citation.
The list of references is well-
compiled. There is one referencing
style that is used consistently from in-
text citation to the list of references.
6. Overall 5-4
Outstanding coverage of relevant
material; thorough/comprehensive;
never strays from the topic; extremely
well-structured; correct genre;
evidence of independent thought and
reading of and beyond the course
material; creative and original
presentation; strong language
competence. Relational - extended
abstract – states claim, gives evidence
and justification - authoritative
account, sophisticated synthesis of
several published articles.
Average
39-26
7-5
Some description situational
analysis. A clear and detailed
description of situational
analysis. The focus is clearly on
the issues that directly affect the
teaching and learning of EMS.
However, it is not clear how the
teacher responded to issues that
hinder teaching and learning
his/her EMS lessons.
15-10
There is some articulation of the
teaching and learning strategies.
There is a good analysis of the
teaching and learning strategies
that contributed (or not) to
enhancing learning of the EMS
topic that was taught. There are a
few good suggestions on how the
topic could have been taught
effectively as opposed to how it
was taught by the mentor teacher
presented.
7-5
Good analysis of how the
learners engaged with the content
and the teacher, specifically
looking at their interaction with
the teacher and their peers.
However, the learning process is
partially captured in the analysis
and few relevant examples are
provided.
3-2
There is a good use of in-text.
citations and the compilation of
the list of references. However,
there is more than one
referencing style that is used and
some parts of the work is not well
in-text referenced.
3-2
Intelligible; covers main points
shows an understanding of key
points; indicates reasons; relies
on course material; possibly
some language difficulties; a
sense that the student
understands enough to pass, an
attempt made to engage the key
ideas of authors…multi-structural
– moderate – several aspects
included – weakly elaborated or
connected.
Inadequate
25-0
4-0
There is little or no description of
situational analysis. The situation is not
detailed, and it does not flag key issues
that affect teaching and learning. There
are no details of how the teacher
responded to issues (if any) that hinder
teaching and learning his/her EMS
lessons.
9-0
There is little or inadequate articulation
of the teaching and learning strategies.
There is a poor analysis of the teaching
and learning strategies that contributed
(or not) to enhancing learning of the
EMS topic that was taught. There are no
suggestions on how the topic could have
been taught effectively as opposed to
how it was taught by the mentor teacher,
are presented.
4-0
Poor analysis of how the learners
engaged with the content and the
teacher. Attention was not given to the
interaction between the teacher,
learners, and their peers. The learning
process is partially captured in the
analysis. There are no examples
provided.
1-0
Poor in-text citation and referencing.
Most or all the part of the work is not
in-text referenced. The list of references
is incorrectly compiled or not compiled
at all. There is an inconsistency in the
use of the referencing style.
1-0
No understanding of the question/issue
confused. Random points can be given
minor credit, for serious language
difficulties. Waffles writes own opinions
only. Pre-structural – non-
differentiated.