TPN3704/101/0/2024

ASSESSMENT 01

DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL

STUDIES COLLEGE OF EDUCATION

UNIVERSITY OF SOUTH AFRICA

MODULE CODE: TEACHING PRACTICE IV (TPN3704)

This assessment contributes 10 % towards your final

mark.
The assessment is about school placement
confirmation, code-switching, developing creative
abilities in primary school, and the use of social
media in teaching.
Answer the questions for this assessment in the
space provided.

You need to include a completed and signed copy of the declaration form when
you submit Assessment 01 for this module.

An assessment 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 lecturer 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 lecturer 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 submitting 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
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serious violation of the University’s regulations and may lead to expulsion.

The under-mentioned declaration must accompany written assessments. Your assessment will be
cancelled and returned unmarked if you do not include a fully completed and signed declaration form.

I (full names): ..................................................................

Student number ..................................Module: TPN3704

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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DO NOT CHANGE THE FORMAT OF THIS ASSIGNMENT.

1. Attach a placement confirmation from the school you have chosen for
teaching practice. Important: The confirmation date must be before 31 March
2024.

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Use the uniform resource locator (URL) links below to obtain the necessary
information. Read the information and use the Harvard Referencing system
for in-text referencing and the list of references at the end of the assessment.
Use the mark allocations of the questions as guidelines as to the number of
facts to include in your answers.

Link 1: https://doi.org/10.38159/ehass.2023432
1. Impact of code-switching in learning and teaching of mathematics: A South
African perspective
Link 2: https://doi.org/10.37547/pedagogics-crjp-04-06-16
2. The essence of developing creative abilities in primary school pupils
Link 3: https://doi.org/10.4102/td.v16i1.702
3. The innovative use of social media for teaching English as a second
language.

NB: If the links are not working, use the titles of the articles to search for the
sources above.

2. Read the information from the URL link 1 and then respond to the following
questions:
2.1 Define the purpose of this study.
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2.2 Where was the study conducted?

A study conducted in California found that Latina English Language Learners
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2.3 Name the research design used in this study.

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2.4 Give the data collection method used in the study.

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2.5 Explain what you understand by code-switching.

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2.6 What do you understand by the constructivist theory?

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2.7 Which research approach is used in this paper?

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2.8 Explain the dual or double challenge experienced by the science and
mathematics teacher if the language of learning and teaching (LoLT) is not the main
or home language of the learner.
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2.9 Give two recommendations indicated in this study.

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2.10 Explain how you can correctly implement code-switching as a pedagogic

strategy in your classroom.

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3. Read the information from the URL link 2 and then respond to the following
questions:
3.1 What is the purpose of this paper?
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3.2 Mention the effective strategies you can use to develop learners’ creative
abilities.
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3.3 For each of your answers below, give how each aspect benefits the learners.
3.3.1 Developing creative abilities:
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3.3.2 Fostering creative abilities:
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3.3.3 Integrating arts and humanities:

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3.3.4 Fostering collaboration and peer interaction:

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3.3.5 Alternative assessment approaches:

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3.3.6 Teacher Professional Development:

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4. Read the information from the URL link 3 and then respond to the following
questions:

4.1 Give two types of social media platforms that you can use to engage learners on
an online platform. Provide the advantages for each chosen platform.

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4.2 List two drawbacks to social media use in the classroom.

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4.3 Explain why you believe social media is not utilised frequently in South African
schools for teaching and learning.

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4.4 If face-to-face teaching and learning are disrupted, what can a student teacher
do to develop the necessary digital skills to carry out remote teaching and learning?
Give two alternatives.

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4.5 What are the findings of this study?

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4.6 What are the implications of this study?

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5. References

Examples
Department of Basic Education. 2011. Curriculum and Assessment
Policy Statement: Intermediate Phase: Grades 4-6. Pretoria:
Government Printers.

McMillan, J.H. & Schumacher, S. 2010. Research in education:

evidence-based inquiry. (7th ed.). New Jersey: Pearson Education,
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Inc.

Sedibe, M. 2011. Inequality of access to resources in previously

disadvantaged South African high schools. Journal of Social Sciences,
28(2), 129–135.

Yusimah, P.G. & Amjah, H.J. 2014. A study of teachers’ strategies

to develop students’ interest towards learning English as a second
language. Procedia - Social and Behavioral Sciences, 134, 188–
192.

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