MODULE DESCRIPTION

MODULE CODE MODULE NAME DATE

ED4-PRAC (FP) TEACHING PRACTICE C SEMESTER 1 & 2 2023

CREDIT VALUE: 12 NQF LEVEL: 7

LECTURER: Anel Coetzee

EMAIL: [email protected]

CELL: 072 808 1051

MODERATOR: tbc

ACADEMIC PROGRAMME DESCRIPTION

The aim of the Post Graduate Certificate in Education in Foundation Phase Teaching (PGCE
FP) is to equip students to become qualified professional educators after having completed
an appropriate Bachelor’s degree (or approved diploma) other than a B.Ed. Graduates will
practice their skills in a primary school (Foundation Phase Grades R-3).
The Teaching Practice C module satisfies the following programme outcomes:
 Demonstrate that students can function responsibly within the education system,
the institution where they are working, and the community in which the institution
is located.
 Demonstrate a respect for and commitment to the education profession.

CATALOGUE DESCRIPTION

The Teaching Practice Modules are a very important component of the Post Graduate
Certificate of Education in Teaching (Foundation Phase) (PGCE FP) programme. During
Teaching Practice you will be given the opportunity to apply the theory and gain valuable
experience within the actual school environment. We all went to school and therefore
assume that we know and understand how a school functions. A teacher’s perspective is,
however, very different from a pupil’s perspective. The world in which you will be educating
pupils is complex. You need to spend time understanding how the pupils experience the
school environment and be aware of their needs and that of the school community to be
effective. Make the most of this opportunity to gain as much actual experience as possible.
The main focus of this module (Teaching Practice C) is to spend time teaching in the
classroom over an extended period. There are several assignments set which assist you to
1|Page Foundation Phase Teaching Practice C 2023
obtain this goal. The experience you gain will help you develop your own teaching
philosophy and management style. Cornerstone Institute policy is that students attend
different schools for each Teaching Practice. Thus, you are required to do each Teaching
Practice in a different school i.e. you will attend THREE different schools for the Teaching
Practice modules. These also need to be three different TYPES of schools. Students are
responsible for making their own arrangements. As the programme follows the South African
education curriculum, Teaching Practice modules must be done in South Africa.

MODULE OUTCOMES

As a result of this module students should be able to:

OUTCOMES ASSESSMENTS

1. Complete and submit a series of lesson plans that were presented Assignment 1
during Teaching Practice C in the Foundation Phase classroom.
2. Reflect on one’s personal and educational journey in relation Teach- Assignment 2
ing Practice C within the Foundation Phase PGCE programme.
3. Develop, use and critique resources used during Teaching Practice C Assignment 3
in the Foundation Phase classroom.
4. Gain insight into aspects of learner diversity and barriers to learning Assignment 4
in the Foundation Phase.

Please note the integrated nature of the assignments, which often assess more than one
outcome.

MODE OF DELIVERY

This module primarily uses blended distance learning, supported by technology in the form
of electronic learning (e-learning). Lecture content will take the form of video lectures, slide
presentations, web presentations, case studies and other media used in on-line teaching.
This will be enhanced by facilitated online tutorial sessions. These components together will
represent 40% of the notional hours (for the average student), leaving 60% of the notional
hours for self-study in the form of readings, assignments, group interaction, work-integrated
learning, etc.
This table represents the basic calculation of the likely workload allocation for a module at
this level.

Mode of Learning Hours

Practical teaching and Self-study Four weeks. Student to

attend the official
school hours (7 hrs per
day)

Self-Study/ Teaching Practice

The average student will need to spend approximately four weeks (20 consecutive school
days) in teaching practice and self-study, which includes prescribed reading, assignments,
2|Page Foundation Phase Teaching Practice C 2023
projects, case studies, examinations, etc. Please note that the required period at the school
is the duration of the official school day (7 hours). It is recommended that the student
additionally attends educational meetings and participate in extra-mural/co-curricular
activities.
Please note that the teaching practice period should ideally end three weeks before the end
of the semester and all assignments/tasks and write-ups of lessons and relevant reports are
to be posted on Funda two weeks thereafter. The school’s report about the student is
confidential and is to be either emailed to the module lecturer directly if needed or given to
the student to upload on Funda. Email: [email protected]

SYSTEM REQUIREMENTS

The following are important computer and internet requirements for working on Funda.
Students and Faculty are advised to make sure that these requirements are met; tools on
Funda often show errors or don’t work at all when a computer is not geared to run them
properly.

General Requirements:
High-speed Internet connection (i.e., LAN, cable modem, DSL, 3-G card, etc.)
Sound-card and speakers/headphones

Productivity Software:
Word processing software such as Microsoft Office Suite for most documents that are
posted
to the Funda module site or distributed to students. Assessments should be submitted in a
Microsoft word compatible format (.doc/.docx). Students who are using an early form of MS
Office are advised to upgrade or download the Microsoft Office 2010 Compatibility Pack,
available at: http://www.microsoft.com/downloads/details.aspx?familyid=941b3470-3ae9-
4aee-8f43-c6bb74cd1466&displaylang=en
PDF document reader.
Appropriate video viewing app (e.g. YouTube player for YouTube videos).

Browsers:
Google Chrome 40 or later (Google Chrome 46 recommended)
Firefox 35 or later (Firefox 42 recommended)
Opera
Internet Explorer 9.0 or later (Internet Explorer 10.0 recommended)
Safari 7.0 or later (Safari 9.0 recommended)

Plug-Ins:

3|Page Foundation Phase Teaching Practice C 2023

Adobe Flash, version 15 or later (Version 19 or later recommended). You can download the
latest Adobe Flash player at http://get.adobe.com/flashplayer .

PRESCRIBED TEXTBOOKS

- The relevant CAPS documentation for subjects per phase and per grade and the
Assessment and Progression and Grade Promotion documentation.

- Coetzee, S., van Niekerk, E., Wydeman. J. & Mokoena, S. eds., 2015. An
educator’s guide to effective classroom management. Pretoria: Van Schaik.
- Excell, Lorayne & Linington, Vivien. (Ed). (2015). Teaching Grade R. Cape
Town: Juta.

USEFUL WEBSITES

Student’s regional DBE website.

http://www.thutong.doe.gov.za/  (SA DBE portal)

OTHER RESOURCES
- Davin, R. ed., 2013. Handbook for Grade R Teaching. South Africa: Pearson.
- Material from the various modules been studied and the relevant resources will proof
to be useful, especially the didactic orientated subjects.

MODULE SCHEDULE

WEEK THEMES, READINGS AND ASSESSMENTS

Site-based school Teaching Practice C in a Foundation Phase

Week 1-4
classroom in a Primary school in grades that have not yet been
attended.
Complete all assignments due two weeks after completion of
Week 5
the Teaching Practice.
Finalise tasks set for observation during the four-week site-
Week 6
based school Teaching Practice and observation period and
submit to Cornerstone Institute.
1. Ensure that all documentation is completed e.g. Teaching Practice Agreement Form,
Lesson Evaluation Forms, Attendance register etc.
2. Arrange your Teaching Practice in such a manner so that you will be able to submit the
Lesson plans and assignments at least one week before the end of the semester.

4|Page Foundation Phase Teaching Practice C 2023

 WEEK THEMES, READINGS AND ASSESSMENTS

3. Please post your entire Teaching Practice C assignments in one document on Funda.
4. Ensure that the school sent your evaluation report and attendance record to the
module lecturer at Cornerstone Institute directly if needed and upload it with your
assignment.

DETAILED MODULE INFORMATION

The Teaching Practice Modules are a very important component of the Postgraduate
Certificate in Foundation Phase Teaching. In Teaching Practice you will be given the
opportunity to apply the theory and gain valuable experience within the actual school
environment. We all went to school and therefore assume that we know what is going on
at a school and how it functions. A teacher’s perspective is, however, very different from a
pupil’s perspective. The world in which you will be educating pupils is complex. You need
to really spend time understanding how the pupils experience the school environment and
be aware of their needs and that of the community to be effective. Make the most of this
opportunity to gain as much actual experience as possible.
GENERAL GUIDELINES:

 You are privileged to get the opportunity to do a school visit. It is not always easy for the
principal or cooperating mentor-teachers to accommodate you. Please respect them, be
helpful and give your full cooperation at all times. The principal and the school policy set
the authority. Remember that you are representing Cornerstone Institute and how
people will view our institution depends on you.

 The purpose for the school visit is for you to learn and gain experience. Act profession-
ally at all times and remember to treat all information that is shared with you by the
mentor teacher as confidential.

 This is a practical module and the assessment is slightly different from other theory
based modules. You will still need to complete various forms, assignments, and hand in
reports. Print this guide and complete each section separately. The forms can be used as
is, but the questions need to be reformatted to provide space. All the work tasks need to
be done while you do your practical and then it must be sent for evaluation via Funda
within two weeks after you finished your school visit.

 Take rough notes about what you experience personally, the interaction between teach-
ers and learners, and the conversations with fellow teachers. We forget so quickly and
this will help you to gain even more information through your exposure to the school en-
vironment.

 The assignments and tasks stipulated are the minimum requirements, but please take
part in as many school activities as possible – remember you are there to gain experi-
ence.

 Complete all the sections and assignments/questions thoroughly as you progress

through the practical and the two weeks you have for submission. The way you present
your assignments indicate to us as lecturers your commitment to the learning process. If

5|Page Foundation Phase Teaching Practice C 2023

 you have queries please contact the module lecturer in time to guide you. You will be
graded on the quality of the assignments and reports you have to submit.

 You need to accumulate documents and supporting material in a Teaching File while you
do your Practical modules and the module Class Management. This is your Teaching
Practice portfolio and will be assessed at the end of the programme.

ASSIGNMENT DETAILS

Upon completion, the student is to post one document that includes all lesson plans and
assignment tasks on Funda, together with the other administration requirements i.e. teacher
signed documentation regarding student’s attendance etc.

Please ensure that you complete all the relevant forms as indicated in this module and that
all relevant documentation is stamped with the school’s official stamp and dated.

Please note that all the assignments will be evaluated according to the following criteria:

Evaluation rubric for Teaching Practice C:

Mark obtained Mark clarification

Excellent competency (A) Work presented/performed did more than meet

the minimum standard. The student was willing
to go the extra mile regarding all requirements
during the practical teaching period. Student
added value to the learning experience

Above average competency (B) Work presented/performed met more than the
minimum standard. The student was willing to
work hard and delivered work above the
average standard.

Competent (C) Work presented/performed did meet the

minimum standard. Due attention was paid to
the task completion.

Should reach competency with limited support Work presented/performed mostly meets the
(D) minimum criteria and the student should reach
competency with limited support or intervention

Not yet competent (E) Work presented/performed did not meet the
minimum standard. Due attention was not paid
to the task completion. Student requires support
to achieve the minimum standard.

ASSIGNMENT ONE: LESSON PLANS AND LESSON PRESENTATIONS

Student teachers are required to plan and present a minimum of 20 lessons in a Foundation

6|Page Foundation Phase Teaching Practice C 2023

Phase classroom. The first day is for observation purposes, thereafter students are required
to plan and present a lesson each day, except for the observation day. Should the student
teacher be absent, they need to ‘make up’ that lesson.

Student teachers are to plan the required lessons with guidance from the mentor teacher.
Student teachers should consider outings, rainy days for outdoor activities etc. as these may
impact on them presenting or reaching the required minimum lessons if they do not plan
ahead.

Consultation with mentor teachers to finalise planning is essential.

Lesson Plans and Presentations:

At least TWO of the First Home Language and Mathematic lessons must be group lessons.

Lessons for Home Language:

o Listening and speaking lesson
o Reading and Phonics
o Writing
o Handwriting
o Story rings (Reception)

Lessons for First Additional Language (English and Afrikaans):

o Listening and speaking lesson

Lessons for Life Skills:

o Beginning Knowledge
o Creative Arts lessons
o Physical education lessons (at least one must be a music lesson)
o Personal and Social well-being

Lessons for Mathematics:

Students should make every effort to teach a lesson in as many of the mathematic content
areas as possible.
o Numbers, operations and relationships
o Patterns, functions and algebra
o Shape and space
o Measurement
o Data Handling

All lessons must be written up using a structured Lesson Plan – see two examples at end of
this document.

IMPORTANT: Included in your lesson plan/presentation must be the resources you used and
work sheets you developed/used in the lesson. Take photos of the resources and attach
copies of all the work sheets and written activities you use. If the activity is in a text book,

7|Page Foundation Phase Teaching Practice C 2023

scan or photograph the text book page and include it.

All lessons must be evaluated by your mentor teacher and the mentor teacher evaluation
form must accompany every lesson your present. Please ensure that the teacher completes
this on the day of the lesson.

All lesson planning and comments are to be posted on Funda (as a complete set) at the end
of the teaching practice to be validated.

ASSIGNMENT TWO: REFLECTIVE JOURNAL

In Teaching Practice B you completed a reflective journal. In this assignment you are re-
quired to complete a reflective journal that continues to reflect on your ongoing personal and
educational journey up to, and during, your Teaching Practice C experience. In other words,
you will reflect on aspects of your teaching practice C experience in relation to what you
have learned thus far in your PGCE studies by critically discussing what has shifted and
changed in your thinking as a student teacher since you started your educational studies.
One could therefore describe this journal discussion as a critical interaction with your per-
sonal and educational journey thus far.

Your reflective journal must be written in an academic writing style and must draw on your
readings (with in-text references) from the modules you have completed or are currently still
completing. This means that your work must include in-text references and a final reference
list of at least three references.

What you choose to reflect on is your personal choice but remember this is both a personal
and educational reflective journal, thus it should include aspects of both your personal and
educational journey to date.

Word Count (including reference list): 1000-1200 words

ASSIGNMENT THREE: RESOURCE FOLDER

As a Foundation Phase teacher, a significant portion of your time will be spent on creating
classroom resources. These may be generic classroom resources such as a weather board,
reward chart, posters for literacy, mathematics of life skills etc, or they may be specific
resources for a lesson or a theme that you are teaching.

In Teaching Practice B you were required to present a resource folder and teaching glossary.
I trust that this exercise was helpful. For this assignment you are now going to present FIVE
resources that you created and used during your teaching practice experience.

Examples of resources are:

 A weather chart

8|Page Foundation Phase Teaching Practice C 2023

  A reward chart
 Puppets
 Art, Music or Physical Education equipment that you made for a lesson/s
 Games - that have been made by you specifically for the learners in your class during
Teaching Practice C
 Poster/charts for Literacy, Numeracy and/or Life Skills
 Mathematic apparatus
 A youtube that you have created – this can be a story, information on a topic, sing-a-
long action songs etc – but it cannot be one from the internet, it must be one that you
have created yourself

NOTE: Although worksheets are resources, they cannot be presented as a resource in this
assignment.

 I would particularly like you to make something that will be useful when you teach
one day. So possibly consider a resource that can span the grades that you might
teach.
 For example, a weather chart could be used for Grades R-2, puppets can be used in
any grade, reward charts are useful for all grades so consider one that could be
adapted to suit Grades R-3, and so forth.
 You can create a resource for a specific grade, I am however encouraging you to
observe what is being used in the school across all grades in the Foundation Phase
so that the time and effort you spend on creating your resource can be put to good
use when you have your own class one day.

These are only a few ideas to stimulate your thinking. What is essential for all five of the
resources that you present must have made by you.

For this assignment, please present your resources by doing the following:
 Present your resource using photos
 Motivate the reason you chose to create this resource
 Describe how you used it in lesson/s or with the class (eg a reward chart)
 Critically discuss the resource in relation to the class and lesson for which the
resource was created.
 Any additional information that is relevant
 Include references particularly if you accessed ideas off the internet

Word count: approx. 400 words per resource

ASSIGNMENT FOUR: BARRIERS TO LEARNING

A barrier to learning is anything that stands in the way of a child being able to

learn effectively. A learner may experience one or more barriers to learn-
ing throughout his or her education. ... For example, extreme poverty, abuse or neg-

9|Page Foundation Phase Teaching Practice C 2023

lect will all act as barriers to a child's learning. (http://www.included.org.za/R2ecwdsite/
docs/Factsheet%206.pdf)

In Psychology of Education as well as your Didactic modules you have been ex-
posed to different forms of barriers to learning that learners may experience. Within
the CAPS documents this is linked to learner diversity. Diversity, according to the
DBE CAPS document, Guidelines for responding to learner diversity in the
classroom means “recognising that people are unique in their own way”, and this
uniqueness includes “learners from different socio-economic, language, cultural, reli-
gious, ethnic, racial, gender, sexual orientation, ability groups etc” (DBE:3).

In this assignment you are required to:

 Document the learning experiences of three diverse learners in the class who
are in one way or another experiencing barriers to learning.
 Present a case study on each learner where you discuss the learner, the bar-
riers to learning experienced by the learner, and how these are being man-
aged by the teacher and school.

Suggestions on what to include in your discussion on each learner:

 Profile of learner – include whatever background information you have ac-
cess to
 What barrier to learning is impacting on the leaner
 How has the class teacher responded/managed the situation, ie have the
parents been informed, does the school have a learner support teacher who
is assisting, what support mechanism have been put in place for the learner
etc
 How is the learner responding, ie how have the support mechanism that have
been put in place assisted the learner, if no support mechanisms have been
put in place describe how you have observed the learner in the classroom
 Provide a critical discussion that draws on knowledge you have gained during
your PGCE studies to discuss the situation
 Provide additional aspects of support that you would suggest if you were the
class teacher
 Any additional information that is relevant to the discussion on the learner
 Include in-text and final reference list

Word count: approx. 500-600 words per learner discussion

10 | P a g e Foundation Phase Teaching Practice C 2023

 PROGRESS FEEDBACK OF STUDENT BY MENTOR TEACHER

 The mentor teacher is requested to observe and guide the student teacher
during the teaching lessons.
 The form below (or a similar form) may be used to provide feedback to the
student. Mentor Teachers are also requested to provide feedback on each
lesson presented by the student teacher.
 The feedback forms (typed or handwritten) must please be given to the
student teacher to be submitted as part of their Teaching Practice C portfolio

TEACHING PRACTICE C: MENTOR TEACHER LESSON FEEDBACK

STUDENT NAME: GRADE:

LESSON TOPIC: DATE:

MARK (%) AWARDED FOR LESSON:

CATEGORY LESSON DESCRIPTOR

NEEDS TO BE
NO ATTEMPT

EXCELLENT
IMPROVED

AVERAGE

GOOD
MADE
Preparation and Lesson plan shows preparation and relevant
planning outcomes (scope, relevance and suitability) and
methods to achieve the lesson goals.

Lesson Lesson is introduced in a creative and interesting

introduction manner that captures the learners’ attention.

Body of lesson Lesson body sustains learner interest and uses

appropriate methods and activities to support lesson
goals and outcomes.

Lesson Lesson concludes timeously allowing for most

conclusion learners to complete all activities and tasks assigned
during the lesson.

Teaching style Teaching style is suitable for the foundation phase,

shows enthusiasm and confidence.

Suitability of Methods chosen are suitable to the lesson outcome

teaching and are varied and age appropriate for the grade.
method/s

Suitability of Teaching and learning materials are carefully chosen

teaching and and presented, grade appropriate and suitable to the
learning leaners needs.
materials

Learner Good learner management, discipline. Effective

management student engagement and participation. Able to
and rapport capture and sustain learner interest.

11 | P a g e Foundation Phase Teaching Practice C 2023

Communication Appropriate use of language to communicate with
and language learners. Able to confidently clearly communicate
use meaning – tempo, audibility, clarity.

Questioning Makes use of good questioning techniques to support

technique learning. Shows an ability to use different levels of
questioning using Blooms taxonomy, keeping with the
potential and ability of the learner group.

Learner Lesson engages all learners. Lesson presentation

engagement and activities varied and differentiated to meet the
needs and cognitive level of the learners in the class.

Time Shows good time management and effective use of

management time for lesson and lesson activities. Pace and tempo
adapted to suit the learners in the class.

Creativity and Lesson displays creative and innovative teaching as

innovation well as the inclusion of creative and critical thinking
skills.

Use of media Lesson makes effective and appropriate use of

available media. An effort is made to incorporate
technology in the lesson given what is available in
the school context.

Additional
aspects of
lesson not
covered above:
(mentor teacher
can add)

MENTOR TEACHER COMMENTS (compulsory):

MENTOR TEACHER SIGNATURE: DATE:

12 | P a g e Foundation Phase Teaching Practice C 2023

STUDENT TEACHER EVALUATION FORM
At the end of your Teaching Practice C school visit the following form must be completed by
the Mentor Teacher:

Name of Mentor Teacher: …………..

………………………………………………………

School: …………………..……………………………………………………………………

Grade:………………………………………………………………………………………

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

Student teacher: …………………………………………………………………..…..

Grading
Please see
Comments codes
below

Structuring of
lessons and the
learning
environment

(Lesson
planning and
implementation)

13 | P a g e Foundation Phase Teaching Practice C 2023

 Use of
resources in
teaching

General
teaching skills

Classroom
management
and
organisational

skills

Communication
skills during
teaching and
with colleagues

14 | P a g e Foundation Phase Teaching Practice C 2023

 Professional
conduct

Rate the student OVERALL using the scale below. Place an X in the appropriate block.

A B C D E
Overall
Grading Excellent Above Competent Should reach Not yet
competency average competency competent
competency with limited
support

FORM FOR STUDENT’S ATTENDANCE

Please see the Mentor Teacher information document for the official attendance register
to be completed and stamped by the school.

LESSON PLANNING SHEET: (on next page)

Either of the following lesson plans may be used. Students may adapt the lesson
plans to meet the requirements of the Mentor Teacher.

15 | P a g e Foundation Phase Teaching Practice C 2023

Recommended Lesson Plan: Adapt this plan as needed to fit your phase and
subject. You should be able to explain the choices you have made in each part of the
lesson. Remember to include copies of all resources used in the lesson. Expand the
sections as required

Topic for Lesson (as in CAPS curriculum)

Key Question to be addressed in the lesson

Sub questions

Time (lesson length) Class size Resources:

Outcomes:

What do I want the learners to learn and be able to do as a result of this lesson?
- At the end of this lesson learners should be able to … (e.g. list, name, explain, debate, calculate,
compute, describe, analyse, interpret, contrast, create etc)

Lesson Content

What are the key ‘facts’, concepts, procedures that I want learners to understand as a result of
this lesson?

Introduction (Part 1: Starter, ‘The Hook’)

How will I get the learners motivated, curious and ready to learn?

(Part 2: The Method)

Teacher Activities Learner Activities TIME

What am I going to be doing during What are the learners going to be doing
the lesson? during the lesson?

Closure (Part 3: Closure)

How will I bring the lesson to a logical conclusion?

Learner Assessment

16 | P a g e Foundation Phase Teaching Practice C 2023

 How will I know whether the learners achieved what I wanted them to achieve this lesson?

(adapted from R. Killan (2015), Teaching Strategies (Juta, Cape Town) p110).

17 | P a g e Foundation Phase Teaching Practice C 2023

 ADDITIONAL SAMPLE LESSON PLAN
(Remember to attach/include all resources used with each lesson)
Learning area: Grade: Date:

Duration of lesson:

CAPS Topic:

Focus of lesson:

Previous lesson:
Next lesson:

Teaching approach: Required resources:

Introductory activity: Est.

time:
.

Stages of lesson/learning activities:

Step 1:

Step 2:

Step 3:

Step 4:

Planned assessment:

Expanded opportunities:

18 | P a g e Foundation Phase Teaching Practice C 2023

TEACHING PRACTICE: PROFESSIONALISM

Professional Code
The mentor teacher helps the student teacher develop a professional attitude and
conduct. The following points should be used by students and the mentor teacher as
a guide to develop professionalism in the teaching career:
 100% attendance expected
 punctuality at all times
 adherence to dress code of the school
 thorough and consistent preparation
 a willingness to help and support the mentor teacher
 confidentiality and a professional work ethic
 appropriate interaction with learners and adults
 involvement in extra-mural activities – where applicable
 involvement in school co-curricular activities (sport and culture)
 assist in administrative duties
 follow school code of conduct

Management of Absenteeism
100% attendance is required of each student-teacher. A student teacher may not be
absent from school other than for illness unless the supervising lecture has
authorised special permission. Should such an instance occur, the student teacher is
instructed to obtain a letter granting the required permission. Where possible, this
authorisation must be obtained in advance of the absence.

Should the student teacher be absent, the following procedure should be adhered to:
The student teacher concerned should phone and inform:
 The school’s office and the mentor teacher of the school
 Cornerstone Institute
 The student’s absence must also be indicated on the attendance sheet
that is returned to the Institute
 The student teacher must keep a register of their attendance in the teach-
ing file which is validated by the mentor teacher’s signature. All registers,
medical certificates and copies of letters of authorisation must be filed in
the student’s Teaching Practice file.

Teaching and Observation Checklist

General

19 | P a g e Foundation Phase Teaching Practice C 2023

  Teaching Practice Planning
 Lessons - clearly set out in Teaching Practice file
 Learning aims - clearly defined, relevant
 Attention to detail and neatness
 Sufficient/appropriate educational material, lessons, etc.
 Evidence of planning/preparation (thinking the activity through)

Organisational skills
 Management of group as a whole
 Management of groups
 Management of individuals
 Management of educational material
 Management of time
 Management of 'transition' from one lesson to the next

Communication/teaching skills
 Confidence
 Use of voice
 Use of face and body language
 Ability to listen
 Ability to relate to a particular age group
 Ability to relate to group
 Ability to interact at learner’s level
 Promoting communication and considering multilingual issues

Presentation
 Total presentation of lessons (introduction, body, conclusion, transition)
 Giving instruction/explanations
 Questioning skills
 Listening ability
 Ability to make learners think
 Ability to motivate/encourage participation
 Ability to be a facilitator
 Ability to use teaching moments
 Consolidation/evaluation/closure

The learner's learning

 What has the learner learned?
 Has each learner been actively involved? i.e. by discussion, by experiencing
through their senses
 Did each learner know what was expected of him throughout the activity?

20 | P a g e Foundation Phase Teaching Practice C 2023

  Was each learner treated as someone special?
 Are aims appropriately and realistically realised?

Qualities of the student teacher

 Professionalism, attitude, motivation,
 Warmth, empathy, understanding, sense of humour
 Resourceful, helpful, reliable, responsible
 Rapport and interest in learners
 Patience, tolerance and flexibility
 Alertness, awareness, organisational skills
 Does the group co-operate with the teacher?
 Innovative, initiative, leadership
 Assistance with extra-mural and administrative duties

21 | P a g e Foundation Phase Teaching Practice C 2023

MODULE GROUND RULES
 All assignments must be submitted by the due date.
 All written Assessments must be submitted on Funda.
 You are responsible to keep a back-up copy (paper or electronic) of all work submitted.
 Please ask for my assistance if you require help with Assessments or academic skills.
Students are also welcome to speak to me via skype and make an appointment if
needed.
 Assessments that will serve the moderation process have been indicated on the outline.
 All written Assessments and discussion forum entries must utilise gender inclusive lan-
guage.
 All work submitted must be original. You must be able to show that it is your own work.
Using someone else’s work and passing it off as your own is plagiarism, which is an ex-
tremely serious academic offence. It is theft! Plagiarism, either intentional or accidental
will be penalised and may result in failure of the module. Consult the ‘Academic
Guidelines 2017’ (available in the ‘Resources’ page on this Funda site) for guidelines for
the format of all written work.
 You are required to submit all assessments for this module. Failure to do so will result in
failure of the module.
 All written work must be submitted with the plagiarism declaration attached. If
there is no declaration attached, it will not be marked until such time as a declara-
tion is attached.

22 | P a g e Foundation Phase Teaching Practice C 2023

HONOUR PLEDGE / PLAGIARISM DECLARATION
Plagiarism is inconsistent with several of Cornerstone’s core values: because it involves
academic dishonesty it is contrary to our value of integrity; it does not give due credit to others
and thus constitutes a lack of respect; it reflects a lack of thinking for oneself and thus
demonstrates a lack of creativity; and it is completely opposite of a commitment to excellence.
In recognition of this truth, I hereby declare that:

1. I understand that plagiarism is to use another’s work and represent it as one’s own, and I
know that plagiarism is wrong.
2. I have used appropriate convention for citation and referencing as stipulated in the Aca-
demic Guidelines. Each contribution to, and quotation in, this essay/report/project from
the work(s) of other people has been attributed (to the author(s)) and has been cited (with
in-text referencing) and referenced (with full bibliographic details).
3. I acknowledge that copying someone else’s assignment or essay, or part of it, is wrong,
and declare that this essay/report/project is my own work.
4. I have not allowed and will not allow anyone to copy my work with the intention of passing
it off as his or her own work.
5. I have read what the Academic Guidelines and Yearbook documents say about plagiar-
ism and understand that plagiarism may result in failure of an assignment, failure of a
module, and/or other disciplinary actions.

Signature ______________________________

Date _________________

Note that agreement to this declaration does not exonerate the student from Cornerstone
Institute’s Academic Integrity Policy.

23 | P a g e Foundation Phase Teaching Practice C 2023