TPS2602 - Portfolio

TPS2602 – Teaching Practice 2 Portfolio (Old Curriculum)
53973607 – Desré Maritz

Unique Assignment No. 799408
03 March 2021 – 19 March 2021
Assignment 50
Mathematics Natural Sciences Social Sciences Arts and Culture
X
Languages Life Orientation Economic and
Management
Sciences
Technology
TPS2602 Desré Maritz
799408 53973607
Table of Contents
PLAGIARISM INFORMATION......................................................................................................................... 4
DECLARATION OF AUTHENTICITY FORM........................................................................................................ 5
DECLARATION OF LESSONS TAUGHT............................................................................................................. 6
GETTING TO KNOW THE CODE OF CONDUCT (WHOLE SCHOOL APPROACH)...................................................7
CONTEXTUAL QUESTIONNAIRE..................................................................................................................... 9
GETTING TO KNOW YOUR LEARNERS.......................................................................................................... 11
MENTOR TEACHING ACTIVITIES................................................................................................................... 12
MEETINGS AND DUTIES........................................................................................................................................12
ROLES OF TEACHERS............................................................................................................................................13
WEEKLY JOURNALS..................................................................................................................................... 14
JOURNAL FOR WEEK 1 – DATE 03 MARCH 2021......................................................................................................14
CO-TEACHING............................................................................................................................................. 17
FORMING AN EFFECTIVE TEAM WITH YOUR CO-TEACHER............................................................................................17
CO-TEACHING LESSONS............................................................................................................................... 18
CO-TEACHING LESSON PLAN 01.............................................................................................................................18
Assessment Activity/ LTSM/ Proof.............................................................................................................21
CO-TEACHING LESSON PLAN 02.............................................................................................................................23
Assessment Activity/ LTSM/ Proof .........................................................................................................25
REFLECTION ON CO-TEACHING...............................................................................................................................26
INDEPENDENT TEACHING LESSON PLANS.................................................................................................... 27

INDEPENDENT TEACHING LESSON PLAN 01..............................................................................................................27
Assessment Activity / LTSM / Proof...........................................................................................................29
REFLECTIVE SELF-ASSESSMENT LESSON 1.................................................................................................................36
INDEPENDENT TEACHING LESSON PLAN 02..............................................................................................................37
Assessment Activity / LTSM / Proof...........................................................................................................39
REFLECTIVE SELF-ASSESSMENT LESSON 2.................................................................................................................44
ASSESSMENT OF INDEPENDENT LESSON PRESENTATION.............................................................................45

MENTOR TEACHER ASSESSMENT OF INDEPENDENT LESSON 01....................................................................................45
MENTOR TEACHER ASSESSMENT OF INDEPENDENT LESSON 02....................................................................................47
PARTICIPATION IN EXTRA-CURRICULAR ACTIVITIES (WHOLE SCHOOL APPROACH).......................................49

EXTRA-CURRICULAR PARTICIPATION SHEET 01 (WHOLE SCHOOL APPROACH)...................................................................49
MENTOR TEACHER REPORT......................................................................................................................... 57

WHAT HAVE I LEARNT THAT I CAN SHARE?.................................................................................................. 58
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CO-TEACHING LESSON LECTURER/MARKER RUBRIC LESSON 01...................................................................59
CO-TEACHING LESSON LECTURER/MARKER RUBRIC LESSON 02...................................................................61
LECTURER / MARKER PORTFOLIO MARKING GRID.......................................................................................64
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Plagiarism Information
STUDENT DECLARATION
UNIVERSITY OF SOUTH AFRICA – COLLEGE OF EDUCATION
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
I (full names): Desré Maritz

Student number: 53973607 Subject/Module Code: TPS2602
Declaration
1. I understand what plagiarism entails and am aware of the University’s policy in this
regard.
2. I declare that this Portfolio is my own, original work. Where someone else’s work
was used (whether from a printed source, the internet or any other source) due
acknowledgement was given and reference was made according to departmental
requirements.
3. I did not make use of another student’s previous work and submitted it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of
presenting it as his or her own work.
Signature __________________________________ Date: 19 March 2021
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Declaration of Authenticity Form
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Declaration of Lessons Taught
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Getting to Know the Code of Conduct (Whole School Approach)

1. Do the pupils have access to the learner disciplinary code and code of conduct of the
school?
Yes.
Why is it important that pupils have this code and study it closely?
Students should be able to easily access the code of conduct as it guides learner and
teacher behaviour; students should study this document closely as it states the dos and
don’ts for learners, in and out of the classroom.
2. Do staff have access to the staff disciplinary code and code of conduct?
Yes.
Why is it important that staff have this code and study it closely?
Teachers require quick access to the code of conduct as it guides disciplinary
procedures; teachers should study this closely for clarity on what is allowed and not
allowed for student behaviour and what actions they may take in this regard.
3. What is the procedure for staff who are ill and will be taking a day’s leave from
school?
Staff need to contact the principal and request permission to leave / stay home, should
the teacher be feeling up to it, they may continue with their scheduled lessons on
Google Classrooms from home, if not the teacher should inform the invigilator what
work the students would have to be working on. The invigilation roster will still
however need to be checked, regardless of whether the teacher has left work or is
teaching from home, so that there is someone in the class with the students through
the time that the teacher is not there.
4. What must the staff member do upon returning to school after leave has been taken?
The staff member should follow up on the work that was done and recap with the
students to make sure the students are/were still taught the appropriate content and
that they understood the content. The teacher should also report to the office and fill
in a leave form for their staff file as well as hand in a doctor’s note should it be
necessary.
5. Does the school have standard procedures (consequences that are expected to be
implemented in all classes) for dealing with learners who do not complete homework
as a repeat offense? If yes briefly explain this procedure?
Yes, depending on whether or not it is a first offense, learners will be given a warning
or a demerit, the incident is then added to the disciplinary report of the learner, and
should the situation continue the student’s parents are informed, either by written or
oral report from the teacher.
6. If the school does not have standard procedures for homework offenses or if it is not
effective in motivating learners to keep their homework up to date, what would you
suggest as a consequence that could be implemented in the school for learners who do
not complete homework?
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I would say that the current system in place at Global Leadership Academy is
effective and working, with the exception of the grade 8 students who have not yet
learnt the methods and procedures. Motivating the grade 8 learners is exceptionally
difficult due to the COVID time-tables, the students spend two weeks at school and
two weeks home schooling via Google Classroom, they are overwhelmed and it
would not do to stress them out more.
7. Explain the benefits of having standard procedures that are implemented in all
classes for issues like homework, learners arriving late to class, disruptive learners,
insolence etc.?
If standard procedures are implemented, all students know the consequences to not
handing in homework on time or being late for class – they know what to expect in
each class and are disciplined the same in each class, the teacher can never be accused
of being ‘too strict’ or ‘unfair’ if they follow the procedures set out by the school.
8. Explain the school’s procedure for learners who are regularly absent. If the school
does not have such a procedure or if it is not effective, what procedure can you
recommend and why?
Teachers discuss with one another if they too have experienced the same learner
absent for a consecutive number of days. The register teacher or the deputy principal
then reaches out to the parent(s) of said learner and consults with them if there may be
a problem or a way in which the school can help.
9. Briefly describe the dress code for staff at school that will apply to you during your
teaching practice.
Teachers are expected to be appropriately dressed at all times. The dress code on
Monday for the students is full formal attire – the school tries to reinforce this idea by
asking the teachers to do the same. The rest of the week the teachers may come to
school in Smart-Casual attire, with the exception of jeans, jeggings, shorts etc.
Teachers are requested to wear clothes that are not too revealing, or low cut and any
skirts or dresses should be at least four fingers from the knee.
10. List any two ‘minor offences’ as per the school’s learner code of conduct as well as
the required action to be taken if a learner commits these offenses.
Wearing Make-Up and Littering
The teacher speaks to the learner and reports the incident to the student’s register
teacher; the incident is then reported on the learner’s permanent disciplinary record.
Depending on whether it is a first offense, the student will receive a warning. Parents
will be contacted, via written or oral report, should this be a repeat offense or if the
student has multiple minor offenses on their record. The appropriate punishment will
then be decided on.
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Contextual Questionnaire
1. Describe the school at which you did your practical teaching (location, age, facilities,
how many learners are enrolled at the school, how many teachers teach at the school,
language of learning and teaching, etc.)
Global Leadership Academy is situated in the Urban Town of Jeffery’s Bay,
educating between 500-700 students ranging in age from 13-18 years with between
30-40 staff members. The school boasts a TV in almost every classroom, with
whiteboards, Wi-Fi and Chalkboards available to teachers and students. The school
has two man languages of learning, English and Afrikaans and student’s can choose
between their Home Language and First Additional Language.
2. Describe the classroom in which you did your practical teaching (size, facilities,
learning and teaching support materials, classroom atmosphere, etc.)
During my teaching practice, I used classroom number 2; it was equipped with both a
white board and a chalk board, large windows one could open for a breath of fresh air,
a television with cast abilities, ± 30 desks and chairs, a podium, a bookshelf, a
teacher’s desk and a fan. The class has an airy feel and is situated at the end of the
school, giving it a very relaxed atmosphere.
3. Describe the learners you taught during your practical teaching (number per class,
degree of readiness to learn, their home environmental conditions etc.)
I could classify the students in my classes as being extremely privileged, most parents
can afford to pick the students up after school and can either afford extra lessons or
have the time and ability to help the students’ themselves. The school likes to keep
classes small, with the largest average being 25 learners per class, making it easier to
pay attention to individual learners should there be a need. The pupils in my classes
were extremely eager to learn as they had just come back from their 2 weeks at home
and were rather excited to be back, students were extremely engaging, asking many
questions and discussing their work excitedly.
4. Describe your mentor/subject/learning area teacher (knowledge, teaching experience,
helpfulness, guidance, etc.)
Mr Young is extremely knowledgeable about English, he thoroughly enjoys teaching
and interacting with his student as well as all his other duties within the school
context. He has been teaching for over ___years (which includes a brief stint in
Liverpool, United Kingdom) and has really helped to guide the process of
independent teaching and co-teaching.
5. Provide a brief account of your overall teaching practice experience (positive and
negative).
Having never before taught large groups of students, I felt extremely overwhelmed
during my teaching practice. I was very unsure of where I needed to be and what I
needed to do to complete my portfolio.
I very much enjoyed explaining concepts to students and marking their completed
tasks – I was able to easily adapt to being a figure of authority to the students, when
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on my first day I felt as though they had the authority over me. I learnt that I need to
be more in control of not only my voice, but also my self confidence and my body
language. I enjoyed having the students open up to me as their teacher and while I
was petrified at first, I learnt to like giving specific lessons on learning material and
content.
6. Briefly describe how you conducted yourself in accordance with the South African
Council of Educators?
I respected each student’s constitutional right to their own religious beliefs, I
exercised compassionate authority, promoted gender equality and I respected all
students’ rights to their own uniqueness.
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Getting to Know Your Learners

The learners I teach have a variety of different preferences, some of them enjoy eating
spaghetti bolognaise, some enjoy sea food, others enjoy burgers and pizza; however, they are
a fairly active group, while they do watch shows such as E-Extra, Binnelanders and The
Flash, they also enjoy playing sports (rugby and surfing) and play-station games after school.
On a Saturday morning most students sleep late or end up at their friends’ houses, whereas
some prefer to go out for an early morning swim or jog.
The learners I spoke to named accounting, technology and languages as their most disliked
subjects with reasons ranging from ‘difficult subject’ to ‘difficult teacher’ – students do not
enjoy subjects when they have a difficulty understanding the content. Students surprised me
with the wide appreciation for mathematics; most students indicated that they most easily
studied for maths, while others were more drawn to cultural subjects such as life orientation,
the arts and languages.
There was a split between the students when it came to disciplinary matters; some students
believed that scholars that have not done their homework or misbehaved in class should not
be punished at all – their belief being that the students would be disadvantaging themselves
and not anyone else. Students on the other side felt that their peers should be disciplined
more strictly, demerits should increase as should detention time – the feeling being that if
something was assigned it should have been done or students should face the consequences.
It was unanimously agreed upon, by all the students, that learning can be made easier through
better explanations, summarising of work that needs to be learnt and effort put in by the
teachers; the students all felt that they had difficulty understanding work in classes where the
teachers merely worked out of the textbook. The pupils would prefer longer explanations
with more intensive examples to better describe the concepts.
The aspirations of the students range from police / traffic officers to professional surfers and
gamers as well as engineers and psychologists. A noteworthy observation for myself was that
the students who were more drawn to mathematics were the students more drawn to law
enforcement and professional surfing or gaming, whereas the more cultural students were
more appreciative of careers such as psychology and engineering.
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Mentor Teaching Activities

Meetings and Duties
Meeting
What meeting did you attend?

A staff meeting was called.
Why was the meeting called?

The main reason behind the meeting was to put forth a proposal to the teachers from the
school management team, they are offering the teachers an opportunity for rent-to-buy
equipment from the school.
When did it take place? (Date & Time)

Monday 8th March 2021 – 14:15PM
Who were the participants at the meeting?

The Principal – Stefan Kleyn; The HOD of Cultural Activities – Mr Young; and Mr Schulz –
the CAT /IT teacher.
Who chaired the meeting?

Johan Oosthuizen – Deputy Principal
What was discussed?

 The possibility of rent-to-buy equipment.
 G.R.A.S.P Teachers – God Seeking, Resilient, Adventurous, Service Leader,
Professional
 FAT Schedule – Teachers are asked to stick to their schedules.
 Moderated Papers due date 12-March-2021.
 Make sure the correct papers are printed for the upcoming test series (the moderated
papers)
 One of the school sponsors will be visiting the school on the 11th March, please ensure
all classroom are clean and tidy – windows included.
How often do these meetings take place?

Every Monday afternoon, unless advised otherwise.
What did you learn from attending the meeting that has helped you develop as a teacher or
that you can use in your teaching?
Teachers have the ability to shape young minds and in order for them to do that they need to
be able to become the best versions of themselves – G.R.A.S.P is an acronym I was not fully
aware of before my teaching practice. This gives you the basic guideline of what the school
expects of its teachers on a daily basis, teachers should be God Seeking, Resilient,
Adventurous, Service Leaders in Professionalism.
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Duty
What duty did you perform with your mentor teacher?

Sanitizing of desks and chairs.
When (Date & Time)?

08-March-2021 10:05
How was your mentor teacher ‘monitored’ while doing this duty? (E.g. signing a register)
A register is signed to say that the duty was done.
What did you/your mentor teacher have to do to perform this duty?

Each desk is sprayed twice with sanitizer and one spray on the chair, and then a cloth is used
to wipe down both the desk and the chair.
How often must your mentor teacher perform this duty?

Each desk and chair needs to be sanitized after each lesson, the students are given a 10-
minute break between each period so that the teachers may sanitize the desks and chairs
before the next group of students arrives.
Why is it important that a teacher performs this duty?

This duty is important to ensure health and safety for all the students within the classes,
COVID-19 is sweeping the globe and teachers have to do everything they can to ensure the
safety of the learners.
Roles of Teachers
My mentor teacher, Mr Young, is both Head of Department of English as well as the Cultural
Head of the school. This involves him setting up and moderating all the school English
papers as well as attending meetings for subjects. Mr Young is also on the School
Management Team, which serves as a disciplinary board and governing body as well as takes
charge of the school maintenance, functions and all school related activities. Mr Young
attends meetings for the School Management Team, every Friday afternoon, where they
discuss the different happenings at the school, major disciplinary measures, school functions
and all matters that pertain to the running of the school. Donovan Young also leads the
assembly on a Friday morning and quite often has a turn to do a reading / testimony with the
staff in the morning meetings from 07:30 to 08:00.
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Weekly Journals
Journal for week 1 – Date 03 March 2021
Anxiety filled and rather rushed, my first week in a classroom was nerve wracking to say the
least. I had previously co-taught classes online, but a physical classroom is nothing
compared. The students actively engaged with me and were increasingly interested in the
lessons I taught – I learnt that it’s okay not to know the answer to every question the learners
ask, I also figured out how to silence a group a learners when trying to hear one student in the
back. I need to find my confidence; I am able to easily hide it from the students but I feel I
am rushing through the lesson due to my own self-esteem (or lack thereof).
It’s interesting for me to experience the extra-curricular activities, I have always been
someone who enjoys individual activities / sport, and I was never someone who would have
voluntarily joined a team – yet somehow I always yearned to be a part of one, for the same
reasons I am enjoying it now, the camaraderie and team spirit can be felt even as a spectator.
I have difficulty approaching my mentor due to my own fears and insecurities – he has been
very welcoming and accepting of the responsibilities of being a mentor to a student teacher, I
however feel that I am lacking the confidence to speak to him and use him as a source of
information. I most need to calm my nerves and broaden my expectations of the learners and
what they are capable of – there are some learners who stand out but others who need to be
brought out of their shells slightly more to enable them to grow to their full potential.
Confidence in front of a class 1 2 X3 4 5 6 7 8 9 10

Discipline 1 2 3 4 X5 6 7 8 9 10
Interaction with mentor teacher 1 2 3 4 5 6 X7 8 9 10
Interaction with learners 1 2 3 4 X5 6 7 8 9 10
Extra-curricular activities 1 2 3 4 5 X6 7 8 9 10
Overall experience 1 2 3 4 5 6 7 X8 9 10
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I feel more confident in my teaching abilities than I did last week, my class has been
responding nicely, I still get flustered when asked a bit of a difficult question but I know I
need to work on my ability to say ‘I don’t know.’ I am still trying to find my voice when it
comes to correcting the students – I have difficulty with word choice as students don’t like
being told their answers are incorrect, they often take offense or feel as if I’m attacking them.
I have learnt that the nerves experienced when teaching the students will get better with time
and with more time spent on the subject – as I become more fluent in my subject, so will I
become more fluent with the learners and their expectations and outlooks.
My mentor teacher has been increasingly helpful, in the sense that he motivates me and gives
helpful advice when he can see I’m in need. In our independent teaching lesson this week, he
offered words of motivation and again extended the invitation to speak to him if I had any
uncertainties. I feel that I could have done better with my participation in extra-curricular
activities this week; however I have been extremely overwhelmed.
Confidence in front of a class 1 2 3 4 X5 6 7 8 9 10

Discipline 1 2 3 4 5 X6 7 8 9 10
Interaction with mentor teacher 1 2 3 4 5 6 7 X8 9 10
Interaction with learners 1 2 3 4 X5 6 7 8 9 10
Extra-curricular activities 1 2 3 X4 5 6 7 8 9 10
Overall experience 1 2 3 4 5 6 7 X8 9 10
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While being an extremely busy week, I feel so inspired to push on with my teaching career,
to become the best version of myself that I can be and to help students grow to what they can
be. I had the privilege to have student’s art projects handed in to me this week, they were so
proud and so excited about what they accomplished that I couldn’t help but feel that joy with
them.
I feel that my confidence was where it should have been this week, I was able to talk slower
when giving lessons and think more clearly, I was a lot less anxious in my dealings with both
the students and the teachers and I was able to notice where something worked and didn’t
work in a lesson. I got to know my mentor teacher a little bit better and I got to experience a
lady’s teacher night for the first time.
The staff and students have really made me feel very welcome in my teaching practical and I
owe them a great deal.
Confidence in front of a class 1 2 3 4 5 6 X7 8 9 10

Discipline 1 2 3 4 5 X6 7 8 9 10
Interaction with mentor teacher 1 2 3 4 5 6 7 8 X9 10
Interaction with learners 1 2 3 4 5 6 7 X8 9 10
Extra-curricular activities 1 2 3 4 5 6 7 X8 9 10
Overall experience 1 2 3 4 5 6 7 8 X9 10
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Co-Teaching
Forming an Effective Team with your Co-Teacher
1. How long before each lesson will we meet to discuss the lesson and our co-teaching
strategies?
We will meet one day before the lesson to discuss methods for teaching as well as
content. We will then decide who will be running the lesson as well as who will be
helping with student interaction.
2. What procedures will we establish for our classroom? (Lining up, where are bags
kept, where do pupils sit, how are they dismissed etc.)
Students line up outside the classroom and wait for instruction, Mr Young will invite
them in and greet them, he will then introduce me as the student teacher, and I will
introduce the lesson.
3. How will we handle disruptive behaviour?

Between Mr Young and I, we will delegate disciplining unruly students, if things
really get out of hand, Mr Young will take charge as the more experienced teacher.
4. What are the rules for learners regarding: going to the bathroom, talking to another
learner, asking a question, walking around, and so on?
Students should raise their hands and ask permission to go to the bathroom, although
this is only allowed once the class activity has been handed over and not while
teaching.
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Co-Teaching Lessons
Co-Teaching Lesson Plan 01

Teaching Method: Team Teaching
General Information
School: Global Leadership Academy Date: 12-03-2021
Subject: English Grade: 9
Topic: Summarising Duration of Lesson: 45 minutes
Number of Learners in Class: 27 Resources available at school: Very Good
CAPS Specific Information
CAPS content area:
Reading & Viewing
CAPS topic:
Reading strategies
CAPS concepts and skills:
Summarising
Lesson aim (as a teacher, you want to teach):
Summarising main and supporting ideas in point form/paragraph as per required length
Objectives/Outcomes
By the end of the lesson the students should be able to –
 Find the main point in a selected text.
 Write down the different points in their own words.
 Construct a fluent, flowing paragraph of 70 words to summarise the
different points.
Prior knowledge
Students should already know how to summarise a piece of text.
Introduction (Mentor)
Direct Instruction Time allocation: 5 minutes

Mentor to remind the students that this is Resources needed: Worksheets
something they have done before and Learners to answer questions from the
highlight a few factors to remember when leading teacher and listen.
summarising.
Co-Teacher to hand out worksheets and
observe.
Body (Student Teacher)
PART 1 Time allocation: 5 minutes
Direct Instruction Resources needed: Worksheet
Student teacher reads through the passage Learner activity: Students should follow in
with the students twice, for the learners who their passages and ask any questions that
read slightly slower, to acquaint the learners may arise.
to the text.
Does everyone understand the text? Are
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there any words or phrases that are unclear?
Whole Class Discussion Resources needed: Whiteboard, whiteboard
Student teacher to lead the class through a marker, worksheet.
discussion of the main points of the passage, Learner activity: Learners should contribute
for the average learners, writing down the to the class discussion and listen to one
points on the board as they come up. another.
How do we find the main point of a
paragraph?
Kinaesthetic Learning Resources needed: Workbooks, worksheets
Student teacher instructs learners to attempt Learner activity: Learners should to write
the summarised passage on their own, in their summaries individually.
their own words, for the more skilled
learners.
Questions you will ask
Conclusion (Mr Young)
Mentor teacher asks if anyone would like to Time allocation: 5 minutes
read their summaries out loud for the class Resources needed: Completed work and
to give an example of what the summaries workbooks
should look and sound like. Learner activity: Students should volunteer
their work or listen to their peers and
evaluate their own work.
Assessment activities: Please see attached the summary activity
Informal assessment - The students will have successful written a flowing paragraph
summarising the main points of the passage.
Homework: No homework was assigned to the learners.
Indicate who will be responsible for the various tasks and phases in this lesson in the table
below (mark with an ‘x’).
Lesson Phase Your Role Mentor Teacher’s

Role
Written Lesson Plans X
Preparation of the classroom (furniture, posters, books, X
equipment etc.)
Meeting learners at the door X X
Greeting the learners (who will greet first?) X
Preparation for the lesson (seating learners, marking X
homework etc.)
Lesson introduction X
Main part of lesson X
Learner interaction or group work X
Checking for understanding at the end of the lesson X
Lesson conclusion X
Assigning homework X
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Summative assessment X
Dismissing the class X
Marking of any activities X
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Assessment Activity/ LTSM/ Proof
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Teaching Method: Team teaching
General Information
School: Global Leadership Academy Date:17-03-2021
Subject: English Grade:9
Topic: Revision - Active and Passive Voice Duration of Lesson: 45 minutes
Number of Learners in Class: 28 Resources available at school: Very Good
CAPS content area:
Language Structures and Conventions
CAPS topic:
Sentence Construction
Active and Passive Voice
The differences between active and passive voice in everyday communication
Objectives/Outcomes
By the end of this lesson, learners will…
 Be able to identify and differentiate between active and passive voice sentences.
 Identify the uses of passive and active voice in everyday communication
 Be able to change active voice into passive voice and vice versa.
Prior knowledge
The student should already have a firm grasp on active and passive voice.
Introduction (Mentor)
Direct Instruction Time allocation: 5 minutes

Mentor teacher to remind the students of Resources needed: No resources
their last encounter with active and passive Learner activity: Students should listen to
voice and touch base on why we use the Mr young and answer questions.
active or passive voice.
Student teacher to assist with individual
student questions.
Body (Mentor and Student Teacher)
Student Centred Discussion Resources needed: Questions and Answers,
To enable the slower learners to partake, the whiteboard, whiteboard marker.
easier questions are done first. Learner activity: Learners should be reading
The student teacher and Mr Young take the questions and advising on the next steps
turns to write the questions on the board and to use when changing active voice to
ask students to advise on the next step to passive voice.
change active voice into passive voice.
(First three questions)
Who can help me determine what voice is
being used in these sentences? What would
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we do if we had to change it to the
alternative? Which part of speech do we
look for first?
Student Centred Discussion Resources needed: Questions and Answers,
The next three questions are slightly more whiteboard, whiteboard marker.
difficult for the average learners. Learner activity: Students to raise their
Between the student teacher and the Mentor hands and advise the steps for turning
teacher, turns are taken to tackle each passive voice to active voice.
question on the board together with the
students.
These seem more difficult how do we know
what to look for? Who can tell me why this
is / is not the correct version of passive
voice?
Kinaesthetic method Resources needed: Questions and Answers,
A more difficult question for the more whiteboard, whiteboard marker, workbooks.
advanced learners Learner activity: Students should attempt to
The mentor teacher writes the question on turn the passive voice into an active voice
the board and asks the learners to try their sentence.
discussed methods in their workbooks.
Student teacher to help individual learners
Does anyone require some assistance?
Conclusion (Student Teacher)
To end off the lesson the student teacher Time allocation: 10 minutes
should go through the students’ previous Resources needed: Homework and
homework / classwork activity and correct memorandum
the questions with the students. Learner activity: The students should
provide their answers to the questions in the
activity and evaluate their own work.
Assessment activities: Please see attached list of questions
Formal assessment through the students’ upcoming test series / exam period.
Homework: No Homework was assigned to the students as all work was completed in
class and students are in need of revision time for their exams
No Homework was assigned to the students as all work was completed in class and
students are in need of revision time for their exams
Indicate who will be responsible for the various tasks and phases in this lesson in the table
below (mark with an ‘x’).
Lesson Phase Your Role Mentor

Teacher’s Role
Written Lesson Plans X
Preparation of the classroom (furniture, posters, books, X
equipment etc.)
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Meeting learners at the door X
Greeting the learners (who will greet first?) X
Preparation for the lesson (seating learners, marking X
homework etc.)
Lesson introduction X
Main part of lesson X X
Learner interaction or group work X
Checking for understanding at the end of the lesson X
Lesson conclusion X
Assigning homework X
Summative assessment (even if this occurs at a later stage) X
Dismissing the class X
Marking of any activities X
Assessment Activity/ LTSM/ Proof
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Reflection on Co-Teaching
Reflective Element
1. What aspects of co-teaching worked well for you?

A. I thoroughly enjoyed having the opportunity to teach alongside someone as
experienced as my mentor teacher, I was able to get constructive feedback
from someone who I had the opportunity of observing as well. It also helped
that there was someone available in the classroom other than myself when I
was unable to answer a question, Mr Young would assist me by jumping in at
the right moment, which also helped me learn.
2. Which aspects of co-teaching did you find difficult/challenging/strange?

A. It was difficult to find times that Mr Young could accommodate me, as I was
assisting the school with another class at the time – along with the school’s
ever-changing schedule due to COVID.
3. How did the learners respond or react to co-teaching?

A. The students were used to co-teaching, the school has an active opportunities
programme for student teachers and the learners quite often have another
teacher in their classrooms – in various stages of completing their degrees.
The school also has two experimental classrooms that can be opened up to
form one large classroom for the purpose of combining the Grade 10, 11, and
12 English Poetry and Literature classes, so co-teaching is something the
students are very used to.
4. What advice would you give a mentor teacher when it comes to co-teaching with a
student?
A. Personally I was extremely nervous and unsure of myself, this has more to do
with my mental state than anything, but I would encourage all mentors to try
to understand how daunting it can be to enter a school for practical and adjust
to the teachers, the school’s systems and procedures, as well as the students.
5. What advice would you give student when it comes to co-teaching with their mentor?
A. Ask, ask, ask … It is so important to ask all the questions you need to and can
before the teaching practice period is over. Mentors are a fountain of
knowledge and student teachers should take full advantage of this.
6. Which of the six co-teaching forms do you prefer? Why?

A. I do prefer the team-teaching model, it helps me evaluate students and learn
from my co-teacher, while also gaining the experience and confidence I need
to be a better teacher.
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Independent Teaching Lesson Plans

Independent Teaching Lesson Plan 01

General Information
School: Global Leadership Academy Date: 11-03-2021
Subject: English Grade: 9
Topic: Student teacher something Duration of Lesson: 45 minutes
Number of Learners in Class: Resources available at school: Very Good
CAPS content area:
CAPS topic:
Pronouns
Learners will learn how Language Structures and Conventions are used, so that they can
evaluate their own and other texts critically in terms of meaning, effectiveness and
accuracy. They will also be able to use this knowledge to experiment with language to
build meaning from word and sentence levels to whole texts, and to see how a text and its
context are related.
Through interacting with a variety of texts, learners extend their use of vocabulary and
correctly apply their understanding of Language Structures and Conventions.
Objectives/Outcomes
By the end of the lesson the students should be able to –
 Define the term pronoun and make use of the different pronouns.
 Differentiate between reflexive, relative and interrogative pronouns.
 Identify and use reflexive, relative, interrogative and reciprocal pronouns.
 Identify and differentiate between WHO and WHOM
Prior knowledge
Students should already be able to –
 Identify, differentiate between and make use of the different pronouns presented in
the lesson.
Introduction
Class Discussion Time allocation: 5 minutes
Verbal discussion with the class regarding Resources needed:
what they remember about pronouns and Learner activity:
their uses. Remind the students that revision
time in class will only help with studying.
Body
Teaching methods used Resources needed:
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How will this part accommodate diverse Learner activity (What will learners do and
learner needs (e.g. Will it accommodate the need to say?)
advanced learners by stretching their
abilities, and in what way?)
Teacher activity (What will you do and say?)
struggling learners and in what way?)
Kinaesthetic Learning Resources needed: Workbooks, worksheets,
More hands-on approach to be more pens.
valuable for advanced learners. Learner activity: Students should attempt
Student teacher to walk around helping the questions individually.
students who need assisting.
Are there any unclear questions? Is there
anything I haven’t covered?
Conclusion (quick quiz, class discussion, learners ask each other questions etc.)
Questions you will ask Time allocation: 5 minutes
Resources needed:
Learner activity (What will learners do and
need to say?)
Assessment activities: Students were to answer the questions set forth in the worksheet
that was handed out (attached hereto).
Informal assessment: Students should be able to successfully complete the activity

Homework: Students who were unable to complete the activity were asked to complete
said activity at home.
Why are you assigning this homework? The homework was assigned for the purpose of
allowing the slower learners to complete their work. How long will it take the learners to
complete at home? The work should have taken no more than 20 minutes. Will they need
any resources or help? The students should only require the given slides to complete the
activities.
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Assessment Activity / LTSM / Proof
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Reflective Self-Assessment Lesson 1
Date: Subject: Topic:

Element Comment
How do you feel about your
lesson? (Substantiate your
answer.)
What contributed to the
success/partial success or
failure of your lesson?
What went well during the
lesson? (E.g. your
confidence, introduction,
discipline, use of visual
material, pace, learner
responses)
What would you want to
improve in this lesson if you
had to teach it again?
Were you happy with the
level of learner
understanding of the
concepts? Why or why not?
What do you think the
learners’ perceptions of the
lesson was?
Why do you say so?
Identify the things you have Can Control:
control over during the Cannot Control:
lesson and the things you
cannot control. E.g. you can
find pictures to help learners
understand concepts, but you
cannot control the size of the
class you teach.
Assess your own lesson /100
(out of 100).
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General Information
School: Global Leadership Academy Date:15-03-2021
Subject: English Grade:9
Topic: Revision - Punctuation Duration of Lesson: 45 minutes
Number of Learners in Class: 28 Resources available at school: (very good,
sufficient, limited) Very Good
CAPS content area:
CAPS topic:
Spelling & Punctuation
Revision of Dash, Semi-Colon and Brackets
To revise the concepts and theory of grammatically correct punctuation and ready the
students for their upcoming test series.
Objectives/Outcomes
By the end of this lesson, learners will…
 Be able to use the correct punctuation within their everyday communication,
 Be able to identify and differentiate between curly, square and ordinary parenthesis.
 Be able to correctly identify and differentiate between a colon and semi-colon as
well as the different dashes and their functions.
Prior knowledge
The students should have already achieved the outcomes of this lesson as this would be
revision.
Introduction
How will you establish prior knowledge? Time allocation:

How will you get the learners ready for what Resources needed:
you want them to learn? Questions you will ask:
Teaching Method/Approach used: Learner activity (What will learners do and
need to say?)
Body (main section of the lesson) (for each part, specify which teacher will be responsible
for which component)
PART 1 Time allocation:
advanced learners by stretching their
abilities, and in what way?)
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799408 53973607
struggling learners and in what way?)
learner needs? need to say?)
Teacher activity (What will you do and
say?)
Conclusion (quick quiz, class discussion, learners ask each other questions etc.)
Questions you will ask Time allocation:
Resources needed:
Learner activity (What will learners do and
need to say?)
Assessment activities: Using the information from the slide, construct five sentences each,
using the appropriate punctation-
 Brackets
 Dash
 Semi-Colon
Informal Assessment - Students should be able to construct 15 grammatically correct

sentences using the correct punctuation.
Homework: Although sufficient time was provided in class, those students that did not
complete their in-class work were to complete this at home.
Why are you assigning this homework? The homework was only assigned as a way for the
slower learners to be able to complete the task. How long will it take the learners to
complete at home? The work should have taken no more than 20 minutes. Will they need
any resources or help? The resources required were provided in the slide format in class
and shared to the learners’ e-learning devices.
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Assessment Activity / LTSM / Proof
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Reflective Self-Assessment Lesson 2
Date: Subject: Topic:

Element Comment
How do you feel about your
lesson? (Substantiate your
answer.)
What contributed to the
success/partial success or
failure of your lesson?
What went well during the
lesson? (E.g. your
confidence, introduction,
discipline, use of visual
material, pace, learner
responses)
What would you want to
improve in this lesson if you
had to teach it again?
Were you happy with the
level of learner
understanding of the
concepts? Why or why not?
What do you think the
learners’ perceptions of the
lesson was?
Why do you say so?
Identify the things you have Can Control:
control over during the Cannot Control:
lesson and the things you
cannot control. E.g. you can
find pictures to help learners
understand concepts, but you
cannot control the size of the
class you teach.
Assess your own lesson /100
(out of 100).
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Assessment of Independent Lesson Presentation
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Mentor Teacher Assessment of Independent Lesson 01
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Mentor Teacher Assessment of Independent Lesson 02
50
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Participation in Extra-Curricular Activities (Whole School

Approach)
Extra-curricular Participation sheet 01 (whole school approach)

Date: Activity: Number of
Learners
involved
Coach /Facilitator Name
1. What did the facilitator DO

during this extra-curricular
session? (briefly explain
their actions)
2. Does the facilitator
need/have
qualifications/special skills
to coach this activity? If
yes, where did he/she obtain
these qualifications/skills?
If no, where can you
potentially obtain such
qualifications/skills
3. What did the learners DO
their actions)
4. Briefly explain the
‘relationship’ between the
facilitator and the learners
involved in this activity?
(formal/friendly/cooperativ
e etc)
5. Does this facilitator also
teach these learners? How
does this influence his/her
relationship with these
learners in class? If no, how
do you think it would
influence their classroom
relationship if they did
teach these learners?
6. Were there any disruptive
incidents during the
activity? If there were, how
did the facilitator deal with
them? If there were no
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incidents, what did the
facilitator do to ensure that
none took place?
7. What motivates learners to
be a part of this
team/activity? What do the
learners ‘gain’ from being a
part of this team/activity?
8. If there is little
participation, how can the
school promote more
participation from learners
in this activity? If there is
lots of participation, why do
you think learners are so
eager to participate?
9. What motivates facilitators
to be a part of this
facilitators ‘gain’ from
being a part of this
team/activity?
10. What would you suggest
could be changed/ adapted
about this session to better
suit the needs of the
learners participating? Give
at least one creative
recommendation here
11. Any other comments you
can make about this
experience that you have
learned from? If none, you
can leave this space blank
or write N/A.
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Learners
involved

their actions)
need/have
their actions)
e etc)
none took place?
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be a part of this
school promote more
team/activity?
recommendation here
can make about this
or write N/A.
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Learners
involved

their actions)
need/have
their actions)
e etc)
none took place?
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be a part of this
school promote more
team/activity?
recommendation here
can make about this
or write N/A.
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Learners
involved

their actions)
need/have
their actions)
e etc)
none took place?
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be a part of this
school promote more
team/activity?
recommendation here
can make about this
or write N/A.
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Mentor Teacher Report
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Co-Teaching Lesson Lecturer/Marker Rubric Lesson 01

Criteria Not achieved Developing (6- Achieved (8-9 Excellent (10 Studen
(0-5 marks) 7 marks) marks) marks) t mark:
CAPS Objectives are Objectives are Objectives are Objectives
specific not identified appropriately appropriately meet proficient
information or appropriate identified, but identified and criteria, are
for the grade may not be aligned with clearly stated,
level, aligned with CAPS and relate to
developmental CAPS standards: meaningful
level, or topic standards, and objectives are skills or
may not be specific, concepts
specific, observable, essential to
observable, and desired
and/or measurable learning
measurable /10
Teaching Instruction Instruction Instruction Instruction
strategies strategies is so strategies are strategies are strategies meet
(methods of left out vague or clear and the proficient
instruction) completely, lacking designed to criteria, use
extremely elements and encourage multiple
(Marks x2) vague or not details critical instructional
appropriate to necessary for thinking, strategies, and
intended use effective inquiry, includes
delivery of problem guiding
information. solving, or questions
creativity. appropriate for
Instructional engaging
strategies may Instructional students at
rely too strategies each
heavily on facilitate the level/ability
lecture or learning goals
worksheets, or and objectives
may not
facilitate the
learning goals
and objectives /20
Structured Learning Learning Learning Learners /20
application activities to activities to activities learning
engage engage engage and activities meet
(introduction, learners are not learners are motivate the proficient
body and included or are included but learners with criteria and
conclusion) not may not give opportunities include
appropriate for learners clear to demonstrate opportunities
(Marks x2) the grade level opportunities skills and for
or topic for guided and display remediation
independent conceptual and
practice or understanding enrichment
inquiry of the learning
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goals through
both guided
and
independent
practice and
inquiry
Differentiatio Plans for Plans for Plans for Plans for
n and learner accommodatin accommodatin accommodatin accommodatin
centred lesson g learner g learner g learner g learner
differences are differences differences are differences
(marks x2) not included or show a limited appropriate meet proficient
not appropriate understanding and specific criteria and are
for of for a variety of embedded
differentiated differentiated differentiated throughout the
learner needs learner needs learner needs wording of the
and are Instructional
designed to Strategies and
facilitate Learning
success for a Tasks
variety of
learners /20
Resources Materials and Materials and A range of Materials and
and materials resources are resources are resources and resources meet
not listed or listed but may school specific proficient
not not be tools are criteria and are
appropriate. effectively effectively selected
implemented implemented and/or
by both student designed to
teacher and meet diverse
learners learning needs /10
Assessment Assessment At least one The Assessments
and may be assessment assessment meet the
homework described, but tool is reflects the proficient
the assessment included, but objectives and criteria and
tool and/or the assessment is appropriate reflect a
evaluation may not reflect to the topic variety of
instrument are the objectives and grade level assessment
not included or may not be types and/or
appropriate to methods
the topic or
grade level /10
Flow of Lesson does Lesson flows Lesson flows Lesson flows /10
lesson and not flow in a but more can from student from student
scaffolding logical manner be done to teacher teacher
accommodate building on building on
the growth of prior prior
knowledge knowledge to knowledge to
from basic to ending with ending with
more complex complex new complex new
content content with
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799408 53973607
excellent
scaffolding
provided
throughout at
learner’s
individual
levels
TOTAL /100
Marker Comments or Suggestions:
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
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Co-Teaching Lesson Lecturer/Marker Rubric Lesson 02

Criteria Not achieved Developing Achieved (8-9 Excellent (10 Studen
(0-5 marks) (6-7 marks) marks) marks) t
mark:
CAPS Objectives Objectives are Objectives are Objectives
specific are not appropriately appropriately meet
information identified or identified, but identified and proficient
appropriate may not be aligned with criteria, are
for the grade aligned with CAPS clearly stated,
level, CAPS standards: and relate to
developmental standards, objectives are meaningful
level, or topic and may not specific, skills or
be specific, observable, concepts
observable, and essential to
and/or measurable desired
measurable learning /10
Teaching Instruction Instruction Instruction Instruction
strategies strategies is so strategies are strategies are strategies
(methods of left out vague or clear and meet the
instruction) completely, lacking designed to proficient
extremely elements and encourage criteria, use
(Marks x2) vague or not details critical multiple
appropriate to necessary for thinking, instructional
intended use effective inquiry, strategies, and
delivery of problem includes
information. solving, or guiding
creativity. questions
Instructional appropriate
strategies may Instructional for engaging
rely too strategies students at
heavily on facilitate the each
lecture or learning goals level/ability
worksheets, or and objectives
may not
facilitate the
learning goals
and objectives /20
Structured Learning Learning Learning Learners /20
application activities to activities to activities learning
engage engage engage and activities meet
(introduction, learners are learners are motivate the proficient
body and not included included but learners with criteria and
conclusion) or are not may not give opportunities include
appropriate learners clear to demonstrate opportunities
(Marks x2) for the grade opportunities skills and for
level or topic for guided and display remediation
independent conceptual and
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practice or understanding enrichment
inquiry of the learning
goals through
both guided
and
independent
practice and
inquiry
Differentiatio Plans for Plans for Plans for Plans for
n and learner accommodatin accommodatin accommodatin accommodatin
centred g learner g learner g learner g learner
lesson differences are differences differences are differences
not included show a limited appropriate meet
(marks x2) or not understanding and specific proficient
appropriate of for a variety criteria and
for differentiated of are embedded
differentiated learner needs differentiated throughout the
learner needs learner needs wording of the
and are Instructional
designed to Strategies and
facilitate Learning
success for a Tasks
variety of
learners /20
Resources Materials and Materials and A range of Materials and
and materials resources are resources are resources and resources
not listed or listed but may school meet
not not be specific tools proficient
appropriate. effectively are effectively criteria and
implemented implemented are selected
by both and/or
student designed to
teacher and meet diverse
learners learning needs /10
Assessment Assessment At least one The Assessments
and may be assessment assessment meet the
homework described, but tool is reflects the proficient
the assessment included, but objectives and criteria and
tool and/or the assessment is appropriate reflect a
evaluation may not to the topic variety of
instrument are reflect the and grade assessment
not included objectives or level types and/or
may not be methods
appropriate to
the topic or
grade level /10
Flow of Lesson does Lesson flows Lesson flows Lesson flows /10
lesson and not flow in a but more can from student from student
scaffolding logical be done to teacher teacher
manner accommodate building on building on
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799408 53973607
the growth of prior prior
knowledge knowledge to knowledge to
from basic to ending with ending with
more complex complex new complex new
content content with
excellent
scaffolding
provided
throughout at
learner’s
individual
levels
TOTAL /100
Marker Comments or Suggestions:
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
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Lecturer / Marker Portfolio Marking Grid

Criteria Page in Student Mark Mark
Portfolio Allocation Awarded
Plagiarism information -
Declaration of authenticity -
Declaration of lessons taught 10
Getting to know the code of conduct 25
Contextual questionnaire 25
Getting to know the learners 10
Mentor teacher activities
Meetings and Duties 10
Roles of teachers 10
Weekly Journals (10 marks for each 50
week)
Co-teaching lesson plans
Co-teaching lesson 1 100
Co-teaching lesson 2 100
Reflection on Co-teaching lessons 10
taught
Independent teaching lesson plans
Independent teaching lesson plan 01
(mentor teacher mark out of 100 100/2=50
divided by 2)
Self-assessment of independent lesson 10
01
Independent teaching lesson plan 02 100/2=50
(mentor teacher mark out of 100
divided by 2) 10
Self-assessment of independent lesson
02
Participation in extra-curricular
activities 10
Extra-curricular Participation sheet 01 10
Extra-curricular Participation sheet 04
What have I learnt that I can share (tips 10
and tricks for teaching practice)
Professional presentation of portfolio 30
(neat, technical editing done, language
editing done, logical layout, effort put
into general appearance of portfolio)
TOTAL: 550
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TPS2602 – Teaching Practice 2 Portfolio (Old Curriculum)

53973607 – Desré Maritz

Mathematics Natural Sciences Social Sciences Arts and Culture

INDEPENDENT TEACHING LESSON PLANS.................................................................................................... 27

ASSESSMENT OF INDEPENDENT LESSON PRESENTATION.............................................................................45

PARTICIPATION IN EXTRA-CURRICULAR ACTIVITIES (WHOLE SCHOOL APPROACH).......................................49

MENTOR TEACHER REPORT......................................................................................................................... 57

I (full names): Desré Maritz

Signature __________________________________ Date: 19 March 2021

Declaration of Authenticity Form

Declaration of Lessons Taught

Getting to Know the Code of Conduct (Whole School Approach)

Getting to Know Your Learners

Mentor Teaching Activities

What meeting did you attend?

Why was the meeting called?

When did it take place? (Date & Time)

Who were the participants at the meeting?

Who chaired the meeting?

What was discussed?

How often do these meetings take place?

What duty did you perform with your mentor teacher?

When (Date & Time)?

What did you/your mentor teacher have to do to perform this duty?

How often must your mentor teacher perform this duty?

Why is it important that a teacher performs this duty?

Confidence in front of a class 1 2 X3 4 5 6 7 8 9 10

Journal for week 2 – Date 08 March 2021

Confidence in front of a class 1 2 3 4 X5 6 7 8 9 10

Journal for week 3 – Date 15 March 2021

Confidence in front of a class 1 2 3 4 5 6 X7 8 9 10

3. How will we handle disruptive behaviour?

Co-Teaching Lesson Plan 01

Direct Instruction Time allocation: 5 minutes

Assessment activities: Please see attached the summary activity

Lesson Phase Your Role Mentor Teacher’s

Assessment Activity/ LTSM/ Proof

Co-Teaching Lesson Plan 02

Co-Teaching Lesson Plan 02

Direct Instruction Time allocation: 5 minutes

Assessment activities: Please see attached list of questions

Lesson Phase Your Role Mentor

1. What aspects of co-teaching worked well for you?

2. Which aspects of co-teaching did you find difficult/challenging/strange?

3. How did the learners respond or react to co-teaching?

6. Which of the six co-teaching forms do you prefer? Why?

Independent Teaching Lesson Plans

Independent Teaching Lesson Plan 01

Informal assessment: Students should be able to successfully complete the activity

Assessment Activity / LTSM / Proof

Reflective Self-Assessment Lesson 1

Date: Subject: Topic:

Independent Teaching Lesson Plan 02

Independent Teaching Lesson Plan 02

How will you establish prior knowledge? Time allocation:

Informal Assessment - Students should be able to construct 15 grammatically correct

Assessment Activity / LTSM / Proof

Reflective Self-Assessment Lesson 2

Date: Subject: Topic: