TPS2602/101/0/2022
Tutorial Letter 101/0/2022
BEd Teaching Practice II
TPS2602
For doing Teaching Methodology 1 Senior
Phase (Grade 7–9)
Year module
Department of Curriculum and Instructional
Studies
This tutorial letter contains important information about TPS2602.
BARCODE
CONTENTS
1
INTRODUCTION .......................................................................................................................... 4
2
PURPOSE AND OUTCOMES ...................................................................................................... 5
2.1
Purpose ........................................................................................................................................ 5
2.2
Outcomes ..................................................................................................................................... 7
3
CURRICULUM TRANSFORMATION ........................................................................................... 9
4
LECTURER(S) AND CONTACT DETAILS................................................................................. 10
4.1
Lecturer ...................................................................................................................................... 10
4.2
Teaching Practice Office (TPO) placements and school visits .................................................... 10
4.3
Administrative support ................................................................................................................ 12
4.4
Department ................................................................................................................................. 13
4.5
University .................................................................................................................................... 13
5
RESOURCES ............................................................................................................................. 13
5.1
Prescribed books ........................................................................................................................ 13
5.2
Recommended books ................................................................................................................. 14
5.3
Electronic reserves (e-reserves) ................................................................................................. 14
5.4
Library services and resources information ................................................................................. 15
6
STUDENT SUPPORT SERVICES .............................................................................................. 16
6.1
First-Year Experience Programme @ Unisa ............................................................................... 16
7
STUDY PLAN ............................................................................................................................. 17
8
PRACTICAL WORK AND WORK-INTEGRATED LEARNING................................................... 18
8.1
School placements...................................................................................................................... 18
8.2
TP information (duration, assignments, type of school, subject to teach during TP) .................... 18
9
ASSESSMENT ........................................................................................................................... 19
9.1
Assessment criteria..................................................................................................................... 19
9.2
Assessment plan ........................................................................................................................ 20
9.3
Assignment numbers ............................................................................................................... 21
9.3.1
General assignment numbers ..................................................................................................... 21
9.3.2
Unique assignment numbers ...................................................................................................... 21
9.4
Assignment due dates .............................................................................................................. 21
9.5
Submission of assignments ........................................................................................................ 22
9.6
Assignments 01 and 02 .............................................................................................................. 24
9.7
The examination ......................................................................................................................... 32
9.7.1
Examination admission ............................................................................................................... 33
9.7.2
How will this work in practice?..................................................................................................... 33
2
TPS2602/101
10
ACADEMIC DISHONESTY ........................................................................................................ 34
10.1
Plagiarism ................................................................................................................................. 34
10.2
Cheating ..................................................................................................................................... 34
10.3
More information about plagiarism can be downloaded on the link below ................................... 34
11
STUDENT WITH DISABILITY .................................................................................................... 35
12
FREQUENTLY ASKED QUESTIONS ........................................................................................ 35
13
ADDENDUM ............................................................................................................................... 37
13
SOURCES CONSULTED ........................................................................................................... 58
14
IN CLOSING ............................................................................................................................... 58
3
Dear Student
Please do the following first: Go to myUnisa at http://myUnisa.ac.za and create your myLife email. Any correspondence with the lecturer or the Teaching Practice Office can only take place
through the use of your myLife e-mail. Remember to always write your student number and
module code in the subject line when sending e-mails to Unisa staff.
This module is a blended learning module as it offers online learning (assignments and other
learning activities are only offered online) as well as practical teaching experience.
1
INTRODUCTION
Welcome to the teaching practice component of your professional development. Teaching
practice is the core of our teacher education programmes, and we will do our best to make your
teaching practice experience interesting, rewarding, and successful. Please start arrangements
early in the year and complete the assignments as soon as possible and ensure that your
assignments are of a high-quality work.
This tutorial letter contains essential guidelines for your school teaching practice period. In this
tutorial letter you will also find the teaching practice assignments and instructions on how to
prepare and submit them. We have also included certain general and administrative
information.
1.1
Study material
Study material is available on myUnisa under the TPS2602 module information and you are
strongly encouraged to access the study material via the myUnisa site as soon as possible.
1.2
Inventory notification
You will receive an inventory notification indicating what study material you must download and
where to find it, as an announcement on the TPS2602 module site on myUnisa. It is essential
that you log onto the myUnisa page and make sure you have downloaded all of the necessary
study material.
4
TPS2602/101
The following study material will be used for this module:
1)
Tutorial Letter 101 - General information and the first two assignments
2)
Tutorial Letter 102 - Teaching Practice Office information booklet, letter to the principal
and Teaching Practice Office contact details, as well as placement procedures.
3)
Tutorial Letter 103 - The portfolio (Assignment 50) you need to complete while doing your
teaching practice. This portfolio is the examination component of the module.
In addition to these tutorial letters, we may issue others during the year, and you will be notified
of any additional study material on myUnisa and via e-mail.
2
PURPOSE AND OUTCOMES
2.1
Purpose
This module, TPS2602, is an essential part of the Initial Teacher Education (ITE) programmes.
All the ITE programmes have three components, namely educational theory, professional
studies and teaching practice, with the last-mentioned being the most fascinating part of the
professional preparation of teachers.
PRACTICAL APPLICATION: Teaching Practice (TP)
For TPS2602, you have the opportunity to apply your pedagogical and subject-content
knowledge for 25 DAYS (5 weeks) of practical teaching experience at a school. Holidays
and weekends are NOT school days and you must keep them in mind when you
plan your dates for the practical teaching. This is a mandatory requirement and no
exceptions can be made. You have to do your TP for 25 school days, so please
ensure you have enough leave days if you are working as you cannot do fewer TP
days for any reason whatsoever. Consider school plans when planning your TP e.g.
examinations.
You must complete this teaching practice within the Senior Phase (Grades 7, 8 and
9) only.
5
The Teaching Practice module forms part of a series of learning situations for prospective
teachers in which they are systematically confronted with, or have the opportunity to carry out,
teaching and classroom management activities under the supervision of experienced teachers
and mentors.
The purpose of this module is to give you the opportunity to become acquainted with formal
teaching in a practical school situation and to apply the theoretical knowledge you have
gained in all the modules of this programme. This module therefore focuses on the practical
application of the various teaching and learning strategies.
Unisa follows a school-based initial teacher education model. According to this model, partner
schools and higher education institutions (HEIs) are jointly responsible for the planning and
management of programmes, and the training and assessment of student teachers. Schools
have the responsibility to train student teachers to teach their subjects and learning areas, to
assess learners and to manage classes. Schools are also required to supervise student
teachers and assess their competence. HEIs have the responsibility to ensure that programmes
meet the requirements for academic validation, to present programmes for accreditation, and to
award qualifications to successful student teachers.
According to the Minimum Requirements for Teacher Education Qualifications (2018), practical
learning is associated with the acquisition, integration and application of knowledge for teaching
purposes. This document further explains that “work-integrated learning (WIL) takes place in the
workplace and can include aspects of learning from practice (e.g. observing and reflecting on
lessons taught by others), as well as learning in practice (e.g. preparing, teaching and reflecting
on lessons presented by oneself). Practical learning is an important condition for the
development of tacit knowledge, which is an essential component of learning to teach”.
Against the background of the above remarks, we sincerely hope that you will enjoy the
opportunity to become involved with, and actively participate in, all aspects of school life!
6
TPS2602/101
2.2
Outcomes
Your learning process, through this teaching practice module, is based on purposeful and
systematic practice and learning (from supervised teaching to co-teaching through to
independent teaching).
The general outcomes envisaged in this Teaching Practice module are
•
to support you step by step throughout your teaching practice experience
•
to provide you with experience and good opportunities to become familiar with classroom
practices
•
to provide you, as a prospective teacher, with the opportunity to establish an appropriate
teacher–learner relationship
•
to provide you with the opportunity to assess your potential as a teacher and suitability
for the teaching profession
•
to provide you with an opportunity to develop personal relationships with other students,
administrators, teachers, parents and learners
•
to provide you with an opportunity to put theories into practice and to develop a deeper
understanding of educational principles and their implications for learning, and
to assist you in developing skills relating to the application of fundamental procedures,
techniques and methods of teaching
•
to assist you in developing desirable professional interests, attitudes and ideas relative to
the teaching profession
•
to provide you with an opportunity to observe and report on classroom activities, policies
and available resources in a class context
Below are the specific outcomes you should achieve in this module, together with the
assessment criteria related to each.
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2.2.1
Specific outcome 1:
Demonstrate understanding of key ideas and debates on issues related to teaching practice.
Assessment criteria
Discussions and evaluations of issues related to teaching practice that
•
display a consideration for historical and current perspectives
•
take due cognisance of the diversity that exists in sites of practice
Comparisons and evaluations of issues related to teaching practice show a consideration for the
conventions of academic debate, including the ability to analyse published research reports and
articles in this area.
2.2.2
Specific outcome 2:
Practise a variety of roles and strategies in response to changing learner and learning needs
and contexts in co-teaching during teaching practice placement.
Assessment criteria
•
Discussions and analyses of issues related to effective classroom practice are based on
a sound understanding of diverse learner and learning and teaching needs and the level
of readiness of different stakeholders in diverse contexts of practice.
•
Discussions and evaluations of issues related to effective classroom practice take due
cognisance of the diversity that exists in sites of practice.
•
Co-teaching roles assumed and positions taken with regard to effective classroom
practice are reflected on critically through appropriate reference to theory, policy,
observed practice and personal experience.
8
TPS2602/101
2.2.3
Specific outcome 3:
Identify and critically analyse various strategies for effective classroom practice in ways that are
appropriate for different purposes and contexts.
Assessment criteria
•
Discussions and evaluation of effective classroom practice display a consideration for
historical and current perspectives as well as a deep understanding of context.
•
Discussions and evaluations of the efficacy of different strategies for engagement take
due cognisance of the diversity that exists in sites of practice and the evolving nature of
policy and practice.
Please make sure that you read the Educator Code of Conduct as drafted by the South African
Council for Educators – especially point 3, which relates to the educator and learners. You will
be expected to conduct yourself in accordance with this code and the specific code of conduct
for teachers that your school has set out.
You will find the Educator Code of Conduct here: www.sace.org.za/upload/files/ethicsbrochure.pdf
3
CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter based on five pillars and eight dimensions. In response
to this charter, we have placed curriculum transformation high on the teaching and learning agenda.
Curriculum transformation includes the following pillars: student-centred scholarship, the pedagogical
renewal of teaching and assessment practices, the scholarship of teaching and learning, and the infusion
of African epistemologies and philosophies. These pillars and their principles will be integrated at both
programme and module levels as a phased-in approach. You will notice a marked change in the
teaching and learning strategy implemented by Unisa, together with how the content is conceptualised in
your modules. We encourage you to embrace these changes during your studies at Unisa in a
responsive way within the framework of transformation.
9
4
LECTURER(S) AND CONTACT DETAILS
4.1
Lecturer
Module coordinator/Primary Lecturer: Mrs Christy Jean Kotze
Contact details: ekotzecj@unisa.ac.za
All queries that are not of a purely administrative nature but are about the management of this
module should be directed to the coordinator/primary lecturer. Please have your study material
at hand when you contact the module coordinator.
Your Teaching Practice Module coordinator will do the following:
•
assist you in planning a way through your teaching practice module.
•
support the collaborative partnership (either directly or indirectly).
•
assess your Teaching Practice Portfolio.
•
act as a source of information about the content to be taught, teaching methodology and
school procedures.
4.2
Teaching Practice Office (TPO) placements and school visits
PLEASE NOTE: All placements and visits to you when doing your practical teaching are
managed by the staff from the Teaching Practice Office (TPO). Do not contact your
lecturer with any TP queries. Also consult Tutorial Letter 102 for further information.
Address:
Sunnyside Campus, Building 10 Room 2-30, Rissik Street, Pretoria, 0001
Name
Contact
E-mail
TP Coordinators
Mr M Masango
012 484 1010
masanmr@unisa.ac.za
Ms B Mbuqe
012 481 2828
mbuqeb@unisa.ac.za
Workstation/ Provincial Coordinators
10
Name
Province
Contact
Skype Contact
E-mail
Mr P Ramoba
EC, FS & NW
012 481 2805
Teachprac1
Teachec@unisa.ac.za
TPS2602/101
Ms EN Maluleka
012 481 2885
ramobpt@unisa.ac.za
malulen@unisa.ac.za
Name
Province
Contact
Skype Contact
E-mail
Miss Z Thole
KZN North
012 481 2929
Teachprac2
teachkzn@unisa.ac.za
Tholezy@unisa.ac.za
Mrs L Moathlodi
012 484 2841
Mahlulp1@unisa.ac.za
Name
Province
Contact
Skype Contact
E-mail
Mr AL Mangwato
KZN South
012 481 2736
Teachprac2
teachkzn@unisa.az.a
mangwal1@unisa.ac.za
Mr MM Malefo
012 481 2759
Malefmm1@unisa.ac.za
Name
Province
Contact
Skype Contact
E-mail
Ms H Botha
WC & NC
012 481 2882
Teachprac3
Teachnfw@unisa.ac.za
Bothaec1@unisa.ac.za
Name
Province
Contact
Skype Contact
E-mail
Mr M Makhetha
GP
012 484 1048
Teachprac4
teachgp@unisa.ac.za
makhemp1@unisa.ac.za
Mr P Vilankulu
012 481 2881
vilansp@unisa.ac.za
Name
Province
Contact
Skype Contact
E-mail
Miss N Ndlovu
LP & MP
012 481 2730
Teachprac
teachlmn@unisa.ac.za
ndlhonp@unisa.ac.za
Mrs N Monyaku
Name
012 481 2822
Region /
Makhunr1@unisa.ac.za
Contact
Skype Contact
E-mail
012 484 2841
Teachinternational
teachsi@unisa.ac.za
Country
Mrs L Moatlhodi
SADC &
International
teachprac@unisa.ac.za
mahlulp1@unisa.ac.za
The Teaching Practice Office has introduced Skype for face-to-face contact with staff members
for student support. Therefore, you are encouraged to use this if you have Skype on your PC,
laptop or mobile device. Refer to the table above for contact details as per province or country.
11
4.3
Administrative support
ASPECT OF
RESPONSIBLE
TEACHING
PERSON(S) OR
PRACTICE and
Applications
CONTACT DETAILS
DEPARTMENT
registration
study-info@unisa.ac.za 012 General contact details can be
queries
441 5888 43578 (SMS)
found in the Study @ Unisa
brochure or look on
Tutorial letters
despatch@unisa.ac.za 012
www.unisa.ac.za under the
not received
429 6942, 012 429 6561
CONTACT US button. Please
print this out and keep it
Year marks,
assign@unisa.ac.za
marks capturing
012 429 2873, 012 429
with you.
3710, 012 429 3958
Problems with
Placements
exam admittance,
School
visits
etc
Teaching Practice
exams@unisa.ac.za
Placement office and
012 429 8205, 012 429
school visit coordinators
2919
E-mail: teachprac@unisa.ac.za
Fax 0866190505
012 481 2805, 012 481 2929
Recognition of
Recognition of Prior
Look in Tut Letter 102 for more.
Ms Moroke
Prior Learning
Learning Section (also
morokvt@unisa.ac.za or
(RPL*) for Teaching
known as exemptions)
rpl@unisa.ac.za
012 481 2762
Practice
If you did not receive one of these
tutorial letters download it from
myUnisa or contact
Queries regarding
study material
Study material queries
despatch@unisa.ac.za or 012
429 6942 for a hard copy.
*RPL is the acronym for Recognition of Prior Learning. Students who completed three or
more years of full-time teaching may apply for RPL for the Practical Teaching modules. It
entails the completion of a comprehensive portfolio of evidence, demonstrating effective
teaching and it is evidence led. Ms Moroke will supply full details and the forms and
formats needed.
12
TPS2602/101
4.4
Department
This module is managed by:
The Department of Curriculum and Instructional Studies
College of Education
PO Box 392
Unisa
0003
4.5
University
If you need to contact the university about matters not related to the content of this module,
please consult the publication Study @ Unisa, which you will have received with your study
material. This brochure contains information on how to contact the university (e.g. whom to
contact if you have queries, important telephone and fax numbers, addresses and details of the
times certain facilities are open).
Use
the
following
link
to
access
contact
details
of
various
Unisa
departments:
https://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries
5
RESOURCES
5.1
Prescribed books
Taole, MJ (ed). 2020. Teaching Practice in an African Context (Unisa Custom Edition). Pretoria:
Van Schaik.
This book is useful, as it contains additional information that may be valuable useful in your
studies. You may therefore request the book from the Unisa library but you may only keep it for
a limited period so that other students can also use it.
If you prefer, you may also buy any prescribed books from academic bookshops, or you can
order them from https://www.onthedot.co.za. Please note: There is no obligation to buy the
books.
13
5.2
Recommended books
Recommended books are not compulsory for students to purchase. These books have been
added to enrich your knowledge and guide further reading.
Du Toit, ER. 2016 Help I’m a student Teacher!: Skills development for teaching practice.
Pretoria: Van Schaik.
Evans, R & Biccard, P. 2019. Practical guidelines for novice teachers. Cape Town: Juta.
5.3
Electronic reserves (e-reserves)
E-reserves are uploaded under the TPS2602 module on myUnisa. These articles have been
added to enrich your knowledge and guide further reading.
Du Plessis, EC. 2020. Student teachers’ perceptions, experiences, and challenges regarding
learner-centred
teaching,
South
African
Journal
of
Education
40(1),
a1631.
https://doi.org/10.15700/saje.v40n1a1631
Heikonen, L, Pietarinen, J, Toom, A, Soini, T & Pyhältö, K. 2020. The development of student
teachers’ sense of professional agency in the classroom during teacher education,
Learning: Research and Practice. https://doi.org/10.1080/23735082.2020.1725603
Kwatubana, S & Bosch, M. 2019. The value of teaching practice as perceived by Postgraduate
Certificate in Education (PGCE) students, South African Journal of Education 39(2),
a1512. https://doi.org/10.15700/saje.v39n2a1512
Weinberg, AE, Sebald, A, Stevenson CA & Wakefield, W. 2020. Toward Conceptual Clarity: A
Scoping Review of Coteaching in Teacher Education, The Teacher Educator 55(2).
https://doi.org/10.1080/08878730.2019.1657214
West, J & Meier, C. 2020. ‘Overcrowded classrooms – The Achilles heel of South African
education?’,
South
African
Journal
https://doi.org/10.4102/ sajce.v10i1.617
14
of
Childhood
Education
10(1),
a617.
TPS2602/101
E-reserves can be downloaded from the Library catalogue. More information is available at
https://libguides.unisa.ac.za/request/request.
5.4
Library services and resources information
The Unisa Library offers a range of information services and resources:
•
For a general Library overview, go to
https://www.unisa.ac.za/sites/corporate/default/Library/About-the-Library
Library @ a glance
•
For detailed Library information, go to
https://www.unisa.ac.za/sites/corporate/default/Library
•
For research support and services (eg personal librarians and literature search services), go
to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support
The Library has created numerous Library guides to assist you: http://libguides.unisa.ac.za
Recommended guides:
•
Request recommended books and access e-reserve material:
https://libguides.unisa.ac.za/request
•
Requesting and finding library material: Postgraduate services:
https://libguides.unisa.ac.za/request/postgrad
•
Finding and using library resources and tools (Research Support):
https://libguides.unisa.ac.za/research-support
•
Frequently asked questions about the library:
https://libguides.unisa.ac.za/ask
•
Services to students living with disabilities:
https://libguides.unisa.ac.za/disability
•
A-Z databases:
https://libguides.unisa.ac.za/az.php
•
Subject-specific guides:
https://libguides.unisa.ac.za/?b=s
15
•
Information on fines & payments:
https://libguides.unisa.ac.za/request/fines
Assistance with technical problems accessing the Unisa Library or resources:
https://libguides.unisa.ac.za/techsupport
Lib-help@unisa.ac.za (insert your student number in the subject line please)
General library enquiries can be directed to Library-enquiries@unisa.ac.za
6
STUDENT SUPPORT SERVICES
For information on the various student support systems and services available at Unisa (e.g.
student counselling, tutorial classes, language support), please consult the publication Study @
Unisa, which is available on myUnisa at: www.unisa.ac.za/brochures/studies
The Study @ Unisa website has all the tips and information you need to succeed at Unisa.
6.1
First-Year Experience Programme @ Unisa
For many students, the transition from school education to tertiary education is beset with
anxiety. This is also true for first-time students to Unisa. Unisa is a dedicated open distance and
e-learning institution. Unisa is somewhat different from face-to-face/contact institutions. It is a
mega university and all our programmes are offered through a blended learning mode or fully
online learning mode. It is for this reason that we thought it necessary to offer first-time students
additional/extended support so that you can seamlessly navigate the Unisa teaching and
learning journey with little difficulty and few barriers. In this regard we offer a specialised student
support programme to students entering Unisa for the first time. We refer to this programme as
Unisa’s First-Year Experience (FYE) Programme. The FYE is designed to provide you with
prompt and helpful information about services that the institution offers and how you can access
information. The following FYE programmes are currently offered:
•
FYE website: All the guides and resources you need to navigate through your first year at
Unisa can be accessed using the following link: www.unisa.ac.za/FYE
•
16
FYE e-mails: You will receive regular e-mails to help you stay focused and motivated.
TPS2602/101
•
FYE broadcasts: You will receive e-mails with links to broadcasts on various topics
related to your first-year studies (e.g. videos on how to submit assignments online).
•
FYE mailbox: For assistance with queries related to your first year of study, send an email to fye@unisa.ac.za.
7
STUDY PLAN
You will decide on the school and dates for your Teaching Practice period according to
your availability. However, the required five-week practical must take place before midSeptember. You must submit all assignments by the due dates stipulated on the myUnisa
TPS2602 site.
Submit your portfolio in good time. Make a copy of your portfolio before you submit it and
keep this copy until your results are finalised.
Submitting the first assignment grants you examination admission. In this instance, your
portfolio is an examination equivalent, so you have to submit the first assignment in order to
submit your portfolio. All assignments for this module are compulsory and contribute towards
your final mark. If you do not submit Assignment 01 on time, you will not be accredited
for your practical teaching and you will have to re-register for this module again next
year. No late submissions are accepted and once the assignment portal is closed, you cannot
submit your assignments. It is your responsibility to plan to have your assignments completed
well in advance to ensure it is submitted in case of unforeseen challenges you might face close
to the due date.
Please ensure that your assignment has been uploaded IN FULL immediately after submission
to ensure we receive your full assignment and can mark it.
Please remember to complete Assignment 01 and Assignment 02 irrespective of whether
you are doing your Teaching Practice before or after the due dates for these
assignments. The sooner you get your assignments and your Teaching Practice done, the
sooner you can submit your portfolio. You can begin your Teaching Practice as early in the year
as you like.
17
Please log onto the TPS2602 myUnisa site and take note of the final due dates for
assignments, and plan your studies accordingly to ensure you submit all assignments
on time.
8
PRACTICAL WORK AND WORK-INTEGRATED LEARNING
8.1
School placements
This aspect is attended to in a separate tutorial letter (Tutorial Letter 102). Contact the
TPO at the given contact info as listed on page 10 and 11 of this tutorial letter. ALL STUDENT
SCHOOL PLACEMENTS ARE HANDLED BY THE TPO.
8.2
TP information (duration, assignments, type of school, subject to teach during TP)
For this module, you need to complete a portfolio as evidence of your teaching practice
experience. You may plan to visit the school(s) according to your own personal circumstances,
taking the following into consideration:
•
Unisa will assign you to a specific school (of your choosing) for a specific period, where
you will complete the practical teaching (DSAR25 or DSAR27 or ONLINE PLACEMENT
TOOL).
•
Assignment 01 must reach Unisa before or on the due stated on the module myUnisa
site. Assignment 02 must reach Unisa no later than the due date stated on the module
myUnisa site. Endeavour to complete both assignments as soon as possible to avoid
any problems close to the due date, as we will not allow late submissions for any reason
whatsoever. I am repeating that if you do not hand in Assignment 01 on time, you will
not be allowed to do your teaching practice and you will have to re-register for this
module again next year. You can complete and submit both assignments before your
practical teaching if your teaching practice is only later in the year.
•
Assignment 50 must reach Unisa within ONE week after you completed your
practical teaching. If you do your teaching practice in the third term you must
complete your teaching practice by early September and must submit your portfolio
no later than the due date stated on the module myUnisa site. No extension is
possible, as you have a number of months to complete the five-week/25 day teaching
practice.
18
TPS2602/101
•
Students registered for this course are expected to complete their teaching practice in
the mainstream school system. You may not do your teaching practice at a school that
provides educational services exclusively for children with special educational needs.
The school you complete your TP at must thus follow the CAPS curriculum.
•
Teaching practice activities cannot be carried over from one year to the next; you must
complete your teaching practice in the year in which you have registered.
Teaching Practice modules cannot be registered for in isolation. They are always part of subject
didactics or learning area didactics modules.
Students must therefore register for TPS2602
simultaneously with registering for a senior phase subject didactics module. The five weeks
of Teaching Practice for the SENIOR PHASE Subject Didactics must be done in a primary OR
high school (Grades 7–9 ONLY).
You must complete your full TP at one school.
Tutorial Letter 103 will provide detailed information about your role and requirements during the
practical teaching time and for your portfolio.
9
ASSESSMENT
9.1
Assessment criteria
You will be required to
•
demonstrate competency in written planning and preparation of lessons as well as in
presenting lessons for the subjects specified for this module
•
implement current policy governing teaching in your lesson planning and preparation
•
integrate relevant education theories relating to the specific subjects in the theoretical
modules into your lesson plans
•
demonstrate competency in writing out lesson aims and objectives and lesson
development in the planning documents
•
draw on relevant learner teacher support material (LTSM) to develop, communicate
and present lessons
19
•
demonstrate that your lesson planning is aimed at conceptual development and
active learning
•
critically reflect on your lessons
Please view the support, constructive feedback and idea sharing from your mentor teacher or
supervisor as developmental and formative. You will see how you have grown from each
feedback session on lessons presented from week to week and especially from year to year.
9.2
Assessment plan
•
To complete this module, you will be required to submit 3 assignments (Assignment 01,
Assignment 02 and Assignment 50).
•
All information on when and where to submit your assignments will be made available to
you via the myUnisa site for your module.
•
Due dates for assignments, as well as the actual assignments are available on the
myUnisa site for this module.
•
To gain admission to the examination, you will be required to submit assignment 01.
•
Your assignments will comprise a combination of written work, MCQ’s and a portfolio of
evidence (assignment 50 as given in tutorial letter 103) documenting your practical
teaching.
•
The examination component of this module is the teaching practice portfolio (Assignment
50 that is given in tutorial letter 103)
Your final mark is made up of:
Your YEAR MARK, which is made up of the marks you achieve for 20%
your assignments (Assignments 01 and 02)
20
Your EXAMINATION MARK (Assignment 50: Portfolio)
80%
FINAL MARK
100%
TPS2602/101
You will notice that all your assignment marks contribute to your final mark. Please make sure
that your assignments reach the university either before or on the due date. Each student must
write and submit his or her own individual assignment. In other words, you must submit your
own ideas in your own words, interspersed with short quotations that are properly referenced. It
is unacceptable for students to submit identical assignments on the basis of having
worked together. That is copying (a form of plagiarism), and none of these assignments
will be marked. Furthermore, you may be penalised or subjected to disciplinary
proceedings by the university.
9.3
Assignment numbers
9.3.1 General assignment numbers
Please number your assignments as they are numbered on the TPS2602 myUnisa page,
showing the assignment numbers and due dates. If you number your assignments incorrectly,
they may be delayed, or even lost completely in the system. Always keep a copy of all work
submitted until your mark has been finalised.
9.3.2 Unique assignment numbers
There are unique assignment numbers for each assignment on the TPS2602 myUnisa module
page. Please use these numbers when submitting your assignments on myUnisa.
9.4
Assignment due dates
•
There are no assignment due dates included in this tutorial letter.
•
Assignment due dates will be made available to you on the landing page of myUnisa for
this module. We envisage that the due dates will be available to you upon registration.
•
Please start working on your assignments as soon as you register for the module.
•
Log on to the myUnisa site for this module to obtain more information on the due dates
for the submission of the assignments.
21
•
Modules offered by Unisa are either blended (meaning that we use a combination of
printed and online material to engage with you) or online (all information is available via
the internet). In all cases of online engagement, we use myUnisa as our virtual campus.
•
From 2022, the myUnisa virtual campus will be offered via a new learning management
system. This is an online system that is used to administer, document and deliver
educational material to you and support engagement with you.
•
Look out for information from your lecturer as well as other Unisa platforms to determine
how to access the virtual myUnisa module site.
•
Information on the tools that will be available to engage with the lecturer and fellow
students to support your learning will also be communicated via various platforms.
•
The University undertakes to communicate as clearly and as frequently as is necessary
to ensure optimum advantage in the use of the new learning management system.
•
Additional information on the use of the myUnisa site for the module, as well as features
to engage and communicate with your lecturer and other students will also be made
available via the online site for the module.
•
Therefore, log on to the myUnisa site for your module to gain more information on where
to complete and/or upload your assignments and how to communicate with your lecturer.
9.5
Submission of assignments
If you have any administrative enquiries about assignments (e.g., whether or not the university
has received your assignment or the date on which an assignment was returned to you), please
direct these to:
study-info@unisa.ac.za
You can also find further information on myUnisa.
22
TPS2602/101
ALL ASSIGNMENTS MUST BE SUBMITTED ELECTRONICALLY VIA myUnisa. Please
ensure that you plan accordingly to gain access to the resources necessary in a timely manner
as to not miss any due dates.
For detailed information and requirements as far as assignments are concerned, see the
brochure Study @ Unisa, which you received with your study material.
To submit an assignment via myUnisa:
•
Go to myUnisa.
•
Log in with your student number and password.
•
Select the module.
•
Click on Assignments in the menu on the left.
•
Click on the number of the assignment you want to submit.
•
Follow the instructions on the screen.
•
The table below gives a brief summary of the assignments. All tutorial letters are
available on the MyUnisa TPS2602 site.
23
SUMMARY OF ASSIGNMENTS
CONTRIBUTION
Assignment number
Where to find it
Assignment 01: Written
Tutorial letter 101 (on myUnisa)
TO YEAR MARK
50%
*Gives exam admission
Assignment 02: MCQ
TPS2602 MYUNISA module site
50%
CONTRIBUTION OF YEAR MARK (ASSIGNMENT 01+02) TO
20%
FINAL MARK
EXAMINATION EQUIVALENT: SCHOOL-BASED PRACTICAL PORTFOLIO
Contribution to
Assignment number
Where to find it
FINAL
MARK
Assignment 50
TOTAL
9.6
Tutorial Letter 103 Portfolio
80%
100%
Assignments 01 and 02
All teaching practice assignments are compulsory. Please fill in your answers and submit them as
required. The mark allocation is a guide as to how much to write. Please write in as much detail as
possible. You may include more pages if necessary (or extend the space given below if you are
completing this assignment as a soft copy of this Microsoft Word document. Assignment 01 appears
below. Assignment 02 appears on the TPS2602 MyUnisa site and you can complete it there. The
school-based portfolio (Assignment 50) is included in a separate tutorial letter (Tutorial Letter 103).
24
TPS2602/101
STUDENT ANTI-PLAGIARISM DECLARATION
UNIVERSITY OF SOUTH AFRICA
COLLEGE OF EDUCATION
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
This document MUST accompany your assignment as the cover page. Assignments without this
page will not be marked.
The Department of Curriculum and Instructional Studies places specific emphasis on integrity and
ethical behaviour with regard to the preparation of all written work to be submitted for academic
evaluation. Although academic personnel will provide you with information regarding reference
techniques as well as ways to avoid plagiarism, you also have a responsibility to fulfil in this regard.
Should you at any time feel unsure about the requirements, you must consult the lecturer concerned
before you submit any written work.
You are guilty of plagiarism when you extract information from a book, article or web page without
acknowledging the source, and pretend that it is your own work. In truth, you are stealing someone
else’s property. This does not only apply to cases where you quote verbatim, but also when you present
someone else’s work in a somewhat amended format (paraphrase), or even when you use someone
else’s deliberation without the necessary acknowledgement. You are not allowed to use another
student’s current or previous work. You are furthermore not allowed to let anyone copy or use your work
with the intention of presenting it as his/her own.
Students who are guilty of plagiarism will forfeit all credit for the work concerned. In addition, the matter
can also be referred to the Disciplinary Committee for a ruling to be made. Plagiarism is considered a
serious violation of the university’s regulations and may lead to suspension from the university. For the
period that you are a student at the Department of Curriculum and Instructional Studies, the undermentioned declaration must accompany all written work to be submitted. No written work will be
accepted unless the declaration has been completed and attached.
25
26
TPS2602/101
I (full names)
__________________________________________________
Student number
__________________________________________________
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 ______________________ (e.g. essay, report, project, assignment,
dissertation, thesis, etc) 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: __________________
27
28
TPS2602/101
ASSIGNMENT 01
MODULE CODE: TPS2602
This is a COMPULSORY assignment.
This assignment grants you access to the examination part of this module
(the teaching practice portfolio).
1.
MY TEACHING PHILOSOPHY
Write down your teaching philosophy. What are your beliefs about teaching and learning?
Include aspects such as why you want to be a teacher; what subject and age group you
would like to teach and why; how you believe learners learn best (refer to learning styles
found in a modern classroom); how you believe teaching should take place
(refer to
teaching strategies and methods used in a modern classroom); why you believe teaching is
a vital profession in South Africa; and how you believe you can make a difference.
[Sub-total: 10]
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
29
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
2. CAPS ACTIVITY
Access a copy of the CAPS document for a subject you are teaching in the Senior Phase
(Grade 7–9) and answer the question that follow. You can access the various CAPS
documents by following this link:
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(CAPS
)/CAPSSenior.aspx.
2.1 What is the first General Aim of the South African curriculum?
……………………………………………………………………………………………………………
………………………………………………………………………………………………………..(2)
2.2 The NCS aims to produce learners who are able to … (list two (2))
……………………………………………………………………………………………………………
……………………………………………………………………………………………………… (2)
2.3 What is the time allocation for the subject you are teaching in the Senior Phase
per week?
……………………………………………………………………………………………………… (1)
2.4 What is Section 4 of the document about?
……………………………………………………………………………………………………… (1)
2.5 Which minister signed the curriculum into implementation?
……………………………………………………………………………………………………… (1)
30
TPS2602/101
2.6 The National Curriculum Statement is made up of three (3) documents. What are they?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………(3)
[Sub-total: 10]
3.
CO-TEACHING. Please consult your prescribed textbook (chapter 5) which
gives detailed information on co-teaching as well as other sources.
3.1 Which two (2) co-teaching styles do you recommend for the school where you will (or
have already done) your teaching practice? Why do you say so?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………………………………………………………
(4)
3.2. List three (3) advantages of co-teaching.
............................................................................................................................................
............................................................................................................................................
......................................................................................................................................(3)
3.3 List three (3) disadvantages of co-teaching.
....................................................................................................................................................
....................................................................................................................................................
................................................................................................................................................(3)
3.4 How did/do you think the learners will/did feel about being taught by two teachers at the
same time?
....................................................................................................................................................
....................................................................................................................................................
............................................................................................................................................... (3)
31
3.5
Would you continue to use co-teaching during your teaching career? Give reasons for
your answer.
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
....................................................................................................................................................(3)
3.6
What was (or you think will be) the most challenging AND most interesting part of coteaching while on teaching practice?
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
............................................................................................................................................... (4)
[Sub-total: 20]
[GRAND TOTAL FOR ASSIGNMENT 01: 40]
9.7
The examination
There is no written examination at the end of the year. However, you must submit Assignment
50 (the portfolio/examination equivalent) that is given in Tutorial Letter 103, to reach Unisa
within one week after you finished your practical teaching to give your lecturers enough time to
mark it. You will be notified of your final mark, together with the results of your other written
examinations, early in December. You may not carry the Teaching Practice module over to the
next year: you must complete it in the year of registration.
If you are granted a supplementary examination, you need to contact the module
coordinator immediately in order to find out what additional material you need to submit.
Results of the supplementary examination will be released at the end of March.
32
TPS2602/101
9.7.1 Examination admission
Before subsidising a student, the Department of Education requires the university to prove that
the student was active during the period of tuition. Senate has approved that the submission of
a compulsory assignment will prove activity and that students will be admitted to the
examination on the basis of having submitted the assignment. The credit system has been
abolished, and examination admission depends solely on the submission of
Assignment 01.
Admission to the examination is administered by the Examination Section, and not by your
lecturers. Study the relevant section in Study @ Unisa and contact the Examination Section
should you experience any difficulties relating to your examination admission. Applications for
rechecking or remarking should also be submitted to the Examination Section.
9.7.2 How will this work in practice?
As you already know, there is no written examination at the end of the year. You must,
therefore, adhere to specific requirements to be able to pass this module. Your final mark, or
promotion mark, comprises the following:
Your year mark, which is made up of the marks you achieve for 20%
your assignments (Assignments 01 and 02)
Your examination mark (Assignment 50)
80%
Final mark
100%
•
Your year mark will be indicated on the Unisa system.
•
Your mark will be calculated by the Examination Section at the end of the year.
•
The final mark is the result that will be released to you by the university.
•
The pass mark for this module is 50%, and a distinction mark is 75%.
•
Permission for the late submission of assignments will be granted only in extreme cases,
and only if a medical certificate or other relevant documents are presented.
33
•
Because assignments are so important, we advise you to make a copy of all your
completed assignments before you submit them and retain these copies in case there
are any queries.
•
Make sure that your name, address and student number, the module code, the unique
number and also the number of the assignment appear on the cover and at the top of
every page of your answer.
10
ACADEMIC DISHONESTY
10.1
Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft which involves several dishonest academic activities, such as the
following:
•
Cutting and pasting from any source without acknowledging the source.
•
Not including or using incorrect references.
•
Paraphrasing without acknowledging the original source of the information.
10.2
Cheating
Cheating includes, but is not limited to, the following:
•
Completing assessments on behalf of another student, copying from another student
during an assessment or allowing a student to copy from you.
•
Using social media (eg WhatsApp, Telegram) or other platforms to disseminate
assessment information.
Submitting corrupt or irrelevant files.
•
Buying completed answers from “tutors” or internet sites (contract cheating).
10.3
More information about plagiarism can be downloaded on the link below
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules
34
TPS2602/101
11
STUDENT WITH DISABILITY
The Advocacy and Resource Centre for Student with Disability ARCSWiD) provides an
opportunity for staff to interact with new and returning students with disabilities.
If you are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact Mrs CJ Kotze at ekotzecj@unisa.ac.za so that you can
be assisted
12
FREQUENTLY ASKED QUESTIONS
Students who are registered for Teaching Practice modules often ask the following questions:
•
Could I make my own arrangements to do the teaching practice component?
Yes. To do this, you would complete and submit form DSAR25 or DSAR27. The
stamp of the school of your choice must appear on the form. The form is attached
to Tutorial Letter 102, and is also available on the Unisa website. The form is also
available at all registration offices and is included in the brochure myRegistration,
which is available from the College of Education. You need to return the completed
form to the Teaching Practice Office, and not to the lecturer.
•
Can I do my teaching practice at a school where I am doing my internship?
Yes. However, the Teaching Practice Office may request that you be placed at
another school to ensure that all the requirements for teaching practice are met.
•
Will a supervisor visit me during my teaching practice time at a school?
A supervisor may visit you during your teaching practice time if everything goes
according to plan at the Teaching Practice Office.
•
What is the procedure to be followed if there is a change in my school placement?
You may call the relevant telephone numbers or send an e-mail asking permission
to change your school placement directly to the TPO. Please refer to the table with
contact details provided in this tutorial letter and Tutorial Letter 102.
35
•
Whom should I contact if I experience problems with the academic content (Assignment
50) of my teaching practice module?
All enquiries related to academic content of your teaching practice module should
be directed to the relevant lecturer.
•
Whom do I contact to find out whether Unisa has received my teaching practice
assignment(s)?
Keep track of your assignments via myUnisa. You could also contact the
Assignment Section. Please do not contact your lecturer or the Teaching
PracticeOffice in this regard, as they will not be able to help you.
•
I have missed the deadline for submission of Assignment 01 or 02 (for whatever reason).
Can I have special permission to submit late?
No. No extensions are allowed for any reason. Please ensure your complete your
assignments well in advance to avoid any challenges close to the deadline date.
•
I have scanned a PDF copy of my assignments/portfolio, but it is too large to submit on
myUnisa. What should I do?
You must attempt to reduce the size of your portfolio. Your lecturer will post an
announcement on how to do this. You cannot submit your portfolio as a zip-folder.
•
ANY question related to PLACEMENT at school for teaching practice:
Please contact the TPO directly with any placement-related issues. Your lecturer
cannot assist with this.
•
Which grade(s) must I do my TP in for TPS2602?
You may do your TP in one or all of the following grades: Grade 7, 8 and/or 9. You
may only do your 25-day TPS2602 TP at ONE school.
•
Where do I submit my Attendance register or DSAR form?
Directly to the TPO as per Tutorial Letter 102. These documents should NOT be emailed to your lecturer.
36
TPS2602/101
•
Can I complete my assignments and portfolio on a MS Word document or written
page?
Yes, you can type/write your assignment answers and number them according to
the numbering system in Tutorial Letter 101 and upload as a PDF document. You
MUST use the portfolio template (Tutorial Letter 103) to complete your portfolio
and add any additional resources you have used where necessary.
•
If I am teaching a language that is not English.Should I complete my portfolio in that
language?
No. The portfolio should be in English.
13
ADDENDUM
ENGLISH
AFRIKAANS
ISIZULU
NORTHERN SOTHO
approach
benadering
indlela
mokgwaphihlelelo
a way of doing or
’n manier waarop iets
Indlela yokwenza into
tsela ya go dira goba
thinking about
gedoen word of hoe
noma yokucabanga
go nagana ka selo
something
daar oor ’n saak
ngento ethile
gedink word
curriculum
kurrikulum
ikharikhulamu
lenaneothuto
has its origins in the
het sy oorsprong in die leli yigama elisuselwe
tlhago ya lereo le e
Latin currere, which
Latyn currere, wat
egameni lesiLathini
tšwa go lentšu la
means ‘run’ and with
‘hardloop’ beteken en
elithi currere, nelisho
Selathini currere, leo
further reference to
ook verwys na die
‘ukugijima’ kanti uma
le hlalošago go ‘kitima’
the running chariot
hardloop-/koetsbaan.
linwetshwa lingasho
gomme ge go šupša
tracks or a course.
Dit word gesien as ’n
ukugijima/imigudu
go ya pele le ra tsela
It is seen as an
bedoeling, plan,
okugijinywa kuyo
ya (mehlala ya) go
intention, plan or
voorskrif of idee van
noma indawo
kitima/kariki goba
prescription, an idea of wat mens wil hê in
yokugijima.
tshepelo.
what one would like to
skole moet gebeur,
Ibonakala
E bjalo ka
happen in schools, but
maar dit word ook
njengenhloso, uhlelo,
maikemišetšo, maano
it is also seen as the
gesien as die
noma umyalo
goba taelo, kakanyo
existing state of affairs
bestaande stand van
wokumele kwenziwe
yeo motho a ratago
37
in schools, what does
sake in skole – dit wat
ngaleyo ndlela
gore e direge
in fact happen
in werklikheid gebeur
ebekiwe, umbono
dikolong, eupša e
walokho umuntu afuna
bonwa gape bjalo ka
ukukubona kwenzeka
seemo sa ditaba
ezikoleni, kanti futhi
dikolong, seo
kubonakala
gabotsebotse se
njengesimo
diregago
sangempela esikhona
nokwenzeka ezikoleni
curriculum design
kurrikulumontwerp
Isakhiwo noma
moakanyetšo wa
the aims, outcomes,
die doelstellings,
idizayini
lenaneothuto
culture, context and
uitkomste, kultuur,
yekharikhulamu
maikemišetšo,
the purpose for the
konteks en doel van
Izinhloso, imiphumela,
dipoelo, setšo,
curriculum influence
die kurrikulum
usiko, izimo izinto
kamano le morero tša
the structure of the
beïnvloed die
ezenzeka ngaphansi
lenaneothuto di
curriculum as a whole
struktuur van die
kwazo, kanye
huetša popego ya
kurrikulum in sy
nenhloso yezinguquko lenaneothuto ka
geheel
zekharikhulamu,
botlalo
nokunomthelela
kwisakhiwo sonke
sekharikhulamu
curriculum
kurrikulum-
ukuthuthukiswa
tlhabollo ya
development
ontwikkeling
kwekharikhulamu
lenaneothuto
planned, purposeful,
’n beplande,
Lokhu kungachazwa
tshepetšo ye e
progressive, and
doelgerigte,
njengohlelo
hlamilwego,
systematic process in
progressiewe en
oluhleliwe,
ikemišeditšwego,
order to create
sistematiese proses
olunenhloso,
tšwelago pele gape e
olunengqubekela-
beakantšwego gore
positive improvements wat gevolg word om
in the educational
positiewe verbeterings phambili kanye
go hlolwe
system
in die onderwysstelsel
nenqubo ehleliwe,
dikaonafatšo tša
teweeg te bring
ukuze lwakhe
maleba peakanyong
intuthuko enhle
ya thuto
kwinqubo yemfundo
curriculum-in-use
kurrikulum-in-
ikharikhulamu
lenaneothuto la
the curriculum as
gebruik
esetshenziswayo
semmušo
applied in the
die kurrikulum soos dit ikharikhulamu
lenaneothuto bjalo ka
classroom and
in die klaskamer
ge le šomišwa
38
njengalokhu
TPS2602/101
affected by resources
toegepas word en
isetshenziswa
phapošing ya borutelo
and materials to
geraak word deur die
ekilasini futhi
le go huetšwa ke
support the learning
hulpbronne en
njengalokhu ithintwa
dithuši, ditlakelo go
process; disruption or
materiaal om die
yizinsiza yizinto
thekga tshepedišo ya
continuity; and the
leerproses te
ukweseka uhlelo
go ithuta; tšhitišo
quality and morale of
ondersteun;
lokufunda;
goba tšwelelo;
teachers
ontwrigting of
ukuphazamiseka
gammogo le boleng le
deurlopendheid; en
noma ukuqhubeka;
boitshwaro le
die gehalte en moraal
kanti nezingabunjalo
mafolofolo a barutiši
van die onderwysers
kanye nomoya
wothisha
diverse context
diverse kontekste
izizinda
kamano ye e
accommodating more
’n situasie waar daar
ezehlukahlukene
fapanego
than one
vir meer as een
ezengamela izimo
go amogela dikemo
cultural context
kulturele konteks
zamasiko
tša ditšo tša go feta
voorsiening gemaak
ehlukahlukene
se tee
word
enacted curriculum
uitgevoerde
ikharikhulamu
lenaneothuto leo le
the curriculum as it is
kurrikulum
ephasisiwe
lego tirišong
experienced or the
die kurrikulum soos dit ikharikhulamu
lenaneothuto bjalo ka
‘nonofficial, implicit
ervaar word of die
njengalokhu
ge le lemogwa goba
curriculum’ as
‘nie-amptelike,
isetshenziswa noma
lenaneothuto leo le
implemented by an
implisiete kurrikulum’
‘ikharikhulamu
sego la semmušo, le
educator and
soos deur die
engekho emthethweni
le sa hlagišwego thwi,
reflecting what is
opvoeder
nengacacisiwe’
bjalo ka ge le
actually taught and
geïmplementeer en
njengalokhu isuke
phethagatšwa ke
learnt
wat weerspieël wat
yenziwa nguthisha
morutiši le go bontšha
werklik onderrig en
kanti isuke iveza
seo gabotsebotse se
geleer word
lokho okusuke
rutwago le go ithuta
kufundwa futhi
kufundiswa ngempela
experiental learning
ervaringsleer
ukufundela ukuthola
go ithuta ka go
learning is based on
leer gebaseer op
amava
itemogela
or involving
ervaring of wat
ukufunda okugxile
go ithuta go go
experience
ervaring behels
kwisipiliyoni noma
theilwego go goba go
ukufunda okufaka
go akaretšago
phakathi isipiliyoni
boitemogelo
ikharikhulamu egxile
lenaneothuto leo le
learner-centred
leerdergesentreerde
39
curriculum
kurrikulum
kubafundi
šetšago moithuti
a curriculum
’n kurrikulum
ikharikhulamu
lenaneothuto leo le
characterised by
gekenmerk deur
enokubamba iqhaza,
bontšhago ka go tšea
participation, affective
deelname, affektiewe
ebhekela imizwa
karolo, go ruta ka go
teaching and problem
onderrig en
nezinzwa kanye
naganela baithuti le
posing in the
probleemstelling in die
nokufaka izikinga
dipotšišo tša go hlohla
classroom
klaskamer
ekilasini
monagano ka
phapošing ya borutelo
objectives
doelwitte
umphumela
dipoelo
(outcomes)
(uitkomste)
yilokho esifuna ukuthi
seo re ratago baithuti
what we want learners wat ons wil hê
abafundi babonise
go se bontšha
to demonstrate at the
leerders moet kan
ukuthi bayakwazi
mafelelong a
end of a significant
demonstreer aan die
ukukwenza ngemuva
maitemogelo a
learning experience
einde van ’n
kwesipiliyoni
bohlokwa a go ithuta
wesentlike
sokufunda
leerervaring
esibalulekile
pragmatiese
inqubo yokwenza
mokgwaphihlelelo
a philosophy of ‘doing benadering
ebambekayo
wa kgonthe
what works best‘
’n filosofie van om ‘te
ifilisofi “yokwenza
Filosofi ya “go dira
doen wat die beste
ngokulandela lokho
seo se šomago
werk‘
okusebenza kahle
bokaonekaone”
pragmatic approach
nakangcono kakhulu”
syllabus
leerplan
isilabhasi
thalathalo ya thuto
has a Greek origin
Griekse oorsprong en
yigama elisuselwe
ye e itšeng
and means ‘a concise
beteken ‘na bondige
olimini IwesiGriki kanti
thalathalo ya thuto ye e itšeng
statement’ or ‘table of
stelling ‘of ’n table van
lisho ‘isitatimende
e na le tlhago ya Segerika
the topics of a
die
esifushane’ noma
gomme e hlaloša gore ke
discourse’ or the ‘list
diskoersonderwerpe‘
‘ithebula lezihloko
of contents of a
of die ‘lys van inhoud
zokuduna’ noma ‘uhla
subject’
van ’n vak‘
lwalokho
okuqukethwe
‘setatamente se sekopana’
goba ‘tlhopho ya dihlogo tša
kgang ye e ngwadilwego ka
sehlogo se se itšeng’ goba
lenaneo la diteng tša thuto’
yisifundo’
ENGLISH
AFRIKAANS
ISIZULU
NORTHERN SOTHO
africanisation
afrikanisering
Indlela yobu-Afrika
afrikafatšo
it is the process of
die proses waardeur
Lena yinqubo
ke tshepetšo ya go
defining or interpreting
Afrika-identiteit en -
nenkambiso
hlaloša goba go
African identity and
kultuur gedefinieer of
yokuchaza noma
hlatholla boitšhupo le
40
TPS2602/101
culture – a learning
geïnterpreteer word –
ukuqondisisa izinto
setšo sa Afrika –
process and a way of
’n leerproses en ’n
ngendlela nosiko
tshepetšo ya go ithuta
life for Africans
leefwyse vir Afrikane
lobu-Afrika – le
le mokgwa wa
yinqubo yokufunda
bophelo wa Maafrika
kanye nokuphila
kwama-Afrika
conscientisation
gewentensbewustheid
ukuqwashiwa/ukuvu
kgodišo ya temogo
developing an
die kweek van ’n
sa/ukwazisa
tšweletšo ya temošo
awareness of social
bewustheid van
ukusungula ukwazi
ya ditaba tša
and political issues that
sosiale en politieke
nokuqwasha
setšhaba le dipolotiki
has the power to
kwessies wat die
ngezindaba ezithinta
tšeo di nago le maatla
transform reality
vermoë het om die
ezenhlalo nezepolitiki
a go
werklikheid te ontvorm nezinamandla
fetola/mpshafatša
okushintsha isimo
kemo go ya ka mo e
esikhona
lego ka gona
context
konteks
isimo
kamano
the circumstances,
die omstandighede,
Izimo, umlando,
mabaka, bokamorago,
background,
omgewing, raamwerk
isizinda-ndawo,
tikologo, sebopego sa
environment,
of situasie waarbinne
uhlaka, isizinda noma
motheo, lefelo, goba
framework, setting, or
’n gebeurtenis of
isimo esikhungethe
maemo a tiragalo
situation surrounding
voorval plaasvind, of
isehlakalo noma
goba tlhago
an event or occurrence
die agtergrond
okwenzekayo
waarteen dit plaasvind
cognitive
kognitiewe
ukuthuthuka
kgolo ya bokgoni bja
development
ontwikkeling
ngomqondo
go nagana le go
is the construction of
die konstruksie van
Lesi yisimo lapho
kwešiša
thought processes,
denkprosesse,
kwakheka khona
ke peakanyo ya
including remembering,
insluitende die proses
inqubo yomqondo
ditshepetšo tša
problem solving, and
van onthou,
nokucabanga,
mogopolo, go
decision-making, from
probleemoplossing en
okubandakanya
akaretša tharollo ya
childhood through
besluitneming, vanaf
ukukhumbula,
bothata le go tšea
adolescence to
die kinderjare en
ukusombulula
diphetho, go tloga
adulthood
adolessensie tot
izinkinga kanye
bjaneng go feta
volwassenheid
nokuthatha izinqumo,
boswa go ya
ukusukela esigabeni
bogolong
sobungane ukufikela
esigabeni sobujongosi
kuze kufike esigabeni
41
sokuba umuntu
omdala
decolonisation
dekolonisering
ukuqeda inqubo
phetšišo ya koloni
is the undoing of
die proses waardeur
nenkambiso
ke go dira gore naga
colonialism, where a
kolonialisme (waar ’n
yobukoloni
ye e nago le maatla e
nation establishes and
nasie sy heerskappy
maintains its
oor afhanklike
domination over
gebiede vestig en
dependent territories
handhaaf) ongedaan
gemaak word
Lokhu kuchaza ukuqeda
inqubo yobukoloni
yokubuswa kwezwe
ngabaphangi
bakwelinye izwe, lapho
se sa laola yeo e se
nago le maatla, fao
naga e hlomago le go
tšwetša pele pušo ya
isizwe sisungula inqubo
yona go dinagaselete
yokubhozomela elinye
tšeo e di laolago
izwe nemihlaba yezinye
izizwe ezaphangwa
ngababusi bakwelinye
izwe
ENGLISH
AFRIKAANS
ISIZULU
NORTHERN SOTHO
indigenous
inheemse
inqubo yolwazi
tsebo le bokgoni tše
knowledge system
kennisselsels (IKS)
lomdabu (IKS)
tšweleditšwego ke
(IKS)
informele tradisionele
ulwazi olungabhaliwe
setšhaba
informal traditional
kennis wat
phansi ezincwadini
tsebo ye e sego ya
knowledge that is
kultuurspesifiek is en
kanti ulwazi
semmušo ya dilo tša
culturally specific and
van geslag tot geslag
lwasemandulo
kgale ye e lego ya
has been passed
oorgedra is
noluqondene ngqo
setšo se itšeng
down from one
nosiko kanti
gomme e fetišitšwe go
generation to the next
lwedluliselwe lusuka
tloga molokong o tee
esizukulwaneni
go ya go wo o latelago
esithile lwaya
kwesinye isizukulwane
ngokomlando
ongabhaliwe
socio-
sosio-
uhlelo olugxile
tlhagišo ya tebelelo
constructionist
konstruktivistiese
emqondweni
go ya ka modumedi
perspective
perspektief
wabantu
wa gore tlholego ya
development is
die perspektief dat
Intuthuko encike
tsebo e huetšwa ke
dependent on social
ontwikkeling van
ekuxhumananeni
tsenelelano le batho
interaction, and that
sosiale interaksie
kwabantu, nokuthi
ba bangwe e ya ka
social learning actually
afhanklik is en dat
ukufunda kwabanye
tsenelelano le
42
TPS2602/101
leads to cognitive
sosiale leer in
abantu kuholela
setšhaba, le gore go
development
werklikheid tot
ekuthuthukeni
ithuta go tšwa
kognitiewe
ngokomqondo
setšhabeng
ontwikkeling
gabotsebotse go iša
aanleiding gee
go kgodišo ya bokgoni
bja go nagana le go
kwešiša
zone of proximal
sone van proksimale
indawo
sekgala sa gare seo
development
ontwikkeling
yokusondelana
se tsebja le seo se
difference between the die verskil tussen die
nentuthuko
ka fihlelelwago
learner’s actual
leerder se werklike
umehluko okhona
phapano gare ga
developmental level
ontwikkeling en hulle
phakathi kwezinga
boemo bja mannete
and their potential
potensiële vlak
lokuthuthuka
bja tšwelo pele ya
kwangempela
moithuti le boemo bja
komfundi kanye
bokgoni bja gagwe
level
nezinga umfundi
akwazi ukuthi
afinyelele kulo
ngokwekhono lakhe
ENGLISH
AFRIKAANS
ISIZULU
NORTHERN SOTHO
barriers to learning
leerstruikelblokke of
imigoqwane evimba
mapheko a go ithuta
difficulties blocking
–versperrings
ukufunda
mathata ao a
access to learning and
moeilikhede wat
ubunzima obukhona
thibelago phihlelelo ya
development, located
toegang tot leer en
obuvimbela ukuthi
go ithuta le tšwelo
either in the education
ontwikkeling blokkeer
kube nokufunda kanye
pele, a hwetšwago
system, the school or
wat in die
nentuthuko,
peakanyong ya thuto,
the learner
onderwysstelsel, skool
kuyenzeka uthole
sekolong goba go
of die leerder gesetel
ukuthi isohlelweni
moithuti
is
lwemfundo
olusetshenziswayo,
esikolweni noma
kumfundi uqobo
CAPS
KABV (CAPS)
I-CAPS
CAPS
Curriculum and
Kurrikulum- en
isifinyezo esisho
setatemente sa
Assessment Policy
assesseringsbeleidsve
ukuthi: Isitatimende
Molaotshepetšo wa
43
Statement.
rklaring. Dit stipuleer
Esiyinqubomgomo
Lenaneothuto le
It stipulates the aim,
die doelstelling,
Yekharikhulamu
Tekolo.
scope, content and
omvang, inhoud en
Nokuhlola.
E šupa maikemišetšo,
assessment for each
assesseringsproses
Lesi sitatimende
morero, diteng le kelo
subject listed in the
ten opsigte van elke
sichaza inhloso,
tša thuto ye nngwe le
NCS Grades R–12
vak wat in die NKV
ubukhulu nokunaba,
ye nngwe ye e lego
Graad R–12 gelys is
okuqukethwe/
lenaneong la NCS
indikimba kanye
Dikreiting tša R–12
nohlelo lokuhlolwa
kwesinye nesinye
isifundo esichazwe
kwi-NCS ukusukela
kumabanga-R – 12
ENGLISH
AFRIKAANS
ISIZULU
NORTHERN SOTHO
diverse learners
diverse leerders
abafundi abehlukene
baithuti ba dinyakwa
learners with different
leerders met
abafundi
tše fapanego
language usage,
verskillende
abanezindlela
baithuti ba tšhomišo
learning styles, types
taalgebruik, leerstyle,
ezahlukene
ya polelo, mokgwa wa
of intelligence, levels
soorte intel,
zokusebenzisa ulimi,
go ithuta, mehuta ya
of development and
ontwikkelingsvlakke
izitayela zokufunda,
bohlale, boemo bja
economic, social and
en ekonomiese,
izinhlobo
tšwelo pele, metheo
cultural backgrounds
sosiale en kulturele
zokuhlakanipha,
ya ikonomi, ditšhaba
agtergronde
amazinga
le ditšo tše fapanego
okuthuthuka, imilando
yezomnotho, yenhlalo
kanye neyazamasiko
inclusive education
inklusiewe onderwys
imfundo efaka
thuto ye e
in South Africa
in Suid-Afrika
wonke umuntu
akaretšago tšohle ka
the practice and
die praktyk en proses
eNingisimu Afrika
Afrika Borwa
process of creating
om ondersteunende
isenzo kanye nohlelo
tlwaelo le tshepedišo
supportive classrooms
klaskamers en skole
lokwakha amakilasi
ya go hlola
and schools that
te skep om die
asekelanayo kanye
diphapoši ya borutelo
involve and meet the
uiteenlopende
nezikole ezifaka
le dikolo tše di
diverse needs of all
behoeftes van alle
zihlangabezane
thekgago tšeo di
learners
leerders te betrek en
nezidingo ezahlukene
akaretšago le go
te bevredig
zabo bonke abafundi
fihlelela dinyakwa tše
di fapanego tša
44
TPS2602/101
baithuti ka moka
Language of
Taal van Onderrig en
Ulimi lokufunda
Leleme la Go Ithuta
Learning and
Leer (TvL)
nokufundisa (LoLT)
le go Ruta
Teaching (LoLT)
die taal wat in die
ulimi
leleme leo le
the language used for
klaskamer vir onderrig
olusetshenziselwa
šomišwago go ruta le
teaching and learning
en leer gebruik word
ukufunda nokufundisa
go ithuta ka phapošing
ekilasini
ya borutelo
in the classroom
learning impairment
leergebrek
izihibe
tšhitišo ya go ithuta
refers to a number of
verwys na ’n aantal
kwezokufunda
e šupa bothata bjo bo
disorders which may
versteurings wat die
Lokhu kuchaza inani
šitišago mošomo wa
affect the acquisition,
verwerwing,
lezihibe
tlwaelo wo o ka
organisation,
organisering, behoud,
ezingaphazamisa
amago phihlelelo,
retention,
begrip of gebruik van
uhlelo lokutholakala
peakanyo, tshwaro,
understanding or use
verbale of nie-verbale
kwemfundo,
kwešišo goba tirišo ya
of verbal or nonverbal
inligting kan beïnvloed
ukuhleleka,
tshedimošo ye
ukugcineka
bolelwago ka molomo
kwemfundo,
goba ye e sego ya
ukuqondisisa noma
molomo
information
ikhono
lokusetshenziswa
kolwazi
olukhulunywayo noma
olungakhulunyiwe
learning mediator
leertussenganger
umlamuleli
mmoelanyi go tša
a mediator is
’n tussenganger is
wokufunda
thuto
somebody who
iemand wat ’n dialoog
umlamuleli umuntu
mmoelanyi ke motho
facilitates a dialogue,
fasiliteer, wat dit
ohlela izingxoxo, lokho
yo a kgontšhago
which makes it
moontlik maak dat ’n
okwenza kube lula
poledišano, ye e
possible for an idea or
idee of gevoel
ukuthi imibono noma
dirago gore kgopolo
feeling to be
gekommunikeer word
imizwa ixoxeke lula
goba maikutlo a
fetišitšwe go batho ba
communicated
bangwe
learning programme
leerprogram
uhlelo lokufunda
lenaneo la go ithuta
a phase-long process
’n faselange proses
uhlelo olude
thepedišo ya sebaka
for planning,
van beplanning,
ngesigaba esithile
se itšego sa go logo
managing and
bestuur en
nokungelokuhlela,
maano, go laola le go
organising classroom
organisering van
ukuphatha kanye
beakanya mošomo wa
practice
klaskamerpraktyk
nokuhlelisisa ukufunda phapošing ya borutelo
45
ekilasini
ENGLISH
AFRIKAANS
ISIZULU
NORTHERN SOTHO
outcomes-based
uitkomsgebaseerde
Uhlelo lwemfundo
thuto ye e theilwego
education (OBE)
onderwys (UGO)
olugxile
go dipoelo (OBE)
is an approach to
’n benadering tot
kwimiphumela (OBE)
ke mokgwa wa go ruta
teaching and impacts
onderwys en impakte
Le yindlela
wo o huetšago maano
on teaching strategies
op onderwysstrategieë
yokufundisa ethinta
a go ruta ao a šupago
that refer to the
wat verwys na die
amasu okufundisa, le
tsela ye e šomišwago
preferred methodology
voorkeurmetodologie
ndlela ichaza indlela
go hlagiša le go
used to unpack and
wat gebruik word om
engcono yokufundisa
phethagatša
implement the
die kurrikulum uit te lê
esetshenziswa
lenaneothuto – ga se
curriculum – it is not a
en te implementeer –
ukuchaza
lenaneothuto
curriculum
dit is nie ’n kurrikulum
nokusebenzisa
nie
ikharikhulamu –
akuyona
ikharikhulamu
qualification
kwalifikasie
Isitifiketi semfundo/
boithutelo
is the formal
die formele erkenning
ikhwalifikheshini
ke temogo ya
recognition and
en sertifisering van
Lesi yisibonakaliso
semmušo le tiišo ya
certification of learning
leerprestasie wat deur
esisemthethweni futhi
go fihlelela bokgoni
achievement awarded
’n geakkrediteerde
yisitifiketi esikhombisa
bjo bo filwego ke
by an accredited
instelling toegeken
ukuphumelela
institušene ye e
institution
word
emfundweni, kanti lesi
dumeletšwego
sitifiketi sikhishwa
yiziko lemfundo
elinegunya
lokufundisa
nelisemthethweni
special needs
spesialebehoefte-
imfundo eqondene
thuto ya dihlokwa
education
onderwys
nezidingo ezithile
tše itšego
the special
die spesiale
ezikhethekile
dipeakanyo tša thuto
educational arrangem
onderwysreëlings wat
Lezi yizinhlelo
tše di itšeng tše di
ents which are in
vir kinders met
zezidingo zabafundi
lego gona tša bana
place for children with
gestremdhede geld
ezithile ezikhethekile,
bao ba golofetšego
disabilities
lezi zinhlelo zinikezwa
abafundi
abanokukhubazeka
46
TPS2602/101
okuthile
ENGLISH
AFRIKAANS
ISIZULU
NORTHERN SOTHO
transformation in
transformasie in
uguquko
phetogo thutong
education
onderwys
kwezemfundo
go šomiša mekgwa ye
using different
die gebruik van
ukusebenzisa izindlela
e fapanego ya go ruta
teaching practices to
verskillende
zokufundisa
go hlohleletša badudi
foster critical citizens
onderrigstrategieë om
ezahlukene
bao ba kgonago go
by implementing
kritiese burgers te
ukukhuthaza
swaya diphošo ka go
equity and redress,
bevorder deur
izakhamizi ukuthi
phethagatša
non-discrimination,
gelykheid en
zilingane, kulungiswe
tekatekano le ditokišo,
access, justice and
regstelling, nie-
okwakungalungile
go se tlhaole,
democracy in schools
diskriminasie,
phambilini,
phihlelelo, toka le
toegang, geregtigheid
kungacwaswanwa,
temokerasi dikolong
en demokrasie in
wonke umuntu
skole te implementeer
afinyelele kwimfundo,
kube nobulungiswa
kanye nentando
yeningi ezikoleni
work-integrated
werkgeïntegreerde
ukufunda okuxubene
go ithuta go go
learning
leer
nokusebenza
tsenelelanago le
also known as field
staan ook bekend as
kuphinde kwaziwe
mošomo gape e
experience; students
veldervaring; studente
ngokuthi isipiliyoni
tsebja bjalo ka
engage in activities
raak betrokke by
sasemsebenzi; lapha
maitemogelo
that are specifically
aktiwiteite wat
abafundi benza
lefapheng le itšeng;
created to deepen
spesiaal geskep is om
imisebenzi eyakhiwe
baithuti ba swarana le
their understanding of
hul begrip van die
ngokuqondile ukuze
ditiro tšeo
the field of study
bepaalde studieveld te
yelule ukuqonda
gabotsebotse di
verdiep
kwabo kwalowo
hlolešwego go tiiša
mkhakha abawenzayo
kwešišo ya bona ya
noma abawufundelayo
lekala la go ithuta
ENGLISH
AFRIKAANS
ISIZULU
NORTHERN SOTHO
active learning
aktiewe leer
uhlelo lokufunda
go ithuta ka go dira
knowledge must be
kennis moet deur
ngokubamba iqhaza
tsebo e swanetše go
discovered and
middel van die leerder
lapha ulwazi kufanele
utollwa le go
47
constructed through
se aktiwiteite ontdek
lutholakale futhi
beakanywa ka
the learner’s activities
en gekonstrueer word
lwakheke ngendlela
mokgwa wa ditiro tša
ngemisebenzi
baithuti
yomfundi yokubamba
kwimfundo
analyse
ontleed
ukuhlaziya
sekaseka
break information
verdeel inligting in
lokhu kuchaza
go hlahlamolla
down into its parts and
verskeie dele en dink
ukwehlukanisa ulwazi
tshedimošo ka
think about how the
oor die verwantskap
ngezingxenye ebese
dikarolwana gomme o
parts relate to its
wat die dele met die
ucabanga amasu
nagane ka moo
overall structure
algehele struktuur het
okuhlobanisa lezo
dikarolwana di
zingxenye ukuthi
nyalelanago le
zakhe isakhiwo
sebopego sa yona ka
solwazi olulodwa
botlalo
oluphelele
ENGLISH
AFRIKAANS
ISIZULU
NORTHERN SOTHO
apply
toepas
ukusebenzisa
diriša
use a learned
gebruik ’n
imfundo
go diriša tshepetšo yeo e
procedure in either
aangeleerde
ukusebenzisa
ithutilwego kemong ye e
a familiar or a new
prosedure in óf ’n
ingqubo oyifundile
tlwaetšwego goba ye mpsha
situation
bekende óf ’n nuwe
esimeni osejwayele
situasie
noma esimeni
esisha
Bloom’s taxonomy
Bloom se
uhlelo lukaBloom
peakanyo go ya ka magoro
a taxonomy for the
taksonomie
lokuhlela izinto
ya Bloom
cognitive domain,
’n taksonomie vir
uhlelo lokwenyukela
peakanyo go ya ka magoro
making teachers
die kognitiewe
esizindeni
ya legoro la tsebo le bokgoni
aware to also work
domein wat
sokuhlakanipha
bja kgodišo ya mabokgoni a
on higher cognitive
onderwysers
esiphezulu,
go šomiša tlhaloganyo, go
levels (e.g.
daarvan bewus
nokwenza ukuthi
dira gore barutiši ba lemoge
synthesising and
maak dat hulle ook
othisha bazi ukuthi
gore gape ba lebelele boemo
evaluating), and not
op hoër kognitiewe
kufanele balenyuse
bja tsebo le kgodiša ya
always only focus
vlakke moet werk
izinga lokufundisa
bohlale (mohlala go tliša
on lower cognitive
(bv. sintetiserend en
ngezinye izikhathi
mmogo le go lekanyetša), le
levels (e.g. recalling
evaluerend), en om
libe phezulu
gore ka mehla go se šetšwe
of information)
nie net altyd op die
emazingeni
fela boemo bja fase bja tsebo
laer kognitiewe
okuhlakanipha (isib.
le bohlale (mohl go gopola
48
TPS2602/101
vlakke te fokus nie
bakwazi ukugaya
(bv. herroep van
kanye
inligting)
nokubuyekeza into
tshedimošo)
abayifundisayo),
hhayi nje ukuthi
othisha behlale bazi
ukuthi kufanele
abantwana
ababafundisayo
babafunze ulwazi
ngoba
basemazingeni
aphansi
okucabanga (isib.
akufuneki ukuthi
othisha kuhlale
kuba yibona
abaveza ulwazi –
mabayekele
abafundi
kebazicabangele
ngokwabo)
ENGLISH
AFRIKAANS
ISIZULU
NORTHERN SOTHO
blended learning
vermengde leer
uhlelo lwemfundo
thuto ka go
a formal education
’n formele
oluxubiwe/oluhla-
tswakanya
program in which a
onderwysprogram
nganisiwe
lenaneo la thuto ya
student learns at least in
wat behels dat
uhlelo lwemfundo
semmušo leo go lona
part through delivery of
studente minstens
ehlelekile, lapho
baithuti ba ithutago
content and instruction
gedeeltelik deur die
umfundi afunda
bonnyane ka tlhagišo
via digital and online
aanbieding van
okungenani
ya diteng le thuto ka
media with some
inhoud en onderrig
ngokwethulwa
mokgwa wa titšithale
element of student
met behulp van
kwengqikithi
le inthanete ka taolo
control over time, place,
digitale en aanlyn
yesifundo kanye
ye e lego ya baithuti
path, or pace
media leer, met ’n
nokuthunyelwa
go nako, lefelo,
element van
kolwazi
tselatatelo, goba
studentebeheer oor
ngobuchwepheshe
lebelo
49
tyd, plek, roete of pas
bekhomphyutha
nangezindlela zeinthanethi kanti
nokubheka inqubo
yomfundi ukulawula
isikhathi, indawo
yomsebenzi, umgudu
wemfundo noma
ijubane/isivinini
elisetshenziswayo
ekwenzeni okuthile
cognitively guided
kognitiewe-
umyalelo ogxile
go ruta ka go šetša
instruction
begeleide onderrig
ekwakheni
mokgwa wa go
theory on the importance
teorie oor die
ingqondo
nagana tharollong
of language and
belangrikheid van taal
le yithiyori eveza
ya bothata
listening in teaching as a
en luister in onderrig
ukubaluleka kolimi
teori ka ga bohlokwa
social construct
as ’n sosiale konstruk
kanye nokulalela
bja polelo le go
ekufundiseni,
theeletša ge go rutwa
njengendlela
bjalo ka kgopolo yeo
yokwakha umuntu
e hlamilwego ke
setšhaba
cohesion
kohesie
ukunamathelana
tshwaragano
the act or state of
die handeling of
lesi yisenzo noma
tiro goba boemo bja
cohering, uniting, or
toestand van
isimo
go swaragana, go ba
sticking together
saamkleef, verenig of
sokuhambisana,
seboka, goba go ba
bymekaar bly
ukubumbanisa noma
selo setee
ukuhlanganisa
ndawonye ulwazi
collaboration
medewerking/
ukusebenzisana
tirišano
to work jointly with
samewerking
ukusebenzisana
go šoma le batho ba
others or together
om met ander saam
ndawonye kanye
bangwe goba mmogo
especially in an
te werk, veral in ’n
nabanye ikakhulukazi
gagolo morerong wo
intellectual endeavor
intellektuele
kwimizamo yokwakha
o sepelelanago le
onderneming
ukuhlakanipha
bokgoni bja go
ngokwengqondo
nagana le go kwešiša
dilo
conceptual knowledge
konseptuele kennis
ulwazi lokwakha
kwešišo ya mekgwa
in education, this is often
in die onderwys word
umqondo
ya ditshepedišo le
50
TPS2602/101
generalised as a group
dit dikwels as ’n
Kwezemfundo,
dikgopolo
of specific strategies and
groep spesifieke
lokhu kuvamise
ka go thuto, se gantši
skills
strategieë en
ukuthathwa
se akaretšwa bjalo ka
vaardighede
njengeqembu lamasu
sehlopha sa maano le
saamgevat
kanye namakhono
mabokgoni tše di
athile
itšeng
ENGLISH
AFRIKAANS
ISIZULU
NORTHERN SOTHO
cooperative learning
medewerkende leer
uhlelo lokufunda
go ithuta le le
is an educational
’n opvoedkundige
ngokubambisana
sehlopha
approach which aims to
benadering wat
lolu wuhlelo
ke mokgwa wa thuto
organise classroom
daarop gemik is om
lwemfundo oluqonde
wo o ikemišeditšego
activities into academic
klaskameraktiwiteite
ukuhlela imisebenzi
go beakanya
and social learning
in akademiese en
yasegumbini/yase-
mešongwana ya ka
experiences
sosiale leerervarings
kilasini lokufunda
phapošing ya
te organiseer
lapho abafundi
borutelo ka
bafunda khona
maitemogelo a go
izifundo
ithuta lefelong la thuto
nokwengqondo kanye
le go ithuta
nokuphilisana
setšhabeng
njengabantu
create (synthesise)
skep (sintetiseer)
ukwakha (ukuhlela
hlola (go bopa ka go
accomplish creative
voer skeppende take
nokuhlanganisa
kopanya dilo)
tasks; generate, plan
uit; genereer, beplan
imiqondo)
go kgona
and produce
en produseer
ukwakha imisebenzi
mešongwana ya
ekhombisa ubuciko;
boitšhimolloši;
eyakhayo, ehlelayo
hlagiša, beakanya le
futhi nokukhiqiza
go tšweletša
discovery learning
ontdekkingsleer
uhlelo lokuzifundela
go ithuta ka go
discovering for oneself
om self te ontdek
nokuzivumbulule-la
nyakišiša
(learning by doing)
(leer deur te doen)
ulwazi
go nyakišiša ka
lapha umfundi
bowena ( go ithuta ka
uyazitholela ulwazi
go dira)
yena ngokwakhe
(ukufunda
ngokwenza)
discussion
bespreking
ukufunda
therišano
exchange knowledge
die uitruil van kennis
ngokubamba
go fana tsebo le go
and understanding
en begrip
izingxoxo
kwešišana
51
Ukuphakelana
ngolwazi kanye
nokuqondisisana
e-learning
e-leer
uhlelo lokufunda
thuto ya
electronic learning; using
elektroniese leer; die
nge-inthanethi
inthaneteng
devices such as a
gebruik van toestelle
lokhu ukufunda
dithuto tša go
computer/ smartphone,
soos rekenaars,
ngobuchwepheshe
hwetšwa inthaneteng,
i-pad, to deliver part, or
slimfone of tablette
be-inthanethi,
go šomišwa ditlakelo
all of a learning course
om ’n gedeelte van of
njengokusebenzisa
tše bjalo ka
’n hele leerprogram
ikhomphyutha/i-
khomphutha/
aan te bied
smatifoni, ii-pad
sellathekeng se
ukuze umfundi
bohlale, i-pad, go
athumele ingxenye
hwetša karolo goba
yolwazi noma sonke
ka moka dithuto tše di
isifundo esifundwayo
ithutwago
evaluate
evalueer
ukuhlola
khumano ya mohola
includes checking,
behels om na te
ngokulinganisa
e akaretša go lekola,
critiquing and giving
gaan, te beoordeel en
ulwazi
go swaya diphošo le
opinions
menings te gee
lokhu kubandakanya
go fa dikgopolo tša
ukubukisisa,
gago
ukugxeka kanye
nokunikeza imiqondo
ehlukene
ENGLISH
AFRIKAANS
ISIZULU
NORTHERN SOTHO
exemplary lesson
voorbeeld-
izinto
ditlakelo tša thuto ye
materials
lessteunmateriaal
ezisetshenziswayo
e lego mohlala
are learning support
leerondersteunings-
zezifundo zesibonelo
ke ditlakelo tša go
materials that provide
materiaal wat
lezi yizinto
thuša go ithuta tšeo di
suggestions for
voorstelle bied oor hoe ezisetshenziswayo
fago dikeletšo go
developing a leaming
om ’n leerprogram wat
ukusukela ukufunda
hlabolla lenaneo la
programme which is
leerdergesentreerd en
ezinikeza imiqondo
thuto leo le
learner-centered and
aktiwiteitsgebaseerd
yeziphakamiso
nepišitšwego go
activity-based
is, te ontwikkel
zokufunda ukwakha
moithuti le go thewa
uhlelo lokufunda
go mahlahla a moithuti
ngendlela egxile
kubafundi kanye
nemisebenzini
52
TPS2602/101
eyenziwayo
flipped classrooms
omkeer-klaskamers
inqubo yemfundo
diphapoši ya
the ability to view
video’s en ander
eguqu-guqukayo
borutelo tšeo di
videos and other
gevorderde leerinhoud
leli yikhono lokubukela
fetotšwego
advanced learning
kan onafhanklik buite
amavidiyo kanye
bokgoni bja go boga
content independently
die klaskamer besigtig
nezinye izinhlelo
divedio le diteng tše
outside the classroom
word
zokufundisa ingqikithi
dingwe tša thuto tšeo
yezifundo
di tšweleditšwego pele
ngokuziqalela
ka noši o le ka ntle ga
ezitholakala
phapoši ya borutelo
ngaphandle kwegumbi
lokufunda
formative
formatiewe
ukuhlola
tekolo ka mekgwa ye
assessment
assessering
okuqhubekayo
e fapanego
a continuous process,
’n deurlopende proses
lolu wuhlelo lokuhlola
tshepetšo ye e
one in which
waartydens inligting
oluqhubekela
tšwelelago, yeo ka
information about
oor leer opgeroep en
phambili, lapho ulwazi
yona tshedimošo ka
learning is evoked and
dan gebruik word om
olufundwayo
go ithuta e
then used to modify
onderrig- en
luvuselelwa ngenhloso
tšweletšwago gomme
teaching and learning
leeraktiwiteite te wysig
yokuguqula uhlelo
ya dirišwa go fetola
lwemisebenzi
mekgwa ya go ruta le
yokufundisa
go ithuta
activities
nokufunda
intelligence
intelligensie
ubuhlakani
bohlale
the ability to
die vermoë om te
ikhono lokukwazi
bokgoni bja go
understand, learn and
verstaan, te leer en
ukuqonda, ukufunda
kwešiša, go ithuta le
think logically
logies te dink
kanye nokucabanga
go nagana ka
ngendlela eqondile
tlhatlologanyo
learning resources
leerhulpmiddels
imithombo yosizo
dithuši tša go ithuta
carriers of the
draers van die
yokufunda
dithuši tša
curriculum by means
kurrikulum deur middel lezi yizinto eziqhuba
lenaneothuto ka
of exemplary lesson
van lessteunmateriaal
nokuqukatha
mokgwa wa ditlakelo
ikharikhulamu
tša thuto ye e lego
ngendlela
mohlala
material
yokusebenzisa izinto
zokufunda
eziyisibonelo
53
ENGLISH
AFRIKAANS
ISIZULU
NORTHERN SOTHO
mediation in
bemiddeling in
indima yokuhlela
tsenogare thutong
education
onderwys
kwezemfundo
go kgonagatša
to facilitate
om interaksie te
lokhu kuchaza ukuhlela
tsenelelano ka go
interactions by solving
fasiliteer deur
izindlela zokuxhumana
rarolla le go thibela
probleme en konflik op
nokwabelana ngolwazi
bothata le dithulano e
and preventing
problems and conflicts
te los en te voorkom
ngendlela yokuxazulula
kanye nokuvimbela
ka ba ka go fa
dipeakanyo tšeo di
either by offering
deur óf formele
formal structures that
strukture te bied wat
develop negotiation
onderhandelings- en
and school conflicts
skoolkonflikoplossings
kungenziwa
ditherišano le tharollo
resolution processes
prosesse ontwikkel, óf
ngokunikeza izinhlaka
tša dithulano dikolong
or by preparing
verskeie protagoniste
ezihlelekile eziqondene
goba ka go hloma
several protagonists
voor te berei wat
nokusungula izingxoxo
batho ba bohlokwa
that in their daily life
hierdie konsepte en
kanye nezinhlelo
bao bophelong bja
will apply and use
bevoegdhede van
ezimayelana
bona bja letšatši ka
nokuxazulula noma
letšatši ba tla dirišago
ukulungisa izingcweti
le go šomiša
these concepts and
vakleerlingskap in die
competences of
kognitiewe en sosiale
apprenticeship in the
domein in hulle
cognitive and social
daaglikse lewe sal
domain
toepas en gebruik
izinkinga
nokungqubuzana
kwemibono, lokhu
ezimbalwa
ezizosebenzisa ulwazi,
amakhono nemiqondo
tšweletšago
ditshepetšo tša
dikakanyo le
mabokgoni a
ethize nsuku zonke kanti
borutwatiro
zisebenzise amagama
maikemišetšong a
kanye nolwazi
thuto le setšhabeng
lomsebenzi ekwakhiweni
kolwazi ngokomqondo
kanye nakwimpilisano
yabantu emphakathini
metacognition
metakognisie
indlela yokwakha
go inaganišiša
reflection on your own
besinning oor dit wat
ulwazi nekhono
naganišišo ka go
learning
jy geleer het
ngokomqondo
ithuta ga gago
lapha umfundi ubheka
ulwazi azifundele lona
ngokwakhe
micro learning
mikroleer
uhlelo lokufunda
go ithuta ka
a theory of
’n teorie van
emkhakheni
bonnyane
instructional design
onderrigontwerp wat
omncane
teori ya mokgwa wa
that suggests that
aan die hand doen dat
le yithiyori yokuhlela
go ruta ye e šišinyago
people learn more
mense meer effektief
nokuhleleka kwemfundo
gore batho ba ithuta
leer as inligting
ephakamisa ukuthi
bokaone ge
effectively if
54
TPS2602/101
abantu bafunda kahle
tshedimošo e fiwa ka
delivered in small units klein eenhede wat
kakhulu uma ngabe
bonnyane bjo bo lego
that are easy to
ulwazi lwethulwa
bonolo go kwešišwa le
ngemikhakha emincane
go dirišwa
information is
understand and apply
aangebied word in
maklik is om te
verstaan en toe te pas
ngezingxenye ezincane,
kanti kulula ukuzwisisa
kanye nokusebenzisa
lolu lwazi
organising principle
organiseringsbeginsel
umgomo wokuhlela
mokgwa wa
way in which
manier waarop kennis
Indlela ulwazi (lokho
peakanyo
knowledge (content) is
(inhoud) in ’n
okuqukethwe)kuhlelwa tsela yeo ka yona
organised in a
kurrikulum
ngakhona
tsebo (diteng) e
curriculum
georganiseer word
kwikharikhulamu
beakanywago
lenaneong la thuto
pedagogy
pedagogie
iphedagogi
borutiši
the science of
die wetenskap van
isayensi yokufundisa
saense ya go ruta
teaching
onderrig
problem solving
probleemoplossing
ukuxazulula inkinga
go rarolla bothata
developing new
die ontwikkeling van
Lolu wuhlelo lokwakha
go tšweletša tsebo ye
knowledge through
kennis deur probleme
ulwazi olusha
mpsha ka tsela ya go
solving problems
op te los
ngokuxazulula
rarolla bothata
izinkinga
progression
progressie
Ukuqhubekela
tšweletšopele
increasing conceptual
toenemende
phambili
go godiša tharano ya
complexity
konseptuele
Ukungezela izinga
dikgopolo
kompleksiteit
elinzima lemiqondo
yamagama
ENGLISH
AFRIKAANS
ISIZULU
NORTHERN SOTHO
rationale
grondrede
imiqondo yokuqonda tlhathollo ya
principles or reasons
beginsels of redes wat
imigomo noma
sephetho se
that explain why a
verduidelik hoekom ’n
izizathu ezichaza
fihleletšwego
specific decision or
bepaalde besluit of
ukuthi kungani isizathu melao goba mabaka
action is taken
optrede geneem is
noma isinyathelo
ao a hlalošago lebaka
esithile sithathiwe
la gore gobaneng
sephetho goba tiro ye
e itšegi e tšerwe
reciprocity
wederkerigheid
isenaniselo
go fana
of mutal benefit to all
van wederkerige
kushiwo into esiza
fao ka moka ba ba
55
concerned
voordeel vir almal wat
nxazombili; into
betrokke is
ebasiza bonke
amegago ba holwago
abathintekayo
reciprocal teaching
wederkerige
uhlelo lokufundisa
go rutana
allows for the creation
onderrig
ngokwabelana
go dumelela tlholego
of a dialogue between
onderrig wat
ngolwazi
ya poledišano gare ga
learners and teachers
voorsiening maak vir
lolu hlelo luphawuleka
baithuti le barutiši
die skep van ’n
ngezingxoxo phakathi
dialoog tussen
kwabafundi kanye
leerders en
nothisha
onderwysers
remember
onthou
ulwazi
gopola (tsebo/ tsebo
(knowledge/
(kennis/basiese
olukhunjulwayo/
ya motheo ya tlhamo
basic conceptual
konseptuele kennis)
ulwazi lokuqala into
ya dikgopolo)
knowledge) recognise herken en herroep
ngokomqondo
go lemoga le go
and recall relevant
tersaaklike inligting uit
Lapha umfundi wazi
gopola tshedimošo ya
information from long-
die langtermyngeheue
izinto ngokukhumbula
maleba go tšwa
ulwazi lwakudala
kgopolong ya
term memory
pakatelele
reflection
besinning/
ukubuyekeza
boitekolo
to give careful thought
bepeinsing
okuthile/ukuzinuka
go naganišiša ka selo,
to something, to use a
om versigtig oor iets
amakhwapha
o šomiša mmotlolo wo
particular model or
na te dink, om gebruik
ukucabangisisa into
o goba tshepedišo ye
process to think about,
te maak van ’n
ethile, ukusebenzisa
e itšeng go nagana ka
reconsider one’s
bepaalde model of
indlela ethile noma
ga, go akanya gape
actions, thoughts,
ideas or decisions
proses om jou
optrede, gedagtes,
idees of besluite te
oordink en te oorweeg
uhlelo oluthile
ukucabanga, ukubhekisa
izenzo zakho,
imicabango yakho,
ditiro, dikgopolo,
dikakanyo goba
diphetho tša gago
amacebo noma
izinqumo zakho
sequencing
bepaling van
ukulandelana
go latelanya
conceptual order and
volgorde
kwezinto ngokohlelo
tatelano le
progression
konseptuele orde en
Ukuhleleka kahle
tšweletšopele ya
progressie
komqondo
dikgopolo
ngokulandelelana
kwezinto kanye
nokuqhubeka
scaffolding
56
stellasie-effek
izikhumo
magato ka tatelano a
TPS2602/101
activities the teacher
aktiwiteite wat die
imisebenzi
go thuša go fihlelela
constructs to help
onderwyser opstel om
eyenziwayo
kwešišo
learners to learn
leerders te help leer
neyenziwa nguthisha
ditiro tšeo morutiši a di
ukusiza abafundi
bopago go thuša
ukuthi bafunde
moithuti go ithuta
shared learning
gedeelde leer
ukufunda
go fana sebaka
providing opportunities
die voorsiening van
ngokunikezana
thutong
for learners’
geleenthede vir
amathuba
go fa dibaka tša gore
participation in the
leerders se deelname
ukunikeza amathuba
baithuti ba tšee karolo
learning process
aan die leerproses
kubafundi okuthi
tshepetšong ya go
badlale
ithuta
indima/babambe
iqhaza kwinqubo
yokufunda
simulation
simulasie
ukulingisa
ketšišo
real circumstances are
werklike
Izimo zangempela
dikemo tša mannete di
imitated in the
omstandighede word
zilingiswa ngaphakathi
ekišwa ka phapošing
classroom
in die klaskamer
emagumbini okufunda
ya borutelo
nageboots
summative
sommerende
ukuhlola
tekolothumo
assessment
assessering
okufinyeziwe
tekolo mafelelong a
assessment at the
assessering na afloop
lokhu ukuhlolwa
paka ye e itšego ya
conclusion of a
van ’n spesifieke
okwenziwa ekupheleni
thuto go šupa ka moo
onderrigperiode om te
kwesikhathi sokufundisa
thuto e bilego le
esinqunyiwe ukuthola
khuetšo ka gona
specific instructional
period to establish
bepaal hoe
how effective the
doeltreffend die
teaching was
onderrig was
ukuthi ngabe lokho
okufundisiwe kusebenze
kanjani ukusiza lowo
obefundiswa
understand
verstaan (begrip)
ukuqondisisa
kwešiša
(comprehension)
demonstreer ’n
(ukuzwisisa)
(tlhaloganyo)
create meaning from
basiese begrip van
Lapha kwakhiwa ulwazi
Go tšweletša tlhathollo
educational material
inligting, konsepte en
ngokusebenzisa
go tšwa setlakelong sa
such as reading and
idees
izisetshenziswa
thuto go swana le go
zokufunda
explanations
bala le ditlhathollo
ezinjengokufunda
okubhaliwe nokuchaza
validity
geldigheid
ukuba
bokgonthe
the extent to which an
die mate waarin ’n
ngokwamukelekile
bogolo bjoo
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assessment task
assesseringstaak dit
nokufanele
mošongwana wa
assesses what it is
assesseer wat dit
Indlela nezinga
tekolo o lekolago seo
intended to assess or
bedoel is om te
umsebenzi wokuhlola
go ikemišeditšwego go
measure
assesseer of meet
wenzeka ngayo, nokuthi
lekola goba go ela
ngabe uhlolo luhlose
ukuhlola ini noma lukala
ini
whole school
heleskoolbeplanning
ukuhlelela isikole
go loga leano
planning
betrek alle rolspelers
sonkana
tlhabollong ya
involves all
om die aktiwiteite en
kufaka phakathi bonke
sekolo ka moka
stakeholders to
belangstellings van die ababambiqhaza
e akeretša ka moka
consider the activities
skool in oorweging te
ukubheka kanye
bao ba nago le
and interests of the
neem en om te besluit
imisebenzi yesikole
kgahlego go nagana
school, and to decide
oor die doelwitte van
kanye nezinto
ditiro le dikgahlego tša
on the goals for the
die skool oor ’n sekere
ezingasiza isikole
sekolo, le go tšea
school over a certain
tydperk ten einde te
kanye nokuthatha
sephetho ka ga dinepo
period of time, making
verseker dat die skool
isinqumo ngezinhloso
tša sekolo pakeng ya
sure the school is
gereed is vir die
zesikole ngemuva
nako ye e itšeng, ka
ready for the learner.
leerder
kwesikhathi esithile,
go netefatša gore
ukuze kuqinisekiswe
sekolo se ikemišeditše
ukuthi isikole
moithuti
simlindele umfundi
Source: Adapted from: Gravett, S., de Beer, JJ. & Du Plessis, E.C. 2015. Becoming a teacher.
Cape Town: Pearson.
13
SOURCES CONSULTED
Department of Education. 2007. National Policy Framework for Teacher Education and
Development in South Africa. www.education.gov.za
Revised Policy on the Minimum Requirements for Teacher Education Qualifications. 2015.
Government Gazette: 38487.
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IN CLOSING
I sincerely hope that you will enjoy this module, and I wish you every success with your studies.
You are welcome to contact me for assistance with academic queries.
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