TPN2602 ASSIGNMENT 01_2023 TEMPLATE

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 under-mentioned declaration must accompany all written work to be submitted. No
written work will be accepted unless the declaration has been completed and attached.

I, full name: Tsundzulani mbhoni chabalala

Student number: 64156869
Subject/Module Code TPN2602

Declaration
1. I understand what plagiarism entails and am aware of the university’s policy in this regard.
2. I declare that this __assignment (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 T chabalala Date: 21.04.2023

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ASSIGNMENT 01

MODULE CODE: TPN2602

Student number: 64156869

ASSIGNMENT UNIQUE NUMBER: 804234

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
Briefly describe your teaching philosophy. Write a paragraph of 5-7 sentences on each of
the following aspects:
Why do you want to be a teacher?
How do you believe you can make a difference? [Sub-total: 10]

My teaching philosophy is that all students are unique. They must have a stimulating
educational environment, where they can grow not only mentally, but also emotionally,
and socially. I want to be a teacher because I want to create an atmosphere/environment
where students can meet their full potential, and feel comfortable with their surroundings
and environment. I feel it is most important to provide a safe environment where students
are encouraged to share their ideas and take risks. I will encourage students to express
their opinions and accept themselves, as well as fellow peers for who they are.

believe that my role as a teacher is to make a difference in students’ lives and educational
environment by incorporating five essential elements that are conducive to learning. (1)
The educator's role in the classroom is to act as a guide. (2) ICT’s (Technology) must be
incorporated in a 21st century classroom. (3) Students must be encouraged to do hands-on
activities. (4) Students need a safe environment to practice their skills. (5) Students should
be taught the importance of equality and respect, by example of the teacher.
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2. CAPS ACTIVITY
Make sure that you have a copy of the CAPS document for the subject you are teaching in
the Intermediate Phase. You will find the relevant CAPS document on the myUnisa
module site under the heading Additional Resources. Answer the following questions
based on the CAPS:

2.1 The curriculum is based on the values enshrined in the constitution. List two aims of
the Constitution.

1. Identify and solve problems and make decisions using critical and creative thinking.

2. Work effectively as individuals and with others as members of a team.

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(2)

2.2 The National Curriculum Statement Grades R-12 is based on certain principles,
name two.

 “High knowledge and high skills: the minimum standards of knowledge and skills
to be achieved at each grade are specified and set high, achievable standards in all
subjects.”
 “Valuing indigenous knowledge systems: acknowledging the rich history and
heritage of this country as important contributors to nurturing the values
contained in the Constitution

(2)

2.3 What is section 4 of the CAPS about?

Section 4 of the CAPS document is all about ASSESSMENTS for the specific subject.
This part of the CAPS document aims to assist the educator in understanding everything
assessment related. This includes:

• Programme of Assessment

• Recording and Reporting

• Moderation of Assessment

• Daily/informal assessments

• Formal assessment requirements

• Types of formal assessment for the subject (social science)

(1)
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2.4 In conjunction with which two documents must the CAPS document be read? Write
down the full names of these documents. Abbreviations will not be marked as correct.

The CAPS document should be read in conjunction with the National Protocol for
Assessment Grade R – 12, and National policy pertaining to the programme and
promotion requirements of the National Curriculum Statement Grades R-12.

(2)

2.5 Which minister of education signed the CAPS curriculum into implementation?

Minister of basic education -MRS ANGIE MOTSHEKGA.

(1)

2.6 The National Curriculum Statement aims to produce learners that are able to do the
following: List two aims.

• Identify and solve problems and make decisions using critical and creative thinking,

and

• Work effectively as individuals and with others as members of a team.

(2)

[Sub-total: 10]

3. CO-TEACHING. Please consult the following two (2) resources to assist you in
answering the questions on co-teaching. These resources are:

a. “Notes on co-teaching” – These notes can be found under the heading Additional
Resources in your module site.
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b. Electronic reserves (e-reserves) - Effective Co-Teaching Practices. A Simple Guide

to Co-Teaching. Adapted from: The Maryland State Department of Education, 2012.

NOTE: E-reserves can be downloaded from the Library catalogue. More

information is available at https://libguides.unisa.ac.za/request/request

3.1 Which two co-teaching styles do you recommend for the school where you will do (or
have already done) your teaching practice? For what reason?

1. The first co-teaching style I would recommend for Laerskool President is the “One
Teaching, One Assisting” style, because it is easy to monitor students’ progress
and understanding of the specific lesson. While one teacher is conducting/leading a lesson,
the other will walk around the in the classroom (between student desks) assisting students
that fell behind, or doesn’t understand the topic/lesson.

2. The second teaching style I would recommend is the “Station teaching model” style,
because it aids to decrease student teacher ratio. Students are grouped into smaller groups,
and the teacher can thus assist each student in detail. This also allows the teacher to teach
the same lesson, in through different learning-teaching methods e.g. One teacher
could present the lesson through colourful pictures, while the second teacher (at a different
station) can play different sound clips to students.

(4)

3.2. List three (3) advantages of co-teaching.

1. Co-teaching allows the teacher to give the student more instructional support during

lessons.

2. The co-teaching method is beneficial for the teacher, because it is easier to monitor

learners’ behaviour.
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3. Another advantage of co-teaching is that it allows the teacher cover content more

effectively to support mastery learning.

(3)

3.3 Name three (3) disadvantages of co-teaching.

• Noise- As there are two teachers, teaching (talking in the same classroom)

there will automatically be an increase in noise.

• Student dependence- As students are now getting much more extra

assistance, they become less able to do learning tasks independently and

become overly dependent on the teachers’ assistance.

• Space- As many South-African classrooms are overcrowded, the second

teacher, with a second desk and teaching equipment may simply not have

enough space in the classroom. With space being an issue in overcrowded

classrooms, it can become easy for one teacher (at one station) to talk over the

other teacher (at a different station) and instructions becoming unclear for

students.

(3)

3.4 How do you think the learners feel about being taught by two
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teachers at the same time?

They feel confuse because the teachers won’t use the same methods and explanation to
what their talking about son it will not be easy for learners to understand the lesson.

(2)

3.5 Is co-teaching practical in a South African school context? Explain your answer in detail.
Yes co-teaching is practical in South Africa because on the school that I was doing my
practicals teachers use to have meetings of sharing ideas on how they can improve their
child’s performance and what are they going to do to ensure that if one of the educator is
sick one must feel up the space by teaching the learners. They applied

Parallel teaching where students were working in groups and team teaching where to
educators was in the classroom at the same time.

(3)

[Sub-total:15]

4. Critical Thinking (Problem Solving)

Every year a significant number of TPN2602 students do not complete their Teaching
Practice Portfolios (Assignment 50) on or before the deadline.

4.1 Can you think of three (3) reasons why students may not complete their Teaching
Practice Portfolios on or before the deadline?

1. Most students don’t complete their portfolio in time because they don’t plan their time
correctly.

2. Some don’t check the due date and time for the portfolio.
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3. Some they don’t read the instructions and they start writing their work late.

(3)

4.2 Provide two (2) solutions to students that will enable them to submit their Teaching
Practice Portfolios on or before the deadline?

1. They need to plan their things in time

2. They must start writing doing their portfolio 3 months before deadline.

(2)

[Sub-total:5]

GRAND TOTAL: 40