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TPF2601 Assignment 50 Semester 2 2022
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TPF2601 Assignment 50 Fully answered!
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SEMESTER 2TPF2601
ASSIGNMENT 50
NAME: ……………………
STUDENT NUMBER: ………..
UNIQUE CODE: ........
DUE DATE: ... SEPTEMBER 2022
2022
,TPF2601
ASSIGNMENT 50
PORTFOLIO 2022
,GENERAL STUDENT INFORMATION
(FILL IN YOUR PERSONAL INFO)
ASSIGNMENT 50 COMPLETE ALL THE INFORMATION
Student name and surname Student number
Miss/Mrs/Mr
Postal address
Contact details
Are you permanently employed at a school?
Are you an intern or assistant teacher a school?
Are you employed outside the education sector?
, TPF2601/103/0/2022
All the photographs or ideas that I have used are my own.
I have kept a copy of the workbook and it is in safekeeping.
I know I have to submit the correct Assignment/Portfolio 50.
I further declare that I have not previously submitted this work, or part of it, for another
assignment.
I further declare that I have not provided any fellow student with a copy of my workbook to use
for their own assignments.
I am fully aware that all the signatures in my assignment must be original signatures and no
signatures may be cut and pasted into the documents.
This is a final examination portfolio, no resubmission is allowed, no late submissions will be
allowed.
There is no remark opportunity for final examination portfolios.
I have to submit this assignment before completing the school-based teaching practice at the
school of placement.
Any plagiarism found will be considered dishonest and disciplinary steps will be taken by the
university.
Any students found to be buying their answers for their assignments will face
disciplinary steps.
NAME AND SURNAME: ………………………………...…………
STUDENT NUMBER: ……………………………………………………
SIGNATURE: ………………………………... DATE: …………………………….
Witness:
Signature ………………………….. Date ……………..…………………….…....
Contact number ………………………………………………………………………
3
,6. MARKING GRID
Please ensure that you complete EVERYTHING in this document. Try to write your answers
as fully and as detailed as you can. This document sums up everything you have done in the
past two weeks of your learning from practice observations. You have worked hard and
should be credited for it. The following marking grid is used in the marking of this
portfolio/workbook (TPF2601/103/0/2022).
ACTIVITIES MARK ALLOCATIONS
Activity 1: EMERGENT MATHEMATICS 40
Activity 2: EMERGENT LITERACY 100
Activity 3: ONLINE STORYBOOK READING 32
Activity 4: ENGLISH LANGUAGE 10
Activity 5: COMMUNITY 18
TOTAL 200
4
, TPF2601/103/0/2022
ACTIVITY 1 EMERGENT MATHEMATICS [50]
1.1 In the study guide you learnt about position and direction in emergent mathematics for
the early years.
Look at the picture below and explain how the teacher uses an obstacle course to teach the
concept of position and direction.
• Young learners learn new concepts by using their bodies as a starting point. By
structuring an obstacle course you can teach learners positional relationships and
different ways of moving in space. In an obstacle course there is a starting point and
an exit point. In completing the obstacle course, learners not only learn about
positioning, they also learn about movement (jump, crawl and walk) and about the
direction of movement (over, through, around and behind). Combining as many as
possible learning experiences around positioning in a fun activity, will motivate learners
to learn in an enjoyable way.
• The children themselves can be the resource. You could, for example, use the following
types of instructions to guide learners to learn about positional relationships using their
own body in relationship to those of their peers (class mates):
• Jump over Jabu’s legs.
• Crawl through Jake’s legs.
• Walk around the tyres and try and catch Jody
• The biggest goal of an obstacle course should be to keep students moving and active
for as much of the class period as possible. This might mean making two of the same
5
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