Teaching Practice 1
Portfolio 50 2023
,MARKING GRID
Please ensure that you complete EVERYTHING in this document. Try to write your
answers as fully and as detailed as possible. This document sums up everything
that you have done in the past five weeks of your school-based observation. You
have
worked hard and want to be credited for it.
The following marking grid is used in the marking of this examination
portfolio/workbook (TPF2601/103/2023):
SECTIONS MARK ALLOCATION
SECTION A: AN AFRICAN PHILOSOPHY OF EDUCATION 10
Activity 1: Decolonisation (Education) (4) 2
Activity 2: African communalism 2
Activity 3: Ubuntu (Humanness) 2
Activity 4: Africanisation 2
Activity 5: Indigenous Knowledge (IKS) 2
SECTION B: BEING A PROFESSIONAL TEACHER 17
Activity 6: Roles and Responsibilities of a Teacher 6
Activity 7: Assessments 6
Activity 8: Teaching Philosophy 5
SECTION C: THE SCHOOL ENVIRONMENT 24
Activity 9: Contextual Questionnaire 3
Activity 10: Policies 7
Activity 11: Stakeholder Involvement 14
SECTION D: CURRICULUM 12
st
Activity 12: 21 -Century Skills 6
,Activity 13: Inclusive Education 6
SECTION E: TEACHING AND LEARNING 30
Activity 14: Lesson Presentation 1 15
Activity 15: Learner Participation 4
Activity 16: Technology in the Classroom 4
Activity 17: Discipline 7
SECTION F: REFLECTIONS 7
Activity 18: Challenges during Teaching Practice 2
Activity 19: Cultural Influence 2
Activity 20: Prior Knowledge and Improvements 3
TOTAL 100
, SECTION A: AN AFRICAN PHILOSOPHY OF EDUCATION [10]
Introduction
The following definitions are important when doing observation to contribute to your
theoretical knowledge of learning and teaching in South Africa. These definitions
are constructed around the interpretation of specific aspects related to
Africanisation. Make use of these definitions together with your theoretical
knowledge of current research gained in each module. When observing, reporting
and reflecting on the portfolio activities, these concepts and principles will enable
you to reflect critically on learning and teaching in the unique context in which you
are teaching.
To improve education in South Africa, teachers need to be aware of the contextual
factors that affect life and education. The lived realities as experienced by our
society or communities provide a background to understand challenges from their
unique contexts. An African philosophy of education based on these realities that
articulate the lived reality is needed. This philosophy could become a useful tool
that provides a perspective to define and address problems. This approach can
improve education and life on different levels (Higgs, 2003).
The reality experienced by a diverse African community suggests a spirit of
communality as expressed in an indigenous African knowledge system. General
unifying themes describe concepts in African philosophy that relate to education. To
complete this portfolio, it is important that you understand these concepts.
Read the information in the following table. The concept is explained first and the
principles underlying or supporting the concept follow. To ensure that you
understand the information, explain it in your own words in one sentence in the
space provided.
Portfolio 50 2023
,MARKING GRID
Please ensure that you complete EVERYTHING in this document. Try to write your
answers as fully and as detailed as possible. This document sums up everything
that you have done in the past five weeks of your school-based observation. You
have
worked hard and want to be credited for it.
The following marking grid is used in the marking of this examination
portfolio/workbook (TPF2601/103/2023):
SECTIONS MARK ALLOCATION
SECTION A: AN AFRICAN PHILOSOPHY OF EDUCATION 10
Activity 1: Decolonisation (Education) (4) 2
Activity 2: African communalism 2
Activity 3: Ubuntu (Humanness) 2
Activity 4: Africanisation 2
Activity 5: Indigenous Knowledge (IKS) 2
SECTION B: BEING A PROFESSIONAL TEACHER 17
Activity 6: Roles and Responsibilities of a Teacher 6
Activity 7: Assessments 6
Activity 8: Teaching Philosophy 5
SECTION C: THE SCHOOL ENVIRONMENT 24
Activity 9: Contextual Questionnaire 3
Activity 10: Policies 7
Activity 11: Stakeholder Involvement 14
SECTION D: CURRICULUM 12
st
Activity 12: 21 -Century Skills 6
,Activity 13: Inclusive Education 6
SECTION E: TEACHING AND LEARNING 30
Activity 14: Lesson Presentation 1 15
Activity 15: Learner Participation 4
Activity 16: Technology in the Classroom 4
Activity 17: Discipline 7
SECTION F: REFLECTIONS 7
Activity 18: Challenges during Teaching Practice 2
Activity 19: Cultural Influence 2
Activity 20: Prior Knowledge and Improvements 3
TOTAL 100
, SECTION A: AN AFRICAN PHILOSOPHY OF EDUCATION [10]
Introduction
The following definitions are important when doing observation to contribute to your
theoretical knowledge of learning and teaching in South Africa. These definitions
are constructed around the interpretation of specific aspects related to
Africanisation. Make use of these definitions together with your theoretical
knowledge of current research gained in each module. When observing, reporting
and reflecting on the portfolio activities, these concepts and principles will enable
you to reflect critically on learning and teaching in the unique context in which you
are teaching.
To improve education in South Africa, teachers need to be aware of the contextual
factors that affect life and education. The lived realities as experienced by our
society or communities provide a background to understand challenges from their
unique contexts. An African philosophy of education based on these realities that
articulate the lived reality is needed. This philosophy could become a useful tool
that provides a perspective to define and address problems. This approach can
improve education and life on different levels (Higgs, 2003).
The reality experienced by a diverse African community suggests a spirit of
communality as expressed in an indigenous African knowledge system. General
unifying themes describe concepts in African philosophy that relate to education. To
complete this portfolio, it is important that you understand these concepts.
Read the information in the following table. The concept is explained first and the
principles underlying or supporting the concept follow. To ensure that you
understand the information, explain it in your own words in one sentence in the
space provided.
