Exam (elaborations)
TPF3704 PORTFOLIO 50 2024
- Course
- TPF3704 (TPF3704)
- Institution
- University Of South Africa (Unisa)
TPF3704 PORTFOLIO 50 2024
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TPF3704ASSIGNMENT 50
DUE DATE:29 AUGUST 2024
, TPF3704/ASSESSMENT 50/0/2024
5 PORTFOLIO 50
COMPLETE AND SUBMIT THIS UNISA WORKBOOK AS IS –
DO NOT REDESIGN YOUR OWN WORKBOOK! IN LINE WITH THE POPI ACT, ALWAYS HIDE THE
LEARNERS’ FACES WHEN YOU TAKE PHOTOS; FAILURE TO DO SO WILL RESULT IN
PENALTIES
REMEMBER TO MAKE BACKUPS OF YOUR WORK IMMEDIATELY. WE WILL NOT ACCEPT SUCH
REASONS AS STOLEN CELLPHONES/LAPTOPS, LAPTOPS THAT HAVE CRASHED, AND
CORRUPT FILES IF YOU LOSE THE EVIDENCE THAT YOU HAVE, INDEED, COMPLETED AND
SUBMITTED THE ASSESSMENTS.
PORTFOLIO 50 RUBRIC
Administrative Section Mark Allocation
Student information, student declaration and 10
declaration form
Grade R 1 Week
Lessons Including Mentor Evaluation Form
Lesson 1 – MFP2601: Case Study 10
Lesson 2 – HLT3701 80
Lesson 3 – FPT3701
Lesson 4 – LSK3701
Lesson 5 – FMT3701
20 marks each lesson
GRADE 1
Lesson 6 -MFP2601: Case Study 10
Lesson 7 – FLT3701 80
Lesson 8 – FPT3701
Lesson 9 - LSK3701
Lesson 10 – FMT3701
20 marks each lesson
Attendance Register 10
TOTAL 200
Summative Percentage 35%
Take Note
Submission of one portfolio Absent from exam
Register not included O% - portfolio will not be marked
Register with incomplete dates O mark
– e.g., 01/June
No school stamp and 0%
signatures
1
,GRADE R LESSON:
9. GRADE R LESSONS - 1 WEEK
Lesson 1: Management in Foundation Phase (MFP2601) Grade R Activity
Read the case study below and answer the questions below:
Ms Mogashoa is a newly appointed teacher at Refilwe Primary School. She entered the
classroom for the first time, the classroom was relatively small for the number of students it
accommodates, leading to overcrowded conditions. The seating arrangement was chaotic, with
desks and chairs arranged haphazardly. The classroom lacked designated learning centres,
such as reading corners, play areas or creative spaces. There were few educational resources,
and these were scattered throughout the classroom. The classroom walls were bare and there
was inadequate natural lighting and ventilation.
Use the space provided to answer the questions based on the space provided:
QUESTION 1: (15)
1.1. How can Ms Mogashoa optimise the limited space in the Grade R classroom to
create an age-appropriate learning environment for young children? (Propose
an age-appropriate seating plan). (5)
Ms Mogashoa can optimise the limited space in the Grade R classroom by implementing
an age-appropriate seating plan that maximises the use of available space and fosters a
conducive learning environment. One possible seating plan could be to arrange desks
and chairs in small group clusters, allowing for easy movement and interaction among
students. This arrangement can also create designated learning areas within the
classroom, such as a reading corner, a play area, and a creative space. Additionally, Ms
Mogashoa can use low shelves or storage units to organise educational resources and
materials, making them easily accessible to students.
1.2 Visit a grade R classroom in the school where you are teaching and share whether the
classroom space is conducive to young children’s learning. (3)
Visiting a Grade R classroom in the school where Ms Mogashoa is teaching will provide
her with valuable insights into the adequacy of the classroom space for young children's
learning. She can observe the layout, seating arrangements, presence of designated
learning areas, and the overall atmosphere of the classroom to determine its suitability for
young learners.
2
, TPF3704/ASSESSMENT 50/0/2024
1.3 In what ways can Ms Mogashoa create a visually stimulating environment in the
Grade R classroom, considering the developmental stage and interests of the
young learners? (3)
Ms Mogashoa can create a visually stimulating environment in the Grade R classroom
by incorporating bright colors, engaging visuals, and age-appropriate decor that reflect
the interests and developmental stage of the young learners. She can use educational
posters, charts, and pictures to decorate the walls, creating a visually rich environment
that stimulates curiosity and promotes learning. Additionally, Ms Mogashoa can involve
students in creating artwork and displays, fostering a sense of ownership and pride in
their learning environment.
1.4 What role do age-appropriate reading corners, play areas, and creative spaces play in
fostering the holistic development of Grade R students, and how can Ms Mogashoa
incorporate these into the classroom? (4)
Age-appropriate reading corners, play areas, and creative spaces play a crucial role in
fostering the holistic development of Grade R students. These spaces provide
opportunities for students to engage in independent exploration, imaginative play, and
creative expression, which are essential for their cognitive, social, emotional, and
physical development. Ms Mogashoa can incorporate these into the classroom by
designating specific areas for each purpose and providing appropriate materials and
resources. For example, she can create a cozy reading corner with books and cushions,
a play area with educational toys and games, and a creative space with art supplies and
craft materials. These spaces should be inviting, accessible, and conducive to learning
and play.
3
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