TEACHING PRACTICE 2 – EDTP221

TP dates: 22 July to 8 August 2025

PLEASE NOTE THIS OBSERVATION ASSIGNMENT MUST REACH YOUR TUTOR ON
WEDNESDAY, 30 July 2025. THERE WILL BE NO POSTPONEMENT.
OBSERVATION ASSIGNMENT – TEACHING PRACTICE 2 (EDTP221)
 This assignment must be completed electronically.
 The assignment must be saved as: Surname, Name and Student number (e.g. Nkosi Jabu
223223567)
 You will notice that the block provided will “expand/grow” as you type in the block.
 The completed assignment must be emailed to your Tutor by no later than 30 July 2025.
(Your tutor will communicate with you before 22 July 2025).
 This will mean that the Observation Assignment must be completed with all the attachments by
Wednesday, 30 July 2025. PLEASE NOTE ANY LATE SUBMISSION WILL BE PENALISED.
 Please ensure that all the attachments are included in your assignment. In the case of policy
documents of the school, you will only include a photo of the first page of the document, as well
as the index page of the document.
 Please note this assignment must be completed within the first FIVE weekdays of your school
experience.

Ms M van Wyk - Academic Leader: Teaching Practice

STUDENTS TO COMPLETE INFORMATION BELOW – REMEMBER TO SAVE DOCUMENT AS
REQUESTED.

Surname: Gumede Name: Ncomeka

Student number: 224092771 Phase: Senior& FET

Specialisations: History, SS & English

Name of School: Ntulabakayise Secondary

Circuit: UBombo

School Telephone number: 072 892 8436

Name and Surname of Mentor Teacher: Ntshangase QNF

Contact details of Mentor Teacher: 072 213 8639

EDTP 221 2025 Page | 0

 CONTENTS

PAGES TICK BOX

DAY 1 Induction and School Details 4 to 5 √

Observation Lesson 1 5 to 7 √

DAY 2 Assembly 7 √

Learner Movement 8 √

Start of School Day in the Classroom 8 √

Learner Attendance 8 √

Educator Attendance 9 √

The School Day 9 √

Observation Lesson 2 11 to 13 √

DAY 3 Focus on the Curriculum 13 √

Assessments and SA - SAMS 14 √

Programs for Under-Achievers 15 √

Enhancement Programmes 15 √

Teaching Resources 15 √

Co-curricular Activities 16 √

Observation Lesson 3 16 to 17 √

DAY 4 Learner Focus 17 √

Extra-curricular Activities 19 √

Observation Lesson 4 20 to 21 √

DAY 5 School Administration 21 √

School Governing Body 22 √

Support Staff and Environment 22 √

Observation Lesson 5 23 to 24 √

Highlights 24 √

EDTP 221 2025 Page | 1

OBJECTIVES OF THE SCHOOL OBSERVATION
 To enable students to view the school from the perspective of a teacher.
 To familiarise students with the school environment in its totality.
 To enable students to understand the operational functions of the school.
 Students should appreciate the inter-relationship of the various functions of the school.
 To identify the core stakeholders of the school and the importance of a healthy relationship
among them.
INSTRUCTIONS TO STUDENTS:
THE WORKBOOK
1. This workbook must be with you every day during your observation period at the school.
2. All information must be recorded electronically in the workbook.
3. You will also be required to gather information, take a photo/scan and insert the same in
your files.
4. You will observe, research, and ask questions to complete the workbook requirements.
5. This workbook must be presented to your TP tutor no later than Wednesday, 30 July 2025.
Please note that there will be no postponement, and no late submissions will be accepted.
6. The workbook will be assessed and form part of your portfolio.
7. All blocks/tables will expand as you type in your answers.
8. There are numerous changes to this document compared to the Observation
Assignment done previously by students during Teaching Practice. Don't fall into the
trap of copying assignments done by previous students.
9. In cases where plagiarism is detected, you will receive a 0 mark for the assignment
and will have to repeat the whole Teaching Practice module next year. As a result,
you will be unable to complete your degree and not be able to apply for teaching
posts at schools.
AT THE SCHOOL
1. Always be professionally attired.
2. Always be on time and remember all the points discussed under Professionalism.
3. Cell phones must be on silent mode while in the classroom, and no calls should be made or
taken during lesson times. Students should not be busy on their cell phones during the
school day.
4. Do NOT EAT in the classroom during lesson time.
5. Observe the rules and regulations of the school.
6. Do not waste valuable observation time in the staffroom or library – use your time at school
to absorb as much as possible and complete your workbook in detail.

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DAY 1: INDUCTION (10)
Name of School: Ntulabakayise Secondary
The physical address of the school: P.O Box 251, Hluhluwe, 3960
Telephone: 072 892 8436
Email: ntulabakayise@[Link]
Website: N/A
Quintile Rank: 1
Is the School Non-Fee or Fee Paying? Non-Fee
If Fee-paying, what is the annual fee per learner?
Name of Principal: Mathenjwa PE
Name of Deputy-principal: Masekoameng MD
Name of HOD for your Specialisation/Phase: Mngomezulu SL
Name of your Mentor Teacher: Ntshangase QNF
Name of the Chairperson of the SGB: Mdluli SN
Name of the Circuit Manager: Mdluli ZB
What Circuit does the school belong to? UBombo
Number of Educators on the staff. (Including SMT): 25
The number of Admin staff: N/A
The number of Support staff: 5
Number of Learners in the School: 710
The average number of Learners per class: 50
Start time for Educators: 7:20
Start time for Learners: 7:30
The end time for Educators: 14:45
The end time for Learners: 14:30
The number of Teaching periods per day: 6
Number of Breaks per day: 1
The average number of Teaching Hours per Week per Teacher: 24
Number of Classrooms in the School: 18
List the Specialist Classrooms: Workshop, Library, Science lab & Computer room
List the Sports Facilities in the School: Netball Court, Soccer Field
Who received you at the school? My Mentor teacher
Were you taken on a tour of the school? Yes
State your first impressions of the school in not more than 500 words: When I arrived at
Ntulabakayise Secondary School, I was welcomed warmly by the staff, especially my mentor

EDTP 221 2025 Page | 3

 teacher. The school has a calm yet energetic atmosphere, and I could immediately sense the
pride the learners and educators take in their school. Although the infrastructure is modest and
shows signs of wear, the school is clean and well-organized. There is clear discipline among the
learners, and the educators maintain professional conduct.

I was impressed by the learners’ eagerness to learn despite challenges such as large class
sizes and limited resources. The staff was approachable and helpful in guiding me through the
school’s routines, policies, and expectations. I appreciated that I was given a tour of the school
on the first day, it helped me understand the layout and identify key offices and specialist rooms.

From my first day, I noticed that the staff is committed to helping learners succeed. I look
forward to contributing positively during my teaching practice, both in the classroom and beyond.
OBSERVATION OF LESSON [Number 1]
Date 22 July 2025
Grade 08
Period 3
Subject Social Sciences (Geography)
Topic Settlement and Land use
Educator Ngubane NN

Lesson Introduction
1. How did the teacher capture the interest of the learners? (3)

The teacher began by asking learners to describe the type of area they live in urban or
rural and then asked them to share what they notice about the different types of buildings
and land use in those areas. This sparked immediate interest because learners could
relate the content to their everyday lives.

2. What resources were used to introduce the topic? (1)

A printed A3 poster showing different types of settlements (e.g., farms, towns, cities) and
the Grade 8 Social Sciences book.

3. How were learners encouraged to participate in the lesson? (3)

The teacher called on learners by name to share their thoughts and opinions. Group
discussion was encouraged by asking learners to work in pairs to list the services found
in their communities.

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Development of the lesson
1. What teaching method was used in this phase of the lesson? (2)

A combination of questioning, discussion, and visual learning (using charts and the
whiteboard).

2. List the main concepts of the lesson. (3)

 Types of settlements: rural and urban.

 Characteristics of settlements.
 Land use in settlements residential, commercial, industrial, agricultural.

3. List the resources used to develop the main concepts of the lesson. If no resources were
used, suggest resources you would have used for this lesson. (2)

The teacher used a chart, PowerPoint projector and the whiteboard.

4. Did the teacher ask open-ended questions to encourage critical thinking? (1)

Yes

5. Give one example of an open-ended question relevant to the topic of this lesson that you
would ask the learners. (2)

Why do you think more people move to urban settlements even though rural areas have
more land and open space?
6. Were learners actively involved in the lesson? Explain. (2)

Yes.
Learners were engaged through peer discussion, class questioning, and even voluntary
responses. They also helped label types of land use on the board

7. How did the teacher ensure that underachieving learners understood the lesson? (3)

The teacher walked around the room, especially during group work, and clarified key
terms. She also re-explained difficult concepts in isiZulu for those who seemed to
struggle.

Conclusion of the lesson

1. How was the lesson concluded? (3)

The teacher summarised the key points using a mind map on the board and asked the
class to repeat the definitions of “settlement” and “land use” aloud.

2. Did the teacher give the learners any activities other than oral questions to ensure they
understood the lesson? (1)

Yes. Learners were given a short worksheet with images of different settlements and had

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 to classify them as rural or urban and explain why.

3. What activities would you use to ensure that the learners understood the lesson? (3)

 A matching exercise linking land uses to images

 A quick “settlement scenario” where learners design their own village or town and
explain land use decisions

 A concept map exercise summarising types of settlements

Reflection on this Lesson Observed

1. What other way could have been used to introduce this lesson? (3)

A short video showing how a rural village changes into a town or city over time would
make the lesson more dynamic.

2. What other resources could have been used to improve the understanding of the
learners? (3)

interactive maps, satellite images (via Google Earth), and real-life photos from magazines
or newspapers.

3. What other teaching strategies can you think of to encourage greater learner
participation? (2)

Think-pair-share, role-playing as town planners, or group presentations on their own

communities.

4. Did learners find it challenging to understand the main concepts of the lesson? Explain. (2)

Some learners found the term “land use” confusing at first, but once examples were given
(like malls or farms), their understanding improved.

5. What remedial teaching would you suggest for learners who find these topics difficult to
understand? (3)

 Use visuals and real-life examples

 Encourage peer tutoring

 Create flashcards with key terms and definitions

 Simplify explanations using the learners’ home languages where appropriate

6. How did the teacher maintain discipline during the lesson? (3)

The teacher used a firm but respectful tone and reminded learners of the class rules. She
EDTP 221 2025 Page | 6
 used praise to reinforce positive behaviour and proximity control (standing near those
who were distracted).

7. What do you think was positive about this lesson? (3)

The teacher related the content to learners’ real lives, used multiple teaching strategies,
and kept the class focused and engaged throughout the lesson.

SUBTOTAL: 48

DAY 2: FUNCTIONING OF THE SCHOOL (20)

1. SCHOOL ASSEMBLY

1.1 List two reasons why schools have assemblies in the mornings or, in some cases,
during the day.

 To communicate important announcements and updates to all learners and

staff.

 To promote unity, discipline, and a sense of school identity and values.

1.2 If they do have assemblies, how often do they gather for assembly?

Assemblies are held every Day of the week from Monday to Friday

1.3 What do they do in the place of assembly if they don't gather for assembly?

Activities like performing for vintage style or when they have an event, assembly is
one big space

1.4 Are learners allowed to participate in the assemblies or alternative to assemblies?

Yes, they are allowed, learners participate through singing, scripture reading, and
presenting motivational messages or poems.

1.5 How does learner participation in these gatherings help to develop them?

It builds their confidence, leadership skills, public speaking ability, and encourages
responsibility and pride in their school.

1.6 Does the school invite special guests or community members to address the
learners?
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 Yes.

1.7 Name some guests or community members who have been invited to address the
learners.

SAPS officers, motivational speakers from the community, Priests and

Department of Health officials (especially during health awareness campaigns).

1.8 How would learners usually leave the assembly area to their classrooms?

n single lines by grade, under teacher supervision.

2. IN THE CLASSROOM

2.1 Who enters the classroom first, the learners or the teacher?

Learners enter first and are usually seated before the teacher arrives.

2.2 Briefly describe what happens in the classroom before the first period starts.

Learners greet the teacher, settle down and take out their books. The register is
marked, and the teacher gives a brief outline of the lesson.

2.3 How often is the attendance register marked?

Daily, in the morning.

2.4 Who collects the register from the office?

The class monitor or a designated learner.

2.5 Please make a copy or take a photo/scan of a marked register and paste it into this
block.

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EDTP 221 2025 Page | 9
 2.6 Do learners move from one classroom to another for various subjects?

No, teachers mostly move between classes.

2.7 Who ensures that the classroom is appropriately organised and in a proper condition
for learning and teaching?

The class monitor and the subject teacher.

3. LEARNER ATTENDANCE

3.1 What is the primary purpose of a learner attendance policy?

To monitor and ensure consistent learner attendance, reduce absenteeism, and

identify learners who need intervention.

3.2 Copy the front and index pages of the Learner Attendance Policy and paste them
into this block. (If the school does not have one, then copy the one from the
department)

They are recorded in a late register and referred to the HOD or principal if the
behaviour continues.

3.3 How does the school deal with frequent latecomers?

They are recorded in a late register and referred to the HOD or principal if the
behaviour continues.

3.4 What action does the teacher take if a learner is absent for three or more
consecutive days?

The teacher contacts the learner’s parents or guardian and reports it to the grade
head or SMT

3.5 If a learner is unwell, what does the teacher do?

The learner is taken to the office or sick bay, and the parents are contacted to
collect the learner.

3.6 How does the teacher ensure the safety of the learner when granting the learner
leave from school?

The learner is only released once the parent/guardian has signed a release form
EDTP 221 2025 Page | 10
 or fetched the learner in person.

4. EDUCATOR ATTENDANCE

4.1 Why is it essential for all educators to sign an attendance register every morning?

To ensure accountability, time management, and track daily staffing and

absenteeism.

4.2 How are learners accommodated if a teacher is absent?

A substitute teacher or HOD supervises the class and continues with general or
revision work.

4.3 What is the procedure when teachers want to leave school during teaching time?

They must get written permission from the principal and sign out at the office.

4.4 What is the procedure when a teacher is absent?

They must inform the principal and submit a leave form, and the SMT arranges
internal substitution.

4.5 How does the School Management Team (SMT) accommodate classes when
teachers are absent?

By using the substitution roster or allocating available staff to the class.

5. THE SCHOOL DAY

5.1 Does the school operate a weekly or daily timetable?

A weekly timetable.

5.2 Copy/Scan a class timetable and a timetable of your mentor teacher and insert it into
this block.

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EDTP 221 2025 Page | 12
 5.3 Observe the movement of learners during teaching time. Comment on the way they
conduct themselves.

Most learners move quickly and orderly when switching classrooms for specialist
subjects like Life Orientation or Science. A few may linger, but teachers on duty
help manage movement.

5.4 When learners are dismissed from the classroom, does the teacher wait until all
have left the room?

Yes, most teachers wait and ensure learners leave in an orderly manner.

5.5 What system does the school have to ensure learners are not outside the classroom
during teaching?

Teachers and prefects patrol corridors, and learners found loitering must report to
the office

5.6 Who controls learners during the breaks?

Teachers on ground duty as per the roster.

5.7 Does the school operate a Ground-Duty Roster?

Yes.

5.8 Copy/Scan the Ground-Duty Roster and insert it into this block.

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 MORNING ASSEMBLY &BREAK-TIME GROUND DUTY ROSTER 2025

MONDAY AND FRIDAY ASSEMBLY PRAYER &GROUND DUTY

Dates: Weekly Ending Name of educators on duty

Third Term Assembly Ground Duty

22 July 2025 Ntshangase QNF Mdletshe TP

28 July 2025 Gumede BN Ngubane NN

04 August 2025 Ngubane NN Ntshangase QNF

11 August 2025 Ncamphalala SI Hlatshwayo NE

18 August 2025 Dumisa SND Gumede BN

25 August 2025 Mdletshe TP Gumede S

01 September 2025 Thabethe SL Ncamphalala SI

08 September 2025 Ntshangase ZS Dumisa SND

15 September 2025 Hlatshwayo HK Thabethe SL

22 September 2025 Hlatshwayo NE Ntshangase ZS

29 September2025 Gumede S Hlatshwayo HK

03 October 2025 Gumbi IC Gumbi IC

END OF TERM

5.9 Are learners, especially Foundation Phase learners, accompanied by teachers to the
school gate at the end of the day?

Not applicable, the school is secondary phase only.

5.10 Are parents allowed into the classroom during teaching time?

No, they must report to the office first.

5.11 List three strategies that would help the school to improve learner behaviour.

 More reward systems for positive behaviour

 Increased involvement of parents

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  More structured extra-mural activities to build discipline and teamwork

OBSERVATION OF LESSON [Number 2]

Date 23 July 2025

Grade 08
Period 2
Subject Social Sciences
Topic Functions of Settlements
Educator Mr Ntshangase QNF

CLASSROOM MANAGEMENT
It would be best if you focused on how the teacher manages the class for this lesson.
1. LEARNER BEHAVIOUR
1.1 Which word best describes the behaviour of the learners during the lesson?
ATTENTIVE, DISRUPTIVE, RELAXED, ANXIOUS, OR ENTHUSIASTIC (1)
Attentive

1.2 Explain why you chose the word in 1.1. (2)

Most learners followed the lesson carefully, responded to questions, and were
eager to participate in the activity. Minor disruptions were quickly addressed.

1.3 How does the teacher deal with disruptions in the class? (3)
The teacher uses non-verbal cues like standing near disruptive learners and
lowering their voice to regain attention. If needed, the learner is given a warning or
sent to the HOD.

1.4 How did the teacher control learner responses to questions that were asked? (3)
The teacher asked learners to raise their hands and wait their turn. She also made
sure different learners had opportunities to answer, not just the most vocal.

2. POLICIES AND PROCEDURES

2.1 Are the classroom rules and regulations visible to all learners? (1)
Yes

2.2 Do the learners abide by the classroom rules and regulations? Explain your
answer. (3)
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 Yes, mostly. Learners respect the teacher and understand what is expected of
them. The teacher reinforces the rules regularly

2.3 Did the learners participate in developing the classroom rules and -regulations? (1)
No, but the rules were explained clearly at the start of the term.

3. TIME MANAGEMENT

3.1 How did the teacher manage the time for the three phases of this lesson? Give the
approximate time used for each phase of this lesson. (4)
Phase Number of minutes spent on the phase
Introduction 10mins
Development 25mins
Conclusion 5mins
Learner Activity 10mins

3.2 What resources did the teacher use, and did it impact the time management of the
phase in which it was used? (1)
The teacher used a printed table showing different settlement functions and
examples. It helped save time by providing clear visual examples.

3.3 How can the use of resources impact the time management of a lesson? (3)
Resources can help simplify complex content, speed up learner understanding,
and reduce time spent explaining. However, if not well-prepared, they can waste
time.

4. INSTRUCTION
4.1 Were the teacher's instructions to the learners clear and straightforward for them to
understand? (1)

Yes.

4.2 While teaching, where did the teacher stand? (1)

At the front of the class but moved around during the activity.

4.3 Was the teacher able to capture the attention of the entire class from this
position? Explain. (2)

Yes. From the front, the teacher maintained eye contact with learners and could
monitor the whole class.

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 4.4 What would be the most effective position in the classroom for a teacher while
teaching? Motivate your answer. (2)

Moving around the classroom is more effective as it helps engage learners and
prevents them from getting distracted.

4.5 What strategy did the teacher use to encourage learner participation in the lesson?
If none, what strategies would you have used to encourage learner participation?
(3)
The teacher asked open-ended questions, invited group feedback, and gave
positive reinforcement.

5. CLASSROOM ENVIRONMENT
5.1 What has been done to improve the classroom appearance to create an exciting
learning environment? (2)
Videos were shown on the PowerPoint projector and also labelled diagrams
related to Geography were placed on the walls

5.2 How are learners involved in improving the classroom environment? (2)
Learners are responsible for keeping the classroom clean and sometimes help
with creating visual aids

5.3 Do you think improving the classroom appearance through posters and charts is
important? Motivate your answer. (3)

Yes. It reinforces learning, stimulates curiosity, and makes the learning space
more welcoming and engaging.

SUBTOTAL: 38

DAY 3: FOCUS ON THE CURRICULUM (15)

1. THE CURRICULUM
1.1 Are teachers keeping pace with the curriculum as set out in the Curriculum and
Assessment Policy Statement (CAPS) document?

Yes, teachers are following the CAPS pacing guide closely and align their weekly
schedules with the work schedules provided by the department

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 1.2 List five views of the teachers about the CAPS document. It could be negative or
positive. Five views in total. Not five positive and five negative.

Positive Negative
CAPS provides clear structure and Some content is too dense for the time
guidance. allocated.
It ensures consistency across all The document leaves little room for
schools. creativity and flexibility.

The assessment standards are

transparent

1.3 Examine your Mentor teacher's work schedule for the week for your subject. The
Foundation Phase will be for the Grade. Copy/Scan the Work Schedule and paste it
into this block.

1.4 Compare the Work-Schedule to the Term Plan in the CAPS document. Is the work
schedule in keeping with the CAPS document?

Yes, the topics, sequence, and assessment dates in the teacher’s weekly work
EDTP 221 2025 Page | 18
 schedule align with the term plan in the CAPS document.

1.5 List three ways in which the Work-Schedule helps the teacher.

 It provides a time frame to complete each topic.

 It helps in planning lessons and assessment tasks ahead of time.

 It ensures coverage of all curriculum outcomes.

1.6 Choose any topic from any term for each of your Specialist Subjects from the
relevant CAPS document. With the help of the textbooks, list three CONCEPTS and
the CONTENT for each concept. Complete the tables below.

Grade: 8 Subject: Social Sciences

Topic: Settlement and Land Use

CONCEPT CONTENT
1. Types of Settlements Rural settlement and urban settlement
[Link] use on aerial photographs Information from aerial photos (natural and
and large-scale maps constructed features), Identifying land uses in
urban settlements (aerial photographs and
large scale maps)
3. Urbanisation Concept of urbanisation, Overview of
urbanisation in South Africa, Social issues
related to the rapid growth of cities

Grade: 8 Subject: Social Sciences (History)

Topic: topic: World War I (1914 – 1918)

CONCEPT CONTENT
1. Reason why World War I Overview of long term causes, Immediate
broke out cause, Countries in Europe which fought
[Link] of experiences in Conscription and propaganda in Britain,
World War I Trench warfare on the Western Front,
Conscientious objectors
[Link] in Britain during World Changing roles of women in the workplace in
War I Britain World War I, Emily Pankhurst and the
campaign for the vote for women in Britain

2. ASSESSMENT

2.1 Does the school have its own Assessment Policy or use the department's policy?

The school uses the departmental policy but has developed internal guidelines for
EDTP 221 2025 Page | 19
 moderation.

2.2 Copy/Scan the Assessment Policy's cover and index pages and paste them into this
block.

EDTP 221 2025 Page | 20

 2.3 List five different types of assessment that teachers use to assess learners. Give a
brief description of each.

Formal Tests These are written assessments used to evaluate

learners understanding of a specific topic or section
they are usually marked and recorded for term marks.
Projects Learners are given tasks to complete over a period of
time often involving research and creativity. Projects
EDTP 221 2025 Page | 21
 assess the learner ability to apply knowledge and work
independently.
Classwork These are daily written activities completed during
lessons, classwork helps track learners progress and
provides immediate feedback on their understanding.
Oral Presentations Learners explain or present information verbally in
front of the class. This assessment develops speaking
skills and checks understanding in a more interactive
way.
Homework Tasks given to learners to complete at home.
Homework reinforces what was taught in class and
helps learners practice skills independently.

2.4 SA-SAMS (South African Schools Administration and Management System) is

computer software used to record learner performance. Arrange with your mentor
teacher to demonstrate the software. Make notes as the teacher explains the
software to you and add the notes to this block (about 3 points).

 SA-SAMS stores learners' marks for all assessments per term.

 It generates learner performance reports automatically.
 It flags underperformance and calculates term averages.

2.5 Check with your Mentor teacher for the promotion requirements for learners from
one Grade to the next Grade in your phase. List the promotion requirements.

 40% minimum in Home Language

 40% in First Additional Language
 40% in Mathematics
 40% in Social Sciences
 At least 30% in remaining subjects
 Learners must pass at least 6 of the 9 subjects offered

2.6 Programme for under-achieving learners.

2.6.1 What programs does the school have to assist under-achieving learners? If they
don't, can you suggest some?

Extra afternoon classes, Saturday tutorials, Peer support groups organised by

subject heads

2.6.2 How is the progress of these learners monitored?

By tracking test marks, regular feedback reports, and teacher-parent meetings.

2.7 Programme to enhance learning

What does the school do to improve learner performance in the following areas? If
they don't, can you suggest some in each subject?
EDTP 221 2025 Page | 22
 Languages

Reading clubs and comprehension practice

Numeracy

Extra Maths classes

Sciences

Experiments during Natural Sciences lessons, visual aids and Science laboratory

3. TEACHING RESOURCES

3.1 List three resources that are commonly used in the school. (Don't list chalkboard,
chalk, and textbooks as resources)

 Maps and atlases

 Printed worksheets

 YouTube videos downloaded and shown on the PowerPoint Projector

3.2 List the specialist rooms in the school.

 Workshop
 Library
 Science lab
 Computer Lab

4. CO-CURRICULAR ACTIVITIES

Activities related to the curriculum, such as debates, quizzes, etc.

4.1 List the co-curricular activities that the school has in its annual school program.

They only do debates.

OBSERVATION OF LESSON [Number 3]

Date 24 July 2025

Grade 9
Period 4

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 Subject English FAL
Topic Listening and Speaking
Educator Ms Mdletshe TP

QUESTIONING STRATEGIES
For this lesson, you need to focus on the teacher's questions during the lesson.
1. During the Introduction Phase of the lesson, the teacher will focus on the learners' prior
knowledge and the introduction of the topic of the day.

1.1 List two prior knowledge questions the teacher asked in this phase. (2)
 Have you ever had to convince someone to see things your way?
 Have you ever had to make a deal or compromise with a friend or family
member?

1.2 List two questions related to the topic asked in this lesson phase. (2)
 What words did the speaker use to ask politely in the recording?
 How did the two people in the audio reach an agreement?

2. Which type of questions were mainly asked during the lesson? Was it open-ended or
closed questions? (1)

Open-ended questions

3. Regarding your answer to question 2, name two questions the teacher asked the learners.
(2)

 Why do you think the second speaker agreed in the end?

 Do you think the first speaker was respectful? Why or why not?

4. Name one open-ended question that you would have asked regarding this topic. (3)

What would you do if someone didn’t agree with your idea? How would you try to change
their mind?

5. Which type of questions would assist learners in becoming critical thinkers? Motivate your
answer. (3)

Open-ended questions help learners think deeper they don’t just give one word answers
they have to explain their thoughts, give reasons and think about different ideas. This
helps them understand better and solve problems in real life.

EDTP 221 2025 Page | 24

 6. How did the teacher ensure the learners kept pace with the lesson? (3)

The teacher paused the recording to explain important parts and asked simple questions
to check if learners understood, She also repeated key ideas and gave time for learners
to answer in their own words.

7. Did the teacher ask questions to relate the learning material to real-life situations? (2)

Yes

8. List one question you would have asked to relate the learning material of this lesson to real-
life situations. (3)

How can using a calm voice and good body language help you when you have a
disagreement with someone at school or home?

SUBTOTAL: 21

DAY 4: LEARNER FOCUS (10)

Learner Focus
1. Getting to know your learners is essential, as they are crucial stakeholders in the school.
Conduct a random survey among a few learners using the form below. Make copies of the
form and distribute it among FIVE learners. Copy/Scan the completed Learner Survey
Forms you receive back from the learners and paste them into the block underneath this
survey form.

Learner Survey Form

Question Answer

1. How do you come to school every day?

2. What time do you arrive at school?

3. What happens when you are late for school?

4. What is your favourite subject?

5. Why do you like the above subject?

6. How many friends do you have?

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 7. What do you think of your school?

8. Do you play any sports? If so, what sport/s?

9. How many languages do you speak?

10. Which school rule do you not like?

11. How would you change the rule?

12. What changes do you like to see in school?

Insert the completed survey forms into this block.

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EDTP 221 2025 Page | 27
 2. Examine the School's Health and Safety Policy. Briefly list a teacher's steps when a learner
gets injured on the school premises.

 Move the learner to a safe area

 Contact parent/guardian

 Take the learner to the clinic

3. Examine the School's Code of Conduct for Learners. Briefly explain the steps taken to deal
with a violent learner who has caused bodily harm to another learner.

 Separate the learners immediately

 Report the incident to the HOD or Principal
 Fill in incident report form
 Call in parents/guardians
 Take disciplinary action (including suspension if necessary)

4. List three things that the school does to improve learner confidence. (If they don't, suggest
three ways to enhance learner confidence?)

 Give positive feedback, give rewards (Trophies and Certificates) and praises.
 Involve learners in classroom tasks (e.g., reading aloud, peer teaching).
 Do debate activities

5. How are learners empowered and encouraged to be loyal to the school?

 Rewards and certificates for achievement

 Encouragement during assembly to represent the school with pride

6. What records do teachers keep ascertaining if learners are not physically healthy enough to
participate in sports?

 Notes from parents excusing a child from sport

 Record of chronic conditions (e.g. asthma, epilepsy)

7. What document must a parent sign on behalf of a learner before going on an excursion or
field trip?

Consent Form (Permission slip signed by parent/guardian)

8. Why must the document referred to in question 7 be received before going on an

excursion?

 Ensures legal and medical responsibility is authorised

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  Allows the school to act in emergencies
 Protects school and staff from liability

Extra-Curricular activities
During your stay at school, you will be actively involved in the school's curricular, co-curricular and
extra-curricular activities. Extra-curricular activities refer mainly to sporting activities. Co-curricular
activities relate to the subjects taught, such as debates and excursions. As a teacher, you are
responsible for the learner's holistic development.
1. List the sporting facilities which the school has.

 Netball court
 Open field for Soccer and Athletics (seasonal)

2. Which sports are played regularly at the school?

 Soccer
 Netball
 Athletics (seasonal)

3. Does the school have a sports policy?

Yes, the school follows a basic sports code of conduct and registers learners for
competitions.

4. What activity did you assist in organising at the school?

I helped organise a Grade 8 and 9 interclass debate competition under the English
Department.

5. Describe your role in the organisation, control, and participation in the activity.

I helped learners prepare arguments and speaking skills, Organised seating and judging
forms and encouraged participation and teamwork

6. Does the school participate in any sport at a regional or national level?

No

7. If they participate on a regional and national level, in which sport would that be?

N/A

8. Write down the names of learners from the school who gained regional or national colours.
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 N/A

OBSERVATION OF LESSON [Number 4]

Date 24 July 2025
Grade 09
Period 04
Subject English FAL
Topic Listening and Speaking
Educator Ms Mdletshe TP

LEARNER ACTIVITY
You need to focus on the Learner Activity during this lesson.
1. How were learners encouraged to participate in the lesson? How would you have
encouraged them to participate if they were not encouraged? (3)

The teacher asked learners to give examples from their lives and allowed them to act out
short negotiation dialogues.

2. What activities were given to learners? If none, which activities would you have given to the
learners? (3)

Learners worked in pairs to role-play a simple negotiation. They also answered questions
after listening to an audio clip

3. How much time was devoted to learner activity? (1)

15 minutes

4. Did the teacher prepare a worksheet, or was the activity taken from a textbook? (1)

Activity was designed by the teacher (Worksheet) , not from a textbook.

5. How did the teacher supervise the activity? (2)

Walked around the classroom, listened in on pairs, and gave guidance

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 6. How was the activity assessed? If the activity was not assessed, how would you assess an
activity that your learners completed? (3)

It was formatively assessed the teacher gave feedback after each performance. If not
assessed I would use a checklist to assess clarity, tone, and language use

7. How did the teacher give feedback to the learners on the activity? (2)

Verbal feedback was given immediately after each role-play.

8. Reflect on the learner activity given. Do you think the activity added value to the lesson?
Motivate your answer. (3)

Yes, the activity added value learners practiced real communication skills, which made
the lesson practical and engaging.

9. What is the value of learner activities during or after a lesson? (3)

It helps reinforce what is taught, encourages teamwork and confidence and it allows
learners to apply knowledge practically

SUBTOTAL: 21

DAY 5: ADMINISTRATION (20)

School Administration
1. How often does the school have staff meetings?

2 times every week

2. Who conducts the staff meetings?

The school principal and deputy principal

3. List the staff development workshops held by the school during the current school year.

N/A

4. How does the school inform teachers of a staff meeting or workshop?

Staff notice board & Mobile electronics

5. Check if the school had staff development workshops in your specialist subjects with your
mentor teacher. If so, copy/scan the cover page of the handout given at the workshop and
paste it into this block.

EDTP 221 2025 Page | 31

 N/A

Educator Portfolios
1. Examine your mentor teacher's file for your specialist subject and make a note of the
contents.

Personal details, personal timetables, composite timetables, assessment programme,

duty load, annual teaching plan, lesson plan, assessment tasks, assessment tools, mark
sheets, term analysis, subject improvement plan, LTMS records, departmental policy and
CAPS document

2. Examine your mentor teacher's assessment file for your specialist subject and make a note
of the contents.

Tests and exam papers, Assignment and project guidelines, Marking Rubric and
assessment criteria, Student assessment feedback and the records of student progress
and achievement

3. How often does the school management team check the educator's records?

Weekly

4. What other records are kept by the teacher?

 Mark Lists
 Workshop feedback

School Governing Body (SGB)

1. How many parent members are there on the SGB?

2. How many educator members are there on the SGB?

3. List three ways in which the SGB helps the school.

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  caThe SGB makes important decisions about the school, helps with
budgets and policies
 The SGB further helps teachers by giving them resources and support

4. Does the Representative Council of Learners have representatives on the SGB?

Yes

5. Mention two ways in which the SGB assists in maintaining discipline at the school.

 The SGB makes important decisions about the school, helps with budgets and
policies
 The SGB further helps teachers by giving them resources and support

Support Staff
Support staff forms an integral part of the school. During your stay at the school, make it a point to
get to know them and respect their work.
1. Briefly describe the school's environmental awareness programmes. If they do not have any
programmes, what would you suggest?

The school promotes “Clean-up Fridays” and recycling bins around the premises

2. Does the school have a renewable energy program in place? If so, briefly describe it. If not,
name one that you think would help the school.

Solar panel

3. Describe the relationship between the support staff and the teachers.

Support staff and teachers have a respectful, cooperative relationship.

OBSERVATION OF LESSON [Number 5]

Date 25 July 2025

Grade 09
Period 2
Subject Social Sciences
Turning points in modern South African history since
Topic
1948
Educator Mr Ntshangase QNF

METHODOLOGY
EDTP 221 2025 Page | 33
The focus of this lesson is Methodology or the Teaching Strategy.
1. Pay careful attention to the lesson. Identify which teaching method or methods were used in
the following phases: (3)

Introduction Brainstorming and prior knowledge questioning

Development Explanation, source analysis, and class discussion
Conclusion Learner reflection and recap through Q&A

2. In your opinion, do you think the appropriate methods were used for this lesson? Explain
your answer. (3)

Yes, the methods used were suitable for this History topic, the teacher started by asking
learners what they understand by “human rights” and linked that to the events after World
War II. During the development phase, the teacher displayed sections of the UDHR and
asked learners to read and summarise them in their own words. This helped learners
interpret historical sources and develop analytical skills.

3. How effective did the teacher use the resources during this lesson? Motivate
your answer. (3)

Effectively, the teacher used a projector to display the UDHR preamble and selected
articles, a printed worksheet helped learners engage with the text directly. Learners were
also encouraged to highlight similarities between the UDHR and the South African Bill of
Rights.

4. Which resource, other than the one used by the teacher, would you have used to improve
the quality of this lesson? (2)

I would have added a short video (1–2 minutes) explaining why the UDHR was created
after WWII, with real footage of the UN meeting. This would help learners understand the
global context visually.

5. Is the school well-resourced to make classroom teaching effective? Motivate your

answer. (3)

To some extent. The school has a projector and some printed materials, but not enough
for every learner. Textbooks are outdated and some learners share. There is a lack of
digital and visual materials that could bring the content to life.

6. Briefly suggest ways in which you think the school can improve on resources for classroom
teaching. (3)

The school can request Department of Education support for updated textbooks and
EDTP 221 2025 Page | 34
 classroom posters, Build a small resource centre or use a shared Google Drive for
teachers to store materials, and introduce tablets with offline history content (e.g.,
timelines, maps, historical documents)

SUBTOTAL: 17
Highlights of your time at the school (10)
Reflect on your first week at school. Highlight the challenges and successes you observed.
My first week at Ntulabakayise Secondary School was a learning experience filled with both
successes and challenges. Being placed in a real school environment gave me the opportunity
to apply what I’ve learned in theory and see how it plays out in practice.

One of the biggest successes was building a good relationship with the learners. I noticed that
once I introduced myself and showed interest in their ideas, they became more comfortable
participating in class. This was especially noticeable during the Grade 9 English FAL listening
and speaking lesson, where learners confidently shared their opinions and even acted out
negotiation scenes. I also found success in helping the Social Sciences learners during a lesson
on settlements they were curious and asked thoughtful questions, which showed me they were
engaged. Another success was observing how teachers manage their classrooms with respect,
structure, and routine. It helped me see the importance of consistency in classroom
management, and I started applying that in my own interactions with learners.

However, I also noticed a few challenges. One of the major ones is the lack of resources some
learners must share textbooks, and there is limited access to visual or digital aids that could
make lessons more interactive. Another challenge is that a few learners seem demotivated due
to personal or social issues, and it made me realise how important learner support and pastoral
care is in a school setting. Despite these challenges, my first week reminded me that teaching is
about more than just delivering content it’s about connecting, being patient, and adapting to
different situations. I’ve learned a lot already and look forward to growing even more throughout
my teaching practice.

TOTAL: 230

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